Changes in First-Year Students’ Use of Research Resources: Impacts of an Interdisciplinary Seminar Program on Research and Literacy Learning Outcomes

dc.contributor.authorMurray, Jacqueline
dc.contributor.authorLachowsky, Nathan J.
dc.date.accessioned2018-07-19T14:29:50Z
dc.date.available2018-07-19T14:29:50Z
dc.date.copyright2017en_US
dc.date.issued2017
dc.description.abstractThe Internet, which has made information ubiquitous and seemingly infinite, has transformed education. Universities are challenged to educate students to navigate and evaluate critically the undifferentiated information of the Internet so that students gain the ability to transform it into knowledge. To better understand the effects of taking a First-Year Seminar we examined the types of research resources students consulted before and after taking an interdisciplinary graded for-credit First-Year Seminar at a midsize comprehensive public university in Canada. We analyzed 2,576 anonymous questionnaires collected across 102 first-year seminars. After completing a first-year seminar, students consulted more reliable and scholarly resources, irrespective of the semester of enrollment. Generally, there were some improvements noted between first and second semester students. However, comparisons between students who had just completed a seminar in semester one with students who were about to begin a seminar in semester two, reveal that the improved results are not solely attributable to the normal transition and maturation process experienced by students in their first semester of university.en_US
dc.description.reviewstatusRevieweden_US
dc.description.scholarlevelFacultyen_US
dc.identifier.citationMurray, J. & Lachowsky, N. J. (2017). Changes in first-year students’ use of research resources: Impacts of an interdisciplinary seminar program on research and literacy learning outcomes. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3). https://doi.org/10.5206/cjsotl-rcacea.2017.3.13en_US
dc.identifier.urihttps://doi.org/10.5206/cjsotl-rcacea.2017.3.13
dc.identifier.urihttp://hdl.handle.net/1828/9729
dc.language.isoenen_US
dc.publisherThe Canadian Journal for the Scholarship of Teaching and Learningen_US
dc.subjectfirst-year seminarsen_US
dc.subjectinterdisciplinaryen_US
dc.subjectactive learningen_US
dc.subjectlearning outcomesen_US
dc.subjectresearch skillsen_US
dc.titleChanges in First-Year Students’ Use of Research Resources: Impacts of an Interdisciplinary Seminar Program on Research and Literacy Learning Outcomesen_US
dc.typeArticleen_US

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