Information illiteracy
I am becoming a grumpy old woman. Not as a result of this blog, but maybe this blog gives expression to my general grumpiness and allows it to grow.
Kids today!
Don’t get me wrong I was a very lazy student, and will still always take the easy way out if I can. I’d rather sit on the couch and read a book, or watch TV, than do research into my pet peeve any day, or night. I passed exams by being a good bluffer and essay writer, I also discovered that you could drop a course at Uni and the world didn’t end. Of course I was at uni in the days when fees were minimal and we got an allowance, so the extra half year to complete my degree was no great hard-ship. In fact having to go out and get a 9-5 job at the end of it all was much harder.
We didn’t have the internet back then, googling was something we did to each other visually and then it was more oogle that google. My Dad was one of the handful of NZers who had a computer at home. I used it for a couple of essays. We were told that a typed essay got better marks but that didn’t stop me from sitting down and bashing out an essay in 5 hours of exhaustive hand-writing. It’s probably why my right middle finger is slightly bent. The computer was an early model and the word processor was basic. You had to type in little scripts at the start of the file to determine font, and line and page length. Of course the computer memory was probably a deci-byte or something equally tiny. Did the trick though. I got my best marks for those two essays typed on the computer and printed out.
Now where was
Research, it was harder then too. We had a card catalogue in the library, and helpful staff. (From memory, but it isn’t what it used to be and I did avoid going into the library if I could at all help it.) all 100 level papers would include a reading list and usually a collection of copied chapters and articles. I sometimes did some extra research. But usually not (see above). The reading lists were pretty comprehensive and reflected what the library had to offer. For 200 and 300 level papers some extra reading was expected but not compulsory. Most of my tutors and or lecturers met with me before a major essay to discuss the topic I was going to address and give me a suggested reading list. In year two I even went so far as to use the Library.
What is my point. Not too sure yet. Something to do with life being easier, and harder.
Harder, because we didn’t have computer based catalogues, databases, the internet, and Google. Easier for the same reasons. We weren’t expected to be able to find the latest research on our chosen topic. When I did research into some obscure topic in the 1950s I read US newspapers on microform for hours trying to find relevant articles. I had a couple of useful books but the library didn’t stretch to any resources beyond the microform and those books. So I wasn’t expected to come up with more.
Students can now use Google to find articles and web pages on every topic under the sun. In writing an essay they have all the resources you could wish for right at the click of a mouse, or tap of a key. Or I guess if they have a Blackberry they use some form of ‘pen’ and/or magnifying lens to see what they are doing and reading. I just used Google scholar to find articles on the topic (not mentioned above). Amazing!
Fortunately for me I work in an academic library so I have the training and the smarts to know when I’m looking at a reputable source. The two articles can be accessed by me from academic databases and so I can be fairly certain what I am reading is worth using in any essay I might write. Aand thankfully they were both written a decade after my essay was due in.) I have also taken classes in evaluating web sites so I can feel fairly assured that I can tell a good/useful web site from a poor/biased one.
I recently read a feature in the Otago Daily Times about web searching and results and research. Or something like that. The title of the article, originally from the Washington Post is Going Where No Fact Has Gone before. It covers the issue of how an untruth or not-fact can become ‘true’ of a ‘fact’ to millions if enough people read and repeat it. The article goes on to look at a Librarian sitting in a “grubby employee workroom” answering questions on-line to rude and impatient questioners. It is hard to know but I infer that the questioners are young people. Hurumph!
Quotes such as "u respond slow. please consider taking a typing class." The librarian in question is concerned not so much about the rudeness and impatience of the questioner but that if he, the librarian, isn’t fast enough in his response time, then the questioner will go elsewhere and get the answers from a less reliable source. The librarian is careful in most instances to provide links to reputable web sites so the questioner can check the answers.
This is where I got worried. “The user seems annoyed - it's just science homework, dude. No need for such crazy accuracy” The librarian is concerned he will lose the questioner if an answer isn’t provided pronto. “then [the librarian] answers three more questions from the same patron, including "In what continent is
Why give him the answer, let the little shit fail his homework. Tell him
We’re training people to think instant gratification is the only way. Faster, faster, faster and don’t tell me I can’t have it now. Library literature is all about how we can respond to the user who only uses Google and can’t be bothered coming into the library. Virtual reference may be a wonderful resource but not if it makes librarians answer machines.
I say lets fight them. In an academic library don’t say how can we meet the ‘needs’ of the new user who thinks Google has all the answers. Let’s say “how can we help our students become top researchers?”
Insist that students get answers that are factual. Insist they spend time finding answers and checking their facts. Tell them to do it the hard way. Fail them if they give you crap in their assignments.
Secondary schools are the gateway to university. It is here that research skills need to be taught. Students should arrive at university with an understanding of how, where and why to research. They should know that at university they’ll be expected to show that the sources they use are academic and authoritative.
Once at university the research ethic should be followed through. Lecturers and tutors check those references. We spend so much effort on worrying about plagiarism, what about essays based on entries in Wikipedia? If you don’t expect students to use academic journals in writing their essays give them reading lists and tell them that if they use a web site they must show that the site is worth referencing. If you do want students to use these tools get a librarian in to teach how to use the databases and catalogues. Set course work that will demonstrate a student’s understanding of these tools. Teach web site evaluation, or get a librarian in to teach it. Or insist that students attend a library run class, make their attendance compulsory, take a roll. It is so bloody simple.
I’m sorry that I had it easy. Not sorry for me I hope you understand, whew. Actually, imagine if I’d had a database or ten, and access to the New York Times archives on-line. I could have saved those hours of research in the basement of the library reading microfilms. I might have got an ‘A’ for that essay instead of a ‘B+’.
Well, I guess I lost you a long time back. Sorry. But I do feel a lot better and that is what this rant blog is all about.
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