Abstract
A mixed methods study examined how visualization and dialogue extended and deepened students’ understanding of the research process, especially the purpose of the literature review. Five graduate students in a Faculty of Education independently produced a visual map of their thesis topic before engaging in a collaborative dialogue with a librarian-faculty team. Transcripts were coded, identifying the types of prompts that elicited changes to the map. Initial maps were compared to maps resulting from dialogue. Changes to the collaborative map were categorized using stages of the research process. Study design and methods accounted for 50 percent of changes, 36 percent related to the literature review and identification of information, and 14 percent pertained to research purpose and study questions. Student comments were categorized for instances of sequential knowledge-building stages. Collaborative dialogue and visual mapping broadened students’ understanding of information literacy and highlighted the literature review as a ‘genre’.
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Lee, E.A., Laverty, C. (2014). Unravelling the Literature Review: Helping Graduate Students in Education Re-conceptualize the Research Process. In: Kurbanoğlu, S., Špiranec, S., Grassian, E., Mizrachi, D., Catts, R. (eds) Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century. ECIL 2014. Communications in Computer and Information Science, vol 492. Springer, Cham. https://doi.org/10.1007/978-3-319-14136-7_74
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DOI: https://doi.org/10.1007/978-3-319-14136-7_74
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