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Teaching Research Processes. Chandos Information Professional Series

  • ID: 2719991
  • Book
  • February 2012
  • 240 Pages
  • Elsevier Science and Technology
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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

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Preface: my journey into research processes


About the author

Chapter 1: Defining research processes


Average faculty expectations

Common definitions

The capabilities actually required by students

Keeping the goal consistent with higher education's mission

What are we looking for?

The idea of research processes

Chapter 2: Research ability inadequacies in higher education


Where the problem starts

University students and information skills
an overview

Information literacy of senior undergraduate/graduate students

The information literacy of faculty members

The bottom line: information illiteracy in academia

Chapter 3: Research processes and faculty understanding


The understanding gap

The university administration gap

The silo problem

The perpetuated experience (osmosis) gap

Faulty assumptions about students and technology

Faculty culture

Faculty perception of librarians

The hesitation of accrediting bodies



Chapter 4: Current initiatives in research processes


Development of standards among academic librarians

Remedial instruction

Credit-based courses

Instruction through the curriculum

The essential failure of all such initiatives

Chapter 5: The role of disciplinary thinking in research processes


The development of scholarly ability within a discipline
content and process

Learning about versus doing

The difference between disciplinary experts and undergraduates

The radical shift in thinking demanded for effective research processes instruction to university students

Chapter 6: Research processes in the classroom


Essential goals

Congruence with active learning and constructivism

Required thinking and process skills

Required changes in teaching patterns

The new classroom

What about content?

Chapter 7: Tentative case studies in disciplinary research process instruction


The humanities

The social sciences

The sciences

Professional programs


Chapter 8: Research processes transforming education


The educational task of the professor

Departmental planning for teaching research processes

University planning for teaching research processes

Chapter 9: Resourcing the enterprise


The question of priorities

Realigning academic librarians

Taking a grassroots approach

Buy-in at the top

What resources do we need?

Chapter 10: Conclusion




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Badke, William
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.
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