Focus on Faculty 2003

Facilitating Successful Student Research: Library Support for Student Learning

Do you notice a dependence on random web resources rather than a focus on scholarly sources in student research? Do you wonder whether the web citations in student papers are valid or reliable sources of information? Students today face a vast array of information sources, with few skills in evaluating them. Many students are unable to differentiate between Library research databases and web search engines. Today's students need more help navigating the world of information than ever before. Come hear PSU Librarians discuss ways to support student research by developing effective research assignments, steering students to appropriate resources, and collaborating with librarians integrate library resources and services into your course.

presenters: Jennifer Dorner, Sharon Elteto, Elizabeth Howell

Students know the Library has a web page that provides access to a wide variety of
research tools

In fact, many students still think of the Library as a building, and do not associate it's resources and services with the Web. Students are often unaware that they have access to research databases, reference services, and the Library's catalog from anywhere on campus or from home. Students may believe that the only way they can search for articles from outside the Library is to search the internet, and perhaps even pay for articles via a commercial service.

Students know how to use the Library catalog and databases

Even though a student may be aware of the Library's online resources, she may not feel comfortable using them. She may be intimidated by the technology, or the vast number of choices for database searching. Students are hesitant to ask for help because they don't want to appear unknowledgable about something they feel they should know. In many cases, they rely on the internet because it is the most familiar tool, and it seems too difficult to learn about searching other databases.

Students know the difference between using a web search engine and using the Library's
databases

Students often tell us at the reference desk that their instructor advised them "not to use the internet." When we try to demonstrate how to use the Library's databases, students believe that those are "internet" sources and will be unacceptable. It may be difficult for a student to grasp that the internet is really just a mode of delivery for many different kinds of content, and that Library databases contain scholarly, peer-reviewed, and in many cases full-text articles that are appropriate for research. Because the databases appear to be "freely" available to students, they do not realize that the content is commercially licensed and then selected by librarians for quality and value.

Students have an Odin account and know how to set up access to the Library's databases

One of our most frequent reference questions is "how do I get to the Library's databases from home?" Many students do not sign up for an Odin account until they need it for off-campus access. They do not know where to get the account, or how to set up their browsers to access Library databases.

Students understand how to evaluate sources, especially web sources

The web presents a unique challenge in terms of evaluating content. Students may be unaware of the commercial and political forces that shape the content and presentation of web based information. They know little about how to apply evaluation criteria to web sites they are considering using in their research.

Students understand the concept of research within a discipline

Particularly for undergraduates, the concept of conducting research within a specific discipline is new. They may have used general periodical databases and reference sources in their past research, but many are unfamiliar with subject specific databases, encyclopedias, web sites, and other reference tools unique to that discipline.

There is no difference between traditional and non-traditional students when it comes to
doing library research

Students come to the research process with a wide range of research experience. For non-traditional and returning students, the research process may have changed a great deal since they last conducted research at a Library. For international students, the whole system of academic and public libraries may be entirely different from their home country.

Students know that librarians have expertise in web searching and web resources

The stereotype of librarians as the "keeper of the books" persists. Students may not realize that librarians are faculty members that can teach them about how to approach the research process and how to use resources in their discipline. Because students associate librarians with buildings, they may not realize that librarians are really information specialists with expertise in web and database searching.

So What Do We Do?.......

Encourage students to begin research at the library

• The library can partner with faculty to develop meaningful assignments that meet both the
  learning goals of the faculty as well as promote research and critical thinking skills.
  • Example: SINQ Family Studies Collaboration

• Collaborate with librarians for course integrated library instruction sessions. The more
  collaboration between the librarian and instructor the better. Close collaboration means that the assignment will be more meaningful to the student and will have greater retention.
  
  • Example: Web site for European Studies

Support students in using the internet appropriately

• Use these guidelines for developing effective internet assignments
  
• Suggest to students that some topics may not lend themselves to Internet searching exclusively.
  
• Tell students to use multiple search engines. Northern Light, Google and Yahoo would index 31.2%
  of the known web. Lawrence, S. and C. L. Giles (1999) Accessibility of information on the web.
  Nature, 400 (6740) p. 107-109.
  
• Insist that some sources used for research come from print or other sources and direct them to
  the library as one possible place to get those sources.

• Encourage the use of scholarly websites. Sites that have been created by scholars or scholarly communities.
  
  • American Indians of the Pacific Northwest

• Have students begin researching by consulting one of the subject guides or pathfinders available
  through the library homepage
  
  • Subject Resource Guides

• Promote critical thinking through the use of evaluation criteria.
  
  • Sample altavista search MLK 401,992 sites, which ones do I use?
  • Who is the intended audience? Who is the author and the author's affiliations if any? Is
    there a bias or slant to the information? How current is the information?
  • We offer sessions on evaluating websites and can customize the content to meet your
    course scope and content.
    
• Provide students with sample citations for electronic sources or direct students to
  the PSU Writing Center, which has resources to help students with citing sources.
  
  

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Dealing with Plagiarism

Course activities that make plagiarizing more difficult:

• Make the assignment unique - give specific or narrow topics and formats.
• Use assignments that demonstrate students' research-in-progress - research journals, outlines, annotated bibliographies, rough drafts.
• Require a specific number of a variety of resources: online library resources, Internet, subject encyclopedias, books.
• Require copies of sources used in the paper.
• Try alternatives to the traditional research paper such as:

1. Examining the contents of several journals in the discipline and choosing two journal articles to contrast

2. Assigning topics based on a primary and secondary sources available in the library

3. Identifying three experts on a contemporary issue, and comparing and contrasting their viewpoints

4. Finding a well-known primary source, following its use in other works

5. Giving students an older literature review article at least three years old, and have them update the bibliography explaining why each item is added

6. Investigating someone mentioned in the article and discussing his/her bias

 

For more ideas:

Miriam E. Joseph Reference Librarian: http://www.lib.berkeley.edu/TeachingLib/PaperAlternatives.html
http://www.virtualsalt.com/antiplag.htm

Raising student awareness:

• Educate students about plagiarism and the proper way to cite information
• Provide examples of plagiarism:
  http://www.indiana.edu/%7Ewts/wts/plagiarism.html
  http://sja.ucdavis.edu/avoid.htm
  http://www.engl.virginia.edu/wctr/plagiarism.html

 

Detecting Plagiarism

• Identify unusual keywords or unique phrases and search them in one of the search engines such as Google.

  Example: if your student turns in a paper on Asian values' and the democratic transition in Central Asia that sounds far too sophisticated, go to http://www.google.com and type in Asian values and democratic transition. Your search will recover the article, "Asian Values' and the Democratic Transition in Central Asia. By Gregory Gleason.




• Note inconsistent citation styles.
• Note inconsistent levels of diction.
• Note dated references.
• Visit some anti-plagiarism websties such as: A Faculty Guide to Cyber-Plagiarism:
  http://www.library.ualberta.ca/guides/plagiarism/ or The Plagiarism Resource Guide at:
  http://www.plagiarism.phys.virginia.edu/links.html
• Browse paper mill websites such as: http://www.coastal.edu/library/mills2.htm

Investigate the free plagiarism prevention software trials to download:

Turnitin http://www.turnitin.com/index.html
Eve by CaNexus: http://www.canexus.com/eve/index.shtml
CopyCatch Gold:http://www.copycatch.freeserve.co.uk
Word Check: http://www.wordchecksystems.com/

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