Research Competency Guidelines for Literatures in English

Association of College and Research Libraries
Literatures in English Section

June 2007

Research Competency Guidelines for Literatures in English

Foreword

Research Competency Guidelines for Literatures in English was first developed for use within the Literatures in English Section of the Association of College and Research Libraries. Although based on framework of the ACRL Information Literacy Competency Standards for Higher Education (2000), these guidelines address the need for a more specific and source-oriented approach within the discipline of English literatures, including a concrete list of research skills. The original list was compiled by Anne Jordan-Baker, (Elmhurst College). The Guidelines were further developed by the ACRL Literatures in English Section Ad hoc Committee on Literary Research Competencies.*
On December 10, 2001, the draft guidelines were posted to LES-L, the Literatures in English Section electronic discussion group, for comments. A revision based on those comments was discussed at ALA MidWinter 2002. The guidelines were also published in the Fall 2002 issue of Biblio-Notes, the LES newsletter, and readers were encouraged to submit comments. A draft based on all information and comments to date was posted to the LES-L group for further review on April 12, 2002. A final draft was presented at ALA Annual 2002 and was approved by the Literatures in English Executive Committee. An updated version of the 2002 draft was distributed to the LES-L members and the Information Literacy Advisory Committee as well as posted on the ACRL website. At ALA MidWinter Conference 2005, a hearing was held and the document was further revised to reflect the advice received.

The Research Competency Guidelines for Literatures in English draft has been under review and revision during the years in which ACRL was developing policies and procedures for subject-specific information literacy standards. Because of the independent development of these Guidelines and ACRL policies, the format and framework of Guidelines do not follow the current patterns of information literacy standards. The Guidelines draft document has served primarily to facilitate the collaboration of teaching faculty with subject librarians to create effective teaching structures for literary research. An ACRL Roundtable discussion at the 11th National Conference is just one example of many in which the subject librarians have shared their success in using the Guidelines to improve communication with the faculty they serve.

ACRL Literatures in English Section Planning Committee Chair
Kathleen Kluegel, University of Illinois at Urbana-Champaign
January 2007

* ACRL Literatures in English Section Ad hoc Committee on Literary Research Competencies (1999-2001)
Heather Martin, University of Alabama at Birmingham, Chair; Austin Booth, University at Buffalo, SUNY; Charlotte Droll, Wright State University; Louise Greenfield, University of Arizona; Anne Jordan-Baker, Elmhurst College; Jeanne Pavy, University of New Orleans; Judy Reynolds, San Jose State University

Research Competency Guidelines for Literatures in English

Purpose of the Guidelines

To aid students of literatures in English in the development of thorough and productive research skills

To encourage the development of a common language for librarians, faculty, and students involved with research related to literatures in English

To encourage librarian and faculty collaboration in the teaching of research methods to students of literatures in English

To aid librarians and faculty in the development of instructional sessions and programs

To assist in the development of a shared understanding of student competencies and needs

To aid librarians and faculty in the development of research methods courses at the undergraduate and graduate levels

Because teaching methods, course content, and undergraduate requirements vary by institution, librarians and faculty may apply these guidelines in different ways to meet the needs of their students. For guidelines on helping students develop general research skills, librarians and faculty may refer to the ACRL Information Literacy Competency Standards for Higher Education at http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm.

Research Competency Guidelines for Literatures in English

Introduction

Most research in literary studies begins with the text, whether it is a paperback novel, the electronic text of a poem on an author’s Web site, or an illuminated manuscript in a library’s collection. Educators encourage students to gain a deeper understanding of a text by exploring the context of the writing and the interpretations of others, and by developing and supporting their own interpretations. Limited only by their imaginations, students face almost endless opportunities for interpretation of a text.

Research plays an indispensable role in the textual discovery process for students. Good research skills help the literary explorer learn more about the author and the author’s world, examine scholarly interpretations of the text, and create new studies and interpretations to add to a body of knowledge. Sometimes the goals of textual discovery and interpretation can get lost in the minutiae of database searching and conforming to specific citation styles. However, it is important for librarians and other educators to remember these goals when helping students develop the research skills necessary for literary exploration.

Research Competency Guidelines for Literatures in English

Outcomes for Undergraduate English or American Literature Majors

I. Understand the structure of information within the field of literary research:

I.1 Differentiate between primary and secondary sources
I.1.i. Learn to discover and use primary source materials in print and in digital repositories, e.g. ECCO and EEBO
I.2 Understand that literary scholarship is produced and disseminated in a variety of formats, including monographs, journal articles, conference proceedings, dissertations, reference sources and websites
I.3 Learn the significant features (e.g., series title, volume number, imprint) of different kinds of documents (e.g., journal articles, monographs, essays from edited collections)
I.4 Differentiate between reviews of literary works and literary criticism
I.5 Understand the concept and significance of peer-reviewed sources of information
I.6 Understand that literary texts exist in a variety of editions, some of which are more authoritative or useful than others
I.7 Understand the authorship, production, dissemination or availability of literary production. This includes understanding the meanings and distinctions of the concepts of editions, facsimiles, and authoritative editions.

