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Home > Reference > Library and information sciences / Museology > Teaching Research Processes: The Faculty Role in the Development of Skilled Student Researchers(Chandos Information Professional Series)
Teaching Research Processes: The Faculty Role in the Development of Skilled Student Researchers(Chandos Information Professional Series)

Teaching Research Processes: The Faculty Role in the Development of Skilled Student Researchers(Chandos Information Professional Series)


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About the Book

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.

Table of Contents:
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

About the Author :
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.

Review :
This book should prove valuable to anyone trying to design a relational approach to IL and integrate it within curricula., Journal of Information Literacy


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Product Details
  • ISBN-13: 9781843346746
  • Publisher: Woodhead Publishing Ltd
  • Publisher Imprint: Chandos Publishing (Oxford) Ltd
  • Height: 234 mm
  • No of Pages: 240
  • Sub Title: The Faculty Role in the Development of Skilled Student Researchers
  • Width: 156 mm
  • ISBN-10: 1843346745
  • Publisher Date: 29 Feb 2012
  • Binding: Paperback
  • Language: English
  • Series Title: Chandos Information Professional Series
  • Weight: 394 gr


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Teaching Research Processes: The Faculty Role in the Development of Skilled Student Researchers(Chandos Information Professional Series)
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