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It reviews evidence that most undergraduates complete research tasks that carry high stakes, and it connects this with library anxiety documented in library science literature. Drawing links to information literacy instruction and composition studies, it argues for a more intentional research-teaching model that helps students learn to locate and evaluate sources through lower-pressure contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-research-skills-with-low-stakes-assignments-volume-8-invited-column-perspectives/598793/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-research-skills-with-low-stakes-assignments-volume-8-invited-column-perspectives/598793.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address about research instruction?","Question",{"text":112,"@type":113},"It addresses how students build information literacy repertoires when research is usually tied to high-stakes assignments, which increases anxiety and creates learning barriers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the literature review say about the prevalence of research assignments?",{"text":117,"@type":113},"It reports that large majorities of undergraduates are required to use sources beyond course textbooks, and many complete research papers involving high stakes.",{"name":119,"@type":110,"acceptedAnswer":120},"How does “low stakes” research relate to student emotions and learning?",{"text":121,"@type":113},"The article links low stakes approaches to reducing library anxiety and to supporting clearer, more manageable research experiences so students can learn research skills effectively.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598793,1792166927,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 8, Issue 1, 2014  \nINVITED COLUMN [PERSPECTIVES]  \nDEVELOPING RESEARCH SKILLS WITH LOW STAKES ASSIGNMENTS  \nAmy Stewart-Mailhiot Pacific Lutheran University  \nStewart-Mailhiot, Developing Research Skills Communications in Information Literacy 8(1), 2014  \nINTRODUCTION  \nEarly in my career as an academic librarian, I heard a colleague refer to “low stakes research” as a way to help students become familiar with conducting college-level research. Some years later I went looking for more information on the topic but came up empty-handed. This set me off on a quest for further information that ultimately led me to the field of composition studies and the strategy of low stakes writing. This article explores the connections and commonalities between information literacy instruction and composition, and ponders what librarians might learn from our writing program and composition colleagues and how we might more intentionally develop a low stakes model of research instruction.  \nA major responsibility of instruction librarians is to help students develop a more extensive and flexible information literacy repertoire. The teaching and learning of information literacy most often takes place in one of two ways, within the context of single, 50-minute library sessions or at the reference desk; in both cases it usually takes place when students have received a high stakes assignment. I believe a low stakes model offers an intriguing alternative to the teaching of research skills (defined here as locating and evaluating sources for inclusion in a paper or project) However, it is first necessary to understand the extent to which students are assigned research, how students emotionally experience the research process, and how they learn and employ research skills.  \nLITERATURE REVIEW  \nConducting library research is still a common experience for undergraduate students. Burton and Chadwick (2000) found that 94% of students surveyed had an  \nassignment that required locating information in “sources beyond the course textbook,” with 66% of respondents being assigned a research paper (p. 320) . This corresponds with the findings from the Project Information Literacy (PIL) team (Head & Eisenberg, 2009a; 2009b) that 91% of students had written some type of research paper in the previous 12 months, with the most common being a “5-7 page argument paper” (2009a, p.3) . Other researchers have reported similar results (Birmingham, Chinwongs, Flaspohler, Hern, Kvanvig, & Portmann, 2008; Hood, 2010) . What these data imply, though do not directly address, is that the average student is most often required to utilize his/her research skills in high stakes or high point value situations. The high stakes nature of these assignments often brings out an increased level of anxiety in students.  \nThe phenomenon of library anxiety has been explored in the library science literature for the past three decades. Mellon’s (1986) seminal work on the topic describes library anxiety in this way,“when confronted with the need to gather information in the library for their first research paper many students become so anxious that they are unable to approach the problem logically or effectively” (p.163) . The language students use to describe the research process highlights both the frustration and emotion involved; students respond, “I’ve always been lost when I do research” and “I never know where to begin looking for information” (p.162) . Detmering and Johnson (2012) found similar responses in their work with student narratives describing the research process. Student distaste and discomfort for these projects is evident in the language used, including such terms as, “dreaded research paper,” “being tortured,” and “an absolute nightmare!” (p.11) . One demonstrated  \nStewart-Mailhiot, Developing Research Skills Communications in Information Literacy 8(1), 2014  \napproach to alleviating research-related anxiety is to provide students instruction to familiarize the","cbCaidGide0Ckt3R","https://ap.wps.com/l/cbCaidGide0Ckt3R","pdf",421792,11,"English","# Introduction\n# Literature Review","[{\"question\":\"What problem does the article address about research instruction?\",\"answer\":\"It addresses how students build information literacy repertoires when research is usually tied to high-stakes assignments, which increases anxiety and creates learning barriers.\"},{\"question\":\"What does the literature review say about the prevalence of research assignments?\",\"answer\":\"It reports that large majorities of undergraduates are required to use sources beyond course textbooks, and many complete research papers involving high stakes.\"},{\"question\":\"How does “low stakes” research relate to student emotions and learning?\",\"answer\":\"The article links low stakes approaches to reducing library anxiety and to supporting clearer, more manageable research experiences so students can learn research skills effectively.\"}]","Developing Research Skills with Low Stakes Assignments - Volume 8 - Invited Column - Perspectives | PDF",1792087609,28]