Investigating the practices of student researchers: patterns of use and criteria for use of internet and library sources
Identifieur interne : 009E75 ( Main/Exploration ); précédent : 009E74; suivant : 009E76Investigating the practices of student researchers: patterns of use and criteria for use of internet and library sources
Auteurs : Vicki Tolar Burton [États-Unis] ; Scott A. Chadwick [États-Unis]Source :
- Computers and Composition [ 8755-4615 ] ; 2000.
Descripteurs français
- Wicri :
- topic : Internet.
English descriptors
- KwdEn :
- Teeft :
- Academic literacy, Chadwick, College composition, College english, College paper, Composition studies, Conduct research, Course textbook, Evaluation criteria, Evaluation training, External support, Genre, Guideline, Harcourt brace, High priority, High school teachers, Internet, Internet guides, Internet sources, Internet training, Last year, Library research, Library sources, Library training, Literacy, Many students, Paper types, Peer review, Primary source, Primary sources, Research paper, Research papers, Research question, Research report, Research reports, Research sources, Researcher, Selfe, Source evaluation, Source evaluation training, Student practices, Student researchers, Survey questions, Teaching students, Training students, University students.
Abstract
Abstract: For college writers, a key element of academic literacy is the ability to locate, select, evaluate, synthesize, and cite outside sources in their own writing. This study surveyed 543 college students to identify (a) their preferred criteria when evaluating Internet-based and library-based sources and (b) types of instruction students typically receive in evaluating those sources. Students writing research reports (63% of students) generally ranked most highly sources that were easy to use and easy to find, whether those sources were library-based or Internet-based (r = 0.700, p < .01). Nearly 60% of all students received library training, which came most frequently from high school teachers. Nearly 29% of all students received Internet training, which came most frequently from student peers.
Url:
DOI: 10.1016/S8755-4615(00)00037-2
Affiliations:
Links toward previous steps (curation, corpus...)
- to stream Istex, to step Corpus: 003177
- to stream Istex, to step Curation: 003137
- to stream Istex, to step Checkpoint: 002128
- to stream Main, to step Merge: 00A456
- to stream Main, to step Curation: 009E75
Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Investigating the practices of student researchers: patterns of use and criteria for use of internet and library sources</title><author><name sortKey="Burton, Vicki Tolar" sort="Burton, Vicki Tolar" uniqKey="Burton V" first="Vicki Tolar" last="Burton">Vicki Tolar Burton</name></author><author><name sortKey="Chadwick, Scott A" sort="Chadwick, Scott A" uniqKey="Chadwick S" first="Scott A" last="Chadwick">Scott A. Chadwick</name></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:D0E8835C7815085DCBE3381CD856B3AA2F2DAECF</idno><date when="2000" year="2000">2000</date><idno type="doi">10.1016/S8755-4615(00)00037-2</idno><idno type="url">https://api.istex.fr/ark:/67375/6H6-ZMGH48SJ-6/fulltext.pdf</idno><idno type="wicri:Area/Istex/Corpus">003177</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">003177</idno><idno type="wicri:Area/Istex/Curation">003137</idno><idno type="wicri:Area/Istex/Checkpoint">002128</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Checkpoint">002128</idno><idno type="wicri:doubleKey">8755-4615:2000:Burton V:investigating:the:practices</idno><idno type="wicri:Area/Main/Merge">00A456</idno><idno type="wicri:Area/Main/Curation">009E75</idno><idno type="wicri:Area/Main/Exploration">009E75</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Investigating the practices of student researchers: patterns of use and criteria for use of internet and library sources</title><author><name sortKey="Burton, Vicki Tolar" sort="Burton, Vicki Tolar" uniqKey="Burton V" first="Vicki Tolar" last="Burton">Vicki Tolar Burton</name><affiliation wicri:level="1"><country wicri:rule="url">États-Unis</country></affiliation><affiliation wicri:level="2"><country xml:lang="fr">États-Unis</country><wicri:regionArea>Oregon State University, Corvallis, OR</wicri:regionArea><placeName><region type="state">Oregon</region></placeName></affiliation></author><author><name sortKey="Chadwick, Scott A" sort="Chadwick, Scott A" uniqKey="Chadwick S" first="Scott A" last="Chadwick">Scott A. Chadwick</name><affiliation wicri:level="4"><country xml:lang="fr">États-Unis</country><wicri:regionArea>Iowa State