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 libInformation 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 re-conceived 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....
|Title||:||Teaching Research Processes; The Faculty Role in the Development of Skilled Student Researchers|
|Number of Pages||:||222 Pages|
|Status||:||Available For Download|
|Last checked||:||21 Minutes ago!|
Teaching Research Processes; The Faculty Role in the Development of Skilled Student Researchers Reviews
William Badke, thank you. Just thank you. Thank you for giving me a framework to speak with my faculty about information literacy and educating the whole scholar. Badke has bridged the gap between librarians and teaching faculty by writing a book from a librarian TO a teaching faculty member. Badke enters their world and by doing so has helped me know of new ways to approach this thing we call information literacy. It is rare that I read professional non-fiction from cover to cover. I've also taken notes all over the whiteboard in my office so that anytime someone enters my office in the next few weeks we can engage in conversations about the important ideas that Badke has shared.
Having recently graduated myself, I can attest to the problems students confront in the final stage of accomplishing their master studies (research question, research method and etc.) and still confronting with my PhD proposal (but getting better and improving). I have learned in this book the term "information literate" which in the case of ICT in Business is crucial in the praxis. Whereas most of my previous classmates have moved on to praxis (a.k.a. secured a proper paying job), I have taken on the task of improving and sharing the research knowledge to other M.Sc. students. So I will incorporate some of the ideas of this books to my course next April (2014). These ideas are critical thinking and evaluation ability, relevant and valid sources of information, and information literacy pre and post test.My only critique about this book is that it did not try to incorporate it's principles in the existing research courses (it did mention about non research course), although research universities might not have a particular course with a verbatim title of "research process" most have "research method". The ideal situation prescribed in this book is to have a separate course dedicated for this research process, but i think it would have been more instructive of this book if it would have combined or assimilated some ideas to the existing research concentrated courses.What i do like the most about this book is the notion that students as well as lecturers/Professors can have a healthy relation in a classroom (feedback from both sides); a shift from foundational to instructive; and a call for more student involvement with the research interest of the lecturer/Professor.
For content, I give it 5 stars. Great message about the importance of teaching research processes along with ideas on how to go about it. But $76 for a 194 page book? I wanted to buy it as a reference but that's ridiculous.