With the explosion of information and data the internet has produced since its inception, finding specific details can be a daunting task at times. Often it can be overwhelming sorting through names, dates, theories, images, links, text and video. Also, because of its very nature, being able to separate fact from fiction is also extremely important.
Researching is a process that sifts through information and allows users to take a journey on a path to what they are looking for. At times it can be frustrating, but with practice and helpful strategies, researching can be quick and easy.
In terms of the Internet, Lawless and Kulikowich (1998) argue that there are three main types of learners: knowledge seekers, feature seekers, and apathetic hypertext users. I would classify myself as either a knowledge seeker or an apathetic hypertext user depending on my intentions for using the Internet, as well as my state of mind. When I have to write a paper or do an assignment my mind I become a knowledge seeker; looking for information about my topic and carefully reading the material. However, if it's a Sunday afternoon and I have some free time I become an apathetic hypertext user, with multiple tabs open, jumping around from site to site. As a teacher, I think this is why it is important to properly establish the framework for students before they engage in the research process before they begin searching. Teaching them about advanced search techniques can greatly help them to discover useful information and avoid the superficial.
Often times when I use a search engine such as Google I will use quotation marks to limit my results. This is helpful for looking up particular phrases or key terms. However, I rarely use Boolean phrases, which is something I should do more, especially if it is something I want my students to be able to do. As Martzoukou (2008) explains, the majority of web users have underdeveloped research skills. This makes finding pertinent information problematic. Although this generation of students uses more technology than ever before, it is vital to show them ways to find what they are seeking in simple and effective ways. In order to encourage students to develop their research skills creating WebQuests or Internet Scavenger Hunts can help them become more comfortable with strategies for finding information. Also, providing a list of reliable websites or a quick reference guide for using search engines can also be effective.
Furthermore, showing students the value of using more complex search strategies is an important students. One way to increase students motivation in this process is to show them the benefits of using complex searches. For instance, showing them how they can drastically limit the number of results by using Boolean phrases or quotation marks will translate to less links to choose from and more accurate results. Another way to help motivate students is to show them the advanced search in Google.
In the advance search option students have the option to change the reading level of the results. When students see pages and pages of academic text when they open a link it is highly unlikely that they will carefully read through the page and find what they are looking for. However, by giving the students the choice to select the reading level between 'basic,' 'intermediate' or 'advanced' they can experience more success. This is one example of how teachers act as content curators for students.
When teachers act as content curators they help guide in the right direction and keep them on track. They can help clarify information, and provide students with tools to engage in the research process themselves. Content curators are not there to feed students information, but rather to facilitate their learning and set them up for discovery. They should also be knowledgeable about the content itself, and have a set of tips or tricks for student that need it. However, teachers differ from content curators in terms of instruction and differentiation. Teachers need to be able to still instruct students about how to do certain tasks, and be able to recognize which students may need extra help or more of a challenge. It is also important to note that the way knowledge is accessed has changed in the past few decades. No longer do students need to go to the library to look up the tenth Prime Minister of Canada, because they answer is often a few clicks or taps away in their pocket.
Research has been conducted about how the way memory has changed in the age of Google. Sparrow (2011) argues that where information can be accessed is becoming more important than the information itself, because of the reliance on search engines. I would agree with Sparrows findings because I think information nowadays is so easily accessible that it is simply a matter of location and time before it is found, not a question of 'if.' Sparrow's findings also reminds me of Bloom's taxonomy.
With the use of search engines the first level (knowledge) can be easily found. Students can quickly look something up, which allows them to engage in some of the higher levels of thinking, such as application and analysis. However, because finding data and information is so accessible, there is less of a reliance on memory, which is what Sparrow argues. Nevertheless, just because information and data can be easily accessed does not mean that students will not be able to remember some of it. And even if they do not, they know where to look, which is what research is all about.
References
Fig. 1 Ropo.jpg. July 5, 2013, from http://blog.gannettlocal.com/Portals/162877/images/ropo.jpgLawless, K. A., and Kulikowich, J. M., (1998). Domain Knowledge, Interest, and Hypertext Navigation: A study of individual differences, Journal of Educational Multimedia and Hypermedia, 7(1), 51-69
Sparrow, B., Liu, J., and Wegner, D.M. (2011) Google effects on memory: Cognitive consequences of having information at our fingertips. Science, 333: 776-778.
