"The New Digital Scholar" presents innovative thinking and groundbreaking research on the challenges NextGen students face with research-writing projects. Reminding readers of the history of the academic research paper and the scope of the recent information explosion, editors McClure and Purdy open a discussion long silent in academic circles--that the teaching of research-writing is mired in practices poorly suited for digital natives. Through the experiences and analyses of more than 20 writing teachers, library science professionals, and higher education administrators, the book examines research-writing in practice, revealing what has been learned, what works, and what doesn't. Practitioners describe teaching methods and research projects suited for the new digital scholar--concepts not only rooted in traditional academic research values, but designed for the information universe NextGen students inhabit. Following a Foreword by Alison J. Head and Michael B. Eisenberg and an Introduction by Randall McClure and James P. Purdy, this book contains the following chapters: (1) Mind(ing) the Gap: Research on the Information Behaviors of NextGen Students (Randall McClure); (2) The Research Paper Project in the Undergraduate Writing Course (Karen Kaiser Lee); (3) Professional Statements and Collaborations to Support the New Digital Scholar (John Eliason and Kelly O'Brien Jenks); (4) Fighting for Attention: Making Space for Deep Learning (Brian Ballentine); (5) Sentence-Mining: Uncovering the Amount of Reading and Reading Comprehension in College Writer's Researched Writing (Sandra Jamieson and Rebecca Moore Howard); (6) Scholarliness as Other: How Students Explain Their Research-Writing Behaviors (James P. Purdy); (7) Can I Google That? Research Strategies of Undergraduate Students (Mary Lourdes Silva); (8) Encountering Library Databases: NextGen Students' Strategies for Reconciling Personal Topics and Academic Scholarship (Ruth Mirtz); (9) Undergraduate Research as Collaborative Knowledge Work (Christa B. Teston and Brian J. McNely); (10) Re-Envisioning Research: Alternative Approaches to Engaging NextGen Students (Rachel A. Milloy); (11) Embracing a New World of Research (David Bailey); (12) NextGen Students and Undergraduate Ethnography: The Challenges of Studying Communities Born Digital (Neil P. Baird); (13) Teaching Researching in the Digital Age: An Information Literacy Perspective on the New Digital Scholar (Barry M. Maid and Barbara J. D'Angelo); (14) Teaching and Assessing Research Strategies in the Digital Age: Collaboration Is the Key (Thomas Peele, Melissa Keith, and Sara Seely); (15) Understanding NextGen Students' Information Search Habits: A Usability Perspective (Patrick Corbett, Yetu Yachim, Andrea Ascuena, and Andrew Karem); (16) Remixing Instruction in Information Literacy (Janice R. Walker and Kami Cox); and Conclusion: The New Digital Scholar and the Production of New Knowledge (James P. Purdy and Randall McClure). An index is also included.