Engaging Undergraduates in Discipline-Based Research
Reference Services Review
Purpose – This article aims to describe the standards-based approach used to build the International Studies Research Methods (INS250) course, a discipline-speciﬁc, credit-based class taught by librarians. This writing-intensive course emphasizes information literacy and critical thinking skills, which were developed using written assignments, class presentations, multiple assessment methods, and web-based applications. Design/methodology/approach – This paper will review the literature about discipline-speciﬁc, credit-based information literacy (IL) courses and outcomes. It will also analyze the INS250 course structure and map ACRL Information Literacy Competency Standards for Higher Education to learning outcomes for the course. Findings – The paper ﬁnds that, in the absence of discipline-speciﬁc information literacy standards, the ACRL Information Literacy Competency Standards for Higher Education can serve as a starting point for International Studies course outcomes and assessment. Other assessment approaches, speciﬁcally student workshops and concept maps, promote student engagement and provide ample evidence of student learning. Originality/value – This article will identify research skills needed by International Studies majors and students in similar multidisciplinary programs. It will serve as a model of how to build a credit-based course with application to other ﬁelds such as political science, sustainability, human rights and international business. The course is student-focused and responsive to new disciplines and areas, with an emphasis on disciplinary databases, search skills, and citation skills.
Information literacy, Teaching methods, International studies, Credit-based courses, ACRL standards
Heidi Gauder and Fred W. Jenkins (2012).
Engaging Undergraduates in Discipline-Based Research. Reference Services Review.
40 (2), 277-294