The hidden benefits of helping students with systematic reviews

Authors

  • Rosie Hanneke Assistant Professor and Information Services Librarian, Library of the Health Sciences–Chicago, University of Illinois at Chicago, 1750 West Polk Street, Chicago, IL 60612

DOI:

https://doi.org/10.5195/jmla.2018.420

Keywords:

Systematic Reviews, Literature Reviews, Graduate Students, Information Literacy Instruction

Abstract

Helping students with systematic reviews goes against the instinct of many librarians, who see it as their duty to talk researchers out of these projects rather than to assist them. My perspective on helping students with systematic reviews changed after meeting with one student a few years ago. However, the question of whether the finished product will be publication worthy or entirely free of error is secondary, in my view, to other potential benefits to the student in completing the assignment.

Author Biography

Rosie Hanneke, Assistant Professor and Information Services Librarian, Library of the Health Sciences–Chicago, University of Illinois at Chicago, 1750 West Polk Street, Chicago, IL 60612

Assistant Professor & Information Services Librarian

Library of the Health Sciences--Chicago

University of Illinois at Chicago

1750 W. Polk St.

Chicago, IL 60612

rhanneke@uic.edu

References

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Published

2018-04-05

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Section

Commentary