Articles
Don't just Google it!
What's the first thing you do when you've been assigned a research paper? Think about it. You probably turn to your dear old friend, Google.
- By Manal Ismail, Staff Reporter
- Published: 01:02 December 16, 2007
- Image Credit: Arshad Ali/Gulf News
- From left: Jane Whiteside, Library Manager at the Dubai Aerospace Enterprise University, Mary Kay Rathke from the UAE University and Michael Shires, from the Petroleum Institute at the Zayed University.
What's the first thing you do when you've been assigned a research paper? Think about it. You probably turn to your dear old friend, Google. Just type in that key word and BAM! You've got a whole list of sources to choose from.
The problem is we often overestimate the internet's capacity to provide us with credible and valid information. Any website that lists a series of what looks like 'facts and figures' about our assigned topic seems like a gift from heaven.
So students start cutting, pasting, paraphrasing and citing just to meet the minimum page and resource requirements. Little do they know that their paper might end up becoming pages full of nonsense. So the question is, how can we differentiate valid from spurious information?
Information literacy as a class
Various experts and professionals convened at Zayed University recently to discuss incorporating information literacy into the curriculum to teach students how to differentiate sources of information.
In this rapidly developing global community anyone has the ability to post their opinions and ideologies. With the increasing developments of knowledge-seeking technological tools that directly correlate with communication technology, we must be able to distinguish what is and what isn't valuable and credible information.
According to Nadia M. Masoud, head of reference at the University of Sharjah, teaching such literacy is not an easy task because of all the available channels of information.
"Students are facing an explosion of information resources and the challenge to harness these resources effectively and efficiently," she said. "Academic libraries have responded by conducting information literacy programmes."
However, Michael Shires, information services librarian at the Petroleum Institute, asserted that teachers play an important role in the learning process. However, many underestimate the importance of sessions on information literacy.
"Many instructors are unaware of library resources and not all want to participate," he said. "However all instructors should attend these sessions to better themselves and their students."
Making it fun
Considering the dryness of the topic, however, Jane Whiteside, head librarian at the Dubai Aerospace Enterprise University, said it is the teacher's role to make learning information literacy a fun and interactive process for students.
Many times when you just go on and on about a subject like this, students get a phased-out look that clearly says 'what are they talking about?' When you say 'research' or 'reading,' the first thing students associate these terms with is homework," she said. "It's important to involve students in the teaching process and try to personalise it. Bring what they are interested in into what they'll research and read."
Information literacy not only involves distinguishing valid from false information. It also includes the ability of a person to recognise when information is needed and know the sources from where to locate, evaluate and use it effectively. Shires described some of the approaches he's using to appeal to students' interests.
"I try to post fun stories online for students to read. We are also working on a leisure reading section with a laid-back and comfortable atmosphere to get students interested in opening a book," he said. "It's important that schools and university tie these sessions into the institution's mission in understanding students' research and leisure needs."
Mix it up
Shires explained that if these information literacy programmes are integrated within syllabi assignments, students would effectively learn how to identify what is quality information. He also added that students need to be exposed to other sources of information besides the internet.
"We need to keep repeating and reinforcing the available alternatives," he said. "Do students know what Ebscohost is? Do they ever refer to the Encyclopedia Britannica as an option? We must highight these other valuable sources."
Masoud stressed the importance of never ceasing the knowledge-absorbing process.
"The new century is generating a need for emerging skills and knowledge that have not been previously a focus for higher education," she said. "These include the capacity for lifelong learning and the ability to be adaptable and work effectively in multidisciplinary contexts."
Challenges faced in information literacy sessions
- Lack of proficiency in the English language was a barrier for some students in searching online resources effectively.
- Some students lack the experience in information technology that enables them to use contemporary library resources.
- Students need a mind shift from relying on the internet to access and search scholarly journals and online databases.
- Students who are accustomed to either browsing the shelves or asking librarians to locate books need to make more of an effort to change their approach. They need to be guided on how to use online catalogues, among other library tools and resources.
Benefits of information literacy sessions
- Significant changes in students' information seeking behaviour that show more independence in finding resources;
- Accuracy in identifying keywords in their assignments and cases;
- The library is visited more often and for longer periods of time;
- Students can recognise appropriate information resources from which to conduct their searches.
— Information provided by Nadia M. Masoud, head of reference at the University of Sharjah
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