LibGuides: Threshold Concepts: A Pilot Project Sponsored by the Mansergh-Stuessy Fund for College Innovation: Research on Student Experiences

Engaging Ideas by John C. Bean; Maryellen Weimer (Foreword by)
Call Number: PE1404 .B35 2011
ISBN: 9780470532904
Publication Date: 2011-09-06
A terrific resource for instructors. Chapter 13 focuses on researched writing assignments.
The New Digital Scholar by Randall McClure (Editor); James P. Purdy (Editor)
Call Number: LB2369 .N39 2013
ISBN: 9781573874755
Publication Date: 2013-03-13
A collection of essays from teachers offering insights into how our students approach research tasks and what we can do to improve their learning.
Studying Students by Nancy Fried Foster; Susan Gibbons
Call Number: Z733.U868 S78 2007
ISBN: 9780838984376
Publication Date: 2007-09-01
An enthographic study of how students use an academic library. A PDF of this book is available online, but the library also has a print copy.
College Libraries and Student Culture by Lynda M. Duke; Andrew D. Asher
Call Number: Z675.U5 C6458 2012
ISBN: 9780838911167
Publication Date: 2012-10-01
Findings of ethnographic studies conducted at five universities and colleges in Illinois.

Resources

Learning Curve: How College Graduates Solve Information Problems Once They Join the Workplace
A 2012 Project Information Literacy report focusing on recent college graduates and employers of recent grads. While students feel their college work has helped them search and use information, they find real-world tasks ambiguous and demanding. Employers report that students are disinclined to use people as resources and have trouble going beyond superficial searches.
Teaching Inquiry Zotero Group
Resources on information literacy, undergraduate research practices, teaching writing from sources, effective assignment design, and the role of inquiry in the college curriculum.
The Citation Project
A multi-instituitonal study of first year writers' use of source material. The findings are striking, and suggest that students mine sources for reuseable quotes without context or a sense of why evidence matters.