Reflection 2
Over the past few course modules, the main theme appears to be effective ways to find information. I view this as the single most important service a Library Media Educator can offer a customer, whether it is a student, parent, or teacher. I view my main goal as to assist them in becoming proficient searchers, but during this teaching phase, they still need their immediate needs met. This involves asking the right questions to identify what they are specifically looking for. Providing insight into the most effective/efficiently way of finding their information, and finally assisting them in evaluating the information are all steps that need to be accomplished. Customers must have their needs met quickly and efficiently or they will simply fall back on search techniques that they are comfortable with, which could lead to decreased support for the media center, but more importantly increased search time for the customer (an interesting Catch 22- if we as LME’s do not meet their needs, they will perceive that their method is quicker, when it is normally not, just “easier “ in their minds.
In order to become a better educator of searching I first had to know my customers and what they default to, which for the majority of information seekers is Google. I then had to take a look at my own search habits to see if I was effective. If I can improve my searching and identify my bad habits, I can be a better educator for others. I have described these aspects in the information that follows.
Beyond Google
I know that the most effective way to find e information is to learn how to utilize peer reviewed electronic databases; once their language is learned. However, Students will continue to use Google or similar search engines by default. It is just the way they come “programmed” us. As a result of this I have taught lessons on “Speaking the Language of Databases and Google” , where we compare the results, and syntax needed to effectively use these two types of information storage/retrieval devices.
I have also had to admit that I must become better at using Google in order to help my students. I have utilized, in countless ways, the syntax parameters of Google since examining these modules I am learning to speak another language… Googlease. The motivation to learn this language is not just to assist me in becoming a more proficient searcher, but to help my students. The fact of the matter is that my students are going to use Google, no matter how much we show them that using peer reviewed electronic databases is more efficient (once their language is learned). If students are going to use it anyway, it is up to me to have them use it in a manner that is for “good instead of evil.” One way that I am attempting to create this culture is through the following activity, an adapted Google Game approach. I am not the creator of the Google Game and credit should be given to Watkins and Elder for their great work.
Students compete for prizes daily. The must answer a question, using Google, and the searcher with the least amount of “hits” on their search phrase while answering the question correctly wins. This, along with a question of the day, a scavenger hunt that can only be answered using reference materials, and handouts on the "google Language" have not only increased student usage of the Media Center during free periods, but has also improved students search techniques, as described by classroom teachers.
My Own Search Behaviors
For approximately two weeks, I gave caution to the wind in terms of privacy and allowed Google, to keep track of my Google Searches (the data below is a little skewed as my wife was logged in under my account when she was searching as well- hence some searches dealing with baby clothes). When examining my search habits it is apparent that when using Google I…..
1. Do not spend more than 30 seconds looking at my results
a. Implication- I need to practice patience when examining the results. This is a behavior I have often tried to correct in my students
2. Do not click on more than 3 results before rephrasing my search results
a. Positive Implication- I try different strategies
b. Negative Implication- Again, lack of patience, and this could indicate I need to create a better search phrase the first time. Mintex has resources that could help me and therefore help my students in developing their search phrases. http://www.minitex.umn.edu/elm/
3. I rely on allintitle- syntax more than any other type of syntax
a. Implication- I need to implement other syntax strategies to be a better assistant to my students. If I do not have experience using other syntax- I cannot advocate when to use it.
4. I use Google when I know what I am looking for
a. I normally know the website that I am trying to reach, I am just lazy and do not want to type the URL into the address bar. This is neither a negative nor positive- I am using a tool to get me what I want. Just an observation.
Using other internet search engines has also informed me of ways to teach students. Below is an examination of other types of search engines. I will utilze this, and similar knowledge during my interview phase of the infmoation gathering cycle with my students. By being familiar with other types of search engines and their characteristics (including Pros/Cons) and learning the search preferences of my customer, I can custom tailor a search process that will best meet their needs.
Topic of Search: Economic Systems (mixed, market, command, etc)- looking for a site that will teach us about the different types of economic systems.
Search Attempts:
- Economics---
a. Returned many edu’s/orgs
b. Took me a while to realize that the directory categories were at the top of the page- very small font whereas the site listings appeared in large font further on down the page and caught my attention first
c. In order to be efficient and effective you have to know a good deal about your topic- IE- I know about economics and I know which categories economic systems might fall under (political economics as an example)
d. Problem with categories is that not all information can fit into one category
e. Unsuccessful in finding exactly what I was looking for just going off of my initial search
- Searched Economics again but went into a directory that Yahoo had linked to
. Was able to utilize various websites to find out about different types of economic systems
a. http://ecedweb.unomaha.edu/home.cfm- site where I found the information describing the different types of Economic Systems- was brought to this link having prior knowledge about what types of sites would teach me about economic concepts
Reflection
- Seemed to provide high quality sources that were valid (edu’s/org’s)
- Site explanation's were very helpful- allowed me to make an informed decision
- Very difficult if I did not know about my topic. It did provide high quality sites with valid information.
- I would utilize this engine if I had in-depth knowledge about the topic I was looking for. I would not use this engine if I was doing a search to gain initial entry level information
- Clean and organized, the high quality, low volume results that are returned make it easy to select the resource you want.
- I would avoid using this site with primary students. When educating secondary students in an LME role, I would suggest that students come to this engine after they have some useable resources to elaborate or validate their information
- The directory approach might be used in a general brainstorming manner. By that I mean, if you have a large topic in mind that you want to research, you could enter it into the directory search and find different facets of the topic that you could then focus your research on.
Search Attempts
1. Keyword Search for Economic Systems- gave me country profiles
2. Category Search for Economics
I had to start with society and government- did not have economics listed
3. Alphabetical search ‘E”
Did not have economics
4. How are kids supposed to use the Dewey without the Key to the numbers?
Reflection:
1. Keyword Search for Economic Systems- gave me country profiles
2. Category Search for Economics
I had to start with society and government- did not have economics listed
3. Alphabetical search ‘E”
Did not have economics
4. How are kids supposed to use the Dewey without the Key to the numbers?
Reflection:
- This is more of a secondary school topic so that may have an impact on the ability to find information
- Very easy to navigate, particularly for younger students.
- Plenty of teaching opportunities could stem from this
- Instructing on the Dewey Decimal System
- Examine the categories- have students predict what topic would be in each category prior to viewing. Create lists and compare. Working
- I went to
Kent State ’sSchool ofInformation Science - When you do find a result in your criteria there are normally only one to two results. This is very “kid” friendly in that they might not get overwhelmed with a large amount of hits. As a LME we could instruct students in determining if it is a result they would like. The amount of information returned with a result is also very assertive. Reading level, an in-depth description and explanation of other features (for example if illustrations are present of the website are listed
Summary
Engaging in the last few weeks of course work has armed me with tools to aid my customers in their search process. I must be an effective interviewer, in order to start the process, and then direct the customer in the proper direction (Web, print materials, electronic databases, etc). Finally an exit interview enables me to ensure their needs are fully met.
References:
American Library Association (1998). Information power building partnerships for learning. Chicago and London
Elder , K , & Watkins , K. (2006). School library journal: the google game. Retrieved from http://www.libraryjournal.com/slj/articlesinfoliteracy/864152-348/the_google_game.html.csp
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