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Abstract

Undergraduate students face many potential barriers to learning about the process of conducting research. Information literacy instruction provided through faculty-librarian collaboration in an effort to expand the abilities of the “novice researcher” can ease the experience of undergraduate students. In addition, information literacy instruction may invoke increased student participation in the scholarly discourse of their chosen discipline. The implementation of a stratified course-integrated approach may be particularly valuable to upper-level undergraduates in preparation for completing a thesis or other culminating project in their final year of study. This claim is examined within the context of an instruction session observed as a component of a third-year undergraduate Materials Science and Engineering course.

About Author

Stacey Nordlund is a recent graduate of the MLIS program at San José State University and holds a BS in Psychology from the University of Toronto. She works as a reference librarian for the Toronto Public Library in Toronto, Ontario, and volunteers as a virtual reference librarian for Ask Ontario.