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Preface: my journey into research processes
About the author
Chapter 1: Defining research processes
Average faculty expectations
The capabilities actually required by students
Keeping the goal consistent with higher education’s mission
What are we looking for?
The idea of research processes
Chapter 2: Research ability inadequacies in higher education
Where the problem starts
University students and information skills - an overview
Information literacy of senior undergraduate/graduate students
The information literacy of faculty members
The bottom line: information illiteracy in academia
Chapter 3: Research processes and faculty understanding
The understanding gap
The university administration gap
The silo problem
The perpetuated experience (osmosis) gap
Faulty assumptions about students and technology
Faculty perception of librarians
The hesitation of accrediting bodies
Chapter 4: Current initiatives in research processes
Development of standards among academic librarians
Instruction through the curriculum
The essential failure of all such initiatives
Chapter 5: The role of disciplinary thinking in research processes
The development of scholarly ability within a discipline – content and process
Learning about versus doing
The difference between disciplinary experts and undergraduates
The radical shift in thinking demanded for effective research processes instruction to university students
Chapter 6: Research processes in the classroom
Congruence with active learning and constructivism
Required thinking and process skills
Required changes in teaching patterns
The new classroom
What about content?
Chapter 7: Tentative case studies in disciplinary research process instruction
The social sciences
Chapter 8: Research processes transforming education
The educational task of the professor
Departmental planning for teaching research processes
University planning for teaching research processes
Chapter 9: Resourcing the enterprise
The question of priorities
Realigning academic librarians
Taking a grassroots approach
Buy-in at the top
What resources do we need?
Chapter 10: Conclusion
Information literacy may be defined as the ability to identify a research problem, decide the kinds of information needed to tackle it, find the information efficiently, evaluate the information, and apply it to the problem at hand. Teaching Research Processes suggests a novel way in which information literacy can come within the remit of teaching faculty, supported by librarians, and reconceived as ‘research processes’. The aim is to transform education from what some see as a primarily one-way knowledge communication practice, to an interactive practice involving the core research tasks of subject disciplines.
This title is structured into nine chapters, covering: Defining research processes; Research ability inadequacies in higher education; Research processes and faculty understanding; Current initiatives in research processes; The role of disciplinary thinking in research processes; Research processes in the classroom; Tentative case studies in disciplinary research process instruction; Research processes transforming education; and Resourcing the enterprise. The book concludes by encouraging the reader to implement the teaching of research processes.
- Engages the domain of teaching faculty rather than librarians only
- Analyzes the reasons why the research processes concept represents a gap in academia
- Focuses on research ability as a process that can be taught within disciplines
University professors, academic administrators, academic librarians, and students in library and Information Studies programs
- No. of pages:
- © Chandos Publishing 2012
- 29th February 2012
- Chandos Publishing
- Paperback ISBN:
- eBook ISBN:
"Badke provides a compelling argument that students do not know how to do research and that faculty are not addressing the problem. He shows that librarians and faculty can work together to teach the process of research to students. Until professors see the need for teaching research processes, students will continue to fumble their way through them. Teaching Research Processes could be a helpful resource for a faculty retreat or a conversation starter."--Teaching Theology & Religion, January 2014
This book should prove valuable to anyone trying to design a relational approach to IL and integrate it within curricula., Journal of Information Literacy
William B. Badke is Associate Librarian at Trinity Western University, Canada, with responsibility for information resources and research training at the Associated Canadian Theological Schools. He is author of numerous articles and the widely used textbook, Research Strategies: Finding your Way through the Information Fog, 4th ed. William also writes as an information literacy columnist for a trade magazine. He has taught research processes for 25 years.
Trinity Western University, Canada
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