The role of libraries in teaching doctoral students to become information-literate researchers: A review of existing practices and recommendations for the future

Sharon Ince, Christopher Hoadley, P.A. Kirschner

Research output: Contribution to journalReview articleAcademicpeer-review

Abstract

Purpose
This paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.

Design/methodology/approach
A review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.

Findings
The findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.

Practical implications
This paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.

Originality/value
This paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.
Original languageEnglish
Pages (from-to)158-172
Number of pages15
JournalInformation and Learning Sciences
Volume120
Issue number3/4
Early online date13 Aug 2018
DOIs
Publication statusPublished - 2019

Fingerprint

literacy
Teaching
student
graduate
workflow
information management
knowledge management
twenty-first century
librarian
communication
methodology

Keywords

  • Digital literacy
  • Information literacy
  • Doctoral students
  • Graduate students
  • Information problem solving (IPS)
  • Research workflows
  • BEHAVIOR
  • ATTITUDES
  • IMPACT
  • SCHOLAR
  • LEARNERS
  • GRADUATE-STUDENTS
  • SOCIAL-SCIENCES
  • UNIVERSITY

Cite this

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title = "The role of libraries in teaching doctoral students to become information-literate researchers: A review of existing practices and recommendations for the future",
abstract = "PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.",
keywords = "Digital literacy, Information literacy, Doctoral students, Graduate students, Information problem solving (IPS), Research workflows, BEHAVIOR, ATTITUDES, IMPACT, SCHOLAR, LEARNERS, GRADUATE-STUDENTS, SOCIAL-SCIENCES, UNIVERSITY",
author = "Sharon Ince and Christopher Hoadley and P.A. Kirschner",
year = "2019",
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language = "English",
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The role of libraries in teaching doctoral students to become information-literate researchers : A review of existing practices and recommendations for the future. / Ince, Sharon; Hoadley, Christopher; Kirschner, P.A.

In: Information and Learning Sciences, Vol. 120, No. 3/4, 2019, p. 158-172.

Research output: Contribution to journalReview articleAcademicpeer-review

TY - JOUR

T1 - The role of libraries in teaching doctoral students to become information-literate researchers

T2 - A review of existing practices and recommendations for the future

AU - Ince, Sharon

AU - Hoadley, Christopher

AU - Kirschner, P.A.

PY - 2019

Y1 - 2019

N2 - PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

AB - PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

KW - Digital literacy

KW - Information literacy

KW - Doctoral students

KW - Graduate students

KW - Information problem solving (IPS)

KW - Research workflows

KW - BEHAVIOR

KW - ATTITUDES

KW - IMPACT

KW - SCHOLAR

KW - LEARNERS

KW - GRADUATE-STUDENTS

KW - SOCIAL-SCIENCES

KW - UNIVERSITY

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DO - 10.1108/ILS-07-2018-0058

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JO - Information and Learning Sciences

JF - Information and Learning Sciences

SN - 2398-5348

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