ACADEMIC LIBRARIES AS CATALYSTS FOR DEVELOPING SCIENTIFIC WRITING COMPETENCE IN HIGHER EDUCATION
Keywords:
Academic libraries, scientific writing, information literacyAbstract
Libraries play a pivotal role in supporting students' academic development, particularly in enhancing scientific writing skills. This paper explores the role of academic libraries in fostering students' ability to write scientifically by providing access to resources, instructional support, and writing-centered services. The study synthesizes recent literature and highlights best practices implemented in higher education institutions. Findings suggest that integrating library-led writing interventions, digital tools, and research literacy programs can significantly improve both the quality and confidence of student writers, contributing to their overall academic success and research readiness.
Downloads
References
Aitchison, C., & Lee, A. (2006). Research writing: Problems and pedagogies. Teaching in Higher Education, 11(3), 265–278. https://doi.org/10.1080/1356251060068057
Bent, M., & Stubbings, R. (2011). The SCONUL Seven Pillars of Information Literacy: A research-based model for future practice. Journal of Information Literacy, 5(1), 62–69. https://doi.org/10.11645/5.1.156
Braine, G. (2019). Academic writing and second language writers: Research insights for the classroom. Routledge.
Carlino, P. (2013). Writing, reading, and learning in higher education: Students' writing experiences and teachers' practices. Higher Education Research & Development, 32(4), 531–544. https://doi.org/10.1080/07294360.2012.709312
Daland, H. T. (2015). Are academic libraries redundant? Academic staff perceptions of library services and their relationship with libraries. The Journal of Academic Librarianship, 41(3), 274–281. https://doi.org/10.1016/j.acalib.2015.03.009
Head, A. J., & Eisenberg, M. B. (2010). Truth be told: How college students evaluate and use information in the digital age. Project Information Literacy. https://projectinfolit.org/pubs.html
Julien, H. (2016). Beyond the hyperbole: Information literacy reconsidered. Communications in Information Literacy, 10(2), 124–131. https://doi.org/10.15760/comminfolit.2016.10.2.31
Julien, H., & Barker, S. (2009). How high-school students find and evaluate scientific information: A basis for information literacy skills development. Library & Information Science Research, 31(1), 12–17. https://doi.org/10.1016/j.lisr.2008.10.008
Lowe, M. S., Booth, C., Stone, S., & Tagge, N. (2014). Impacting information literacy learning in first-year seminars: A rubric-based evaluation. portal: Libraries and the Academy, 14(4), 489–510. https://doi.org/10.1353/pla.2014.0028
McClure, R., & Krishnamurthy, M. (2020). Redefining library services for student success: Writing support and research literacy. College & Research Libraries News, 81(5), 210–215. https://doi.org/10.5860/crln.81.5.210
Oakleaf, M. (2011). Are they learning? Are we? Learning outcomes and the academic library. Library Quarterly, 81(1), 61–82. https://doi.org/10.1086/657447
Perrin, J., & Wild, M. (2019). Information literacy for evidence-based practice in undergraduate education. The Journal of Academic Librarianship, 45(3), 213–219. https://doi.org/10.1016/j.acalib.2019.02.010
Saunders, L. (2012). Faculty perspectives on information literacy as a student learning outcome. The Journal of Academic Librarianship, 38(4), 226–236. https://doi.org/10.1016/j.acalib.2012.06.002
Shill, H. B., & Tonner, S. (2004). Does the building still matter? Usage patterns in new, expanded, and renovated libraries, 1995–2002. College & Research Libraries, 65(2), 123–150. https://doi.org/10.5860/crl.65.2.123
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Indira Rakhimova
This work is licensed under a Creative Commons Attribution 4.0 International License.
The content published on the International Scientific and Current Research Conferences platform, including conference papers, abstracts, and presentations, is made available under an open-access model. Users are free to access, share, and distribute this content, provided that proper attribution is given to the original authors and the source.
