Skip to main content
SpringerLink
Log in

Enhancement of Higher Degree Candidates’ Research Literacy: A Pilot Study of International Students

  • Regular Article
  • Published:
The Asia-Pacific Education Researcher Aims and scope Submit manuscript

Abstract

Research literacy (RL) training for higher degree research (HDR) students has been reduced to information technology focus by librarians and as writing practice in research supervision which is an ‘underdress’ for the issue. This paper argues that holistic research literacy training support should be provided to HDR students, especially those from Asia, being regarded as having serious plagiarism problem in their research study. A three-step framework that covers technological searching and locating, accurate understanding and interpretation, and critical evaluation and synthesis of information was developed and examined in this study. Two cohorts of Asian HDR students enrolled in an Australian university were involved through a parallel group, pre–post test design. One group progressed with ‘supervision-as-usual’ (SAU), whilst the other received SAU plus formal research literacy workshops. Supplementary data were also collected from the intervention cohort through focus group interviews. Data reveal that an early stage of intervention, using the holistic RL framework developed in this research, can largely improve students’ skills with technological searching and locating of information. Data also indicate that students also improved in the aspects of interpreting and synthesising information but this improvement was not as great. This is partly due to their use of English as the second language. This study suggests that language elements should be integrated into the RL framework for students with English as the second language.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Notes

  1. All group comparison effect sizes were found using the calculator at http://www.campbellcollaboration.org/escalc/html/EffectSizeCalculator-SMD1.php.

References

  • Australian Qualifications Framework Council. (2013). Australian Qualifications Framework Second Edition. Canberra: Australian Qualifications Framework Council. www.aqf.edu.au.

  • Abasi, A., & Graves, B. (2008). Academic literacy and plagiarism: Conversations with international graduate students and disciplinary professors. Journal of English for Academic Purposes, 7(4), 221–233. Retrieved 12 August 2012, from http://www.istl.org/10-summer/viewpoint.html (Archived by WebCite® at (Archived by WebCite® at http://www.webcitation.org/6DtzAfwG1).

  • Amsberry, D. (2010). Deconstructing plagiarism: international students and textual borrowing practices. The Reference Librarian, 51, 31–44. Retrieved 15 August 2012, from http://apfei.edu.au/resources/bibliography/deconstructing-plagiarism-international-students-and-textual-borrowing-practi (Archived by WebCite® at http://www.webcitation.org/6DtzKt0gG).

  • Boon, S., Johnston, B., & Weber, S. (2007). A phenomenographic study of English faculty’s conceptions of information literacy. Journal of Documentation, 63(2), 204–228. Retrieved 9 July 2012, from http://strathprints.strath.ac.uk/3136/ (Archived by WebCite® at http://www.webcitation.org/6Du1p1zTM).

  • Boote, D., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3–15. doi:10.3102/0013189X034006003.

    Article  Google Scholar 

  • Bordonaro, K. (2008). Exploring the connections between information literacy and writing for international students. Journal of Information Literacy, 2(2), 1–17. Retrieved 10 August 2012, from http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/RA-V2-I2-2008-1 (Archived by WebCite® at http://www.webcitation.org/6DtzZ3wF7).

  • Bowman, K. (2011). Helping international students thrive on U.S. campuses. International Educator, 20(5), 50–53. Retrieved 8 August 2012, from www.highbeam.com/doc/1P3-2472402201.html (Archived by WebCite® at http://www.webcitation.org/6Du54X5Ni).

  • Bruce, C. (2001). Interpreting the scope of their literature reviews: Significant differences in research students’ concerns. New Library World, 102(1163/1164), 158–165.

    Article  Google Scholar 

  • Chen, Y., & Ullen, M. (2011). Helping international students succeed academically through research process and plagiarism workshops. College and Research Libraries, 72(3), 209–235. Retrieved 9 July 2012, from http://crl.acrl.org/content/72/3/209.full.pdf (Archived by WebCite® at http://www.webcitation.org/6Du2CGCiI).

  • Cotterall, S. (2011). Doctoral students writing: where is the pedagogy? Teaching in Higher Education, 16(4), 413–425. Retrieved 28 June from, chelt.anu.edu.au/sites/default/files/hero/Cotterall.pdf (Archived by WebCite® at http://www.webcitation.org/6Du2JHnmj).

