Collaborating with Undergraduate Students on LIS Research

Autor/inn/en	Fargo, Hailley M.; Linares-Gray, Rosalinda H.
Titel	Collaborating with Undergraduate Students on LIS Research
Quelle	In: portal: Libraries and the Academy, 22 (2022) 3, S.631-649 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
Schlagwörter	Librarians; Educational Research; Undergraduate Students; Cooperation; Academic Libraries; Library Science; Information Science; Minority Group Students; Learner Engagement; Research Projects; Colorado; Pennsylvania + Suchen Sie Ihr Suchwort? Librarian; Bibliothekar; Bibliothekarin; Bildungsforschung; Pädagogische Forschung; Co-operation; Kooperation; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Bibliothekswissenschaft; Informationswissenschaft; Forschungsvorhaben
Abstract	Many librarians conduct research in higher education by studying the undergraduate students with whom they work. Instead of research on students, this paper argues the need for library and information science (LIS) research with, for, and by students. It shows why librarians should explore collaborative partnerships with student-researchers to produce LIS scholarship. Such partnerships can create work that amplifies and responds to students' lived experiences. Research collaborations that include students as partners provide important learning opportunities, help learners gain familiarity with the LIS field, and produce significant student-centered scholarship. The authors present five principles for librarians to consider when conducting research with undergraduate students and provide two case studies to show the merit of these collaborations and how they work in practice. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01