The apprentice researcher: Using undergraduate researchers' personal essays to shape instruction and services

Portal

Volumn 13, Issue 1, 2013, Pages 37-59

  Bonnet, Jennifer L ^a   Cordell, Sigrid Anderson ^a   Cordell, Jeffrey ^b   Duque, Gabriel J ^a   Mackintosh, Pamela J ^a   Peters, Amanda ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

^b ALMA COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84873963683     PISSN: 15312542     EISSN: 15307131     Source Type: Journal    
DOI: 10.1353/pla.2013.0007     Document Type: Article

References (44)

1. Reba Leiding, "Using Citation Checking of Undergraduate Honors Thesis Bibliographies to Evaluate Library Collections," College & Research Libraries 66, 5 (2005): 417.
2. Lynn Jones, "The Rewards of Research: Library Prizes for Undergraduate Research," College & Research Libraries News 70, 6 (2009): 339.
3. Ibid., 340.
4. Alison J. Head, "Information Literacy from the Trenches: How Do Humanities and Social Science Majors Conduct Academic Research?" College & Research Libraries 69, 5 (2008): 429.
5. Robert Detmering and Anna Marie Johnson, "'Research Papers Have Always Seemed Very Daunting': Information Literacy Narratives and the Student Research Experience," Portal: Libraries and the Academy 12, 1 (2012): 6.
6. Project Information Literacy, http://projectinfolit.org (accessed 1 October 2012).
7. The ERIAL project has underscored many of the PIL findings. See Andrew D. Asher and Lynda M. Duke, "Searching for Answers: Student Research Behavior at Illinois Wesleyan University," College Libraries and Student Culture: What We Know Now, ed. Lynda M. Duke and Andrew D. Asher (Chicago: American Library Association, 2012): 71-85.
8. Among ERIAL's analyses, the distinction drawn by Mary Thill between pragmatic and idealistic approaches to teaching undergraduate research is especially relevant to our study. As our conclusion suggests, we are arguing that addressing the needs of the apprentice researcher, a creature of the idealistic approach, may have implications for how librarians should approach those students working in the pragmatic model. See.
9. Mary Thill, "Pragmatism and Idealism in the Academic Library: An Analysis of Faculty and Librarian Expectations and Values," in College Libraries, ed. Duke and Asher, 15-30.
10. Both the PIL and ERIAL projects elaborate on work done by the Rochester study. See Nancy Fried Foster and Susan Gibbons, eds., Studying Students: The Undergraduate Research Project at the University of Rochester, (Chicago: Association of College and Research Libraries, 2007).
11. Alison J. Head and Michael B. Eisenberg, Project Information Literacy Progress Report, "Lessons Learned: How College Students Seek Information in the Digital Age," (Seattle: The Information School, University of Washington, 2009): 7-9. http://projectinfolit.org/pdfs/PIL_Fall2009_Year1Report_12_2009.pdf (accessed 1 October 2012).
12. Carol C. Kuhlthau, "Inside the Search Process: Information Seeking from the User's Perspective," Journal of the American Society for Information Science 42, 5 (1991): 364.
13. Ibid.
14. Sonia Bodi, "How Do We Bridge the Gap Between What We Teach and What They Do?: Some Thoughts on the Place of Questions in the Process of Research," Journal of Academic Librarianship 28, 3 (2002): 109-114.
15. Gloria J. Leckie, "Desperately Seeking Citations: Uncovering Faculty Assumptions about the Undergraduate Research Process," Journal of Academic Librarianship 22, 3 (1996): 202.
16. Claire Warwick et al., "Cognitive Economy and Satisficing in Information Seeking: A Longitudinal Study of Undergraduate Information Behavior," Journal of the American Society for Information Science and Technology 60, 12 (2009): 2402-2415.
17. Melissa Karas and Ravonne Green, "The Information Needs and Information-Seeking Behaviors of Community College and Lower-Division Undergraduate Students," Community & Junior College Libraries 14, 2 (2007): 103-109.
18. Alison J. Head and Michael B. Eisenberg, Project Information Literacy Progress Report, "Truth Be Told: How College Students Evaluate and Use Information in the Digital Age," (Seattle: The Information School, University of Washington, 2010): 4. http://projectinfolit.org/pdfs/PIL_Fall2010_Survey_FullReport1.pdf (Accessed 1 October 2012).
