The research process is naturally embraced as part of the academic curriculum in higher education. Graduate students write theses and dissertations based on their original scholarships, undergraduate stu­dents produce papers for courses and work in labs or in the field, and both participate in faculty-led research projects. The research process is tack­led holistically through coursework, yet when library instructors are invited to teach students about information literacy and research data management topics, these may be presented as tangential to or mistimed with other course content and learning activities. In this chapter, the authors present a com­prehensive, student-centered model for teaching research data management and information literacy as components embedded in the research process. The approach presented in this chapter is comprehensive in several ways:

  • It merges research data management and information literacy instruction into a single session.
  • It positions these library instruction components within the context of the research process.
  • It aligns instruction outcomes with course objectives.

The authors describe two courses in which they have adopted this approach—an undergraduate science class and a doctoral level nursing seminar—to highlight how it can be repurposed for different learning environments.

Publication Date


Journal Title

Teaching Research Data Management


American Library Association

Document Type

Book Chapter


This is a book chapter within J. Bauder, ed., Teaching Research Data Management. Chicago: ALA Editions, available at https://www.alastore.ala.org/trdm ALA Editions has granted permission to deposit in the UNH Scholars' Repository. Copyrighted material: all rights reserved.