Information literacy in the lab: Graduate teaching experiences in first-year biology.
journal contributionposted on 23.02.2017 by Catherine Lantz
Any type of content formally published in an academic journal, usually following a peer-review process.
The author interviewed ten graduate teaching assistants leading lab sessions for first-year biology about how they introduce students to scientific literature. Qualitative data analysis of the interview transcripts revealed that both first-year students and graduate teaching assistants (many of whom are first-year teachers) struggle with information literacy concepts involved in searching for and evaluating scientific literature. I discuss possible ways that librarians can help.