"Research Papers Have Always Seemed Very Daunting": Information Literacy Narratives and the Student Research Experience

Detmering, Robert; Johnson, Anna Marie

doi:10.1353/pla.2012.0004

Cited by 13 publications

(19 citation statements)

References 23 publications

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“…More specifically, the rigid and procedural nature of the traditional research assignment is seen to distance students from inquiry. Furthermore, its inability to engage students authentically in conversation with other thinkers and writers means students fail to understand their own voice in inquiry, or see inquiry as a conversation they can enter, whether they are in civic, social or scholarly contexts (Detmering and Johnson, 2012;Fister, 1993;Leckie, 1996;Lee 2013;Nelson 1994). In this way, and like the LMS and the IL Standards, the traditional research assignment is seen as increasingly anachronistic in these new information landscapes.…”

Section: History and Contextmentioning

confidence: 99%

Critical connections: personal learning environments and information literacy

Hicks

Sinkinson

2015

Research in Learning Technology

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Personal learning environments (PLEs) and critical information literacies (CILs) are two concepts that have been presented as responses to the challenges of the rich and complex information landscape. While both approaches support learners' critical engagement with new information environments, each was developed within a different field. This paper connects and contrasts PLEs and CILs in order to explore the design of pedagogical responses to the information environment. Through a careful examination of PLE and CIL literature, the paper demonstrates that information literacy education intersects with the concepts and goals of PLEs. As such, the authors suggest that PLE scholarship informed by CIL scholarship, and vice versa, will yield a deeper understanding of modern learning contexts as well as a more holistic and responsive learner framework. The example of the research assignment will be used to demonstrate the viability of this approach. With these propositions, the authors invite educators, librarians and information technologists to engage in a dialogue about these concepts and the potential for pedagogical change.

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Section: History and Contextmentioning

confidence: 99%

Critical connections: personal learning environments and information literacy

Hicks

Sinkinson

2015

Research in Learning Technology

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“…43). That diversity of nomenclature persists in the literature to date; indeed, a few additional permutations have surfaced: "group process journals" (Toedter & Glew, 2007); "i-Map … short for information handling map" (Walden & Peacock, 2006, cited in Accardi, 2013; "information literacy narratives" (Detmering & Johnson, 2012;Mackey, 2013); "metalearning essay" (Harris, 2013); "research process assignments" (Vecchiola, 2011); and "research writer's journal" (Belanger, Bliquez, & Mondal, 2012).…”

Section: Prologue: a Surfeit Of Terminologymentioning

confidence: 99%

“…In addition, the forms taken by "research logs/research journals" can run a wide gamut: simple description, such as lists of keywords and tables of results (e.g., Bolner, Poirier, Welsh, & Pace, 2013); responses to guide questions (e.g., Hlavaty & Townsend, 2010;Lacy & Chen, 2013); worksheets (Carter, 2013); double-entry journals or twocolumn note-taking (e.g., Ballenger, 2015;Evering & Moorman, 2012); and more comprehensive reflective search narratives (e.g., Bonnet et al, 2013;Detmering & Johnson, 2012;Mackey, 2013;Tuttle & McKinzie, 2007). In physical form, research logs can be created as written text, paper or electronic; in blogs (Land & Meyer, 2010, p. 70) and ePortfolios (Jefferson & Long, 2008); as "think-alouds" or oral reflections (Frey, 2011, pp.…”

Section: Prologue: a Surfeit Of Terminologymentioning

confidence: 99%

“…This review of the literature on the use of research logs in IL instruction yielded multiple citations to Kuhlthau's work, among them Bonnet et al (2013) writing on the use of undergraduate personal essays; Bowler (2010) on adolescent metacognition; Cahoy and Schroeder (2012) on affective learning in IL instruction; Deitering and Jameson (2008) on "information literacy portfolios;" Detmering and Johnson (2012) on "information literacy narratives;" Hepworth and Walton (2009) on inquiry-based learning; and Torras and Saetre (2008) on IL education. Willson (2012) used research logs analogous to Kuhlthau's to study one-shot IL instruction.…”

