Enhancing Research Skills and Information Literacy in Community College Science Students

Abstract

Community college science majors were assigned a team-based research project in a course sequence of General Biology I and II and were followed over a two-semester sequence during three academic years. The project was intended to introduce key General Education principles such as global citizenship, scientific reasoning, communication skills, information literacy, and stewardship. Conducted in partnership with library faculty, the assignment used course-integrated workshops and one-on-one reference instruction to help students produce research papers, learn the mechanics of online library research, and practice public speaking. Assignments were designed to emphasize and refine skills such as information literacy, critical thinking, and writing, while supplementing course content with current global events. Pre-and post-surveys were conducted to analyze assimilation of skills during General Biology I and mastering of those skills the following semester.

A Double Shot of Information Literacy Instruction at a Community College

“…2006). However, a 2011 study of community college science students showed a reduction on the reliance of Google after IL workshops when purposeful research was necessary (Henderson 2011).…”

Foregrounding the Research Log in Information Literacy Instruction

“…Fifteen out of 30 articles reviewed can be called serious advocates, including Bent andStockdale (2009), Bowler (2010), and Carey (2012); Carter (2013) who used worksheets on identifying and refining keywords for formative assessment; Corbett (2010), Detmering and Johnson (2012), and Diekema et al (2011);Henderson et al (2011) who recommend "a final narrative and research log" in a community college biology class-without, however giving a pedagogical rationale; Lacy and Chen (2013), in a rare example of research log use in one-shot instruction; Mulherrin andAbdul-Hamid (2009), Oakleaf (2012), Ovadia (2010), Radia and Stapleton (2008), Sellar et al (2012), andStapleton (2010).…”

“…151, 155;Lacy & Chen, 2013, p. 139;Whitlock & Nanavati, 2013, p. 43;Willson, 2012, p. 62). And even in a credit course, time is a serious constraint: In a table giving the benefits and drawbacks of assessment tools for IL instruction, Whitlock and Nanavati (2013) cite Henderson et al (2011) on the use of research logs; drawbacks listed are: "Time-consuming for students to complete" and "Time-consuming to grade" (p. 43). And, as noted above in discussing affective pedagogy, research logs beneficially slow down the research process; ironically, the time required renders them discouraging (Moon, 2006, p. 26).…”

“…Three of these seven articles appear in composition journals, two in library journals, and two in edited works on librarianship; eight of the authors are composition faculty while nine are library faculty. Other fields include architecture (Vecchiola, 2011); biology (Henderson et al, 2011;Winch & Hunter, 2007); Chicano and Latino studies (Delgado & Luévano, 2007); education (Tuttle & McKinzie, 2007); environmental sciences (Bent & Stockdale, 2009); literary research (Bean & Iyer, 2009;Zauha, 2013); political science (Gilbert et al, 2012;Stevens & Campbell, 2007); and scientific method (Toedter & Glew, 2007). Again, the articles appear in a mix of sources: in library journals, in disciplinary journals, and in edited works on librarianship; twelve authors are discipline faculty and ten are library faculty.…”

Interactive Technology: Enhancing Business Students’ Content Literacy

“…It is held that the need to instill college level literacy skills is imperative (Ferris, 2012;Berube, 2011;Berger & Trexler, 2010;Newby, Stepich, Lehman, & Russell 2007): Students ought to be adept in reading, writing, listening, and speaking to acquire and retain knowledge. Among those skills, information literacy is needed in the contemporary environment; it has been found that self-directed business achievement is related to mastering literacy skills (Henderson, Nunez-Roderiguez, & Caseri, 2011: Fluck, 2010). Moreover, implementing college level skills creates new opportunities to develop teamwork and apply acquired knowledge across a wider sphere (Collins & Halverson, 2009;Borich, 2007).…”