Research literacy (RL) training for higher degree research (HDR) students has been reduced to information technology focus by librarians and as writing practice inresearch supervision which is an ‘underdress’ for the issue.This paper argues that holistic research literacy trainingsupport should be provided to HDR students, especiallythose from Asia, being regarded as having serious plagia-rism problem in their research study. A three-step frame-work that covers technological searching and locating,accurate understanding and interpretation, and criticalevaluation and synthesis of information was developed andexamined in this study. Two cohorts of Asian HDR stu-dents enrolled in an Australian university were involvedthrough a parallel group, pre–post test design. One groupprogressed with ‘supervision-as-usual’ (SAU), whilst theother received SAU plus formal research literacy work-shops. Supplementary data were also collected from theintervention cohort through focus group interviews. Datareveal that an early stage of intervention, using the holisticRL framework developed in this research, can largelyimprove students’ skills with technological searching andlocating of information. Data also indicate that studentsalso improved in the aspects of interpreting and synthe-sising information but this improvement was not as great.This is partly due to their use of English as the secondlanguage. This study suggests that language elementsshould be integrated into the RL framework for studentswith English as the second language

EB00000002185K

Available

• Enhancement of Higher Degree Candidates’ Research Literacy:A Pilot Study of International Students