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| Main Authors: | , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2016
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1092681 |
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| _version_ | 1867181074457559040 |
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| author | Lundstrom, Kacy Martin, Pamela Cochran, Dory |
| author_facet | Lundstrom, Kacy Martin, Pamela Cochran, Dory Lundstrom, Kacy Martin, Pamela Cochran, Dory |
| collection | Education Resources Information Center |
| contents | Making Strategic Decisions: Conducting and Using Research on the Impact of Sequenced Library Instruction Lundstrom, Kacy Martin, Pamela Cochran, Dory Decision Making Grades (Scholastic) Library Instruction Psychology College Students Writing (Composition) Student Surveys Focus Groups College Faculty Academic Libraries Statistical Analysis Transcripts (Written Records) Student Records Qualitative Research Correlation This study explores the relationship between course grades and sequenced library instruction interventions throughout psychology students' curriculum. Researchers conducted this study to inform decisions about sustaining and improving program integrations for first- and second-year composition courses and to improve discipline-level integrations. Researchers began with transcript analysis but soon incorporated student surveys and a faculty focus group to supplement the data and influence future directions. Findings confirmed that students benefit from meaningful collaborations with the library at strategic, sequenced points in their curriculum, including at the discipline level. This research also provided concrete information that brought about change at the classroom and programmatic level. |
| format | Recurso educativo Open Access |
| id | eric_EJ1092681 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2016 |
| record_format | eric |
| spellingShingle | Making Strategic Decisions: Conducting and Using Research on the Impact of Sequenced Library Instruction Lundstrom, Kacy Martin, Pamela Cochran, Dory Decision Making Grades (Scholastic) Library Instruction Psychology College Students Writing (Composition) Student Surveys Focus Groups College Faculty Academic Libraries Statistical Analysis Transcripts (Written Records) Student Records Qualitative Research Correlation Making Strategic Decisions: Conducting and Using Research on the Impact of Sequenced Library Instruction Lundstrom, Kacy Martin, Pamela Cochran, Dory Decision Making Grades (Scholastic) Library Instruction Psychology College Students Writing (Composition) Student Surveys Focus Groups College Faculty Academic Libraries Statistical Analysis Transcripts (Written Records) Student Records Qualitative Research Correlation This study explores the relationship between course grades and sequenced library instruction interventions throughout psychology students' curriculum. Researchers conducted this study to inform decisions about sustaining and improving program integrations for first- and second-year composition courses and to improve discipline-level integrations. Researchers began with transcript analysis but soon incorporated student surveys and a faculty focus group to supplement the data and influence future directions. Findings confirmed that students benefit from meaningful collaborations with the library at strategic, sequenced points in their curriculum, including at the discipline level. This research also provided concrete information that brought about change at the classroom and programmatic level. |
| title | Making Strategic Decisions: Conducting and Using Research on the Impact of Sequenced Library Instruction |
| topic | Decision Making Grades (Scholastic) Library Instruction Psychology College Students Writing (Composition) Student Surveys Focus Groups College Faculty Academic Libraries Statistical Analysis Transcripts (Written Records) Student Records Qualitative Research Correlation |
| url | https://eric.ed.gov/?id=EJ1092681 |