Use what you have: authentic assessment of in‐class activities

Carter, Toni M.

doi:10.1108/00907321311300875

Cited by 16 publications

(14 citation statements)

References 17 publications

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“…(2013, p. ix) An important solution to the time-consuming nature of the research log assignment is to recognize that one-shot IL instruction lends itself poorly to such assignments. Various alternative models of IL instruction appear in the literature reviewed here: multiple sessions of courseintegrated instruction (Belanger et al, 2012;Carter, 2013;Gilbert et al, 2012;Hlavaty & Townsend, 2010); credit courses in IL (Wheeler, Vellardita, & Kindschi, 2010;Whitlock & Nanavati, 2013, p. 43); and instruction integrated across the curriculum (Bent & Stockdale, 2009;Manuel, 2009, p. 104). In each case, the more substantial time allotted to IL instruction offsets the admittedly time-consuming nature of the research log assignment.…”

Section: Can the Drawbacks Of Research Logs Be Mitigated?mentioning

confidence: 96%

“…Kaplowitz (2012) uses the same expression-"double duty"-to discuss using instructional activities such as research logs for assessment of IL instruction (p. 119). Other examples of dual-use assignments include "research writer's journals," described by Belanger et al (2012); "learner logs" (Bent & Stockdale, 2009); brainstorming worksheets (Carter, 2013); "research process notes" (Corbett, 2010); and electronic portfolios (Jefferson & Long, 2008).…”

Section: Research Logs For Performance-based Assessmentmentioning

confidence: 98%

“…Similarly, Gilbert et al (2012) added a "semester-long library lab component" and multiple assessments to a course on research methods in political science; acknowledging student time limitations, they combined two or three smaller assignments into a larger one (p. 117). Carter (2013) adapted log-type worksheets already in place in her teaching of course-integrated IL instruction sessions; as a result, her team was able to assess student learning without adding to class time or student workload. Two texts on journal writing in general each include a section on how the instructor should handle the volume of student journals (Moon, 2006, p. 114;Stevens & Cooper, 2009, pp.…”

Section: Can the Drawbacks Of Research Logs Be Mitigated?mentioning

confidence: 99%

“…In addition, the forms taken by "research logs/research journals" can run a wide gamut: simple description, such as lists of keywords and tables of results (e.g., Bolner, Poirier, Welsh, & Pace, 2013); responses to guide questions (e.g., Hlavaty & Townsend, 2010;Lacy & Chen, 2013); worksheets (Carter, 2013); double-entry journals or twocolumn note-taking (e.g., Ballenger, 2015;Evering & Moorman, 2012); and more comprehensive reflective search narratives (e.g., Bonnet et al, 2013;Detmering & Johnson, 2012;Mackey, 2013;Tuttle & McKinzie, 2007). In physical form, research logs can be created as written text, paper or electronic; in blogs (Land & Meyer, 2010, p. 70) and ePortfolios (Jefferson & Long, 2008); as "think-alouds" or oral reflections (Frey, 2011, pp.…”

Section: Prologue: a Surfeit Of Terminologymentioning

confidence: 99%

“…Likewise, Badke's (2014a) description of his graduate research strategies course eschews the term "research log," but does focus on process and documentation of process. And the worksheets used by Carter (2013) for formative assessment of IL skills are entirely analogous to research logs.…”

Section: Prologue: a Surfeit Of Terminologymentioning

confidence: 99%

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Foregrounding the Research Log in Information Literacy Instruction

Fluk

2015

The Journal of Academic Librarianship

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Updating an earlier study, this article reviews the literature of information literacy (IL) instruction since 2008 for empirical evidence of the value of research logs or research journals for effective pedagogy, assessment, and prevention of plagiarism in IL instruction at the college level. The review reveals a mismatch between the acknowledged theoretical and practical value of research log assignments and the mixed advocacy for them in the literature. The article further analyzes the literature for the drawbacks of research log assignments and points toward ways of mitigating these drawbacks.Research logs, also called "research journals," "narratives of research," and a wide variety of other terms, are assigned often-but not often enough-in information literacy instruction. Research log/ research journal assignments ask students to keep track of their research process and produce an artifact-a log, a journal, a storydescribing and reflecting on that process. I will argue in this paper that the literature of information literacy (IL) instruction provides ample backing for the idea that the research log/research journal assignment can be a useful exercise for the development of information literacy at the college level. In my earlier review of literature published from 2000(Fluk, 2009, the value of such an assignment for effective delivery of IL instruction as well as for insightful performance-based assessment became apparent. Ironically, however, the enthusiasm in the literature for the use of research logs/research journals in IL instruction was not heavily backed by empirical research (p. 49) and was, indeed, belied by underutilization (p. 46). This paper updates the 2009 literature review, looking for scholarly evidence of the value of research logs/research journals for pedagogy, assessment, and-expanding on the earlier review-prevention of plagiarism. Also expanded here is the scope of the literature reviewed to include the major information literacy textbooks and instruction manuals currently in use, searching for their advocacy (or not) of student research logs/ research journals.The research questions are:

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