Where We Come in: Faculty Research Pedagogy and Implications for Librarian Practice
Fuente:
ERIC Institute of Education Sciences
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| Autori principali: | , , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2025
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| Soggetti: | |
| Accesso online: | |
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| _version_ | 1867181651467960320 |
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| author | Catherine Meals Meghan Kowalski Faith Rusk |
| author_facet | Catherine Meals Meghan Kowalski Faith Rusk Catherine Meals Meghan Kowalski Faith Rusk |
| collection | Education Resources Information Center |
| contents | Where We Come in: Faculty Research Pedagogy and Implications for Librarian Practice Catherine Meals Meghan Kowalski Faith Rusk Writing Teachers Writing (Composition) Writing Instruction Teaching Methods Research Skills Assignments Instructional Design Academic Libraries Library Instruction Information Literacy This article reports the findings and implications of a qualitative exploratory study of writing composition instructors' approaches to teaching research skills and designing research assignments. The authors present the common learning goals, instructional approaches, and research teaching challenges that surfaced through semi-structured, individual in-depth interviews with instructors. They then describe how the study findings point to embedded librarianship and faculty train-the-trainer approaches as potential avenues for improving academic librarians' information literacy instructional support for students and faculty. |
| format | Recurso educativo Open Access |
| id | eric_EJ1471057 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2025 |
| record_format | eric |
| spellingShingle | Where We Come in: Faculty Research Pedagogy and Implications for Librarian Practice Catherine Meals Meghan Kowalski Faith Rusk Writing Teachers Writing (Composition) Writing Instruction Teaching Methods Research Skills Assignments Instructional Design Academic Libraries Library Instruction Information Literacy Where We Come in: Faculty Research Pedagogy and Implications for Librarian Practice Catherine Meals Meghan Kowalski Faith Rusk Writing Teachers Writing (Composition) Writing Instruction Teaching Methods Research Skills Assignments Instructional Design Academic Libraries Library Instruction Information Literacy This article reports the findings and implications of a qualitative exploratory study of writing composition instructors' approaches to teaching research skills and designing research assignments. The authors present the common learning goals, instructional approaches, and research teaching challenges that surfaced through semi-structured, individual in-depth interviews with instructors. They then describe how the study findings point to embedded librarianship and faculty train-the-trainer approaches as potential avenues for improving academic librarians' information literacy instructional support for students and faculty. |
| title | Where We Come in: Faculty Research Pedagogy and Implications for Librarian Practice |
| topic | Writing Teachers Writing (Composition) Writing Instruction Teaching Methods Research Skills Assignments Instructional Design Academic Libraries Library Instruction Information Literacy |
| url | https://eric.ed.gov/?id=EJ1471057 |