The role of libraries in teaching doctoral students to become information-literate researchers. A review of existing practices and recommendations for the future
| Date | 11 March 2019 |
| Pages | 158-172 |
| DOI | https://doi.org/10.1108/ILS-07-2018-0058 |
| Published date | 11 March 2019 |
| Author | Sharon Ince,Christopher Hoadley,Paul A. Kirschner |
| Subject Matter | Library & information science,Librarianship/library management,Library & information services |
The role of libraries in teaching
doctoral students to become
information-literate researchers
A review of existing practices and
recommendations for the future
Sharon Ince
Seton Hall University, South Orange, New Jersey, USA
Christopher Hoadley
New York University, New York City, New York, USA, and
Paul A. Kirschner
Open University of the Netherlands, Heerlen, The Netherlands
and University of Oulu, Oulu, Finland
Abstract
Purpose –This paper aims to review current literature pertaining to information literacy and digital
literacy skills andpractices within the research workflow for doctoral students and makesrecommendations
for how libraries (and others)can foster skill-sets for graduate student research workflows for the twenty-first
century scholarlyresearcher.
Design/methodology/approach –A review of existing information literacy practices for doctoral
studentswas conducted, and four key areas of knowledge wereidentified and discussed.
Findings –The findings validate the need for graduatestudents to have training in information literacy,
information management, knowledge management and scholarly communication. It recommends empirical
studiesto be conducted to inform future practices for doctoralstudents.
Practical implications –This paper offers four areas of training to be considered by librarians and
facultyadvisers to better prepare scholars for their future.
Originality/value –This paper presents a distinctive synthesis of the types of information literacy and
digital literacyskills needed by graduate students.
Keywords Digital literacy, Information literacy, Doctoral students, Graduate students,
Information problem solving (IPS), Research workflows
Paper type Conceptual paper
Introduction
Over the past two decennia, the shift in information technologyfrom stand-alone individual
applications to personal and shared applications has greatly impacted researchers’
workflows. “Modern information technologies have influenced all disciplines, but certain
institutions: research and scholarship, librarianship and curation, publishing and media,
and most of all education, have been deeply affected”(Hoadley, 2011, p. 1). Scholars are
increasingly usingmultiple types of technology within their researchworkflow, for example
Google Docs
TM
, Evernote®, ResearchGate
®
and/or Dropbox
TM
. The availability and use of
new technologies, especially those which allow the sharing of files and/or the ability of
ILS
120,3/4
158
Received10 July 2018
Revised12 August 2018
Accepted13 August 2018
Informationand Learning
Sciences
Vol.120 No. 3/4, 2019
pp. 158-172
© Emerald Publishing Limited
2398-5348
DOI 10.1108/ILS-07-2018-0058
The current issue and full text archive of this journal is available on Emerald Insight at:
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