Thinking and Reading like a Scientist : Librarians as Facilitators of Primary Literature Literacy
Bibliographische Detailangaben
- Titel
- Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy
- verantwortlich
- Erscheinungsjahr
- 2020
- Medientyp
- Preprint
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| author_facet |
Alexander J. Carroll Alexander J. Carroll |
|---|---|
| author |
Alexander J. Carroll |
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Alexander J. Carroll Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy Social and Behavioral Sciences LIS Scholarship Archive critical thinking primary literature bepress science process skills Scholarly Communication information literacy Information Literacy science education Library and Information Science |
| author_sort |
alexander j. carroll |
| spelling |
Alexander J. Carroll Social and Behavioral Sciences LIS Scholarship Archive critical thinking primary literature bepress science process skills Scholarly Communication information literacy Information Literacy science education Library and Information Science http://osf.io/wsf9z/ http://dx.doi.org/10.31229/OSF.IO/WSF9Z Students entering graduate degree programs in science, technology, engineering, and math (STEM) fields or professional degree programs in the health sciences are expected to have adequate academic preparation in science process skills like the ability to read primary literature effectively. This column scrutinizes this assumption by examining how science is taught to undergraduates, finding that undergraduate STEM curricula rarely prepare students with the mastery of science process skills needed to succeed in graduate school. The column discusses some possible causes of this skill gap and suggests that academic and medical librarians are well-equipped to help students develop primary literature literacy skills. The column closes with a list of practical active reading strategies that librarians can share and model for students. The Version of Record of this manuscript has been published and is available in Medical Reference Services Quarterly, August 10, 2020, DOI: 10.1080/02763869.2020.1778336. Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
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| title |
Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
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Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
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Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
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Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
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Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
| title_short |
Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
| title_sort |
thinking and reading like a scientist: librarians as facilitators of primary literature literacy |
| topic |
Social and Behavioral Sciences LIS Scholarship Archive critical thinking primary literature bepress science process skills Scholarly Communication information literacy Information Literacy science education Library and Information Science |
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http://osf.io/wsf9z/ http://dx.doi.org/10.31229/OSF.IO/WSF9Z |
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2020 |
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Students entering graduate degree programs in science, technology, engineering, and math (STEM) fields or professional degree programs in the health sciences are expected to have adequate academic preparation in science process skills like the ability to read primary literature effectively. This column scrutinizes this assumption by examining how science is taught to undergraduates, finding that undergraduate STEM curricula rarely prepare students with the mastery of science process skills needed to succeed in graduate school. The column discusses some possible causes of this skill gap and suggests that academic and medical librarians are well-equipped to help students develop primary literature literacy skills. The column closes with a list of practical active reading strategies that librarians can share and model for students. The Version of Record of this manuscript has been published and is available in Medical Reference Services Quarterly, August 10, 2020, DOI: 10.1080/02763869.2020.1778336. |
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| author | Alexander J. Carroll |
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| description | Students entering graduate degree programs in science, technology, engineering, and math (STEM) fields or professional degree programs in the health sciences are expected to have adequate academic preparation in science process skills like the ability to read primary literature effectively. This column scrutinizes this assumption by examining how science is taught to undergraduates, finding that undergraduate STEM curricula rarely prepare students with the mastery of science process skills needed to succeed in graduate school. The column discusses some possible causes of this skill gap and suggests that academic and medical librarians are well-equipped to help students develop primary literature literacy skills. The column closes with a list of practical active reading strategies that librarians can share and model for students. The Version of Record of this manuscript has been published and is available in Medical Reference Services Quarterly, August 10, 2020, DOI: 10.1080/02763869.2020.1778336. |
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| spelling | Alexander J. Carroll Social and Behavioral Sciences LIS Scholarship Archive critical thinking primary literature bepress science process skills Scholarly Communication information literacy Information Literacy science education Library and Information Science http://osf.io/wsf9z/ http://dx.doi.org/10.31229/OSF.IO/WSF9Z Students entering graduate degree programs in science, technology, engineering, and math (STEM) fields or professional degree programs in the health sciences are expected to have adequate academic preparation in science process skills like the ability to read primary literature effectively. This column scrutinizes this assumption by examining how science is taught to undergraduates, finding that undergraduate STEM curricula rarely prepare students with the mastery of science process skills needed to succeed in graduate school. The column discusses some possible causes of this skill gap and suggests that academic and medical librarians are well-equipped to help students develop primary literature literacy skills. The column closes with a list of practical active reading strategies that librarians can share and model for students. The Version of Record of this manuscript has been published and is available in Medical Reference Services Quarterly, August 10, 2020, DOI: 10.1080/02763869.2020.1778336. Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
| spellingShingle | Alexander J. Carroll, Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy, Social and Behavioral Sciences, LIS Scholarship Archive, critical thinking, primary literature, bepress, science process skills, Scholarly Communication, information literacy, Information Literacy, science education, Library and Information Science |
| title | Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
| title_full | Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
| title_fullStr | Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
| title_full_unstemmed | Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
| title_short | Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
| title_sort | thinking and reading like a scientist: librarians as facilitators of primary literature literacy |
| title_unstemmed | Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy |
| topic | Social and Behavioral Sciences, LIS Scholarship Archive, critical thinking, primary literature, bepress, science process skills, Scholarly Communication, information literacy, Information Literacy, science education, Library and Information Science |
| url | http://osf.io/wsf9z/, http://dx.doi.org/10.31229/OSF.IO/WSF9Z |