19. See also, Appendix B, Figure 16, "What is Important to Students when Conducting Course-Related Research?" in "Truth Be Told," 60.
20. Discussion of procrastination in Head and Eisenberg, "Lessons Learned," 30-31.
21. Andrew Abbott, "The University Library," University of Chicago Library (2006). http://www.lib.uchicago.edu/e/about/abbott-report.pdf (accessed 1 October 2012).
22. Based on his analysis, Abbott argues that "there is a core user community of around 100 to 130 faculty and about 500 or so graduates and undergraduates who are the core research constituency of the building [out of a potential user base of 33,000 card holders]. They are the central users of the building, and it is their research success we should be aiming to facilitate."
23. Detmering and Johnson, "Research Papers Have Always Seemed Very Daunting," 16.
24. LaNae Abnet, Joe D. Nichols, and Glenda Moss, "Crossing Educational Boundaries: Text, Technology, and Dialogue as a Critical Pathway," Teacher Education and Practice, 21, 1 (2008): 16-32.
25. David C. Forbes and Patricia M. Davis, "Forging Faculty-Student Relationships at the College Level Using a First-year Research Experience," Journal of Chemical Education, 85, 12 (2008): 1696-1698.
26. Kathleen McKinney, "Learning Sociology: Successful Majors Tell Their Story," Journal of Scholarship of Teaching and Learning 4, 1 (2004): 13-22.
27. See http://www.lib.umich.edu/shapiro-undergraduate-library/research-award for the rubric and detailed submission criteria (accessed 1 October 2012).
28. MLibrary, "Tips for the Personal Essay," http://www.lib.umich.edu/shapiro-undergraduate-library/research-award (accessed 1 October 2012).
29. See the discussions of narrative analysis in Catherin Kohler Riessman, Narrative Analysis (Newbury Park: Sage, 1993).
30. Kristin M. Langellier, "Personal Narratives: Perspectives on Theory and Research," Text and Performance Quarterly 9, 4 (1989): 243-276.
31. A recent and detailed overview of the method can be found in Jaber F. Gubrium and James A. Holstein, Analyzing Narrative Reality (Los Angeles: Sage, 2009).
32. See Head and Eisenberg, "Truth Be Told," Appendix B, fig. 8.
33. "Criteria for Evaluating Library Resources," 54.
34. Leckie, "Desperately Seeking Citations," 205.
35. June Howard, "Introduction to 'The Son of Chung Wo'," by Sui Sin Far [Edith Maude Eaton], Legacy 28, 1 (2011): 123.
36. Head and Eisenberg, "Lessons Learned," 23.
37. Internal Report of the Statistics for Project Information Literacy Survey 2010: University of Michigan, 16. Unpublished.
38. For enrollment numbers, see Office of the Registrar, University of Michigan, Fall 2011 Enrollment Overview, http://ro.umich.edu/enrollment/enrollment.php (accessed 1 October 2012).
39. For an analogous metaphor, see M. J. Bates' notion of information seeking as berrypicking in M. J. Bates, "The Design of Browsing and Berrypicking Techniques for the Online Search Interface," Online Review 13, 5 (1989): 407-424.
40. Abbott, in "The University Library," emphasizes what he terms the artisan nature of library research in the humanities and social sciences (see especially the section entitled "A Theory of Library Research"), research that is in part dependent on non-systematic browsing (in the context of Abbott's study, shelf browsing) and the serendipitous identification of hitherto unseen connections between bodies of knowledge. For further discussion of this view of library research, see.
41. Abbott, "The Traditional Future: A Computational Theory of Library Research," College and Research Libraries 69, 6 (2008): 524-545.
42. See note 15 above.
43. Abbott also acknowledges the "study hall" function of the library as coexisting with its research mission. The library's redesign is intended to serve both constituencies. See, "The Once and Future Reg," University of Chicago Magazine 99, 1 (2006) http://magazine.uchicago.edu/0610/features/reg.shtml (accessed 1 October 2012).
44. George M. Dennison, "Honors Education and the Prospects for Academic Reform," Innovative Higher Education 33, 3 (2008): 161.