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Project Information Literacy, a multi-year, multi-campus study from the University of Washington, is the most comprehensive collection of data we have about student research practices in the 21st century.
This article discusses the ways that peer-reviewed, scholarly research articles are difficult for new undergraduates to find and use effectively. The authors recommend using scholars' informal writing as an entry point that helps students contextualize scholarly research before trying to read it.
This article describes the ways we talk about research and how that discourse shapes student learning. The authors recommend shifting away from a focus on "finding sources" toward "learning "about" topics and ideas when we talk to students about class assignments.