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Purpose – This study aims to explore how students conceptualize the research process, describing in their own words the strategies they used, as well as the successes and challenges they encountered. Areas of review include: thesis definition; search strategies; quality, variety and depth of resources; and source evaluation and citation. Design/methodology/approach – The study analyzes 76 essays written by undergraduate and graduate students, describing their research process. Quotations from the students’ essays have been incorporated into the study results to provide a unique perspective from the researchers’ own reflections on the processes and techniques they used to complete their research papers. Findings – Many students encountered difficulties when writing a rigorous research paper, even though they had previously completed research assignments for other classes. There was a clear indication that instruction and support from librarians continues to be valuable, even for experienced students. Practical implications – The students’ reflections provide a better perspective on how students conduct their research for upper-level research papers and new insights on optimal timing for support services. The findings will be shared with faculty, along with strategies that librarians and faculty can utilize to improve students’ research papers. Originality/value – The essays reviewed in this study provide a unique personal perspective as students reflect on their own behaviors during the research process. This research offers an alternative approach to faculty and librarian assessments of student papers and research skills. [ABSTRACT FROM AUTHOR]

Purpose — To describe the design and use of an outcomes assessment tool for one-shot library instruction classes that is objective, quantitative, easy to use, and flexible. Design/methodology/approach — An ‘outcomes’ assessment tool was created based on the ideas of the one-minute paper and student reflection papers. The tool was administered to classes in Spanish and Biology that had one shot library sessions. Findings — The assessment tool was helpful in pointing out areas where librarians need to improve instruction in their one shot classes. The tool was useful, easy to use, and fulfilled our objectives. Research limitations/implications — The tool's use may be limited to institutions where there is excellent rapport between librarians and course instructors or to libraries with a staff large enough to find volunteers to grade the papers outside of the course librarian. Practical implications — The tool developed provides one more weapon for the outcomes assessment arsenal. Originality/value — This contribution is unique; there is no other outcomes assessment tool for one-shot classes in the library literature. Because one-shot sessions are the majority of library instruction appearances and because outcomes assessment is very important, this tool should be of great practical help to instruction librarians. [ABSTRACT FROM AUTHOR]