Reading, writing, and research: added value to university first‐year experience programs

Reading, writing, and research: added value to university first‐year experience programs Retention rates, the development of quality first‐year experience programs, accreditation, learning outcomes, and the goal of creating life‐long learners place research instruction as an essential part of the academic curriculum. The ability to find information, evaluate information resources, and use quality resources to write and present research effectively is critical in this information‐rich society. This manuscript describes a research project based on a comparative analysis of randomly selected sections of English composition that include library research components integrated into their curriculum. The project implemented and analyzed pre‐ and post‐tests, the use of online instruction modules, literature cited analyses, grade comparisons, and varied instructional opportunities in an effort to identify and assess effective pedagogy for research instruction provided to entry‐level students. The results show that this collaborative model of working with teaching assistants and faculty coordinators to integrate research instruction into the writing curriculum is student‐centered and effective. This model can be readily implemented in a variety of core courses that include writing and research elements. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

Reading, writing, and research: added value to university first‐year experience programs

Reference Services Review, Volume 32 (2): 8 – Jun 1, 2004

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Publisher
Emerald Publishing
Copyright
Copyright © 2004 Emerald Group Publishing Limited. All rights reserved.
ISSN
0090-7324
DOI
10.1108/00907320410537667
Publisher site
See Article on Publisher Site

Abstract

Retention rates, the development of quality first‐year experience programs, accreditation, learning outcomes, and the goal of creating life‐long learners place research instruction as an essential part of the academic curriculum. The ability to find information, evaluate information resources, and use quality resources to write and present research effectively is critical in this information‐rich society. This manuscript describes a research project based on a comparative analysis of randomly selected sections of English composition that include library research components integrated into their curriculum. The project implemented and analyzed pre‐ and post‐tests, the use of online instruction modules, literature cited analyses, grade comparisons, and varied instructional opportunities in an effort to identify and assess effective pedagogy for research instruction provided to entry‐level students. The results show that this collaborative model of working with teaching assistants and faculty coordinators to integrate research instruction into the writing curriculum is student‐centered and effective. This model can be readily implemented in a variety of core courses that include writing and research elements.

Journal

Reference Services ReviewEmerald Publishing

Published: Jun 1, 2004

Keywords: Academic libraries; Assessment; Information; Libraries; Research

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