II. Identify and use key literary research tools to locate relevant information:

II.1 Effectively use library catalogs to identify relevant holdings at local institutions and print and online catalogs and bibliographic tools to identify holdings at other libraries
II.2 Distinguish among the different types of reference works (e.g. catalogs, bibliographies, indexes, concordances, etc.) and understand the kind of information offered by each
II.3 Identify, locate, evaluate, and use reference sources and other appropriate information sources about authors, critics, and theorists
II.4 Use subjective and objective sources such as book reviews, citation indexes, and surveys of research to determine the relative importance of an author and/or the relevance of the specific work
II.5 Use reference and other appropriate information resources to provide background information and contextual information about social, intellectual, and literary culture
II.6 Understand the range of physical and virtual locations and repositories and how to navigate them successfully
II.7 Understand the uses of all available catalogs and services

III. Plan effective search strategies and modify search strategies as needed:

III.1 Identify the best indexes and databases
III.2 Use appropriate commands (such as Boolean operators) for database searches
III.3 Identify broader, narrower, and related terms or concepts when initial searches retrieve few or no results
III.4 Identify and use subject terms from the MLA International Bibliography and other specialized indexes and bibliographies
III.5 Identify and use Library of Congress subject headings for literature and authors

IV. Recognize and make appropriate use of library services in the research process:

IV.1 Identify and utilize librarians and reference services in the research process
IV.2 Use interlibrary loan and document delivery to acquire materials not available at one's own library
IV.3 Use digital resource service centers to read and create literary and critical documents in a variety of digital forms

V. Understand that some information sources are more authoritative than others and demonstrate critical thinking in the research process:

V.1 Know about Internet resources (e.g., electronic discussion lists, websites) and how to evaluate them for relevancy and credibility
V.2 Differentiate between resources provided free on the Internet and subscription electronic resources
V.3 Develop and use appropriate criteria for evaluating print resources
V.4 Learn to use critical bibliographies as a tool in evaluating materials

VI. Understand the technical and ethical issues involved in writing research essays:

VI.1 Document sources ethically
VI.2 Employ the MLA or other appropriate documentation style
VI.3 Understand the relationship between received knowledge and the production of new knowledge in the discipline of literary studies
VI.4 Analyze and ethically incorporate the work of others to create new knowledge

VII. Locate information about the literary profession itself:

VII.1 Access information about graduate programs, about specialized programs in film study, creative writing, and other related fields, and about workshops and summer study opportunities
VII.2 Access information about financial assistance and scholarships available for literary study and related fields
VII.3 Access information on careers in literary studies and use of these skills in other professions
VII.4 Access information on professional associations

References:

Altick, Richard D., and John J. Fenstermaker. The Art of Literary Research. 4th ed. New York: Norton, 1993.

Association of College and Research Libraries, American Library Association. “Information Literacy Competency Standards for Higher Education.” Chicago, IL: ACRL, 2000. 22 March 2007 http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New York: Modern Language Association, 2003.

Grafstein, Ann. "A Discipline-Based Approach to Information Literacy." Journal of Academic Librarianship 28 (2002): 197-204.

Jones, Cheryl, Carla Reichard, and Kouider Mokhtari. "Are Students’ Learning Styles Discipline Specific?" Community College Journal of Research & Practice 27 (2003): 363-375.

Leckie, Gloria J. "Desperately Seeking Citations: Uncovering Faculty Assumptions about the Undergraduate Research Process." Journal of Academic Librarianship 22 (1996): 201-208.

Literary Research: LR. College Park, MD : Literary Research Association, 1986-1990.

Literary Research Newsletter. Brockport, N.Y.: Literary Research Newsletter Association, 1976-1985.

Pastine, Maureen. “Teaching the Art of Literary Research.” Conceptual Frameworks for Bibliographic Education: Theory into Practice. Ed. Mary Reichel and Mary Ann Ramey. Littleton, Colo.: Libraries Unlimited, 1987. 134-44.

Reynolds, Judy. “The MLA International Bibliography and Library Instruction in Literature and the Humanities.” Literature in English: A Guide for Librarians in the Digital Age. Ed. Betty H. Day and William A. Wortman. Chicago: Association of College and Research Libraries, 2000. 213-247.