Incoming Graduate Students in the Social Sciences: How Much Do They Really Know About Library Research?

Monroe‐Gulick, Amalia; Petr, Julie

doi:10.1353/pla.2012.0032

Cited by 22 publications

(8 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The concept of graduate socialization is cited or discussed in several studies, even where it is not the main framework (Forbes et al, 2017;Harris, 2011;Monroe-Gulick & Petr, 2012;Rempel, 2010). Fleming-May and Yuro (2009) explicitly take the literature on socialization as their lens for understanding graduate student experiences with the library and find that, while graduate students felt more confident and knowledgeable as compared to undergraduates, they experienced anxiety related to later stages of research and dissertation writing.…”

Section: The Lis Perspectivementioning

confidence: 99%

“…This would exemplify a dialogic approach to librarianship engaged in building relationships and facilitating student conversations. Students could be asked to reflect on what information-related challenges and opportunities they've faced in the past and what they expect to encounter going forward (Monroe-Gulick & Petr, 2012). Understanding of disciplinary specificity could also be fostered by asking students to consider how the types of information and evidence valued in their discipline differ from those valued in others.…”

Section: Librarian Roles In Facilitating Socializationmentioning

confidence: 99%

See 1 more Smart Citation

Skills, support networks, and socialization: Needs of dissertating graduate students

Lehnen

2021

The Journal of Academic Librarianship

View full text Add to dashboard Cite

Section: The Lis Perspectivementioning

confidence: 99%

Section: Librarian Roles In Facilitating Socializationmentioning

confidence: 99%

Skills, support networks, and socialization: Needs of dissertating graduate students

Lehnen

2021

The Journal of Academic Librarianship

View full text Add to dashboard Cite

“…Harris (2011) notes that doctoral students are not prepared to conduct true dissertation research when required to do so. Also, doctoral students are not always guaranteed formal training, as many university libraries tend to prioritize undergraduate research programs over graduate programs (Monroe-Gulick and Petr, 2012). Library literature reflects the need for research core-competencies for graduate students, i.e being able to find, locate and evaluate information (Blummer et al, 2010).…”

Section: Role Of Librariesmentioning

confidence: 99%

The role of libraries in teaching doctoral students to become information-literate researchers

Ince

Hoadley

Kirschner

2019

ILS

View full text Add to dashboard Cite

Purpose This paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher. Design/methodology/approach A review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed. Findings The findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students. Practical implications This paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future. Originality/value This paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

show abstract

“…Most educators recommend that information competencies be taught by setting out typical problems for the students. 2 An optimal assessment would entail qualitative methods, such as interviews, 3 information search tasks, assessment rubrics, 4 and analyses of portfolios. There are numerous examples of such methods, 5 although they are difficult to design and apply.…”

Section: Literature Reviewmentioning

confidence: 99%

Attitudes toward Information Competency of University Students in Social Sciences

Pinto¹,

Fernández-Pascual²,

Gómez-Hernández³

et al. 2016

portal

View full text Add to dashboard Cite

This paper examines students' self-assessment of their information literacy, presenting a study involving 1,575 social science students at five Spanish universities. Data were collected and analyzed through a validated instrument that measures the variables of (1) the students' belief in the importance of information literacy skills; (2) self-efficacy, the students' faith in their ability to master those skills; and (3) the students' main source of learning information competencies. The groups of competencies studied were information search, information evaluation, information processing, and information communication. The results reveal an overall low perceived selfefficacy and provide a clear overview of the current state of information literacy among social science students in Spain.

show abstract

Incoming Graduate Students in the Social Sciences: How Much Do They Really Know About Library Research?

Cited by 22 publications

References 11 publications

Skills, support networks, and socialization: Needs of dissertating graduate students

Skills, support networks, and socialization: Needs of dissertating graduate students

The role of libraries in teaching doctoral students to become information-literate researchers

Attitudes toward Information Competency of University Students in Social Sciences

Contact Info

Product

Resources

About