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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2007
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| Online-Zugang: | https://eric.ed.gov/?id=EJ826072 |
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| _version_ | 1867181010200821760 |
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| author | Flaspohler, Molly R. Rux, Erika M. Flaspohler, John A. |
| author_facet | Flaspohler, Molly R. Rux, Erika M. Flaspohler, John A. Flaspohler, Molly R. Rux, Erika M. Flaspohler, John A. |
| collection | Education Resources Information Center |
| contents | The Annotated Bibliography and Citation Behavior: Enhancing Student Scholarship in an Undergraduate Biology Course Flaspohler, Molly R. Rux, Erika M. Flaspohler, John A. Majors (Students) Research Papers (Students) Information Science Education Student Research Scientific Research Library Research Biology Annotated Bibliographies Information Science Scholarship Undergraduate Study Higher Education Citations (References) Scientific and Technical Information Evaluation Library Skills Library Instruction Surveys Academic Libraries Contemporary undergraduates in the biological sciences have unprecedented access to scientific information. Although many of these students may be savvy technologists, studies from the field of library and information science consistently show that undergraduates often struggle to locate, evaluate, and use high-quality, reputable sources of information. This study demonstrates the efficacy and pedagogical value of a collaborative teaching approach designed to enhance information literacy competencies among undergraduate biology majors who must write a formal scientific research paper. We rely on the triangulation of assessment data to determine the effectiveness of a substantial research paper project completed by students enrolled in an upper-level biology course. After enhancing library-based instruction, adding an annotated bibliography requirement, and using multiple assessment techniques, we show fundamental improvements in students' library research abilities. Ultimately, these improvements make it possible for students to more independently and effectively complete this challenging science-based writing assignment. We document critical information literacy advances in several key areas: student source-type use, annotated bibliography enhancement, plagiarism reduction, as well as student and faculty/librarian satisfaction. (Contains 8 figures.) |
| format | Recurso educativo Open Access |
| id | eric_EJ826072 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2007 |
| record_format | eric |
| spellingShingle | The Annotated Bibliography and Citation Behavior: Enhancing Student Scholarship in an Undergraduate Biology Course Flaspohler, Molly R. Rux, Erika M. Flaspohler, John A. Majors (Students) Research Papers (Students) Information Science Education Student Research Scientific Research Library Research Biology Annotated Bibliographies Information Science Scholarship Undergraduate Study Higher Education Citations (References) Scientific and Technical Information Evaluation Library Skills Library Instruction Surveys Academic Libraries The Annotated Bibliography and Citation Behavior: Enhancing Student Scholarship in an Undergraduate Biology Course Flaspohler, Molly R. Rux, Erika M. Flaspohler, John A. Majors (Students) Research Papers (Students) Information Science Education Student Research Scientific Research Library Research Biology Annotated Bibliographies Information Science Scholarship Undergraduate Study Higher Education Citations (References) Scientific and Technical Information Evaluation Library Skills Library Instruction Surveys Academic Libraries Contemporary undergraduates in the biological sciences have unprecedented access to scientific information. Although many of these students may be savvy technologists, studies from the field of library and information science consistently show that undergraduates often struggle to locate, evaluate, and use high-quality, reputable sources of information. This study demonstrates the efficacy and pedagogical value of a collaborative teaching approach designed to enhance information literacy competencies among undergraduate biology majors who must write a formal scientific research paper. We rely on the triangulation of assessment data to determine the effectiveness of a substantial research paper project completed by students enrolled in an upper-level biology course. After enhancing library-based instruction, adding an annotated bibliography requirement, and using multiple assessment techniques, we show fundamental improvements in students' library research abilities. Ultimately, these improvements make it possible for students to more independently and effectively complete this challenging science-based writing assignment. We document critical information literacy advances in several key areas: student source-type use, annotated bibliography enhancement, plagiarism reduction, as well as student and faculty/librarian satisfaction. (Contains 8 figures.) |
| title | The Annotated Bibliography and Citation Behavior: Enhancing Student Scholarship in an Undergraduate Biology Course |
| topic | Majors (Students) Research Papers (Students) Information Science Education Student Research Scientific Research Library Research Biology Annotated Bibliographies Information Science Scholarship Undergraduate Study Higher Education Citations (References) Scientific and Technical Information Evaluation Library Skills Library Instruction Surveys Academic Libraries |
| url | https://eric.ed.gov/?id=EJ826072 |