Information Technology Reference
In-Depth Information
4
Discussion
Previous studies have indicated that students use search engines as their main
information resource [1], [3], [4], [5], [6], [8], [9], [10], [11]. This study appears to
confirm this finding. Almost all respondents frequently use search engines, and
undergraduates in particular tend to be more inclined to use search engines as their
main source of information. The main reason students prefer search engines is
because they can find information more easily and quickly than by using their
library's print or electronic resources.
However, just because students can use a search engine does not necessarily mean
they have the skills to find important course-related resources, evaluate them
critically, and use them effectively. Therefore, this finding suggests that students are
deficient in basic information literacy. They do not necessarily understand the
different ways in which the Internet affects their learning and research habits.
Students' reported difficulties using library resources and services could also be
evidence of this deficiency. On the other hand, search engines are an undeniable
mainstay of modern information gathering; therefore, rather than disregarding their
value, students must concern themselves with how to make the best use of search
engines (in line with JISC, 2009) [1].
In contrast to some previous studies, this study found that students actually do use
university libraries. While the majority of the students used search engines as their
primary method of gathering information, most of the students also included the
library in their research process, particularly the library's online resources. That said,
this study also found that most students need help using library services and
resources, both print and electronic. This finding is easily understandable in a local
context: in Turkey, students are not taught basic information literacy before they get
to university. While Istanbul University's Central Library conducts a one-off annual
freshman orientation, this is insufficient to foster true information literacy; therefore,
it is unfair to expect students to engage with library services and resources when they
first enroll at university. The Central Library can provide library instruction
throughout the term, inform students of the services and resources available to them,
and teach them how to use them. In this regard, there is a need for a more systemic
approach to university-wide information literacy in which all stakeholders -
academics, librarians, and administrators- have responsibility.
Consistent with previous research students mostly consider academics as sources
for help or advice for their course-related research [4], [5]. In addition, postgraduates
are more inclined to ask for help from academics than undergraduates are. Most of the
students also value their friends as sources of information and assistance and, as
expected, undergraduates use their classmates or friends for information more than
postgraduates do. It is understandable that students see academics as the most
influential people in the research process; as knowledgeable people, academics offer
guidance and direction on how best to cope with the complexity of the research
process. This places them in a key position to affect students' information behavior.
Therefore, academics need to perceive course-related projects as a means of teaching
students how to learn, as well as helping them develop higher-order research skills.
Search WWH ::
Custom Search