Teaching Research Processes

Preface: my journey into research processes

Acknowledgements

About the author

Chapter 1: Defining research processes

Abstract:

Average faculty expectations

Common definitions

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

Abstract:

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

Abstract:

The understanding gap

The university administration gap

The silo problem

The perpetuated experience (osmosis) gap

Faulty assumptions about students and technology

Faculty culture

Faculty perception of librarians

The hesitation of accrediting bodies

Conclusion

Note

Chapter 4: Current initiatives in research processes

Abstract:

Development of standards among academic librarians

Remedial instruction

Credit-based courses

Instruction through the curriculum

The essential failure of all such initiatives

Chapter 5: The role of disciplinary thinking in research processes

Abstract:

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

Abstract:

Essential goals

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

Abstract:

The humanities

The social sciences

The sciences

Professional programs

Conclusion

Chapter 8: Research processes transforming education

Abstract:

The educational task of the professor

Departmental planning for teaching research processes

University planning for teaching research processes

Chapter 9: Resourcing the enterprise

Abstract:

The question of priorities

Realigning academic librarians

Taking a grassroots approach

Buy-in at the top

What resources do we need?

Chapter 10: Conclusion

Abstract:

References

Index

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