Librarians and teaching faculty recognize that research is more than the “necessary evil” many students consider it to be. Doing research provides an ideal opportunity to develop and apply creative, analytical and reflective thinking skills to a real problem originating in the need to know. By linking new information to what is already known, and engaging in a dialogic process with both the literature and the subject of inquiry, the student researcher constructs and articulates knowledge. While recognizing the learning potential of the research process, we are also aware that it often does not live up to its educative potential. The prospect of designing and completing a research project can be more than a little intimidating for many graduate students. Students whose academic experience is weak and / or out-dated are particularly anxious about their research competencies. The prospect of a lengthy and complex research project tends to undermine these students' self-confidence and sabotage a potentially positive outcome. This phenomena is called "library anxiety," has been well documented (Leverence, 1997; Jiao & Onwuegbuzi, 1999).
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Yuill, P. (2001). Learning in Process: Forming Student/Teacher/Librarian Research Partnerships. Perspectives In Learning, 2 (1). Retrieved from http://csuepress.columbusstate.edu/pil/vol2/iss1/11