Meeting Graduate Student Needs: An Exploration of Disciplinary Differences

Autor/inn/en	Bussell, Hilary; Schnabel, Jennifer; Rinehart, Amanda K.
Titel	Meeting Graduate Student Needs: An Exploration of Disciplinary Differences
Quelle	In: Public Services Quarterly, 16 (2020) 4, S.213-233 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bussell, Hilary) ORCID (Schnabel, Jennifer) ORCID (Rinehart, Amanda K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-8959
DOI	10.1080/15228959.2020.1818663
Schlagwörter	Graduate Students; Student Needs; Preferences; Research Skills; Skill Development; Academic Support Services; Library Instruction; Academic Libraries; Librarians; Databases; Web Sites; Workshops; Barriers; Intellectual Disciplines; Writing Processes; State Universities; Ohio (Columbus) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Forschungsleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Bibliotheksverzeichnis; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Librarian; Bibliothekar; Bibliothekarin; Datenbank; Web-Design; Lernwerkstatt; Schulung; Geisteswissenschaften; Staatliche Universität
Abstract	To better engage our graduate students, we asked them to describe their research strategy and challenges, helpful research support services, and their preferred venue for learning research skills. We conducted a thematic analysis and found that participants' top reported research strategies included "Research Topic Development" and "Literature Review," while their challenges cited "Finding and Evaluating Information" and "Access Issues." The students mentioned "Library Databases" most frequently as helpful and websites were their most preferred learning venue. We found evidence that discipline-specific library instruction may be more relevant than large, in-person orientations and discovered a concerning trend of situational challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01