Teaching Research Processes: The Faculty Role in the Development of Skilled Student Researchers (Chandos Information Professional Series)

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 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

"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."--Publisher's description Content: Front matter , Pages i-iii Copyright , Page iv Preface: my journey into research processes , Pages ix-xiv Acknowledgements , Page xv About the author , Page xvii 1 - Defining research processes , Pages 1-24 2 - Research ability inadequacies in higher education , Pages 25-48 3 - Research processes and faculty understanding , Pages 49-69 4 - Current initiatives in research processes , Pages 71-89 5 - The role of disciplinary thinking in research processes , Pages 91-114 6 - Research processes in the classroom , Pages 115-137 7 - Tentative case studies in disciplinary research process instruction , Pages 139-162 8 - Research processes transforming education , Pages 163-177 9 - Resourcing the enterprise , Pages 179-190 10 - Conclusion , Pages 191-194 References , Pages 195-219 Index , Pages 221-222 This book proposes a new vision in which information literacy, reconceived as Research Processes,A" becomes the domain of teaching faculty, with the assistance of librarians.