  • Duff, A., Rogers, D., & Harris, M. (2006). International engineering students-Avoiding plagiarism through understanding the western academic context of scholarship. European Journal of Engineering Education, 31(6), 673–681. Retrieved 12 May 2012, from http://www.cirtl.net/node/5453 (Archived by WebCite® at http://www.webcitation.org/6DtziGcZ3).

  • Eckel, E. (2010). A reflection on plagiarism, patchwriting, and the engineering Master’s thesis. Issues in Science and Technology Librarianship. Retrieved 10 July 2012, from http://www.istl.org/10-summer/viewpoint.html (Archived by WebCite® at http://www.webcitation.org/6DsP5nzJC).

  • Elmborg, J. (2006). Critical information literacy: Implication for instructional practice. The Journal of Academic Librarianship, 32(2), 192–199. Retrieved 5 August 2012, from www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ737617 (Archived by WebCite® at http://www.webcitation.org/6Du0093nC).

  • Elton, L. (2010). Academic writing and tacit knowledge. Teaching in Higher Education, (15), 151–160. Retrieved 9 June 2012, from www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ882048 (Archived by WebCite® at http://www.webcitation.org/6Du2RaedC).

  • Flowerdew, J., & Li, Y. (2007). Language re-use among Chinese apprentice scientists writing for publication. Applied Linguistics, 28(3), 440–465. Retrieved 12 August 2012, from http://applij.oxfordjournals.org/content/28/3/440.short (Archived by WebCite® at http://www.webcitation.org/6Du0Ii1op).

  • Ford, E., Izumi, B., Lottes, J., & Richardson, D. (2015). Badge it!: A collaborative learning outcomes based approach to integrating information literacy badges within disciplinary curriculum. Reference Services Review, 43(1), 31–44. doi:10.1108/RSR-07-2014-0026.

    Article  Google Scholar 

  • Gide, E., & Wu, M. (2010). Strategies to teach information technology courses to international students as future global professionals: An Australian case. Procedia Social and Behavioral Sciences, 2, 4793–4799.

    Article  Google Scholar 

  • Gilmore, J., Strickland, D., Timmerman, B., Maher, M., & Feldon, D. (2010). Weeds in the flower garden: An exploration of plagiarism in graduate student’s research proposals and its connection to enculturation, ESL, and contextual factors. The International Journal for Educational Integrity, 6(1), 13–28. http://www.ojs.unisa.edu.au/index.php/IJEI/article/view/673/502 (Archived by WebCite® at http://www.webcitation.org/6Du2kxSrm).

  • Han, J. (2012). Information literacy challenges for Chinese PhD students in Australia: A biographical study. Journal of Information Literacy, 6(1), 3–17.

    Article  Google Scholar 

  • Hartse, J., & Kubota, R. (2014). Pluralizing English? Variation in high-stakes academic texts and challenges of copyediting. Journal of Second Language Writing, 24, 71–82.

    Article  Google Scholar 

  • Holbrook, A., Bourke, S., Fairbairn, H., & Lovat, T. (2007). Examiner comment on the literature review in Ph.D. theses. Studies in Higher Education, 32(3), 337–356. doi:10.1080/03075070701346899.

    Article  Google Scholar 

  • Hughes, H. (2010). International students’ experiences of university libraries and librarians. Australian Academic and Research Libraries, 41(2), 77–89. Retrieved 19 July 2012, from http://eprints.qut.edu.au/39873/ (Archived by WebCite® at http://www.webcitation.org/6Du0R9TNI).

  • Hughes, H., & Bruce, C. (2006). Cultural diversity and educational inclusivity: International students’ use of online information. International Journal of Learning, 12(9), 33–40. Retrieved 19 July 2012, from http://eprints.qut.edu.au/5024/ (Archived by WebCite® at http://www.webcitation.org/6Du0bXkF9).

  • Kamler, B., & Thomson, P. (2006). Helping doctoral students write: Pedagogies for supervision. Oxon: Routledge.

    Google Scholar 

  • Kurbanoglu, S., Akkoyunlu, B., & Umay, A. (2006). Developing the information literacy self-efficacy scale. Journal of Documentation, 62(6), 730–743. Retrieved 2 July 2012, from www.emeraldinsight.com/journals.htm?articleid=1580626 (Archived by WebCite® at http://www.webcitation.org/6Du0kzqH2).

