Preparing graduate students for graduate‐level study and research

Abstract

Purpose-This paper aims to describe a graduate level course in information research for thesis-based Master's degree students in the College of Agriculture, Food, and Environmental Sciences at California Polytechnic State University for which the College Librarian served as the instructor of record. It also seeks to report the results of research conducted to investigate the impact of the course and its effect on graduate student confidence and preparedness. Design/methodology/approach-Questionnaires were used to measure student perception of their confidence and preparedness for graduate study and research before and after completing a for-credit course. Findings-Students' self-perceived levels of confidence and preparedness increased after taking the course. Most felt the course was useful and the content would help them to complete their theses more efficiently and effectively. The majority of students also completed the administrative tasks that are required for graduate-level study. Originality/value-For-credit, course-based information literacy instruction is common for undergraduates at institutions throughout the US, yet similar offerings for graduate students are rare. Graduate students have specific information needs that require a particular set of skills. A for-credit course designed to meet the needs of graduate students is an effective way to prepare students. Research conducted in conjunction with the offering of this course examines the impact on graduate students' self-perceived confidence and preparedness.

Faculty Perspectives on Underprepared Students

“…This is supported by a study conducted by Arum and Roska (2011) which suggested students who complete two years of study at the postsecondary level show little if any improvement in their ability to think critically performs tasks that require complex reasoning, or have an increased ability in written communication. It is now reported that students are entering graduate school often poorly prepared to adjust to the rigors required of graduate-level study (O'Clair, 2013). Business school graduates lack important skills like; the ability to find, evaluate, and use information, as well as conduct collaborative research (Head, et al, 2013).…”

“…Business school graduates lack important skills like; the ability to find, evaluate, and use information, as well as conduct collaborative research (Head, et al, 2013). Library resources and services seem foreign to graduate students even though these resources yield great benefits (O'Clair, 2013). Both public and private employers agree there is a need to improve written communication skills and government agencies actually rank this a top deficiency with new employees (Sundberg et al, 2011).…”

Academic Libraries and Outreach to the Sciences: Taking a Closer Look at Research Groups

“…Many members of the university community are engaged in research, and therefore there are many ways to group them in order to target services meaningfully to a manageable-size subgroup. For example, studies or initiatives may focus on graduate students (Blummer 2009;George et al 2006;O'Clair 2013;Hoffmann et al 2008), postdoctoral scholars (Barr-Walker 2013), or researchers/faculty members (Brown and Tucker 2013;Thompson 2009;Haines et al 2010). These groupings can be further subdivided as well: Graduate students may be targeted for library instruction in specific courses (O'Clair 2013), or at a specific point 166 E. MacKenzie in their program, such as the literature review stage (Rempel and Davidson 2008).…”

“…For example, studies or initiatives may focus on graduate students (Blummer 2009;George et al 2006;O'Clair 2013;Hoffmann et al 2008), postdoctoral scholars (Barr-Walker 2013), or researchers/faculty members (Brown and Tucker 2013;Thompson 2009;Haines et al 2010). These groupings can be further subdivided as well: Graduate students may be targeted for library instruction in specific courses (O'Clair 2013), or at a specific point 166 E. MacKenzie in their program, such as the literature review stage (Rempel and Davidson 2008). Research in the sciences is largely pursued in teams and is therefore often characterized by its collaborative nature (Etzkowitz 1992;Delamont, Parry, and Atkinson 1997;Long and Schonfeld 2013).…”

Information behaviour of humanities PhDs on an information literacy course

“…(2010) report on two three-hour sessions aimed at doctoral students, specifically focussing on finding and managing information. Other generic courses that have been described in the literature (but not aimed at PhD students) include Mayer and Bowles-Terry (2013), Daugman et al (2011), O'Clair (2013 and Toth (2005).…”