Ellis and Salisbury (The Australian Library Journal, 2004) state the following:
The perverse preference for the internet at the expense of reliability indicates that students in this study may be consciously choosing to use their knowledge of other academic sources in a limited way. The task for academic and information staff is to devise programs for first year students that will broaden student attitudes towards alternative sources of academic information as well as equip them with appropriate retrieval skills. This deals with motivation as well as skills.
How should librarians go about motivating students to use bought-and-paid-for resources instead of Google? The only way I've found that works is to have the instructors requre it. Appealing to a student's sense of scholarship falls flat. Anybody else have ideas?
1 comment:
To find valid resources while doing research is not to be approached with reckless abandon.
As a student, I have often wondered if there were a framework available to help students discern (recognize or identify as separate and distinct) valid references from those that have been cited incorrectly, or out-of-context?
Oh, wait! There is such a thing - a professional, right? The Librarian; in the library itself; or albeit electronic (to a finite degree).
A measureable bonus has been seen in my grades when using the "appropriate" references to support/dispute/discuss the hypothesis of a paper. I have become accustomed to the positive reinforcement of using the references with careful consideration.
Thanks for your topic!
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