8: Appendix- ADA Accommodation
- Page ID
- 305151
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Kuhlthau's Information Search Process
The image depicted by Caraveo shows a series of rectangles. They each have a title of the phase of the research process, and the thoughts, feelings, and actions associated with each phase as well as a visual of a human experiencing each phase. Under the rectangles is a yellow ribbon which goes up and down, depicting the emotional arch of the journey. Below is a chart that explains Kuhthau’s information search process:
| Initiation | Selection | Exploration | Formulation | Collection | Assessment | |
|---|---|---|---|---|---|---|
| Thoughts | Seem vague | More focused | More focused | Focused | Increased interest | Increased self-awareness |
| Feelings | Uncertainty | Optimistic | Confused, doubt, frustrated | Clarity | Sense of confidence | Sense of accomplishement |
| Actions | Seeking | Relevant exploring | Information | Seeking | Pertinent documenting | None |
| Ribbon | Starts high, drops | High | Low | Rising | Rising | High |
To get back to the reading, click here.
Google Search: How do graduate students research
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How should we be selecting our graduate students?
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OD Weiner - Molecular Biology of the Cell, 2014 - molbiolcell.org
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… To the extent that we use universal metrics such as GPA, GRE, and the amount of research experience, it is worth noting that some of these are significantly more discriminating than the …
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Are we doing enough for today's graduate student?
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EH Offstein, MB Larson, AL Mcneill… - International Journal of …, 2004 - emerald.com
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… First, financial support for research and stipends that graduate students depend on are now more scarce and hence, more competitive. Incidentally, these types of financial pressures …
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Preparing graduate students for graduate‐level study and research
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K O'Clair - Reference Services Review, 2013 - emerald.com
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… A research topic with too broad or too narrow of a scope will turn out to be nearly impossible to … Graduate students often do not fully understand the nature and purpose of the literature …
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The successful graduate student: A review of the factors for success
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S Bain, LV Fedynich, M Knight - Journal of Academic and Business …, 2011 - academia.edu
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… study a concentrated number of student responses to a survey designed to identify success factors among graduate students … this study sought to review the factors for graduate student …
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To get back to the reading, click here.
Citation information from a database search
Citation #1
Peer reviewed – Academic journal
Title: The insecurity of doing research and the ‘so what question’ in political science: how to develop more compelling research problems by facing anxiety.
By: Gustofsson, Karl; Hagstrom, Linus
In European Political Science
Dec 2024
Academic Search Complete
Research problems are crucial in the sense that they provide new research with purpose and justification. So why, despite the abundance of guidance available from an extensive methods literature, do graduate students often struggle to…
Subjects: Political science; Graduate students; Anxiety; Emotions
To read my reactions to this citation, click here.
Citation #2
Peer reviewed – Academic journal
Title: To be honest, it’s complicated’: training postgraduate students to work with emotions in qualitative research
By; Ferrie, Jo; Greenwood, Sharon
In: Teaching in Higher Education
Jan 2025
Academic Search Complete
Emotion is an integral part of the knowledge production process, yet is rarely acknowledged within research methods teaching or textbooks. As educators, preparing students for fieldwork is essential, and should go beyond skill…
Subjects: Graduate education; Trigger warnings; Teaching methods; Graduate students; +2 more
To read my reactions to this citation, click here.
Citation #3
Peer reviewed – Academic journal
Title: Generative artificial intelligence tools to augment teaching scientific research in postgraduate studies
By: Segooa, M.A; Mobida, F.S.; Motjoloplane, I.
In; South African Journal of Higher Education
Mar 2025
Education Source
Scientific research is the cornerstone of postgraduate studies. However, various challenges hinder the progression and success of postgraduate students, which also affects throughput [sic], students experiencing challenges in formulating…
Subjects: Graduate students; artificial intelligence; writing processes; Generative artificial intelligence
To read my reactions to this citation, click here.
