2. Students as Learners
Becoming Experts
As novice members of the academic community, students often lack insider knowledge about research practices and information sources in their disciplinary context, which can hinder their ability to meet faculty (expert) expectations regarding research assignments. As situated learning opportunities, research assignments require institutional and information literacy knowledge that experts in the field take for granted but which are not often obvious to learners as novice members of the community (Folk, 2021). Connecting students with expertise within the institution, therefore, is key to supporting student learning.
Case Study: Monisha
In the Essentials of Communication course last semester a librarian provided a really helpful workshop on searching the library. However, Monisha is shy, and besides, she’s not sure that library staff can help her with this assignment. She is confident she can figure out where to find the information she needs on her own.
Q: How could the instructor encourage Monisha to access the support services available to her?
Case Study: Aydin
Aydin has only ever visited the library for a comfortable and quiet place to study or hang out with friends. The library staff always seem friendly, but busy checking books in and out. He has booked appointments with tutors for help with some of the chemistry content. In fact, a tutor was available for study sessions in one of his more difficult courses. But he didn’t think they could help with a research project. He needed to figure this out on his own.
Q: How could the instructor introduce Aydin to helpful support services at the institution?
Strategies for Success
- Provide multiple opportunities for feedback and dialogue regarding student progress.
- Invite experts from a variety of departments across the institution into your classroom, such as librarians, tutors, or other support specialists to lead an activity or presentation related to the assignment and their area of expertise.
- Provide links to support services (e.g., tutoring, learning or writing centres, library services, accessibility services, etc.) on the assignment instruction sheet.
- Invite previous students to share what they learned about research through completing the assignment, either in person or through a recording.
