Information Literacy in Science Writing: How Students Find, Identify, and Use Scientific Literature
Fuente:
ERIC Institute of Education Sciences
Salvato in:
| Autori principali: | , |
|---|---|
| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2016
|
| Soggetti: | |
| Accesso online: | |
| Tags: |
Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne!!
|
| _version_ | 1867181621023604736 |
|---|---|
| author | Klucevsek, Kristin M. Brungard, Allison B. |
| author_facet | Klucevsek, Kristin M. Brungard, Allison B. Klucevsek, Kristin M. Brungard, Allison B. |
| collection | Education Resources Information Center |
| contents | Information Literacy in Science Writing: How Students Find, Identify, and Use Scientific Literature Klucevsek, Kristin M. Brungard, Allison B. Information Literacy Library Instruction Databases Guides Writing Evaluation Writing Tests Research Reports Citations (References) Science Education Undergraduate Students Self Efficacy Scientific Research Scaffolding (Teaching Technique) Task Analysis Case Studies Writing Instruction Librarians Course Descriptions Teaching Methods Statistical Analysis Student Surveys Student Attitudes Likert Scales For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we must identify how students interact with authentic scientific texts. In this case study, we addressed this aim by embedding a science librarian into a science writing course, where students wrote a literature review on a research topic of their choice. Library instruction was further integrated through the use of an online guide and outside assistance. To evaluate the evolution of information literacy in our students and provide evidence of student practices, we used task-scaffolded writing assessments, a reflection, and surveys. We found that students improved their ability and confidence in finding research articles using discipline-specific databases as well as their ability to distinguish primary from secondary research articles. We also identified ways students improperly used and cited resources in their writing assignments. While our results reveal a better understanding of how students find and approach scientific research articles, additional research is needed to develop effective strategies to improve long-term information literacy in the sciences. |
| format | Recurso educativo Open Access |
| id | eric_EJ1126200 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2016 |
| record_format | eric |
| spellingShingle | Information Literacy in Science Writing: How Students Find, Identify, and Use Scientific Literature Klucevsek, Kristin M. Brungard, Allison B. Information Literacy Library Instruction Databases Guides Writing Evaluation Writing Tests Research Reports Citations (References) Science Education Undergraduate Students Self Efficacy Scientific Research Scaffolding (Teaching Technique) Task Analysis Case Studies Writing Instruction Librarians Course Descriptions Teaching Methods Statistical Analysis Student Surveys Student Attitudes Likert Scales Information Literacy in Science Writing: How Students Find, Identify, and Use Scientific Literature Klucevsek, Kristin M. Brungard, Allison B. Information Literacy Library Instruction Databases Guides Writing Evaluation Writing Tests Research Reports Citations (References) Science Education Undergraduate Students Self Efficacy Scientific Research Scaffolding (Teaching Technique) Task Analysis Case Studies Writing Instruction Librarians Course Descriptions Teaching Methods Statistical Analysis Student Surveys Student Attitudes Likert Scales For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we must identify how students interact with authentic scientific texts. In this case study, we addressed this aim by embedding a science librarian into a science writing course, where students wrote a literature review on a research topic of their choice. Library instruction was further integrated through the use of an online guide and outside assistance. To evaluate the evolution of information literacy in our students and provide evidence of student practices, we used task-scaffolded writing assessments, a reflection, and surveys. We found that students improved their ability and confidence in finding research articles using discipline-specific databases as well as their ability to distinguish primary from secondary research articles. We also identified ways students improperly used and cited resources in their writing assignments. While our results reveal a better understanding of how students find and approach scientific research articles, additional research is needed to develop effective strategies to improve long-term information literacy in the sciences. |
| title | Information Literacy in Science Writing: How Students Find, Identify, and Use Scientific Literature |
| topic | Information Literacy Library Instruction Databases Guides Writing Evaluation Writing Tests Research Reports Citations (References) Science Education Undergraduate Students Self Efficacy Scientific Research Scaffolding (Teaching Technique) Task Analysis Case Studies Writing Instruction Librarians Course Descriptions Teaching Methods Statistical Analysis Student Surveys Student Attitudes Likert Scales |
| url | https://eric.ed.gov/?id=EJ1126200 |