The role of libraries in teaching doctoral students to become information-literate researchers: A review of existing practices and recommendations for the future

Abstract

Purpose

This paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.

Design/methodology/approach

A review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.

Findings

The findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.

Practical implications

This paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.

Originality/value

This paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

Citation

Ince, S., Hoadley, C. and Kirschner, P.A. (2019), "The role of libraries in teaching doctoral students to become information-literate researchers: A review of existing practices and recommendations for the future", Information and Learning Sciences, Vol. 120 No. 3/4, pp. 158-172. https://doi.org/10.1108/ILS-07-2018-0058