Honors Students and Thesis Research: A Study of Information Literacy Practices and Self-Efficacy at the End of Students' Undergraduate Careers

Autor/inn/en	Medaille, Ann; Beisler, Molly; Tokarz, Rayla E.; Bucy, Rosalind
Titel	Honors Students and Thesis Research: A Study of Information Literacy Practices and Self-Efficacy at the End of Students' Undergraduate Careers
Quelle	In: College & Research Libraries, 82 (2021) 1, S.92-112 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0870
Schlagwörter	Honors Curriculum; Theses; Information Literacy; Self Efficacy; Undergraduate Students; Self Esteem; Librarians; Academic Libraries; Self Concept Measures; Research Skills; Research Projects; Research Tools + Suchen Sie Ihr Suchwort? These; Informationskompetenz; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Librarian; Bibliothekar; Bibliothekarin; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Forschungsleistung; Forschungsvorhaben; Forschungsmittel
Abstract	This study explored the information literacy practices of undergraduate students conducting research for their Honors theses in their final year of study. Data was collected from 11 Honors students during several months through four rounds of open-ended, journal-style questionnaires and two rounds of interviews. Honors students' sense of confidence varied throughout the thesis process, and several practices were identified that influenced students' sense of self-efficacy. This study suggests that instruction librarians can help to increase students' self-efficacy by modeling advanced research strategies, designing opportunities for students to practice challenging research tasks that build on previous skills, and addressing the affective and self-regulatory aspects of conducting higher-level research. (As Provided).
Anmerkungen	Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. e-mail: acrl@ala.org; Web site: http://crl.acrl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01