“I’d say it’s good progress”: an ecological momentary assessment of student research habits

Thumbnail Image
IdSayItsGoodProgress.pdf(2.53 MB)
Published Version
Crist, Emily
Leahy, Sean
Carbery, Alan
Journal Title
Journal ISSN
Volume Title
American Library Association
Published Version
Research Projects
Organizational Units
Journal Issue
How can librarians recast the narrative we tell about the student research process? What evidence and assumptions inform that narrative? Attempting a more realistic assessment of student research habits, three librarians utilized a form of ecological momentary assessment to track student behavior in real time over the course of a research assignment. Knowledge gained from this study encourages librarians and teaching faculty to probe the assumptions made when communicating the research process to students and allows them to prioritize instruction around specific areas of research that best meet actual student needs.
Student research process , Student behavior , Real time , Research assignment , Instruction , Librarians , Teaching faculty , Daily diary , Curriculum design , Assignment scaffolding , Targeted interventions , Ecological momentary assessment
Crist, E., Leahy, S. and Carbery, A. (2019) '“I’d say it’s good progress”: an ecological momentary assessment of student research habits', Recasting the Narrative: Proceedings of the Association of College and Research Libraries 2019 Conference (ACRL 2019), Cleveland, Ohio, 10-13 April, pp. 692-701. Available at: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2019/IdSayItsGoodProgress.pdf (Accessed: 29 April 2019)