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IL and the Google generation: teaching research skills to sixth formers - Ian Hunter

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IL and the Google generation: teaching research skills to sixth formers - Ian Hunter

  1. 1. 1 Information literacy and the Google generation: teaching research skills to 6th formers Ian Hunter April 2014
  2. 2. The Shearman & Sterling sessions  authority of sources  ‘the hidden web’/choice of sources (‘going beyond Google’)  identifying key concepts and search terms  narrowing down a search (including Boolean searching)  how to cite sources 2
  3. 3. The Google generation • carrying out fewer searches and viewing fewer pages and relying on cutting and pasting to formulate search statements • relying heavily on search engines rather than choosing sources • focusing on quantity of information • not being careful discerning users of the internet, being unable to find the info they are looking for, or trusting the first thing they see 3
  4. 4. Future needs and new IL standards?  ACRL Framework  net-savviness, critical evaluative techniques and diversity of sources (C Miller and J Bartlett)  Facebook functions: Feeds, Share and Comment (Witec and Grettano) 4
  5. 5. Postscript: differences between 2013 and 2014?  recognised the domain descriptors  had not heard of Boolean searching  increased reliance on natural language searching  better at citing 5
  6. 6. Appendix 1 - BIALL Legal Information Literacy Statement  Research skill 1 - Demonstrate an understanding of the need for the thorough investigation of all relevant factual and legal issues involved in a research task  Research skill 2 - Demonstrate the ability to undertake systematic and comprehensive legal research  Research skill 3 - Demonstrate the ability to analyse research findings effectively  Research skill 4 - Demonstrate the ability to present the results of research in an appropriate and effective manner  Research skill 5 – Continuing Professional Development – refreshing the legal research skills required of a modern lawyer 6
  7. 7. Appendix 2 - ACRL Information Literacy Competency Standards for HE  Determine the extent of information needed  Access the needed information effectively and efficiently  Evaluate information and its sources critically  Incorporate selected information into one’s knowledge base  Use information effectively to accomplish a specific purpose  Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally 7
  8. 8. References  Susannah Winter, 'Law firm libraries in the 21st century' Legal Information Management, (2008) 8(1), 28  David Nicholas and others, ‘Google Generation II: web behaviour experiments at the BBC’ Aslib Proceedings, (2011) 63(1), 28  Ian Rowlands and others, ‘The Google generation: the information behaviour of the researchers of the future’ Aslib proceedings, (2008) 60(4), 290  Jadranka Lasic-Lazic and Sonja Spiranec, ‘Lost in new learning environments – found in information literacy’ Medijska istrazivanja (2012) 18(1), 125  C Miller and J Bartlett, ‘”Digital fluency”: towards young people’s critical use of the internet’ Journal of Information Literacy, 6(2), 35  D Witek and T Grettano, ‘Information Literacy on Facebook: an analysis’ Reference Services Review (2012) 40(2), 242  Committee of Inquiry into the Changing Learner Experience. Higher Education in a Web 2.0 World (Joint Information Systems Committee, 2009) http://www.jisc.ac.uk/publications/generalpublications/2009/heweb2.aspx accessed 6 March 2013  http://www.channel4.com/news/how-does-the-internet-impact-teens-in-real-life-film- 8

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