This is an excellent article focusing on the ways we talk about research and how that discourse shapes student learning. The authors recommend shifting away from a focus on "finding sources" toward "learning "about" topics and ideas when we talk to students about class assignments.
This article discusses the ways that peer-reviewed, scholarly research articles are difficult for new undergraduates to find and use effectively. The authors recommend using scholars' informal writing as an entry point that helps students contextualize scholarly research before trying to read it.
The authors in this article examine the connection between the sources students select and several affective factors. They find that affective factors and students' ability/willingness to take risks in research strongly affects their evaluation and use of sources. (Off campus access requires ONID login)
Kim, K., & Sin, S. J. (2007). Perception and selection of information sources by undergraduate students: Effects of avoidant style, confidence, and personal control in problem-solving. The Journal of Academic Librarianship, 33(6), 655-665.