Internet Research Skills Emma Place Intute: Virtual Training Suite University of Bristol

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Internet Research SkillsEmma PlaceIntute
Virtual Training SuiteUniversity of Bristol
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• One of the major issues academics
• will face over the coming years
• is how to utilise,
• and teach students to utilise,
• the Internet in their research.
• Professor David Dolowitz,
• University of Liverpool

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This session

• Defining Internet research skills
• Imperatives for teaching them
• Issues
• Resources

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Internet research skills?

• How to do a literature search / find information
  online that is appropriate for undergraduate
  course work or post graduate theses and
  dissertations.
• Knowledge of key online information sources
• Search strategies
• Critical skills

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The imperative?

• The QAA Subject Benchmark Statements for Higher
  Education state that students should develop
  these skills as part of their degree courses.
• Finding Internet resources
• Critical evaluation of information sources
• Ability to retrieve, manage, and manipulate
  information by all means, including
  electronically
• example statements from http//www.qaa.ac.uk/acad
  emicinfrastructure/benchmark/

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Student over-confidence- especially in the
Google Generation

• Students express high confidence in their
  information and Web searching abilities which do
  NOT translate into quality and critical
  evaluation in their research results.
• Buschmann, J. and Warner, DA. (2004)

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Gullible's Travels

• Our students love the Net,
• which is OK.
• The problem is, they also trust it,
• which is not.
• Block, M. (2004). Library Journal

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Are these skills taught?

• Currently no standard approach.
• Research methods modules
• Library induction / information skills
• Study skills
• Subject teaching
• Markland, M. (2003)
• CERLIM Information Research

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In your institution?

• Who teaches them / who should teach them?
• Where do these skills fit in the curriculum?

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Issues

• The Web delivers diverse materials
• Access to scholarly materials (books, journals,
  official publications, databases)
• The open Web vast, disorganized and potentially
  confusing array of information and resources

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Information overload

• The first step is being able to locate and
  access available research,
• a daunting task given the pace and degree of new
  information
• coming on stream.
• Taylor, I. and Rafferty, J (2003)
• SWAP, Higher Education Academy

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Well trodden paths

• A high proportion of all staff interviewed
  tended to rely on the same sources.
• Work is needed to persuade people to look outside
  their "comfort zone" for information in order to
  ensure they are locating the
• best information for their purposes.
• Big Blue Final Report (2004),
• Manchester Metropolitan University

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Internet / Academic cultures

• Networked information sources are often seen as
  incompatible with existing academic social norms,
  specifically the peer review process, and control
  of intellectual property.
• Herring, S.D. (2001)

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The invisible Web

• Most of the authoritative information
• accessible over the Internet
• is virtually invisible to search engines
• Sherman, C. and Price, G. (2001)

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• It is no longer enough to teach students
  research skills.
• Now lecturers and librarians must train students
  in the skills of discernment when it comes to the
  Internet.
• Block, M (2002)

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Introducing the Intute Virtual Training Suite

• Free Internet tutorials
• for over 65 subjects

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The Intute Virtual Training Suite

• offers FREE Internet tutorials
• teaching Internet research skills
• for over 65 university college subjects
• learn how to get the best from the Web
• for your education and research

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Over 65 tutorials

• From
• Internet for English to Internet Engineer
• Internet Philosopher to Internet Physicist
• Internet Medic to Internet Social Worker
• Check our index of tutorials to find your subject

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Let our experts guide you to the best of the Web

• The tutorials are authored and updated by a
  national network of subject experts from UK
  universities and colleges
• Get authoritative advice
• you know you can trust

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Meet some authors
Internet Anthropologist Hector Blackhurst, John
Rylands University Library of Manchester
Internet Economist Dr. Martin Poulter, Economics
Network, Higher Education Academy, University of
Bristol
Internet Psychologist Annie Trapp, Department of
Psychology, University of York
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And some partners
The list goes on
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The tutorials help answer

• What are the key websites I should be using for
  research in my subject field?
• How do I search the Internet effectively?
• What can I trust on the Internet?
• How do other people use the Internet effectively
  to support their research?

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Each tutorial has 4 sections

• TOUR
• DISCOVER
• JUDGE
• SUCCESS STORIES

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1. TOUR

• the range of Internet resources
• the key websites for your subject
• collect your own list of useful websites

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2. DISCOVER

• different Internet search tools
• tips on search strategies
• practical exercises to test the different tools
  and strategies

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3. JUDGE

• how to avoid being caught out by dodgy
  information on the Internet
• practical tips for critical evaluation of websites

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4. SUCCESS STORIES

• see how other people use the Internet
  successfully
• get new ideas for using the Internet for your
  research

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Tutorial features

• Simple step-by-step instruction
• Quizzes and exercises
• Links basket
• Glossary of Internet terms
• Special print options

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Internet Detective

• Free online tutorial designed to help develop the
  critical thinking required for Internet research.
  
• Practical advice on evaluating the quality of
  websites
• www.vts.intute.ac.uk/detective/

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Intute Internet Training

• FREE support materials
• Leaflets
• Quick Guides
• Presentations
• Best of the Web booklets
• You are welcome to adapt and reuse these in your
  own institutions

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Intute Training
The Virtual Training Suite www.vts.intute.ac.uk
Intute Support Materials www.intute.ac.uk/suppor
t.html We welcome feedback www.intute.ac.uk/fee
dback.html
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References

• Big Blue Connect - Final Report. 2003. MMU
  Library Electronic Services Development Team.
  Available from http//www.library.mmu.ac.uk/bbcon
  nect/finalreport.html
• Block, M. 2002. Gullibles Travels. Library
  Journal. Available from http//www.libraryjourna
  l.com/article/CA210719.html Accessed Jan 2006.
• Buschman, J., Warner, D. A. 2005. Researching
  and Shaping Information Literacy Initiatives in
  Relation to the Web Some Framework Problems and
  Needs', The Journal of Academic Librarianship
  Volume 31, Issue 1 , Pages 12-18.
• Dolowitz, D. 2004. Research Training The Web as
  a Research Tool. C-SAP Overview. Available from
• http//www.c-sap.bham.ac.uk/resources/project_repo
  rts/overviews/ShowOverview.asp?id9
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• Dolowitz, D. 2003. The Internet as a Research
  Tool. C-SAP Project. Available from
• http//www.c-sap.bham.ac.uk/resources/project_repo
  rts/findings/ShowFinding.asp?id96
• Herring, D., Herring, S. 2001. Using the World
  Wide Web for Research are Faculty Satisfied?'
  The Journal of Academic Librarianship, Vol. 27,
  Issue 3, pp 213-219
• Markland, M. 2003. Embedding online information
  resources in Virtual Learning Environments some
  implications for lecturers and librarians of the
  move towards delivering teaching in the online
  environment. Information Research, Vol. 8 No. 4,
  July 2003
• http//informationr.net/ir/8-4/paper158.html
• Sherman, C., Price, G. 2001 The Invisible Web
  Uncovering Information Sources Search Engines
  Cant See. CyberAge Books (ISBN 0-910965-51-X)