It's Harder Than it Looks: How Students Identify Original Research Articles in an Undergraduate Biology Course

Authors

Alyssa Russo, University of New MexicoFollow
Amy Jankowski, University of New MexicoFollow

Document Type

Article

Publication Date

3-13-2023

Abstract

Biology students must develop a foundational understanding about the role information plays in the scientific research process. Key to this is understanding that original research articles are the primary method of communicating findings from original scientific research. We analyzed data from an information literacy tutorial and worksheet integrated in a core undergraduate biology course to investigate how students identify original research articles. Our results suggest that students conceptually comprehend original research, but they need practice at identifying original research articles in real time and benefit from librarian feedback when they are actively searching for and selecting articles.

Publisher

Taylor & Francis

Publication Title

Public Services Quarterly

ISSN

1522-9114

Volume

19

Issue

1

First Page

1

Last Page

25

DOI

https://doi.org/10.1080/15228959.2022.2116377

Language (ISO)

English

Keywords

Information Literacy, Undergraduate Students, Biology, Primary Literature

Recommended Citation

Russo, Alyssa and Amy Jankowski. “It's harder than it looks: How students identify original research articles in an undergraduate biology course.” Public Services Quarterly (2023). doi: 10.1080/15228959.2022.2116377

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.