  • Lee, A., & Kamler, B. (2008). Bringing pedagogy to doctoral publishing. Teaching in Higher Education, 13(5), 511–523. Retrieved 12 August 2012, from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ808425 (Archived by WebCite® at http://www.webcitation.org/6Du0s0sl3).

  • Liao, J. (2015). Doctoral candidates’ information practice through research writing: Cases of East-Asian students in Australian universities. A thesis submitted to Western Sydney University in fulfillment of the requirements for the degree of Doctor of Philosophy.

  • Liao, J., & Han, J. (2012). The discursive construction of literature review: An examination of Chinese PhD students’ information behavior. A paper presented at Joint AARE APERA International Conference, Sydney.

  • Liu, D. (2005). Plagiarism and ESOL students: Is cultural conditioning truly the major culprit? ETL Journal, 59, 234–241. Retrieved 10 October 2012, from http://eltj.oxfordjournals.org/content/59/3/234.full.pdf (Archived by WebCite® at http://www.webcitation.org/6Du3ZA4d0).

  • Liu, G., & Winn, D. (2009). Chinese graduate students and the Canadian Academic Library: A user study at the University of Windsor. Journal of Academic Librarianship, 35(6), 565–573. Retrieved 10 August 2012, from http://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=1005&context=leddylibrarypub (Archived by WebCite® at http://www.webcitation.org/6DsR5pdDh).

  • Luke, A., & Kapitzke, C. (1999). Literacies and libraries: archives and cybraries. Curriculum Studies, 7(3), 467–491. Retrieved 12 August 2012, from http://eprints.qut.edu.au/5904/ (Archived by WebCite® at http://www.webcitation.org/6DsQlvHb4).

  • Mehra, B., & Bilal, D. (2007, May 10–12). International students’ perceptions of their information seeking strategies. Paper presented at the Information Sharing in a Fragmented World: Crossing Boundaries McGill University, Montreal, QC.

  • O’Donnell, M., Römer, U., & Ellis, N. (2013). The development of formulaic sequences in first and second language writing: Investigating effects of frequency, association, and native norm. International Journal of Corpus Linguistics, 18(1), 83–108.

    Article  Google Scholar 

  • RIN (Research Information Network). (2008). Mind the skills gap: Information handling training for researchers. A report commissioned by the research information network. London: Research Information Network.

    Google Scholar 

  • RIN (Research Information Network). (2011). The Role of Research Supervisors in Information Literacy. London: Research Information Network.

    Google Scholar 

  • Simmons, M. (2005). Librarians as disciplinary discourse mediators: using genre theory to move toward critical information literacy. Portal: Libraries and the Academy, 5(3), 297–311. Retrieved 12 August 2012, from http://muse.jhu.edu/journals/pla/summary/v005/5.3simmons.html (Archived by WebCite® at http://www.webcitation.org/6Du13oAtG).

  • Simpson, S., & Matsuda, P. (2008). Mentoring as a long-term relationship: Situated learning in a doctoral program. In C. Pearson Casanave & X. Li (Eds.), Learning the literacy practices of graduate school: Insiders’ reflections on academic enculturation (pp. 90–104). Michigan: University of Michigan Press.

    Google Scholar 

  • Simpson-Vlach, R., & Ellis, N. (2010). An academic formulas list: new methods in phraseology research. Applied Linguistics, 31(4), 487–512. Retrieved 20 August 2012, from doi:10.1093/applin/amp058 (Archived by WebCite® at http://www.webcitation.org/6DsQaSLy6).

  • Starfield, S. (2010). Fortunate travellers: Learning from the multiliterate lives of doctoral students. In M. Walker & P. Thomson (Eds.), The Routledge doctoral supervisor’s companion (pp. 138–146). Oxton: Routledge.

    Google Scholar 

  • Starfield, S., Paltridge, B., & Ravelli, L. (2014). Researching academic writing: What textography affords. In J. Huisman & M. Tight (Eds.), Theory and method in higher education research II (international perspectives on higher education research) (Vol. 10, pp. 103–120). Emerald Group Publishing Limited.

