How Do Students Get Help with Research Assignments? Using Drawings to Understand Students' Help Seeking Behavior

Beisler, Molly; Medaille, Ann

doi:10.1016/j.acalib.2016.04.010

Cited by 25 publications

(23 citation statements)

References 16 publications

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“…Six out of the 15 participants (40%) stated this preference. In contrast, Beisler and Medaille (2016) found that students first asked peers and family members, and Ismail (2013), studying students by age, found that 25-29 year olds sought help from friends and classmates first and from professors second while 30-39 year olds first asked professors for help, then friends and classmates. Students 40 and older sought help equally from friends and classmates and instructors first (Ismail, 2013, pp.…”

Section: Students Frequently Seek Assistance From Their Instructors Amentioning

confidence: 99%

“…Nearly every published study of help-seeking behaviors reached this conclusion. Beisler and Medaille (2016), whose methodology included student drawings, written answers, and interviews with nine undergraduates, found that students asked for help from peers and family members but rarely from librarians. Surveying a large group of graduate social work students, Ismail discovered that even graduate students consult librarians last for research help; students of all age groups begin by asking friends, classmates, and professors (2013, pp.…”

Section: Literature Reviewmentioning

confidence: 99%

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Where Students Start and What They Do When They Get Stuck: A Qualitative Inquiry into Academic Information-Seeking and Help-Seeking Practices

Thomas

Tewell

Willson

2017

The Journal of Academic Librarianship

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This study investigates two questions key to academic library resources and services: Which sources are students most likely to use to begin their academic work? Whom do students tend to consult for research assistance? Indepth interviews conducted with 15 undergraduate and graduate students were thematically analyzed through a three-step process. The findings indicate that students are most likely to consult faculty and peers for assistance and are largely unaware of librarians' roles, while they tend to begin research using library databases and do not necessarily start with Google. In addition, student use of small study groups as learning networks and reliance upon alternate sites to conduct research emerged as unanticipated themes.

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Section: Students Frequently Seek Assistance From Their Instructors Amentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Where Students Start and What They Do When They Get Stuck: A Qualitative Inquiry into Academic Information-Seeking and Help-Seeking Practices

Thomas

Tewell

Willson

2017

The Journal of Academic Librarianship

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“…Distributing help across both students and educators is difficult to encourage as it runs counter to common educational norms in which educators are the main source of help [23]. Students may waste a significant amount time before seeking help on research projects, and often only at a project's end [5]. While senior mentors are the most capable of addressing a wide variety of needs, their availability is most limited [25] and are seldom able to provide undergraduates researchers with all the help they need [47].…”

Section: Getting Helpmentioning

confidence: 99%

“…Without them, students may be reluctant to ask for help even when they need it and help is available [40]. In a survey of 123 university students undertaking student-led research projects, only 3% of students reported that getting help on research would support progress [5].…”

Section: Getting Helpmentioning

confidence: 99%

Agile Research Studios

Zhang

Easterday

Gerber

et al. 2017

Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing

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Undergraduate research experiences enhance learning and professional development, but providing effective and scalable research training is often limited by practical implementation and orchestration challenges. This paper introduces Agile Research Studios (ARS)-a socio-technical system that expands research training opportunities by supporting research communities of practice without increasing faculty mentoring resources. ARS integrates and advances professional best practices and organizational designs, principles for forming effective learning communities, and design of social technologies to overcome the orchestration challenge of one faculty researcher mentoring 20 or more students. We present the results of a two-year pilot of the Design, Technology, and Research (DTR) program, which used the ARS model to improve the quality of learning, produce research outcomes, and lower the barrier to participation while increasing the number of students who receive authentic research training.

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“…Students have difficulty evaluating which information sources are credible (Breakstone et al, 2018;McGrew et al, 2018;Wineburg et al, 2016). When confronted by information challenges, students often turn to friends for assistance before turning to their professor, librarian, or other formal source of support (Beisler and Medaille, 2016). In order to support students as they navigate a world in which peer-reviewed articles show up alongside user-generated content in search results (Seale, 2010) where information can be confusing, anxiety-inducing and sometimes disempowering (Mellon, 1986;Brook et al, 2015), the authors set out to find new approaches.…”

Section: Introductionmentioning

confidence: 99%

The power of peers: approaches from writing and libraries

Maxson

Neely

Roberts

et al. 2019

RSR

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Purpose The purpose of this paper is to discuss different strategies for implementing peer teaching as well as different roles for peer teachers in both academic libraries and writing-intensive courses. It explores connections to critical pedagogy, sociocultural theory, open educational practices and high-impact practices. Design/methodology/approach The methodology for implementing the three scenarios discussed in the paper differs widely. All approaches include some form of student feedback through focus groups, exit surveys or end-of-class assessments. Findings In both library and writing program settings, students have experience with and a favorable opinion of peer-assisted learning strategies. Practical implications These case studies provide concrete examples of how to develop different types of peer teaching interventions. The cases also detail benefits as well as challenges to implementation. Social implications Providing opportunities for peers to lead through teaching others has the potential to boost an individual’s sense of confidence, leadership and improve their own learning, as well as give students’ experiences to build upon and apply to their everyday lives and future careers. Originality/value While peer teaching is widely implemented in many disciplines, such as science, technology, engineering and medicine, its adoption in academic libraries has sometimes been viewed as controversial. This case study adds to the body of literature demonstrating that peer teaching is possible and desirable.

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How Do Students Get Help with Research Assignments? Using Drawings to Understand Students' Help Seeking Behavior

Cited by 25 publications

References 16 publications

Where Students Start and What They Do When They Get Stuck: A Qualitative Inquiry into Academic Information-Seeking and Help-Seeking Practices

Where Students Start and What They Do When They Get Stuck: A Qualitative Inquiry into Academic Information-Seeking and Help-Seeking Practices

Agile Research Studios

The power of peers: approaches from writing and libraries

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