The Annotated Bibliography and Citation Behavior: Enhancing Student Scholarship in an Undergraduate Biology Course

Autor/inn/en	Flaspohler, Molly R.; Rux, Erika M.; Flaspohler, John A.
Titel	The Annotated Bibliography and Citation Behavior: Enhancing Student Scholarship in an Undergraduate Biology Course
Quelle	In: CBE - Life Sciences Education, 6 (2007) 4, S.350-360 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.07-04-0022
Schlagwörter	Majors (Students); Research Papers (Students); Information Science Education; Student Research; Scientific Research; Library Research; Biology; Annotated Bibliographies; Scholarship; Undergraduate Study; Higher Education; Citations (References); Scientific and Technical Information; Evaluation; Library Skills; Library Instruction; Surveys; Academic Libraries; Maryland + Suchen Sie Ihr Suchwort? Informationstechnologische Bildung; Studentenforschung; Biologie; Bibliography; Bibliographies; Bibliografie; Scholarships; Stipendium; Grundstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Citations; Zitat; Evaluierung; Bibliotheksverzeichnis; Survey; Umfrage; Befragung; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek
Abstract	Contemporary undergraduates in the biological sciences have unprecedented access to scientific information. Although many of these students may be savvy technologists, studies from the field of library and information science consistently show that undergraduates often struggle to locate, evaluate, and use high-quality, reputable sources of information. This study demonstrates the efficacy and pedagogical value of a collaborative teaching approach designed to enhance information literacy competencies among undergraduate biology majors who must write a formal scientific research paper. We rely on the triangulation of assessment data to determine the effectiveness of a substantial research paper project completed by students enrolled in an upper-level biology course. After enhancing library-based instruction, adding an annotated bibliography requirement, and using multiple assessment techniques, we show fundamental improvements in students' library research abilities. Ultimately, these improvements make it possible for students to more independently and effectively complete this challenging science-based writing assignment. We document critical information literacy advances in several key areas: student source-type use, annotated bibliography enhancement, plagiarism reduction, as well as student and faculty/librarian satisfaction. (Contains 8 figures.) (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; E-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10