Investigating the practices of student researchers: patterns of use and criteria for use of internet and library sources |
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| Affiliation: | 1. Oregon State University, Corvallis, OR, USA;2. Iowa State University, Ames, USA;1. University of Technology Sydney, Centre for Forensic Science, Broadway, NSW 2007, Australia;2. Western Sydney University, School of Science & Health, Richmond, NSW 2753, Australia;1. King''s College London Dental Institute, Guy''s, King''s and St. Thomas’ Hospitals, London SE1 9RT, UK;2. National Physical Laboratory, Hampton Road, Teddington, Middlesex TW11 0LW, UK;1. Western Sydney University, School of Science and Health, Richmond, NSW, 2753, Australia;2. University of Technology Sydney, Centre for Forensic Science, Broadway, NSW, 2007, Australia;1. Stoney Forensic, Inc., 14101-G Willard Road Chantilly, VA, 20151-2934, USA;2. School of Criminal Justice, Faculty of Law, Criminal Justice and Public Administration, Batochime, Quarter Sorge, CH-1015, Lausanne-Dorigny, Switzerland;3. P. O. Box 150492, Arlington, TX, 76015-6492, USA;1. Department of Biomedical Engineering and Physics University of Amsterdam, Academic Medical Center Meibergdreef 9, 1105, AZ Amsterdam, The Netherlands;2. Institute fur Bioanalytische Chemie Bioanalytik, Biotechnologisch-Biomedizinisches Zentrum, Fakultät für Chemie und Mineralogie, Universität Leipzig, Deutscher Platz 5, 04103 Leipzig, Germany |
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| 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. |
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