A Day in the life of Research, pt. 1

Introduction to your doctorates study



Information Literacy is a keystone to the development of knowledge experts. Academics are experiencing remarkable changes in data accessibility threatening information reliability. In today’s post, I will be evaluating the conceptualization of Information Literacy and provide some insights into its analysis and the impact on the modern researcher and myself!

By research design, I will define Information Literacy as it applies to my analytical framework describing my analysis findings. I will explain it as a tool for academic successful application beyond the classroom. The focus of my assessment is that only through continual application and practice can the doctoral student rise to the demeanor that balances confidence, competence, and achievement with the humility that stems from continuous learning (University of Phoenix, 2016). This is some of the most profound information you can get when considering your academic journey.

Is it possible to fully comprehend information literacy prior to the dissertation?

– That is my growing question.


Information Literacy Defined. *Yes, please.  


Information Literacy is defined for this post as the opportunity to be responsible for one’s research. In this definition, information literacy is about the student in their pursuit of threshold concepts at the research level and their ability to develop and integrate study elements throughout their life.

A good question to ask yourself is: Where do you currently get your information?

If you answered anything beyond peer-reviewed, relevant, academic literature… that will need to change, hopefully before you go into your doctorates program. I thought I read a lot of academic literature before this program, and simply put… Nope. I was wrong. Before this journey, I barely understood what academic research reading entailed. I came up with a fun acronym to help those who are considering undertaking the journey to their Dr. title.

  1. Read, while reading

  2. Explore, while reading

  3. Articulate, while reading

  4. Dissertate, what you read




References

Badke, W. (2010). Information as a tool, not destination. Online, 34(4), 52-54.

Kiley, M. (2009, Aug). ProQuest. Innovations in Education and Teaching International, 3(43), 293-304.

Phillips, J. (n.d.). Competence. Retrieved from https://courses.nus.edu.sg/course/elljwp/competence.htm

Russell, P. (2009). Why universities need information literacy now more than ever. Feliciter, 55(3), 92-94.

Turusheva, L. (2009). Students’ information competence and its importance for life-long education. Problems of Education in the 21st Century, 12, 126-132.

The University of Phoenix. (, 2016). Scholarship, Practice, and Leadership Presentation. Retrieved from the University of Phoenix, DOC 700 website.


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