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Collaboration between library and writing center faculty produced a seminar that strengthens information seeking, evaluation, and synthesis before research begins. Grounded in information literacy competency standards, the intervention targets common gaps in understanding research constraints, locating and synthesizing peer-reviewed scholarship, and citing sources accurately in the expected style.",{"@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/dissertation-101-a-research-and-writing-intervention-for-education-graduate-students/602403/",{"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/dissertation-101-a-research-and-writing-intervention-for-education-graduate-students/602403.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does Dissertation 101 try to solve for graduate education students?","Question",{"text":112,"@type":113},"It targets students who struggle to conduct exhaustive literature reviews and to synthesize peer-reviewed scholarship into a well-framed academic conversation. It also addresses gaps in information literacy skills needed to plan, locate, evaluate, and use sources effectively.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the intervention help students develop information literacy skills?",{"text":117,"@type":113},"The librarian-led objectives include helping students recognize information needs before writing, teaching strategies to seek and locate relevant information, and showing how to evaluate relevancy and use gathered information with accurate citation practices.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do graduate education students have difficulty moving from research to the dissertation writing phase?",{"text":121,"@type":113},"The text argues that students can generally find large amounts of information, but they often misunderstand research constraints and fail to compile peer-reviewed scholarship—especially seminal studies—adequately representing existing expert knowledge. Without this, authors cannot progress into the writing phase.","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},602403,1792906388,{"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":81,"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},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","A r ti c l es  \nDissertation 101: A Research and Writing Intervention for Education Graduate  \nStudents  \nBy Anne Switzer and Sherry Wynn Perdue  \nAbstract  \nThe vast breadth of information sources available in the field of education and the dearth of institutional resources for native graduate writers have left many graduate students overwhelmed, struggling to conduct an exhaustive review of the literature and to compose their literature reviews. To remedy this concern, collaboration between library and writing center faculty resulted in Dissertation 101, a seminar designed for graduate education students who are about to commence research for this high-stakes document. Bolstering the connections between academic librarians, writing center faculty, and graduate students has proven effective in refining the information seeking, evaluation, and synthesis skills of graduate education students. The seminar, now in its second year, is presented as a model intervention, a first step toward greater institutional accountability for graduate student writers.  \nIt would be ideal if education students embarked on their graduate careers with a strong grasp of information literacy concepts. However, as has become evident through the literature and our work with graduate education students in group instructional sessions and one-on-one consultations, their information literacy still needs to be addressed. In the age of Google, preparing lesson plans and classroom activities typically involves Internet research, as the Web has unlocked a multitude of teacher-oriented sites where practitioners share resources and experience. While such Internet searches plant the foundation of good (or bad) habits with respect to information literacy, even expert Web searching does not satisfy the competency standards as outlined by the Association of College and Research Libraries (ACRL) . Information literacy is defined as a skill set enabling individuals to“recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information”(ACRL 2000, 2) . The quandary is not that graduate education students are information deficient (they can generally find piles of information on a given topic in their field) but rather that they lack a clear understanding of research constraints and fail to compile peerreviewed scholarship, particularly seminal studies,  \nthat adequately represents existing expert knowledge. As a result, the novice researcher will be unable to proceed into the writing phase of the dissertation/thesis process.  \nGiven the above difficulties and competency standards, the librarian’s objective in this intervention is to accomplish the following: help emergent scholars to recognize their information needs before composing; demonstrate the best strategies for seeking and locating appropriate information; exemplify how to evaluate the relevancy of gathered information; and finally, illustrate how to use information effectively and how to cite all sources accurately and in accordance with the expected style guide.  \nThe Writing Concerns of Graduate Education Students  \nTwo of three graduate writers who visit the Oakland University Writing Center for assistance on their dissertation literature reviews struggle not only to conduct an exhaustive review of existing literature for relevant peer reviewed scholarship but also to synthesize this scholarship into a wellframed conversation about what the experts know. If this does not take place, individual authors cannot make a case for the efficacy of their  \nscholarly contribution, which means they cannot defend the proposal and pursue the study. This difficulty confronting the task, however, should not been seen as an individual failure for many reasons, which will be detailed below.  \nA paucity of peer reviewed literature identifies the research and writing needs of graduate writers. While numerous dissertation advice books with titles like Surviving your diss","cbCaih3h2bsJeuuY","https://ap.wps.com/l/cbCaih3h2bsJeuuY","pdf",157790,11,"English","# Dissertation 101: A Research and Writing Intervention for Education Graduate Students\n## Graduate students’ information literacy needs and research constraints\n## The Writing Concerns of Graduate Education Students","[{\"question\":\"What problem does Dissertation 101 try to solve for graduate education students?\",\"answer\":\"It targets students who struggle to conduct exhaustive literature reviews and to synthesize peer-reviewed scholarship into a well-framed academic conversation. It also addresses gaps in information literacy skills needed to plan, locate, evaluate, and use sources effectively.\"},{\"question\":\"How does the intervention help students develop information literacy skills?\",\"answer\":\"The librarian-led objectives include helping students recognize information needs before writing, teaching strategies to seek and locate relevant information, and showing how to evaluate relevancy and use gathered information with accurate citation practices.\"},{\"question\":\"Why do graduate education students have difficulty moving from research to the dissertation writing phase?\",\"answer\":\"The text argues that students can generally find large amounts of information, but they often misunderstand research constraints and fail to compile peer-reviewed scholarship—especially seminal studies—adequately representing existing expert knowledge. Without this, authors cannot progress into the writing phase.\"}]","Dissertation 101: A Research and Writing Intervention for Education Graduate Students | PDF",1792094614,28]