Writing Abstracts for MLIS Research Proposals Using Worked Examples: An Innovative Approach to Teaching the Elements of Research Design

for a proposal. To add relevance to the writing exercise, the use of abstracts from research articles in the LIS literature as exemplars for modeling the writing process introduces meaning into the overall learning process. Abstracts perform several major functions in the dissemination of scholarly, professional, and technical literature—all of which provide a rationale for students to learn to both interpret and write abstracts. Abstracts assist scholars and professionals in keeping abreast of intellectual developments and progress in their respective disciplines and in retrieving specific information.10 They enable scholars and professionals to reduce the amount of time and effort they need to search the ever-increasing output of global intellectual developments and progress.11 With the advent of digital environments, searchers use abstracts to assess relevance quickly and effectively, as they navigate through search engines and gateways.12 In fact, with a growing use of pay-per-view services, the content of the abstract may influence the decision on whether to purchase the article.13 In an effort to provide MLIS students with the skills they need to interpret articles in their own discipline, to advise clients in the evaluation of scholarly literature, and to write abstracts for their own research if the opportunity arises, the authors present a scenario that proposes the use of an instructional method using examples of abstracts to achieve those learning goals. The authors further suggest that this method of instruction is applicable to developing continuing education on research methods for LIS professionals in the field. In fact, Johnson and Lindsay indicate in their survey of public services librarians that libraries need to increase in-service training on publishing articles, which includes how to structure a research study.14 Teaching by examples is also a method that could be implemented in library instruction by teaching librarians. This fits with Standard Two of the ACRL Information Literacy Standards under the outcome that states that an information-literate student “identifies appropriate investigative methods.”15 By extension, the librarian responsible for instruction that leads to that outcome must be conversant with a variety of research methods.