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Teaching the Literature Review Process to Graduate Students

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Olga Koz
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Teaching how to review literature for a thesis, capstone project or dissertation is often a daunting endeavor. Librarians traditionally are invited to assist students with only one of the associated tasks, searching for relevant literature. The presenters of this session (an instructor and an academic librarian) developed a co-teaching model of a literature review that guides students through the multiple processes of finding, analyzing and synthesizing prior knowledge in their fields of study. The presenters offer an interactive 50 min workshop in which the audience will have a chance to: 1) Examine the co-teaching model and create a framework for establishing a similar collaborative experience with instructors in their institutions. 2) Discuss how to leverage an instructor's and an academic librarian's perspectives and expertise for purposes of the development of graduate students' critical thinking and research skills. This session proposal stems from a two-year action research study that analyzed the impact of various teaching methods and strategies for graduate students’ literature reviewing and research skills. The study revealed a collaboration sweet spot; the most significant gains accrued when the librarian provided input into syllabus, assignments, and rubric design, created learning modules and engaged with students in the strategic group and individual sessions. Participants will be able to access the elements of learning modules, tutorials, and activities online and provide an immediate or after session feedback.
Nashieli Marcano
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