Show Me the Way: Examining Paths of Faculty Research Practices
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 1220B
Abstract
This research project examines how faculty conducts their own research, including an examination of what strategies they use and which resources they choose. Our purpose is to gain a deeper understanding of faculty research processes in order to optimize liaison librarian outreach to faculty in two ways: to improve/tailor librarian research training for faculty; and to create an opportunity for discussion with faculty about how their research processes may be informing their research assignment design. For this project, we are examining the research practices of 3-5 faculty members each from two disciplines, by providing five search tasks to complete in 90 minutes. We video record and take notes as these volunteers complete the tasks without our intervention, and there is an opportunity for discussion after the searching. Our analysis of the data considers these faculty research practices in relation to the search strategies and resources that we most commonly teach for their disciplines. By identifying similarities and discrepancies between the practices faculty use and those we teach, we achieve a better understanding of their existing research skills and knowledge, from which we can learn, and we get a clearer view of opportunities for training and development. The findings of this project not only inform our behaviours as information literacy teachers, but also allow us to initiate conversations with faculty about how their research practices influence their assignment design.
Presentation Description
This research project examines how faculty conducts their own research, including an examination of what strategies they use and which resources they choose. Our purpose is to gain a deeper understanding of faculty research processes in order to optimize liaison librarian outreach to faculty in two ways: to improve/tailor librarian research training for faculty; and to create an opportunity for discussion with faculty about how their research processes may be informing their research assignment design.
Keywords
faculty research, assignment design, information literacy skills, liaison librarian, faculty collaboration
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Kemble, Whitney and Rudin, Lola, "Show Me the Way: Examining Paths of Faculty Research Practices" (2014). Georgia International Conference on Information Literacy. 69.
https://digitalcommons.georgiasouthern.edu/gaintlit/2014/2014/69
Show Me the Way: Examining Paths of Faculty Research Practices
Room 1220B
This research project examines how faculty conducts their own research, including an examination of what strategies they use and which resources they choose. Our purpose is to gain a deeper understanding of faculty research processes in order to optimize liaison librarian outreach to faculty in two ways: to improve/tailor librarian research training for faculty; and to create an opportunity for discussion with faculty about how their research processes may be informing their research assignment design. For this project, we are examining the research practices of 3-5 faculty members each from two disciplines, by providing five search tasks to complete in 90 minutes. We video record and take notes as these volunteers complete the tasks without our intervention, and there is an opportunity for discussion after the searching. Our analysis of the data considers these faculty research practices in relation to the search strategies and resources that we most commonly teach for their disciplines. By identifying similarities and discrepancies between the practices faculty use and those we teach, we achieve a better understanding of their existing research skills and knowledge, from which we can learn, and we get a clearer view of opportunities for training and development. The findings of this project not only inform our behaviours as information literacy teachers, but also allow us to initiate conversations with faculty about how their research practices influence their assignment design.
