Blog #3: Let's Get Physical (References)
One of our primary jobs as teacher librarians is to guide students towards accurate information. Encyclopedias, dictionaries, thesauruses, maps, atlases, bibliographies, and biographies are all types of references that provide this information. Over time, however, our reference sections in school libraries have dwindled as we have moved towards digital references, due to ease of use and budgetary restrictions.
When recently talking to a grade 4/5 teacher on my staff, I asked her what the process is in her classroom when a student has a good question and is seeking information. Does she come and ask me for a reference from the library? Does she go to our district website, search for the login info for EBSCO, log in, and then type out the question?
"I use google," she said.
But is google enough? Is it a suitable replacement for our physical references in libraries?
There are many pitfalls to digital references in general. One of these major pitfalls is that users don't spend much time reading online (Lamberg, 2009). Students tend to look briefly for a quick answer and then move on just as quickly. In fact, most online readers only read the first 50% of any given article before bouncing to a different website (Manjoo, 2013). In contrast, reference books in the library provide detailed explanations and analyses of complex topics and go beyond simple answers. This encourages users to spend more time reading. When reading a physical text, it's harder to quickly switch gears.
Furthermore, because the process of reading online is so brief, the comprehension experience isn't as rich. Mangen (2013) backed this idea up by conducting a study in Norway with elementary students. She found that comprehension suffers when reading online compared to reading physical texts. Lamberg (2009) agrees, saying that "digesting type on a page allows an idea to seep its way into your mind in a satisfying and comforting way." If our goal is to foster strong information literacy skills, paper is therefore the recommendation when reading more complicated text.
In addition, google has other drawbacks. It can be unpredictable and glitchy. In 2019, a glitch occurred that caused pages to be unindexed (Hollingsworth, 2020). Google can also lead to inaccurate sources and is steeped in privacy issues as well. MarinerMediaCentre (2020) compares google as a vending machine, as it is a quick and easy way to get just a bite. It doesn't allow us to go deerer and think critically. Other tricky aspects of using digital sources and search engines for information are explained in the video below:
Knowing these limitations, we need to convince students that using physical references to seek information can be valuable and worthwhile. Faster accessibility does not always mean better information. Here are a few steps teacher librarians can take to highlight and elevate the physical reference collection.
1. Inform- Explain to students and teachers the pitfalls (mentioned above) of digital references, specifically using google or other search engines to access information.
2. Showcase Alternatives - Walk students and teachers through how to access and use physical references. Explain why their use can be beneficial for providing information and deepening our understanding.
3. Create Engaging Physical Displays - Create an information display that piques students' interests and encourages them to explore the information.
4. Share and Post Infographics - Create or access existing simple infographics that explain why and how physical references can be used. Post in the library and in the hallways.
Final Thoughts
In today's digital age, where students can easily search for answers on the internet with just a few clicks, many people may argue that reference material in the library is no longer important. However, not all information on the internet is reliable, accurate, or up to date. Students will quickly look for an answer and move on, without imploring deep comprehension. In contrast, reference materials in the library are carefully curated and thoroughly vetted. They encourage students to interact with the material and read deeply. This makes them a valuable resource for students and researchers.
References
Branka. (2023). How Many People Use Google. https://truelist.co/blog/how-many- people-use-google/
Hollingsworth, S. (2020). 8 Things that are Wrong with Google Search Today. https://www.searchenginejournal.com/whats-wrong-with-google search/347350/#close
Lamberg, G. (2009). Google cannot and should not Replace Good ole Fashioned Research. https://www.cheboygannews.com/story/news/education/ 2009/02/18/google-cannot-should-not-replace/64133151007/
Mangen, A. (2013). Reading Linear Texts on Paper versus Computer Screen: Effects on Reading Comprehension. International Journal of Educational Research, 58, 61-68. https://www.sciencedirect.com/science/article /abs/pii/S0883035512001127
Manjoo, F. (2013). You Wont Finish This Article. https://slate.com/technology /2013/06/how-people-read-online-why-you-wont-finish-this-article.html
MarinerMediaCenter. (2020). Why do we still need Libraries when Everything is on the Internet? [Video]. YouTube. https://www.youtube.com/watch?v=mi8fna9m3MI
Safari Africana. (n.d.) Biggest Birds in the World: The 15 Largest Bird Species. https:// safarisafricana.com/biggest-birds-in-the-world/
I could not agree more about how quick students look for answers with digital resources. They will read the first line, decide its enough and move on. With physical resources, they need to spend more time reading and learning for information to draw their conclusions as theres no text box that sums it up at the top of the page.
ReplyDeleteI've really been thinking a lot lately about google and social media and websites like reddit. It's tricky when anyone off the street can spread their thoughts or opinions online and then present them like they are facts. No wonder why there is so much "fake news" everywhere!
DeleteI really liked how you outlined a practical way of supporting students especially showcasing alternatives and creating an infographic. In continuation of yours and Keturah's comments, there is so much teaching required inside of dissecting googlable websites that students aren't explicitly taught before-hand.
ReplyDelete