Where do you go when you want a quick answer to something? Chances are you "Google it!" Where do you go when you want to become an expert on that topic? Typically, the answer remains the same.
A recent study found that "89% of college students use search engines to begin their information searches," rather than relying on library resources. This 'Google generation' can quickly locate thousands of results for a given topic, but what they often fail to do is identify the most authoritative resources. They often waste time sifting through search results and getting a surface level understanding (sometimes a misguided one) instead of delving deeply into a few quality sources.
We must teach our students that researching is different than searching. Think of searching as that "gotta know now" type of question, where the most popular answer will usually do. Researching involves locating quality sources for the purpose of becoming an expert, so you can make an informed decision, solve a problem, etc. As teachers, we must take on the responsibility of guiding students to quality sources that encourage researching, not just searching.
In Rialto, we provide two online reference databases that serve as excellent starting points for research. Using
Grolier, students can quickly locate in-depth articles on their topic. These articles typically provide additional external links to expand their research.
EBSCO provides primary source documents, periodicals, newspapers, and more. Additionally, the
public library provides a large collection of reference databases accessible online using your library card number. All of these resources are available on your
school's eChalk homepage in the left sidebar.
I often elicit initial student buyin to using these sources by suggesting they will be able to cut their search time in half. Of course, they're thinking they'll have more time to play video games and socialize online, but I'm thinking they'll now use that saved time to actually learn at a deeper level and create better quality work products! They'll get fewer results but more quality information, so I can expect better work from them. Of course, that leads to a conversation about defining expectations - let's save that for a future posting.
So, the next time you assign your students research, differentiate it from just searching. Guide them to quality resources such as reference databases. Teach them the difference between "common knowledge" and "expert knowledge." Consider using
CyberSMART's lessons on evaluating websites to help you address this at your grade level. You can also access
additional online resources and attend my
training session, "Revolutionize the Research Process" on April 29th. Get started today turning your students into skilled researchers!
