“I start withturning to the literature”: Opening the door to research skill development
Document Type
Presentation
Journal/Book Title/Conference
Annual meeting of the American Educational Research Association
Publication Date
4-1-2011
Abstract
The ability to meaningfully engage with primary literature is critical to graduate students’ scholarly development (Kamler & Thomson, 2006; Lovitts, 2007). Specifically, the ability to identify and apply relevant literature to sustain a reasoned argument or coherent story is thought to be a primary indicator of development as a researcher (Kiley, 2009; Kiley & Wisker, 2009). However, learning how to engage with primary literature is an often overlooked component of higher education (Authors et al., 2010-a). Further, investigation into how, when, and why graduate students engage with primary literature is scarce. This study explores the nature of graduate students' engagement with primary literature in terms of processes, timing, and motivation for engagement.
Recommended Citation
Maher, M., Hurst, M., Timmerman, B., Feldon, D., & Gilmore, J. (2011). “I start with turning to the literature”: Opening the door to research skill development. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA: April, 2011.
