Unicorns. Dragons. Digital Natives. What do these things have in common? Well, they don’t exist. Or I guess more accurately, they kind of exist, but probably do not take the forms we initially thought.
We often assume that our students know how to use the technologies they have grown up around effectively. And some might. But for many others, they struggle with technology as much as anyone else.
Expectation 1: Students already know how to search the web effectively.
The ERIAS Study from Illinois reveals something we already expected; students will turn to Google to start research before they turn anywhere else. What they did not expect, though, was that students are not good at using Google (or any indexes or databases for that matter). They depend largely on natural language searching and have extreme difficulty constructing complex search strategies. They also have a hard time doing any kind of mental gymnastics around their topics, trying new words, or combining concepts. In an initial search is not met with immediate success, they will often change their topic instead of persevering. If Google doesn’t have it, it doesn’t exist and they often decide that they need to write on an “easier” topic. Searching is a learned skill; iterative, messy, and often difficult.
There is also a misconception about which tools and databases they need to use when they are forbidden from using Google. For example, students may remember in first year English that they found acceptable resources through JSTOR. So now when they’re taking second year Sociology and are writing on the effects of Snapchat on teens’ social behaviour, they will again turn to JSTOR. But this is not a great database because 1) it will primarily have items that older than 3-5 years and 2) it is good for humanities and history, but social sciences are a little weaker. They would be much more successful with databases like Academic Search Complete, PsycINFO, or even ScienceDirect.
Knowing this, we need to make it clear to students that research takes time, even when relying on Google. By illuminating the fact that they will need to be flexible with their topics, resilient in their searching, strategic with their search tools, and critical of what they are able to find, we can help them build a better foundation for their research skills.
Expectation 2: Students think research is boring.
Studies suggest that students are just as likely to think that research is terrifying. In libraryland, there is a significant amount of research done on a concept called “library anxiety.” It was first described in 1985, but hasn’t gotten better at all in the digital age. A lot of different elements influence this anxiety, but students tend to get the most anxious about choosing topics (especially if they are given blue sky or unclear assignments), knowing whether sources are “scholarly” (often because a definition is never fully explained), and citation. There is also a prevailing thought in these students that they should already know how to do research and the fact that they do not is a major academic failing on their part.
I think we can help mitigate some of the anxious feelings by communicating to students that this process is hard, it does take time, and that they’re going to need to work on it. Honesty and transparency about the research process will help twofold: students who think they know what they’re doing may adjust their perspective and students who are terrified know that they have not missed the boat on these skills.
Expectation 3: Students know where they need to go for help, they’re just too lazy to do it.
Students can be extremely reluctant to come to the library for help. For some, it is because they think they don’t need it (some studies suggest that students do overestimate their research abilities), or they are suffering from library anxiety and think their questions are just too stupid. Many more simply have no idea who the librarians are and what they can do to help. Furthermore, many faculty don’t know either. The same ERIAS study found that one of the main barriers is the lack of a formalized relationship between librarians and students. They are more likely to seek help through avenues that represent a more structured relationship in the form of instructors, classmates, family, or sometimes even the public library. This may not be exactly the help they need. Academic librarians and reference assistants work hard to try to understand assignment expectations, learn the ins-and-outs of discipline-specific tools or databases, and build relationships throughout our institutions with students and faculty alike.
Getting librarians into the classroom is a great way to put a friendly face on the library. We are able to provide context for their research and give a clearer picture of what they should be doing. Librarians can also fill a unique role for students who need help. We are a step removed since we often don’t mark their assignments, but we are authoritative faculty members who can answer high-level questions around their research.
Communication with your subject librarian is key – the better we understand your assignments, the more helpful we can be to your students. To learn more about what the library can do for you and your students, feel free to contact your subject librarian at any time.
Photo Credit: Rob Bixby “Meetup-Zoo_3-22-09-7242” on Flickr
More information on the ERIAL Project: http://www.erialproject.org/publications/
Duke, Lynda M., and Asher, Andrew D. College Libraries and Student Culture : What We Now Know. Chicago, IL, USA: ALA Editions, 2011. ProQuest ebrary. Web. 24 June 2015.
