“I’d say it’s good progress”: an ecological momentary assessment of student research habits
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Published Version
Date
2019-04
Authors
Crist, Emily
Leahy, Sean
Carbery, Alan
Journal Title
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Volume Title
Publisher
American Library Association
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Abstract
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.
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Keywords
Student research process , Student behavior , Real time , Research assignment , Instruction , Librarians , Teaching faculty , Daily diary , Curriculum design , Assignment scaffolding , Targeted interventions , Ecological momentary assessment
Citation
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)