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To be successful in reaching the goal of produc­ ing life-long learners who are information literate, we need to teach students how to understand their specific information needs and provide ways for those needs to be met. During an 18-month period (fall 1987-spring 1989) I carried out on a part-time basis a large-scale study of graduate students and their research behavior at Bowling Green State University (BGSU). Graduate students were se­ lected because they make heavy use of the library and have been identified as apriority by the univer­ sity administration. The goal of this study was to better understand the research environment in which graduate students function. The following summary describes the methodology and high­ lights some of the data findings. The full report, Analysis o f Graduate Student Research at Bowling Green State University by Marilyn Parrish, has been submitted to ERIC. The model of academic community analysis used here is based on the methodology employed by public libraries to better understand and serve their clientele, particularly the work of Roger Greer and Marty Hale in developing community analysis studies.1 It is a descriptive type of community

Research Forum: Academic community analysis: Discovering research needs of graduate students at Bowling Green State University