Evolution of a summer research/writing workshop for first‐year university students

Abstract

Case Study ABSTRACT PurposeTo describe a framework for a summer research/writing workshop for new university students, and its evolution over time and across institutions. FindingsThe success of these programmes is attributed to a common framework used in each case: programme planning, marketing, and delivery and assessment. Practical implicationsThe framework described in this paper could be adapted by other institutions wishing to implement such a programme. In addition, the SPARC team will continually improve the programme by reflecting on each part of the framework. Originality/valueMuch research has been done to identify and address the specific needs of first-year university students.For example, some institutions offer "first year experience" courses for credit, while others place first year students into Interest Groups. Most academic libraries offer information literacy sessions to groups of undergraduate students during the regular semester. This paper presents a model for reaching first year students before they take their first class at university.

Is information literacy ability, and metacognition of that ability, related to interest, gender, or education level? A cross-sectional study of higher education students

“…The inability to recognize incompetence has many implications. One consequence of overestimating performance, as observed by Guise et al (2008), is that students may avoid seeking assistance from librarians or teachers, believing instead-perhaps mistakenly-that they can find reliable information sources on their own. However, without the competencies necessary to find and evaluate sources, a student may end up trusting conspiracy theories or other misinformation found with a simple Google search.…”

“…Indeed, students’ understanding of their abilities often differs from the abilities they actually exhibit in a college environment (Salisbury and Karasmanis, 2011), and new students tend to overestimate their IL competencies (Guise et al, 2008; Nierenberg and Fjeldbu, 2015; Øvern, 2018). In one study that touches on the relationship between metacognition and information seeking, students evaluated their own skills at finding information online to be adequate, even before beginning higher education, and therefore seldom sought librarian assistance (Guise et al, 2008). However, the study also found that when students experienced discrepancies between their perceived skills and their actual skills, they quickly lost confidence.…”

An assessment of information literacy skills among first-year postgraduate students at Sokoine University of Agriculture Tanzania

“…A number of studies have shown that information users including university students in both developed and developing countries commence university with limited information-seeking skills. In their review of entry-level students' research skills, Guise et al (2007) observed that students were unprepared to meet the needs of first-year research requirements, while Russell (2009) identifies significant gaps in information competencies that students demonstrate during high school to university transition. It is from this perspective that Gabridge et a.…”

Improving Student Writing Abilities in Geography: Examining the Benefits of Criterion-Based Assessment and Detailed Feedback

“…However, the writing skills of university students remain an ongoing cause of concern among professors (Cadwallader and Scarboro 1982;Gambell 1987;Guise et al 2008). Poor writing skills are a particular concern given that writing is directly linked with academic progress (English et al 1999).…”