2. Students as Learners
Developing an Identity as a Researcher
Students often struggle with seeing themselves as researchers. However, as Purdy & Walker (2013) state, “the construction of a powerful, directed research identity is necessary for students to engage in learning about and making knowledge in both academic and nonacademic environments” (p. 10).
How students understand research impacts how they see themselves as researchers. And how students see themselves as researchers can impact their confidence in completing assignments well. Feeling unsure of their own ability to complete an assignment can lead to anxiety and fear when presented with a research project. Messages students receive about their research practices, or what constitutes good or poor research practices, can significantly affect their identity as a researcher.
Case Study: Monisha
Case Study: Aydin
Strategies for Success
- Discuss what it means to be a researcher.
- Provide opportunities for students to reflect on their identity as a researcher, both academically and in their everyday lives.
- In your assignment instructions, convey confidence in students’ abilities, and use language that reinforces the view of students as researchers.
- Avoid discouraging students with overly complicated or challenging tasks:
- Test out new assignments before assigning them to students.
- Consult with a librarian.
- Provide guidance and support throughout the process.
- Encourage students to make connections between their non-academic research strategies and academic research strategies.
- Provide opportunities for students to promote their work as research products (e.g. displaying poster boards on campus, uploading work to institutional repositories, etc.).
- Invite colleagues to share their own research projects and activities with students in order to demystify research practices and to inspire students to identify their own research interests.
