Reading for Understanding. How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. 2nd Edition
- Language: English
- 384 Pages
- Published: July 2012
Information literacy may be defined as the ability to identify a research problem, decide the kinds of information needed to tackle it, find the information efficiently, evaluate the information, and apply it to the problem at hand. Teaching Research Processes suggests a novel way in which information literacy can come within the remit of teaching faculty, supported by librarians, and reconceived as 'research processes'. The aim is to transform education from what some see as a primarily one-way knowledge communication practice, to an interactive practice involving the core research tasks of subject disciplines.
This title is structured into nine chapters, covering: Defining research processes; Research ability inadequacies in higher education; Research processes and faculty understanding; Current initiatives in research processes; The role of disciplinary thinking in research processes; Research processes in the classroom; Tentative case studies in disciplinary research process instruction; Research processes transforming education; and Resourcing the enterprise. The book concludes by encouraging the reader to implement the teaching of research processes.
- Engages the domain of teaching faculty rather than librarians only
- Analyzes the reasons why the research processes concept represents a gap in academia
- Focuses on research ability as a process that can be taught within disciplines
Defining research processes
Research ability inadequacies in higher education
Research processes and faculty understanding
Current initiatives in research processes
The role of disciplinary thinking in research processes
Research processes in the classroom
Tentative case studies in disciplinary research process instruction
Research processes transforming education
Resourcing the enterprise
William B. Badke is Associate Librarian at Trinity Western University, Canada, with responsibility for information resources and research training at the Associated Canadian Theological Schools. He is author of numerous articles and the widely used textbook, Research Strategies: Finding your Way through the Information Fog, 4th ed. William also writes as an information literacy columnist for a trade magazine. He has taught research processes for 25 years.