Citation #4
Peer reviewed – Academic journal
Title: Challenges library and information science (LIS) postgraduate students encounter in research topic selection
By: Elia, Emmanual F.; Ndenje-Sichallwe, Esther
In: IFLA Journal
Jun 2025
Library & Information Science Source
This study examines research topic selection among LIS postgraduate students in Tanzania. A quantitative approach was used to collect the data, and purposive sampling was used to recruit a total of 105 respondents. Key findings showed…
Subjects: Library school students; quantitative research; Tanzania; administration of education programs; +5 more
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Matrix from my research
| Authors | Title | Year | Definition | Attributes/components | Reason (need) & impact | population | Methodology | Learning objectives | Model/taxonomy | Useful? |
|---|---|---|---|---|---|---|---|---|---|---|
| Lopatovska & Arapakis | Theories, methods, & current research on emotions in library & information science, information retrieval & human-computer interaction | 2010 | yes | yes | literature review | as a lit review, yes | ||||
| Cahoy & Schroder | embedding affective learning outcomes in library instruction | 2012 | yes | yes | survey of librarians | yes | yes | |||
| Zhou | "I am really good at it" or "I am jjust feeling lucky": the effects of emotions on information problem-solving | 2013 | ||||||||
| Cahoy | Affective learning & personal information management | 2013 | yes | yes | newsletter-ish | yes | ||||
| Wilson & Given | Student search behaviour in an online public ccess catalogue: an examination of 'searching mental models' and 'searcher self-concept' | 2014 | yes | yes | Undergrads |
interviews/grounded theory
|
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| Savolainen | emotions as motivators for information seeking: a conceptual analysis | 2014 | yes (Davidson) | yes | literature review | yes | Provides table based on lit review findings | |||
| Dempsey & Jagman | I felt like such a freshman: first-year students crossing the library threshold | 2015 | undergrads | analyzed essays |
yes |
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| Wang | Assessment for one-shot library instruction: a conceptual approach | 2016 | undergrads | research readiness focused assessment (RRFA) tool to measure cognitive, behavioral affect after teaching to class assignments | yes |
Article Mapping: Who Cited Whom
The image is of a sheet of paper where I wrote "Peer Teachers as Instructors (Medical)" at the top. On the next line, I have three different citations in a row with which term each citation defined.
- (Ten Cate & Durning 2007) - Definition: near peer teacher
- (Bulte, Betts, Garner, Durning 2007) - Definition: near peer teacher
- (Lockespeiser, O'Sullivan, Teherani, Muller, 2008) - PAL "peer assisted learning"
The next row shows to citations. The first (Jackson & Evans 2012 "NPT") has lines to all three of the above citations. The second (Evans, Cuffe 2009 "NPT") has lines only to the second two citations.
The third row has two citations. (Reyes-Hernandez et al 2014 "NPT") has a line to (Evans & Cuffe) from the second row. (Alkhail 2015) "Near peer assisted learning" NPAL has lines to the second two citations from the first row.
The next three rows have the following citations:
- (Stephens, Hall, Andrade, Border 2016) "NPT" has a line just to the 2nd citation in the top row
- (Williams & Nguyen 2016) NPT Healthcare has a line to all citations in the top row
- (Rees, Quinn, DAvies, Fotherham 2016) "NPT" has lines to just the first and second citations in the top row.
Artile Mapping 2: Patterns
This is a photo of a sheet of paper titled Library - "Peer Teachers" with citations in two columns.
The first column has the following citations:
- Deese-Roberts & Keating 2000
- Holliday & Nordgren 2005
- Mathson & Salisbury 2009
- Dementer 2011
There is a line connecting the first and third citations. Another line connects the second and third citations.
The second column has the following citations:
- Ronan & Pappas 2001
- Evanson 2015
- Mestre & lecrone 2015
- Denda & hunter 2016
- LaFlamme & Kipphut-smith 2018
The first citation has a line to the Mathson & Salisbury citation in the first column. The third and fourth citations have a line connecting them. Another line connects the fourth and fifth citations.
A key shows depicts various patterns with a color. Thus, the pattern "Instruction" is visually color-coded for just the Ronan & Pappas citation. The pattern "Tutor" shows the entire first column relates to this. Another color is used for the pattern "Empowerment/creativity" and connects the second, third, and fourth citations in the second column. The last color designates the pattern "Theory" and connects the last two citations.
Article Mapping 3: Mind Map
This is a photo of a sheet of paper with five circled words. Each circled word then connects to several of the article citations, shown by lines drawn.
- Instruction with lines to:
- Ten Cate & Durning 2007
- Bulte, Betts, Garner, Durning 2007 (also lines to Assessment)
- Ronan & Pappas 2001 (also lines to "of peer teachers", Library)
- Lockspeiser et al 2008 (also lines to Assessment)
- Assessment with lines to:
- Bulte, Betts, Garner, Durning 2007 (also lines to Instruction)
- Lockspeiser et al 2008 (also lines to Instruction)
- Connects to two more words as well:
- "of student learning" with lines to:
- Hanson et al 2016
- Dancer et al 2015
- "of peer teacher experience" with line to:
- Ronan & Pappas 2001 (also lines to Instruction, Library)
- "of student learning" with lines to:
- Library with lines to:
- Deese-Roberts, Keatog 2000
- Dementer 2011
- Evanson 2009 (also lines to "theory/rationale")
- LaFlamme & Kipphut-Smith 2018 (also lines to "theory/rationale)
- Denda & Hunter 2016 (also lines to "theory/rationale")
- Theory/Rationale with lines to:
- Evanson 2009 (also lines to "library")
- LaFlamme & Kipphut-Smith 2018 (also lines to "library")
- Denda & Hunter 2016 (also lines to "library")