Library and Information Science Commons^™

Rsd7: Researcher Skill Development Framework (Us English Edition), John Willison, Kerry O'Regan, Sara K. Kuhn

Sara Kuhn

Created by John Willison and Kerry O'Regan.

www.rsd.edu.au

Adapted for the US context by Sara K. Kuhn.

"The seven-level Researcher Skill Development framework extends the RSD's original 5 levels of student autonomy to include the degree of autonomy required for a successful research career. It therefore addresses not only students, but also early, middle and late career researchers. This involves the extension of the same facets of inquiry that appear in the original RSD framework to include two higher levels: 6 and 7." -- https://www.adelaide.edu.au/rsd/framework/rsd7/

For more information, see: Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, …

Researcher Skill Development Framework (Us English Edition), John Willison, Kerry O'Regan, Sara K. Kuhn

Sara Kuhn

Created by John Willison and Kerry O'Regan.

www.rsd.edu.au

Adapted for the US context by Sara K. Kuhn.

"Research Skill Development (RSD) is about making explicit and coherent in regular university coursework the incremental attainment of research skills in a specific discipline. In the RSD, there are six facets of the research process, identified from the literature and modified according to Bloom’s taxonomy and our experiences of using the framework in the disciplines. The meaning of ‘research’ in this context is: students actively finding information new to themselves. Underlying this notion is the ‘degree of knowness’ of knowledge: whether research involves …

Rsd7: Researcher Skill Development Framework (Us English Edition), John Willison, Kerry O'Regan, Sara K. Kuhn

Open Educational Resources

Created by John Willison and Kerry O'Regan.

www.rsd.edu.au

Adapted for the US context by Sara K. Kuhn.

"The seven-level Researcher Skill Development framework extends the RSD's original 5 levels of student autonomy to include the degree of autonomy required for a successful research career. It therefore addresses not only students, but also early, middle and late career researchers. This involves the extension of the same facets of inquiry that appear in the original RSD framework to include two higher levels: 6 and 7." -- https://www.adelaide.edu.au/rsd/framework/rsd7/

For more information, see: Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, …

Researcher Skill Development Framework (Us English Edition), John Willison, Kerry O'Regan, Sara K. Kuhn

Open Educational Resources

Created by John Willison and Kerry O'Regan.

www.rsd.edu.au

Adapted for the US context by Sara K. Kuhn.

"Research Skill Development (RSD) is about making explicit and coherent in regular university coursework the incremental attainment of research skills in a specific discipline. In the RSD, there are six facets of the research process, identified from the literature and modified according to Bloom’s taxonomy and our experiences of using the framework in the disciplines. The meaning of ‘research’ in this context is: students actively finding information new to themselves. Underlying this notion is the ‘degree of knowness’ of knowledge: whether research involves …

The Impact Of Information Literacy Instruction On Student Success: A Multi-Institutional Investigation And Analysis, Joni Blake, Melissa Bowles-Terry, N. Shirlene Pearson, Zoltan Szentkiralyi

Fondren Library Research

The GWLA Student Learning Outcomes task force analyzed the data from over 42,000 first-time, first-year freshmen and over 1700 distinct courses from 12 research institutions to determine the impact(s) of information literacy instruction integrated into course curriculum on several student success measures.

Key findings include:

• Student retention rates are higher for those students whose courses include an information literacy instruction component.
• On average, First-Year GPA for students whose courses included information literacy instruction was higher than the GPA of students whose courses did not.
• Students exposed to library instruction interactions successfully completed 1.8 more credit hours per year than their …

Preparing Librarians To Be Campus Leaders Through Mapping And Integrating Information Literacy Into Curriculum, Sharon A. Weiner, Li Wang

Libraries Faculty and Staff Presentations

Curriculum mapping is a process by which curricula are methodically examined to determine where information literacy (IL) capabilities are, or should be taught during formal coursework. Curriculum integration is the process of intentionally integrating IL capability at the points in coursework when students need to master those capabilities and competencies. During this session, librarians will develop an understanding of curriculum mapping and how to integrate IL in curricula. This knowledge prepares librarians for campus leadership, since the curriculum is the primary focus of teaching and learning and affects the entire campus.

The curriculum in higher education can be viewed as: …

Developing An Understanding Of Data Management Education: A Report From The Data Information Literacy Project, Jake Carlson, Lisa Johnston, Brian Westra, Mason Nichols

Libraries Faculty and Staff Presentations

This paper describes the initial results from the Data Information Literacy (DIL) project designed to identify the educational needs of graduate students across a variety of science disciplines and respond with effective educational interventions to meet those needs. The DIL project consists of five teams in disparate disciplines from four academic institutions in the United States. The project teams include a data librarian, a subject-specialist librarian, and a faculty member representing a disciplinary group of students. Interviews of the students and faculty members present a detailed snapshot of graduate student needs in data management education. Following our study, educational programs …

Adaptations And Continuities In The Use And Design Of Visual Representations In Us Middle School Science Textbooks, Victor R. Lee

Instructional Technology and Learning Sciences Faculty Publications

Visual representations are ubiquitous in modern‐day science textbooks and have in recent years become an object of criticism and scrutiny. This article examines the extent to which changes in representations in textbooks published in the USA over the past six decades have invited those critiques. Drawing from a correlational analysis of a corpus of 34 US middle school physical science textbooks, continuities are established with respect to the purposes that most textbook images serve and the numbers of schematic representations that are used. Changes are observed in the overall total number of representations in textbooks and in the proportion of …

A Reading Study Skills Course For A Community College, La Ree C. Rasmussen

All Master's Theses

The ability to read is no longer limited to the literal meaning of the word, but is increasingly dependent upon the reader's ability to recognize the style of writing, so that he knows whether to apply denotative or connotative meanings to what he is reading. Because reading needs have changed and will continue to change as rapidly as our culture changes, it is necessary to continuously develop and improve reading skills. The purpose of this study is to: (1) enumerate the reading study skills needed by college students, (2) describe the details of a reading study skills program, (3) and …