Numbers largely depend on when programs (and universities) were incorporated, and also their teaching/research emphases. Source: Florida Board of Governors: http://www.flbog.edu/resources/iud/enrollment_search.php
“… I had to change my teaching” – an FAU professor of education remarked that over the years, the students in his courses went from being mostly male to being increasingly female and diverse.
Lends to library/ research anxiety.
I was in a grad-level program in teaching where it was def. survival of the fittest. Yet now I work with a program where students and professors keep in touch with each other on many levels.
Faculty liaisons: also a source of mentoring and subject-area support. Advise students to identify and read literature reviews by others within their subject area.
For instance, a topic in education might also have sociological and psychological underpinnings.
The lit review is not an annotated bibliography or a laundry list of articles. It integrates and synthesizes what is found into something new.
Florida SULS Information Literacy Subcommittee Presentation by group:2011 Grad Student Instruction
Council of State University Libraries (CSUL)Public Services Planning Committee & InformationLiteracy SubcommitteeJune 2011Jim Alderman (UNF), Alyse Ergood (FAU),Carol Maksian (FGCU)&Kristy Padron, Information Literacy Subcommittee Chair (‘10 & ‘11)
Source: Florida Board of Governors,http://www.flbog.edu/resources/iud/enrollment_search
Top program areas:Health Professions toClinical SciencesEducationBusiness Management/MarketingEngineeringBiological/MedicalSciencesPhysical Sciences
else ^ Recent Graduates with What does this influence? Bachelor Degrees Class Environment Returning Adult o Instructor-Student Interactions Students (Formal vs. Friendly) ^ a o Motivation (Competitive vs. Cooperative) n Women** Andragogy: Adult Learning d Increasing Numbers of Practices o Respecting prior knowledge & life Blacks & Latinos** experience Communication & Cultural International Students Exchange **May depend on program. “…I had to change my teaching,” said one professor.
Professors and faculty influence their students to use the library; if they do not mention it, then students do not use it. Students lack knowledge of library resources and services; this usually comes later in their course of study. Students possess varied abilities and comfort levels with using the library, doing research and also with using technology. Students rely on the Internet for information and are more likely to use Google instead of library resources. ◦ If something isn’t available online, it’s ignored. ◦ Some studies suggest that despite instruction on scholarly research, students avoid using library tools because of their difficulty.
Level and scope of degree ◦ Ph.D/ Ed.D, Masters Level, or Certificate / Credentials Type of Enrollment ◦ Full-Time, Part-Time, or Accelerated Subject area and discipline research methods ◦ Lab-based, field work, literature reviews, case law, etc. Overall program environment ◦ Formal/informal; Competitive/Cooperative; Supportive/”Survival of the Fittest”
Basic knowledge of and confidence in subject area resources. Active relationships with faculty liaisons. Knowledge and application of andragogy. Flexible communication skills: asking questions, listening, cultural/gender norms. Technological expertise to recommend (or “sell”) library tools and resources to students and faculty alike; helps with assisting in times of need. Advising on search strategies, vocabulary, and other resources; leave the topic development and refinement to the professor who is a subject expert.
Library catalog and local services most used by graduate students (interlibrary loan, consultations, etc.) Multidisciplinary databases (ProQuest Central, Academic Search Premier) are not sufficient resources for a comprehensive graduate-level literature review. Introduce and demonstrate subject-area databases and Web of Science or other citation databases. Additional information sources: WorldCat, SUL Union Catalog, dissertation databases (ProQuest & WorldCat), controlled vocabulary sources (MeSH, CINAHL headings, thesauri) Bibliographic management software (RefWorks, EndNote)
Advise students to identify and read literature reviews by others within their subject area; approach the literature toward finding something new. Ask questions that could help the student discover his or her own refinements. Subject and research areas are becoming increasingly multidisciplinary; suggest related areas and resources as needed. Suggest to researcher that consultation with the faculty adviser might be the next step in the process.
The Purpose of the Literature Review: Set the background on what has been researched on a topic. Show why a topic is significant to a subject area. Discover relationships between ideas. Identify major themes & concepts. Identify critical gaps & points of disagreement. Help the researcher turn a network of articles into a coherent view of the literature.
Web Pages & Tutorials Selected ArticlesFlorida Gulf Coast University Library. Blummer, B. (2009). Providing libraryConducting & Writing Literature Reviews instruction to graduate students: A review of(LibGuide). the literature. Public Services Quarterly,http://fgcu.libguides.com/litreviews 5(1): 15-39. Harkins, M.J., Rodrigues, D.B., and Orlov, S.North Carolina State Libraries. Literature (2011). Where to start? Consideration forReviews: An Overview for Graduate faculty and librarians in deliveringStudents. information literacy instruction for graduatehttp://www.lib.ncsu.edu/tutorials/lit-review/ students. Practical Academic Librarianship: The International Journal of the SLAThe University of Arizona University Academic Division, 1(1), 28-50.Libraries. Researching and Writing Williams, H.C. (2000). User Education forLiterature Reviews. Graduate Students: Never a Given, and Nothttp://www.library.arizona.edu/help/tutorials/litreviews/index.html Always Received in Teaching the new library to todays users: reaching international, minority, senior citizens, gay/lesbian, first-generation college, at-risk, graduate and returning students, and distance learners. Trudi E. Jacobson (ed.). New York: Neal-Schuman, pp 145-172.