  • Switzer, A., & Lepkowski, F. (2007). Information literacy and the returning Master’s student: Observations from the library side. Paper presented at the Society for Information Technology and Teacher Education International Conference, San Antonio, Texas.

  • Thein, A., & Beach, R. (2010). Mentoring doctoral students towards publication within scholarly communities of practice. In C. Aitchison, B. Kamler, & A. Lee (Eds.), Publishing pedagogies for the doctorate and beyond (pp. 117–136). London: Routledge.

    Google Scholar 

  • Webber, S., & Johnston, B. (2014). Transforming information literacy for higher education in the 21st century: A lifelong learning approach. In M. Hepworth & G. Walton (Eds.), Developing people’s information capabilities: Fostering information literacy in educational, workplace and community contexts (library and information science) (Vol. 8, pp. 15–30). Emerald Group Publishing Limited.

  • Williamson, K., Bernath, V., Wright, S., & Sullivan, J. (2007). Research students in the electronic age: impact of changing information behaviour on information literacy needs. Communications in Information Literacy, 1(2), 47–63. Retrieved 8 August 2012, from http://researchoutput.csu.edu.au/R/-?func=dbin-jump-full&object_id=2414&local_base=GEN01-CSU01 (Archived by WebCite® at http://www.webcitation.org/6DsQ6xP39).

Download references

Acknowledgements

This pilot project was supported by funding from the University of Western Sydney. The administrative support from Lin Brown throughout this research is gratefully acknowledged. This research was approved by the University’s Human Research Ethics Committee with ID#H8910.

Author information

Authors and Affiliations

  1. School of Education, Western Sydney University, Second Avenue, Kingswood, NSW, Australia

    Jinghe Han

  2. School of Psychology, Charles Sturt University, Panorama Avenue, Bathurst, NSW, Australia

    James Schuurmans-Stekhoven

Authors
  1. Jinghe Han
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. James Schuurmans-Stekhoven
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jinghe Han.

Appendix 1: Focus Group Interview Excerpts

Appendix 1: Focus Group Interview Excerpts

I learned that only when the form and the content are both important …a classic piece… you feel like letting your reader read the original… it’s good now I am learning to link it to my practice.

I learned a lot and I can see they are good tools. But I can see the distance between knowing and doing it. I need a lot of practice. I found the language is a challenge for me.

The hard of the hard is I tend to be taken away by the original text … a kind of patch writing… how to sound like one tone and one consistently piece after using many people’s ideas… ?

The searching part was pretty straight forward, but when it comes to synthesising the specific I often feel their expressions are perfect and it is almost impossible for me to paraphrase it in better or similar good English.

I fully understand and totally agree what the supervisors said … it might take months or years to be there…

When I rewrite or paraphrase others I kind of feel my words are so plain, not academic enough…

… for example, to avoid using first person … to keep the ideas at the centre rather than person … I understand that but I feel sometimes hard to avoid using first person… how can I express my opinion without using first person…

… the workshops knowledge gave me the boundary … I used to write as I like, now I kind of learning to write in the framework… you don’t just read and paraphrase or report anything… I need to keep my research question in my mind and always pause and think of the paragraph I read … how that can be related to my research topic …

Workshops on literature search were so clear and I was switched on like that. But for summarising and paraphrasing, I theoretically understand what they mean but practically I often feel awkward … to compare more of others’ work… to form my own ideas in terms of critical thinking …

The workshops helped a lot but I need time to practice and if the supervisors can demonstrate how more specifically. You know one journal article is 20 more pages… what to summarise er… how detailed… n how relevant … I got that… closely related to the topic should be picked, but still not very clear how to do it …

We had some practice paragraphing and summarising… how to make connection between ideas from different sources. I can’t understand that when things are so obvious, we still have to do the logical deduction or the connection. … it looks like not relevant but the reader needs to read between the lines and to figure it out the connection. People would appreciate it the information gaps so that while reading and they can think and …

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Han, J., Schuurmans-Stekhoven, J. Enhancement of Higher Degree Candidates’ Research Literacy: A Pilot Study of International Students. Asia-Pacific Edu Res 26, 31–41 (2017). https://doi.org/10.1007/s40299-016-0324-z

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40299-016-0324-z

Keywords

Search

Navigation