Designing a Digital Research Accelerator Programme for the Social Sciences at UCD: Preliminary Results of a Faculty-Library Collaboration

References

• ACRL Association of College and Research Libraries. (2016). Framework for information literacy for higher education. Retrieved from http://www.ala.org/acrl/standards/ilframework.
   Google Scholar
• Askeland, G. A., & Fook, J. (2009). Critical reflection in social work. European Journal of Social Work, 12(3), 287–292. doi:10.1080/13691450903100851
   Google Scholar
• Bartling, S., & Friesike, S. (2014). Opening science: The evolving guide on how the internet is changing research, collaboration and scholarly publishing. Cham, Germany: SpringerOpen. doi:10.1007/978-3-319-00025-1
   Google Scholar
• Brennan, L., Cusack, T., Delahunt, E., & Donnelly, S. (2016). Exploring the understandings and perceptions of research-teaching linkages amongst UCD Faculty. Dublin: University College Dublin.
   Google Scholar
• Carlson, J., & Johnston, L. (2015). Data information literacy: Librarians, data, and the education of a new generation of researchers. West Lafayette, IN: Purdue University Press.
   Google Scholar
• Edwards, C., Mclinden, M., Cooper, S., Hewertson, H., Kelly, E., Sands, D., & Stokes, A. (2017). Cultivating student expectations of a research-informed curriculum: Developing and promoting pedagogic resonance in the undergraduate student learning pathway. In B. Carnell & D. Fung (Eds.), Developing the higher education curriculum: Research-based education in practice (pp. 14–30). London; Chicago: UCL Press.
   Google Scholar
• Federer, L. (2016). Research data management in the age of big data: Roles and opportunities for librarians. Information Services & Use, 36(1–2), 35–43. doi:10.3233/ISU-160797
   Google Scholar
• Fook, J. (2019). Reflective models and frameworks in practice. In C. Costly & J. Fulton (Eds.), Methodologies for practice research: Approaches for professional doctorates (pp. 57–76). London: SAGE Publications.
   Google Scholar
• Fung, D. (2017). A connected curriculum for higher education. London: UCL Press. doi:10.14324/111.9781911576358
   Google Scholar
• Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: The Higher Education Academy.
   Google Scholar
• Hill, J., Walkington, H., & France, D. (2016). Graduate attributes: Implications for higher education practice and policy: Introduction. Journal of Geography in Higher Education, 40(2), 155–163. doi:10.1080/03098265.2016.1154932
   Web of Science ®Google Scholar
• Hoffman, N., Beatty, S., Feng, P., & Lee, J. (2017). Teaching research skills through embedded librarianship. Reference Services Review, 45(2), 211–226. doi:10.1108/RSR-07-2016-0045
   Web of Science ®Google Scholar
• Hughes, S., Pennington, J. L., & Makris, S. (2012). Translating autoethnography across the AERA standards: Toward understanding autoethnographic scholarship as empirical research. Educational Researcher, 41(6), 209–219. doi:10.3102/0013189X12442983
   Web of Science ®Google Scholar
• Kleine Staarman, J., & Mercer, N. (2010). The guided construction of knowledge: Talk between teachers and students. In K. Littleton, C. Wood, & J. Kleine Staarman (Eds.), International handbook of psychology in education (pp. 75–104). Bingley: Emerald.
   Google Scholar
• Knapp, J. A., Rowland, N. J., & Charles, E. P. (2014). Retaining students by embedding librarians into undergraduate research experiences. Reference Services Review, 42(1), 129–147. doi:10.1108/RSR-02-2013-0012
   Google Scholar
• McGuinness, C., & Fulton, C. (2019, December 6). Enriching the undergraduate curriculum with digital research skills: A blended approach. Paper presented at Learning Connections 2019: Spaces, People, Practice, held at UCC, Cork. Retrieved from https://www.ucc.ie/en/media/conferences/learningconnections/LearningConnections2019(2).pdf
   Google Scholar
• Meulen, D. v. d. (2017). Teaching undergraduates research skills by doing and reflecting. CeROArt, (HS). doi:10.4000/ceroart.5055
   Google Scholar
• Mitchell, F., Shaw, I. F., & Lunt, N. (2008). Practitioner research in social services: A literature review. Report prepared for The Institute for Research and Innovation in the Social Services. Retrieved from https://lx.iriss.org.uk/sites/default/files/resources/practitioner_research_literature_review_report.pdf
   Google Scholar
• Pinfield, S., Cox, A. M., & Rutter, S. (2017). Mapping the future of academic libraries: A report for SCONUL. Retrieved from https://sconul.ac.uk/publication/mapping-the-future-of-academic-libraries
   Google Scholar
• Ramachandram, D., & Taylor, G. W. (2017). Deep multimodal learning: A survey of recent advances and trends. IEEE Signal Processing Magazine, 34(6), 96–108. doi:10.1109/MSP.2017.2738401
   Web of Science ®Google Scholar
• Rustic, A. E., & Wood, J. K. (2018). Increasing information literacy with a librarian as the class research mentor. Communication Teacher, 32(4), 243–248. doi:10.1080/17404622.2017.1372613
   Web of Science ®Google Scholar
• UCD Curriculum Review and Enhancement Process Steering Committee. (2017). Curriculum review and enhancement process steering committee final report. Dublin: University College Dublin.
   Google Scholar
• UCD Research-Based Education Working Group, College of Social Sciences & Law. (2019). Research-based education. In UCD College of Social Sciences and Law. (2019). Defining and embedding best international practice in UCD Social Sciences and Law undergraduate education (pp. 17–33). Dublin: University College Dublin.
   Google Scholar
• Wiebe, T. J. (2016). The library and undergraduate research in the liberal arts: Present contributions and future opportunities. College & Undergraduate Libraries, 23(3), 223–251. doi:10.1080/10691316.2015.1016196
   Web of Science ®Google Scholar
• Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research & Development, 26(4), 393–409. doi:10.1080/07294360701658609
   Google Scholar
• Willison, J., & O’Regan, K. (2015). RSD7: Researcher skill development framework. Retrieved from https://www.adelaide.edu.au/rsd/framework/rsd7/
   Google Scholar