For immediate release | July 16, 2012

The role of faculty in teaching research processes

CHICAGO — Successful information literacy requires a multi-pronged effort by everyone coming into contact with students, including faculty. “Teaching Research Processes: The Faculty Role in the Development of Skilled Student Researchers,” published by Chandos Publishing and available through Neal-Schuman Publishers, suggests a novel approach in which information literacy can fall within the purview of teaching faculty, supported by librarians, and reconceived as a set of research processes. In this stimulating book, William B. Badke points the way toward transforming education from what some have approached as a primarily one-way knowledge communication practice, to an interactive practice involving the core research tasks of subject disciplines. Including practical steps to implement the teaching of research processes, Badke covers:

  • how to define research processes;
  • research ability inadequacies in higher education;
  • faculty understanding of research processes;
  • current initiatives in research processes;
  • the role of disciplinary thinking;
  • research processes in the classroom, with examples of case studies
  • ways research processes can transform education.

Badke is associate librarian at Trinity Western University, Canada, with responsibility for information resources and research training at the Associated Canadian Theological Schools. He is author of numerous articles and the widely used textbook, “Research Strategies: Finding your Way through the Information Fog,” currently in its fourth edition. He also writes as an information literacy columnist for a trade magazine. He has taught research processes for 25 years.

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Related Links

"Teaching Research Processes: The Faculty Role in the Development of Skilled Student Researchers"

"Information Literacy Education: A Process Approach"

"Information Literacy Collaborations that Work"


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