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Google vs Library Databases88% of students use library resources to complete
an assignment, spend less than one hour a week.*98.4% of students surf the Internet for information
to support coursework, spending 1-2 hours a week.*
* Educause , ECAR Study of Students and Information Technology, 2005
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ComparisonGoogle Library Databases Ease of use Currency Practical information Enjoyable Quick look-up of facts Sufficing, when
quality isn’t concern Overwhelming
amount of information
AccuracyReliabilityFormatAuthorityLack of awarenessDifficulty navigating
web site
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Faculty Acceptance of Web Research77% faculty encourage students to use
specific web sites50% require them to use specific sites73% allow use of web without specifying
specific sites7.1% forbid web use83% require students to use web in
conjunction with other resources
Herring, Susan Davis. "Faculty Acceptance of the World Wide Web for Student Research." College & Research Libraries 62.3 (May 2001)
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Where do Students Begin Research?OCLC 2005 Study MU Business Students
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Challenges in Doing Research
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Information Literacy (IL)The ability to locate, evaluate and effectively
use information to become independent life-long learners – as students, employees, and members of a community.
Focused on developing critical thinking and reasoning skills in conjunction with techology literacy as the student progresses through his/her academic career.
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Progression Standards for IL
Introductory/Novice Skills
Gateway/Developing Skills
Gen Ed coursesIntroductory coursesUses general/multi-
disciplinary resourcesUses multiple format
materialsCreates short papers
or presentationsEthical use of info
Upper level coursesUses discipline-specific
resourcesUses specialized
collectionsUses range of info and
technologies to present research
Creates long papers/ thesisEthical use of info
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Developed by the NJ VALE Consortium Task Force, a group of eight academic librarians from 2 and 4 year colleges in NJ.
The Information Literate Student…1. Identifies and addresses an information need2. Accesses information effectively and
efficiently3. Evaluates and thinks critically about
information4. Uses information effectively for a specific
purpose5. Uses information ethically and legally
Association of College & Research LibrariesProgression Standards for Information Literacy (NJ VALE Task Force)
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Identifies Information NeedIdentifies research topic or information needDrafts research question relevant to the topic
Tip: have student hand in draft of research question for faculty or peer review
Uses general information sources to understand the topic and generate relevant concepts/vocabularyTip: use reference materials such as encyclopedias and
dictionaries (print or electronic) for background infoTip: have student keep a journal of the research
process for the assignment – keywords, databases and web sites
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Accesses InformationSelects search tools
Books, journals, newspapers, web sites, videosPrint, electronic and human sourcesGeneral versus discipline-specific sources
Constructs a search strategy with keywordsRetrieves information in multiple formatsRefines search strategy based on information
gatheredCollects and organizes information
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Evaluates and Thinks CriticallyEvaluates information sources for their
relevance, authority, reliability, and currency to the topicTip: provide student with a rubric or checklist for
evaluating materialsIdentifies a source’s main idea and major pointsDistinguishes between scholarly vs popular
sources, articles vs editorialsDistinguishes between primary and secondary
sourcesDetermines whether additional info is necessary
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Uses Information EffectivelyCompletes a research project by integrating
information new and prior informationPresents the research product appropriately
Text, images, audiovisualIncorporates quotes and paraphrasing from
materials collected into text of research paper to support thesis
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Uses Info Ethically and LegallyCites sources and compiles a bibliographyUses consistent and correct citation style for
the disciplineUnderstands copyright and plagiarism issues
Properly represents content and ownership of ideas presented in research product
Meets academic integrity
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Developing Student IL SkillsBuild library assignments into your course to
enrich and extend content of your classAssignments requiring use of multiple types of
materialsBooks, articles, web sites, video
Require evaluation of sourcesHow are popular and scholarly articles different?Is the web site used credible? Why?How are free sources and library databases
differ?Does information gathered answer the research
topic?15
Novice Skills Assignment – eg.Select an issue or topic that offers the opportunity to
defend or reject a particular position, such as “Child Poverty is a major problem in the U.S.” Each student must find and bring into class at least two pieces of evidence to support or contradict the statement. This can be in the form of an article in a newspaper or magazine, a speech or presentation, a research study or a government statistics report. Students can discuss their evidence in teams or with the entire class, explore contradictory information and discuss criteria for evaluating the information.
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Advanced Skills Assignment – eg.
Health students: locate ten reliable consumer health websites or articles on a topic, and create a patient education brochure on that topic based upon information from those sites, and including the sites as further reading for patients.
History students: select an individual (historical or contemporary) and research the events and issues of the time and develop and present a portrait of that individual.
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How Librarians can HelpCollaborate with faculty on assignment and library
sources available – library liaisonsWorkshops on library resources – students/facultyOne-on-one instruction at library or writing centerInstructional sessions for classLibguides research guides: guides.monmouth.eduCustomized handouts for assignment with
appropriate sourcesPurchase new resources for library
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