“I’d say it’s good progress”: an ecological momentary assessment of student research habits
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American Library Association
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)
© 2019, the Authors. This conference paper is made available under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. Copyright of proceedings as a whole belongs to the Association of College and Research Libraries, a division of the American Library Association. All rights reserved.