Changes in First-Year Students' Use of Research Resources: Impacts of an Interdisciplinary Seminar Program on Research and Literacy Learning Outcomes

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Murray, Jacqueline; Lachowsky, Nathan J.
  • Language:
    English
  • Source:
    Canadian Journal for the Scholarship of Teaching and Learning. Jun 2017 8(3).
  • Publication Date:
    2017
  • Document Type:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • Additional Information
    • Availability:
      University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: [email protected]; Web site: http://www.cjsotl-rcacea.ca/
    • Peer Reviewed:
      Y
    • Physical Description:
      16
    • Education Level:
      Higher Education
    • Descriptors:
      College Freshmen
      Foreign Countries
      Questionnaires
      Internet
      Seminars
      Active Learning
      Outcomes of Education
      Comparative Analysis
      Information Literacy
      Search Engines
      Student Surveys
      Research Skills
      Educational Research
      Statistical Analysis
    • Geographic Terms:
      Canada
    • ISSN:
      1918-2902
    • Abstract:
      The Internet, which has made information ubiquitous and seemingly infinite, has transformed education. Universities are challenged to educate students to navigate and evaluate critically the undifferentiated information of the Internet so that students gain the ability to transform it into knowledge. To better understand the effects of taking a First-Year Seminar we examined the types of research resources students consulted before and after taking an interdisciplinary graded for-credit First-Year Seminar at a midsize comprehensive public university in Canada. We analyzed 2,576 anonymous questionnaires collected across 102 first-year seminars. After completing a first-year seminar, students consulted more reliable and scholarly resources, irrespective of the semester of enrollment. Generally, there were some improvements noted between first and second semester students. However, comparisons between students who had just completed a seminar in semester one with students who were about to begin a seminar in semester two, reveal that the improved results are not solely attributable to the normal transition and maturation process experienced by students in their first semester of university.
    • Abstract:
      As Provided
    • Number of References:
      41
    • Publication Date:
      2017
    • Accession Number:
      EJ1162952