Section: Constructivismmentioning

confidence: 99%

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Foregrounding the Research Log in Information Literacy Instruction

Fluk

2015

The Journal of Academic Librarianship

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Updating an earlier study, this article reviews the literature of information literacy (IL) instruction since 2008 for empirical evidence of the value of research logs or research journals for effective pedagogy, assessment, and prevention of plagiarism in IL instruction at the college level. The review reveals a mismatch between the acknowledged theoretical and practical value of research log assignments and the mixed advocacy for them in the literature. The article further analyzes the literature for the drawbacks of research log assignments and points toward ways of mitigating these drawbacks.Research logs, also called "research journals," "narratives of research," and a wide variety of other terms, are assigned often-but not often enough-in information literacy instruction. Research log/ research journal assignments ask students to keep track of their research process and produce an artifact-a log, a journal, a storydescribing and reflecting on that process. I will argue in this paper that the literature of information literacy (IL) instruction provides ample backing for the idea that the research log/research journal assignment can be a useful exercise for the development of information literacy at the college level. In my earlier review of literature published from 2000(Fluk, 2009, the value of such an assignment for effective delivery of IL instruction as well as for insightful performance-based assessment became apparent. Ironically, however, the enthusiasm in the literature for the use of research logs/research journals in IL instruction was not heavily backed by empirical research (p. 49) and was, indeed, belied by underutilization (p. 46). This paper updates the 2009 literature review, looking for scholarly evidence of the value of research logs/research journals for pedagogy, assessment, and-expanding on the earlier review-prevention of plagiarism. Also expanded here is the scope of the literature reviewed to include the major information literacy textbooks and instruction manuals currently in use, searching for their advocacy (or not) of student research logs/ research journals.The research questions are:

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“…Detmering and Johnson (2012) note that written information literacy narratives can provide an opportunity for students to be heard and can allow them to demonstrate critical thinking , especially through the use of metaphorical language and conflict negotiation. Student comics add an extra dimension to the information literacy narrative.…”

Section: Student-created Comics As Information Literacy Narrativesmentioning

confidence: 99%

Text, Image, Story: Using Photo Comics for Instruction, Promotion, and Participation in the Academic Library

Upson¹,

Mudd²,

Moffat³

2014

Kansas Library Association College and University Libraries Sec

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In response to the growing call for authentic learning and content creation in the information literacy setting, librarians at Emporia State University have created assignments and activities that utilize an iOS app called Comic Life to create photo comics. Students in a for-credit course created photo comics as information literacy narratives, while First Year Seminar students worked to build library guides. These activities encourage honest, meaningful reflection by students and allow them to demonstrate metaliteracy skills in an engaging and creative manner and can allow for both individual and group-created content. Students at Emporia State University have expressed high levels of satisfaction and engagement when participating in these activities. AbstractIn response to the growing call for authentic learning and content creation in the information literacy setting, librarians at Emporia State University have created assignments and activities that utilize an iOS app called Comic Life to create photo comics. Students in a for-credit course created photo comics as information literacy narratives, while First Year Seminar students worked to build library guides. These activities encourage honest, meaningful reflection by students and allow them to demonstrate metaliteracy skills in an engaging and creative manner and can allow for both individual and group-created content. Students at Emporia State University have expressed high levels of satisfaction and engagement when participating in these activities.

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"Research Papers Have Always Seemed Very Daunting": Information Literacy Narratives and the Student Research Experience

Cited by 13 publications

References 23 publications

Critical connections: personal learning environments and information literacy

Critical connections: personal learning environments and information literacy

Foregrounding the Research Log in Information Literacy Instruction

Text, Image, Story: Using Photo Comics for Instruction, Promotion, and Participation in the Academic Library

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