University, Ames</wicri:regionArea><orgName type="university">Université d'État de l'Iowa</orgName><placeName><settlement type="city">Ames (Iowa)</settlement><region type="state">Iowa</region></placeName></affiliation></author></analytic><monogr></monogr><series><title level="j">Computers and Composition</title><title level="j" type="abbrev">COCOMP</title><idno type="ISSN">8755-4615</idno><imprint><publisher>ELSEVIER</publisher><date type="published" when="2000">2000</date><biblScope unit="volume">17</biblScope><biblScope unit="issue">3</biblScope><biblScope unit="page" from="309">309</biblScope><biblScope unit="page" to="328">328</biblScope></imprint><idno type="ISSN">8755-4615</idno></series></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">8755-4615</idno></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Internet</term><term>Internet training</term><term>bibliographic instruction</term><term>critical thinking</term><term>information literacy</term><term>library</term><term>library training</term><term>research</term><term>source evaluation</term></keywords><keywords scheme="Teeft" xml:lang="en"><term>Academic literacy</term><term>Chadwick</term><term>College composition</term><term>College english</term><term>College paper</term><term>Composition studies</term><term>Conduct research</term><term>Course textbook</term><term>Evaluation criteria</term><term>Evaluation training</term><term>External support</term><term>Genre</term><term>Guideline</term><term>Harcourt brace</term><term>High priority</term><term>High school teachers</term><term>Internet</term><term>Internet guides</term><term>Internet sources</term><term>Internet training</term><term>Last year</term><term>Library research</term><term>Library sources</term><term>Library training</term><term>Literacy</term><term>Many students</term><term>Paper types</term><term>Peer review</term><term>Primary source</term><term>Primary sources</term><term>Research paper</term><term>Research papers</term><term>Research question</term><term>Research report</term><term>Research reports</term><term>Research sources</term><term>Researcher</term><term>Selfe</term><term>Source evaluation</term><term>Source evaluation training</term><term>Student practices</term><term>Student researchers</term><term>Survey questions</term><term>Teaching students</term><term>Training students</term><term>University students</term></keywords><keywords scheme="Wicri" type="topic" xml:lang="fr"><term>Internet</term></keywords></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Abstract: For college writers, a key element of academic literacy is the ability to locate, select, evaluate, synthesize, and cite outside sources in their own writing. This study surveyed 543 college students to identify (a) their preferred criteria when evaluating Internet-based and library-based sources and (b) types of instruction students typically receive in evaluating those sources. Students writing research reports (63% of students) generally ranked most highly sources that were easy to use and easy to find, whether those sources were library-based or Internet-based (r = 0.700, p < .01). Nearly 60% of all students received library training, which came most frequently from high school teachers. Nearly 29% of all students received Internet training, which came most frequently from student peers.</div></front></TEI><affiliations><list><country><li>États-Unis</li></country><region><li>Iowa</li><li>Oregon</li></region><settlement><li>Ames (Iowa)</li></settlement><orgName><li>Université d'État de l'Iowa</li></orgName></list><tree><country name="États-Unis"><noRegion><name sortKey="Burton, Vicki Tolar" sort="Burton, Vicki Tolar" uniqKey="Burton V" first="Vicki Tolar" last="Burton">Vicki Tolar Burton</name></noRegion><name sortKey="Burton, Vicki Tolar" sort="Burton, Vicki Tolar" uniqKey="Burton V" first="Vicki Tolar" last="Burton">Vicki Tolar Burton</name><name sortKey="Chadwick, Scott A" sort="Chadwick, Scott A" uniqKey="Chadwick S" first="Scott A" last="Chadwick">Scott A. Chadwick</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Lorraine/explor/InforLorV4/Data/Main/Exploration
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 009E75 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Main/Exploration/biblio.hfd -nk 009E75 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Wicri/Lorraine
|area= InforLorV4
|flux= Main
|étape= Exploration
|type= RBID
|clé= ISTEX:D0E8835C7815085DCBE3381CD856B3AA2F2DAECF
|texte= Investigating the practices of student researchers: patterns of use and criteria for use of internet and library sources
}}
| This area was generated with Dilib version V0.6.33. |  |