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Researching is a process that sifts through information and allows users to take a journey on a path to what they are looking for. At times it can be frustrating, but with practice and helpful strategies, researching can be quick and easy.
In terms of the Internet, Lawless and Kulikowich (1998) argue that there are three main types of learners: knowledge seekers, feature seekers, and apathetic hypertext users. I would classify myself as either a knowledge seeker or an apathetic hypertext user depending on my intentions for using the Internet, as well as my state of mind. When I have to write a paper or do an assignment my mind I become a knowledge seeker; looking for information about my topic and carefully reading the material. However, if it's a Sunday afternoon and I have some free time I become an apathetic hypertext user, with multiple tabs open, jumping around from site to site. As a teacher, I think this is why it is important to properly establish the framework for students before they engage in the research process before they begin searching. Teaching them about advanced search techniques can greatly help them to discover useful information and avoid the superficial.
Often times when I use a search engine such as Google I will use quotation marks to limit my results. This is helpful for looking up particular phrases or key terms. However, I rarely use Boolean phrases, which is something I should do more, especially if it is something I want my students to be able to do. As Martzoukou (2008) explains, the majority of web users have underdeveloped research skills. This makes finding pertinent information problematic. Although this generation of students uses more technology than ever before, it is vital to show them ways to find what they are seeking in simple and effective ways. In order to encourage students to develop their research skills creating WebQuests or Internet Scavenger Hunts can help them become more comfortable with strategies for finding information. Also, providing a list of reliable websites or a quick reference guide for using search engines can also be effective.
Furthermore, showing students the value of using more complex search strategies is an important students. One way to increase students motivation in this process is to show them the benefits of using complex searches. For instance, showing them how they can drastically limit the number of results by using Boolean phrases or quotation marks will translate to less links to choose from and more accurate results. Another way to help motivate students is to show them the advanced search in Google.
In the advance search option students have the option to change the reading level of the results. When students see pages and pages of academic text when they open a link it is highly unlikely that they will carefully read through the page and find what they are looking for. However, by giving the students the choice to select the reading level between 'basic,' 'intermediate' or 'advanced' they can experience more success. This is one example of how teachers act as content curators for students.
When teachers act as content curators they help guide in the right direction and keep them on track. They can help clarify information, and provide students with tools to engage in the research process themselves. Content curators are not there to feed students information, but rather to facilitate their learning and set them up for discovery. They should also be knowledgeable about the content itself, and have a set of tips or tricks for student that need it. However, teachers differ from content curators in terms of instruction and differentiation. Teachers need to be able to still instruct students about how to do certain tasks, and be able to recognize which students may need extra help or more of a challenge. It is also important to note that the way knowledge is accessed has changed in the past few decades. No longer do students need to go to the library to look up the tenth Prime Minister of Canada, because they answer is often a few clicks or taps away in their pocket.
Research has been conducted about how the way memory has changed in the age of Google. Sparrow (2011) argues that where information can be accessed is becoming more important than the information itself, because of the reliance on search engines. I would agree with Sparrows findings because I think information nowadays is so easily accessible that it is simply a matter of location and time before it is found, not a question of 'if.' Sparrow's findings also reminds me of Bloom's taxonomy.
With the use of search engines the first level (knowledge) can be easily found. Students can quickly look something up, which allows them to engage in some of the higher levels of thinking, such as application and analysis. However, because finding data and information is so accessible, there is less of a reliance on memory, which is what Sparrow argues. Nevertheless, just because information and data can be easily accessed does not mean that students will not be able to remember some of it. And even if they do not, they know where to look, which is what research is all about.
References
Fig. 1 Ropo.jpg. July 5, 2013, from http://blog.gannettlocal.com/Portals/162877/images/ropo.jpgLawless, K. A., and Kulikowich, J. M., (1998). Domain Knowledge, Interest, and Hypertext Navigation: A study of individual differences, Journal of Educational Multimedia and Hypermedia, 7(1), 51-69
Sparrow, B., Liu, J., and Wegner, D.M. (2011) Google effects on memory: Cognitive consequences of having information at our fingertips. Science, 333: 776-778.
Significant Comments:
http://ed4764blog.weebly.com/1/post/2013/07/topic-1-researching.html#comments
http://ed4764muirhead.weebly.com/1/post/2013/07/research.html#comments
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