stevenj writes “I like to collect these stories in the event I need some documentation for faculty or administrators to provide evidence of the natural gravitation students have to Google – that it’s a national trend. It can certainly help to justify the need for information literacy programming. This one, from the Portales News Tribune is what you’ve grown accustomed to reading. A few librarians and a faculty member point out the hazards of using only Google and no library. This one doesn’t even get a few of the standard “no one needs a library anymore” quotes from students. Read it at:
Portales News Tribune.”
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Speak the language of the user
Yes, the reliability, authenticity, reputation of the information on the internet is often questionable. That is the downside of internet. Having said that, some useful information that would never be published (e.g. because of political correctness, or subject is too controversial) is made available. This is the big advantage of internet. At the end of the day, the internet is only a medium, just like a book, video, or CD. The quality of the information contained in all these formats should be checked out and not accepted blindly as gospel truth.
In these circumstances, the library is in an ideal position to marry the traditional library services and the internet technology to make the library more appealing to students. This means building (amalgamated) gateways to traditonal library resources (i.e. books, videos, etc.) and credible internet resources. The old way of having the Windows-based library OPACs that essentially contain text (MARC records, LC subject headings, Dewey numbers that is foreign to many students) have to be abandoned. The new library system has to resemble the internet so that it appeals to students. The library has to speak the language of the user, in this case, the language of the internet, not MARC and LC subject headings. (Analogy: I can give beautiful poetry in Swahili to someone that doesn’t know Swahili. And that person isn’t going to read the poetry simply because he or she doesn’t understand the language.) Librarians and cataloguers may choose to use the archaic MARC and LC subject headings in the background, but when the information is presented on the screen it should mimic the internet. For example, the library system should support muliple languages so the title of a Japanese book, for example, is actually displayed in Japanese (hiragana & katakana & kanji) and not in transliteration. The internet does. When the libary can do this, then students will line up to use the library.
Re:Speak the language of the user
Couldn’t agree more leeb….
It is hard for me to accept that people believe something is true if it is on the net.
Are we really that gullible ?
Maybe so…. I hope not. I haven’t met anyone who indicates they believe something is true if it is on the net.
It strikes me that one of the big attractions for students doing research on the net is “the cut and paste feature”.
This feature alone can make your paper a lot thicker very quickly.
Re:Speak the language of the user
I’m biased as a LIS student, but I hadn’t been to an academic library in years and I was floored at how much better the search engines they had were to Google. If you are given the choice of Lexis-Nexus vs. Google news, you’ll choose Lexis. So I think its just a matter of education – the students don’t know better, and perhaps the instructors don’t care.
As far as the new library system goes, why don’t the major vendors do this today?
Really speak the language of the end-user
As you correctly say, LIS students are taught/educated to use library sytems and methodologies and they may choose to use either or both, but the layperson is unfamiliar with such things. But who is the end-user? LIS students and library professionals are not the end-users. In the case of the academic library, the students are the end-users, therefore the library system should be tailored to them, not to librarians. This does not mean that systems like Lexix-Nexus is totally useless. It’s just a question of what “language” the user speaks. Another analogy: If your students are all French-speakers, then you are not going to teach them in German. This is not to say that one language is better than the other. It is a matter of communication. I think the library has so far been poor at adapting systems to meet the requirements of the end-user. Libraries have to be more open to other ideas, methodologies, and standards and adopt them when they benefit the library profession.
Vendor has vested interest
Library system vendors have vested interest to maintain the status quo and proprietary systems as otherwise they would lose control. At the end of the day, the end-users choose what they want to use, and they choose to use what is user-friendly, convenient, and familiar, i.e. Internet.
Re:Vendor has vested interest
But systems like Lexis-Nexus ARE user-friendly and convenient. I agree with kmhess… I think that the students just don’t know those systems are out there. I used them as a college student. My college required all freshmen to take a course in how to use the library and ALL the resources within it – print as well as e-resources. The course opened students’ eyes to a whole world of online research accessible through their library, and many students were thrilled with this new option, much more precise and reliable than Google. I think the main problem libraries have with user friendliness is more one of marketing. If you provide great, easy-to-use resources but your students are never told that they exist, of course they will keep using Google. We just have to show students how much more is out there!
Re:Speak the language of the user
I think the points about google and the internet being valuable tools are valid, and no onder students use them– it is fast and easy.
I am tired of hearning faculty complain about the quality of research by their students. You get what you ask for. Unless/until the faculty members *require* students to use journal articles and books, of course the students are going to use what is quickest. If the professor states in the paper/research requirements that students must use peer-reviewed research, then the quality of the papers will be better, and they students have no choice but to use those sources for a grade.
frustrating problem
This topic came up in my job interview on Monday. Students just want to come in (or stay home!) and type in some phrase and get whatever it is they need and paste it into their papers. They don’t want to think critically about what they are reading. Professors expect students to actually research the way they, the professors, do–by reading a peer-reviewed article and checking out the citation trail. Who is failing to do their job? Are the students just lazy? Do the professors not teach them how to do proper research? Are we as librarians making it too easy for students by adopting a Google approach to our services?
I don’t know the solution to this dilemma. I imagine that blame lies on all sides. Students need to learn that they have to buckle down and work. Professors need to realize that students unfortunately have no idea how to do research when coming into college and work with us librarians to rectify that. We need to make it clear to students that while our databases may look a bit like Google, and work a bit like Google, they are not the same and it’s worth it to put the extra effort into using them or even (gasp!) using a hard copy journal or book.