Keeping A Research Journal
Worksheet #003
Overview of Learning Activity
Barbara K. Stripling (1995) rightly argues that “Students [should] keep a research log during their whole process of research, noting in a brief entry at the end of each day what they learned, what questions they have, and where they need to go next.” (p. 168) Although you might initially view this assignment as busy work, reflection is a key component of the research process; a component that will help you write better papers. By reviewing your research logs, your instructor will also get a better idea about your progress and, as a result, will be better able to give you valuable feedback.
Objectives of Activity
At the conclusion of this activity, you will
 Have a complete record of your research process
Be able to review your process for continuous improvement
Have documentation you could include in your e-portfolio (if one is required for your class)
Directions for Activity
Each day you do work in this course—including class time—you should make an entry in your research log. Each entry should include the date, the time you spent on the activity, and brief notes concerning the three areas identified by Stripling (1995): what you learned, what questions you have, and where you need to go next.
Sometimes, if you do several tasks in one day, in might be helpful for you to list each task separately (e.g. time spent in class, time doing peer editing, time doing research).
Keeping a research log will be as an effective a tool as you make it. If you treat it as busy work that you must simply get done because the teacher requires it, it will have little benefit. But, in five minutes or less of serious reflection, you can produce a document that will help advance your research. Furthermore, a well written research log will give me insights into the progress you are making and I will be able to give you better assistance.
Writing each entry is not difficult.
Assessment of Learning Activity
Research logs should be typed and submitted once a week and should reflect the work you did during the previous week. Your logs will be graded either completed or incomplete.
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Avoiding Plagiarism
Nick Carbone (nd) argues that teachers should require research logs as a way to combat plagiarism in their classes. He reasons that “Students who get behind and in trouble are often the ones tempted to cheat. The chance to intercede and help them sooner is much more useful--and less agonizing--than trying to catch them at cheating later.” I view research logs not so much as an anti-plagiarism strategy but as a valuable way for me to know how you are progressing in the class. The anti-plagiarism aspect is simply an added bonus.
Carbone’s “Some Ideas to Help Avoid Plagiarism in Your Classes” also gives writing ideas such as compiling a knowledge inventory that you might want to use to improve the quality of your research. The essay is worth reading even if you are not planning to become a classroom teacher.
References and Resources
Carbone, Nick. Some Ideas to Help Avoid Plagiarism in Your Classes. nd. Caldwell Writing Center at Colorado State University.
Moon, Jennifer. Learning Journals and Logs, Reflective Diaries. nd. Centre for Teaching and Learning at the University of Dublin.
Neill, Michael John. Tracking Your Online Research. Genealogical Computing 14.4 (1998).
Stripling, Barbara K. “Learning-Centered Libraries: Implications from Research.” School Library Media Quarterly 23.3 (1995): 163-170. Cited in Lathrop, Ann and Kathleen Foss. Student Cheating and Plagiarism in the Internet Era. Englewood, CO: Libraries Unlimited, 2000.
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