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The Google Generation:Information behaviour of the researcher of the future
Maggie FieldhouseCIBERSchool of Library Archive and Information Studies, University College, London
CIBER’s study
• Literature reviews– Pre 1990 (Generation X, Baby
Boomers)– 1990-1993 (Generation Y)– Post 1993 (Google
Generation)
• Longitudinal studies• Log analysis• Review of new technologies
“And over 90 per cent of teachers are concerned about the impact of plagiarism on their students’ long-term prospects.
Beverley Alaimo, from Newcastle under Lyme College in Staffordshire, said: “I believe students who provide excellent pieces of work which achieve a high grade will find progression to a higher level far more difficult, as they will not have the knowledge and understanding necessary to cope with the work, however, new lecturers will, again, assume that students do.”
View from ATL
The academic view “white bread for the mind”
• Tara Brabazon delivers a scathing attack on attack on the lack of skill and judgement displayed by her undergraduates with regard to their handling and evaluation of information.
View from the media
• The study confirms what many are beginning to suspect: that the web is having a profound impact on how we conceptualise, seek, evaluate and use information. What Marshall McLuhan called 'the Gutenberg galaxy' - that universe of linear exposition, quiet contemplation, disciplined reading and study - is imploding, and we don't know if what will replace it will be better or worse. But at least you can find the Wikipedia entry for 'Gutenberg galaxy' in 0.34 seconds
How different is the Google Generation?
• Will they research in new ways in the future?
• What does post-web life mean for information seeking?
• How much does technology matter?
• How have older generations adapted to new technologies?
Is the Google Generation a myth?
• Not an accurate description of all young people
• Perceptions of the impact of ICT on young and older generations needs rebalancing
• We’re all Googlers now
Assumptions………..
• Young people are expert at using computers• Young people use search engines to find
information• Most are satisfied with the results they get• Students demand 24/7 access, instant gratification
and expect ‘answers’ (rather than a book or article) • Younger people rely on friends/parents/teachers for
information rather than using libraries
CIBER has found that………
• EVERYONE – students, professors, lecturers and practioners – exhibits bouncing/flicking behaviour, searching horizontally rather than vertically. Power browsing and viewing is the norm
This raises concerns about
• The demise of creative and independent thinking
• Self directed learning• The role of libraries • Use of library resources• Information skill levels• Plagiarism and respect
for copyright and intellectual property
Education
• Information skills need to be developed at an early age
• University is too late• Scholarly behaviour has
become promiscuous diverse and volatile
• Does this constitute a dumbing down?
We’re all librarians now…..• Need to establish a central
position as trusted 3rd parties in the information chain
• Find out about user behaviour and preferences – Making library research
more rewarding and exciting
• The use of library resources– Making content easier to
use– Making systems as
intuitive to use as Google
Information literacy
• Get information skills on the agenda
• Close the gap between performance and perceived skills
• Develop IL skills to a level appropriate to the demands of HE and research
Google Generation: implications for the researcher of the future
• Keep things in perspective!!
• Digital libraries are in their infancy
