Writing a research paper: students explain their process

Abstract

Purpose-This study aims to explore how students conceptualize the research process, describing in their own words the strategies they used, as well as the successes and challenges they encountered. Areas of review include: thesis definition; search strategies; quality, variety and depth of resources; and source evaluation and citation. Design/methodology/approach-The study analyzes 76 essays written by undergraduate and graduate students, describing their research process. Quotations from the students' essays have been incorporated into the study results to provide a unique perspective from the researchers' own reflections on the processes and techniques they used to complete their research papers. Findings-Many students encountered difficulties when writing a rigorous research paper, even though they had previously completed research assignments for other classes. There was a clear indication that instruction and support from librarians continues to be valuable, even for experienced students. Practical implications-The students' reflections provide a better perspective on how students conduct their research for upper-level research papers and new insights on optimal timing for support services. The findings will be shared with faculty, along with strategies that librarians and faculty can utilize to improve students' research papers. Originality/value-The essays reviewed in this study provide a unique personal perspective as students reflect on their own behaviors during the research process. This research offers an alternative approach to faculty and librarian assessments of student papers and research skills.

The Performance of Teachers in the Digital Era in Improving Learning Quality

“…The learning process or the results as evaluation is used by teachers to gather information, analyze and interpret it, infer, make wise decisions and take appropriate actions in the service of improving teaching and learning (Berry, 2008). Students realize that the more specific they understand the lesson the better the results are obtained (Dubicki, 2015). The implementation of learning is the identification of students' needs, the application of the learning programs, the assessment of the process and the results and impacts of which there is a learning experience that students obtain (Katiah, 2017).…”

Scaffolding Self-direction with the ACRL Framework: A Reflection-Based Approach

“…The professor, TA, and librarian agreed that for future iterations students would need a more concrete opportunity to practice their academic research skills-perhaps through a combination of their "Personal Research Profile" and a wellscaffolded annotated bibliography. The annotated bibliography is not a particularly fresh idea, but students have remarked on its value in exploring different perspectives (Dubicki, 2015). Students could also write a group paper, contribute to a student-based academic journal, publish Wikipedia articles, develop a podcast, or work together to address a "wicked" problem, whether it be social, environmental or other.…”

Making sense of librarian-led information literacy instruction

“…Although scholars have a difficult time proving causality, they accept that there is a correlational relationship between library instruction and certain student success measures (Wong & Webb, 2011;Bowles-Terry, 2012;Badke, 2014). Researchers have found that students affirm information literacy helps them with their coursework and day to day lives (Detlor et al, 2012;Dubicki, 2015).…”

“…Although the argument has not been settled, researchers have reported that information literacy instruction, in general, has a positive impact on student success (Eng & Stadler, 2015;Cook 2014). The research literature also suggests students feel better prepared for college when given library instruction (Dubicki, 2015).…”

“…Dubicki (2015) also concluded in her study that "students experienced a robust growth in their skills" and "acquired confidence in their ability to conduct research" after engaging in library instruction (p. 682). Dubicki (2015), however, added to the existing literature that students perceived library instruction most helpful when it was practiced immediately and in the context of an assignment.…”