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Updating an earlier study, this article reviews the literature of information literacy (IL) instruction since 2008 for empirical evidence of the value of research logs or research journals for effective pedagogy, assessment, and prevention of plagiarism in IL instruction at the college level. The review reveals a mismatch between the acknowledged theoretical and practical value of research log assignments and the mixed advocacy for them in the literature. The article further analyzes the literature for the drawbacks of research log assignments and points toward ways of mitigating these drawbacks.


This is the accepted manuscript of an article originally published in The Journal of Academic Librarianship, vol. 41, no. 4, 2015, pp. 488-98. doi: 10.1016/j.acalib.2015.06.010



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