It is amazing how a simple statement as the one made in the title of this post could represent an entire population so well. I belong to the last generation to grow up without the Internet, and can see major differences between myself and the generation that came after. Growing up a trip to the library was mandatory in my house almost every week. Our knowledge of search practices within that institution were honed and perfected. It is no wonder that once I made it to University I continued to use the practices that I grew up with.
Now research on the Internet also became second nature to me. Growing up with the technology allowed me to experiment and explore various online research skills. Once you come to the realization that you cannot 'break' the Internet, then you can truly begin to explore (and that is what I did). Many students these days can be considered 'lazy' or 'superficial' in their research. The assumption in this case is the infallible nature of a search engine and that the top hits when searching a topic are the best. However, as pointed out within the lesson there could be upwards of 20 million hits on certain topics.
I have been known to go as far for information as the 20th page of a search (but, the quality of items decreases the more pages into a search you go). The design of a search engine is adequate for most purposes, but there are times when an advanced search is necessary. If a superficial search is not turning up any appropriate hits, then it's time to dig deeper. When doing an advanced or in-depth search, I have been known to use Boolean operators. However, my default is to not use them as my searches usually turn up useless hits.
How then can one do an in-depth search? My strategy involves a 'cascade' effect. My initial search of a topic will usually begin at Wikipedia, which I use as a reference index of old (it's okay to use, NOT to cite). Most articles contain references to scholarly work that was used in support of the article. These articles are the gold mine where a lot more relevant and useful items can be found. Each article provides more references to explore and the cascade grows exponentially with each new article.
I use my cascade strategy because it was how one did research before the internet and I find that it is extremely helpful and easy. I have heard many students complain that research is too hard, and it is no wonder when one search turns up 20 million hits. Instead of starting in one spot and ending up with 20 million, students these days are expected to start with 20 million and reduce it to 5 or so relevant items. This is a daunting task for anyone. My focus would be on the students to find one reliable source (online encyclopedia, etc.), which they can use as a starting point and then 'cascade' their way through the Internet. I think once students see and experience the ease of this method, they will be more motivated and appreciate that old ways work for a reason.
It then becomes the job of the teacher to help students identify reliable sources of information from which to begin their searches. The ultimate goal should be to develop a student whose research skills are independent and effective. Initially, a teacher would have a list of 'go-to' websites for the students to use, and then later encourage them to explore and find their own unique ones.
The tools I used in my past have definitely shaped my present circumstances and how I approach new and exciting tools. Since I was the last generation to experience the 'pre-tech' boom, I find it important to maintain some of the old skills and teach them to the students. The automation of all aspects of our lives have had many positive effects, but there are some serious concerns that I see. That, however, is the subject for another time.
Some food for thought...
Now research on the Internet also became second nature to me. Growing up with the technology allowed me to experiment and explore various online research skills. Once you come to the realization that you cannot 'break' the Internet, then you can truly begin to explore (and that is what I did). Many students these days can be considered 'lazy' or 'superficial' in their research. The assumption in this case is the infallible nature of a search engine and that the top hits when searching a topic are the best. However, as pointed out within the lesson there could be upwards of 20 million hits on certain topics.
I have been known to go as far for information as the 20th page of a search (but, the quality of items decreases the more pages into a search you go). The design of a search engine is adequate for most purposes, but there are times when an advanced search is necessary. If a superficial search is not turning up any appropriate hits, then it's time to dig deeper. When doing an advanced or in-depth search, I have been known to use Boolean operators. However, my default is to not use them as my searches usually turn up useless hits.
How then can one do an in-depth search? My strategy involves a 'cascade' effect. My initial search of a topic will usually begin at Wikipedia, which I use as a reference index of old (it's okay to use, NOT to cite). Most articles contain references to scholarly work that was used in support of the article. These articles are the gold mine where a lot more relevant and useful items can be found. Each article provides more references to explore and the cascade grows exponentially with each new article.
I use my cascade strategy because it was how one did research before the internet and I find that it is extremely helpful and easy. I have heard many students complain that research is too hard, and it is no wonder when one search turns up 20 million hits. Instead of starting in one spot and ending up with 20 million, students these days are expected to start with 20 million and reduce it to 5 or so relevant items. This is a daunting task for anyone. My focus would be on the students to find one reliable source (online encyclopedia, etc.), which they can use as a starting point and then 'cascade' their way through the Internet. I think once students see and experience the ease of this method, they will be more motivated and appreciate that old ways work for a reason.
It then becomes the job of the teacher to help students identify reliable sources of information from which to begin their searches. The ultimate goal should be to develop a student whose research skills are independent and effective. Initially, a teacher would have a list of 'go-to' websites for the students to use, and then later encourage them to explore and find their own unique ones.
The tools I used in my past have definitely shaped my present circumstances and how I approach new and exciting tools. Since I was the last generation to experience the 'pre-tech' boom, I find it important to maintain some of the old skills and teach them to the students. The automation of all aspects of our lives have had many positive effects, but there are some serious concerns that I see. That, however, is the subject for another time.
Some food for thought...
References
UserExperiencesWorks (Oct. 6, 2011). A Magazine is an iPad that does not work video. Accessed from http://www.youtube.com/watch?v=aXV-yaFmQNk on June 6, 2013.
Significant Comment:
http://meagansjournal.weebly.com/1/post/2013/07/topic-2-researching.html?
http://ed4764blog.weebly.com/1/post/2013/07/topic-1-researching.html?
UserExperiencesWorks (Oct. 6, 2011). A Magazine is an iPad that does not work video. Accessed from http://www.youtube.com/watch?v=aXV-yaFmQNk on June 6, 2013.
Significant Comment:
http://meagansjournal.weebly.com/1/post/2013/07/topic-2-researching.html?
http://ed4764blog.weebly.com/1/post/2013/07/topic-1-researching.html?
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