William F. Garrity

The June 17, 2008, http://www.insidehighered.com/ reports on Cornell's Undergraduate Information Competency Initiative: 

When “Google” has become a synonym for “research,” how should faculty respond? And if the answer doesn’t lie in musty books and stacks of journals, are libraries still part of the answer?

The problem is near-universal for professors who discover, upon assigning research projects, that superficial searches on the Internet and facts gleaned from Wikipedia are the extent — or a significant portion — of far too many of their students’ investigations. It’s not necessarily an issue of laziness, perhaps, but one of exposure to a set of research practices and a mindset that encourages critical thinking about competing online sources. Just because students walk in the door as “digital natives,” the common observation goes, doesn’t mean they’re equipped to handle the heavy lifting of digital databases and proprietary search engines that comprise the bulk of modern, online research techniques.

Yet the gap between students’ research competence and what’s required of a modern college graduate can’t easily be solved without a framework that encompasses faculty members, librarians, technicians and those who study teaching methods. After all, faculty control their syllabuses, librarians are often confined to the reference desk and IT staff are there for when the network crashes.

So instead of expecting students to wander into the library themselves, some professors are bringing the stacks into the classroom. In an effort to nudge curriculums in the direction of incorporating research methodology into the fabric of courses themselves, two universities are experimenting with voluntary programs that encourage cooperation between faculty and research specialists to develop assignments that will serve as a hands-on and collaborative introduction to the relevant skills and practices.

Kathy Lee Berggren, a professor at Cornell University, teaches oral communication with a “heavy research component.” Still, she pointed out, “a lot of my students really [only] scratch the surface with the type of research they’re doing.”

“Research isn’t a Google search,” she said.

That sentiment was echoed by several others involved with the Cornell Undergraduate Information Competency Initiative, a program that kicked off on Monday with a week-long summer institute aimed at understanding how students perceive university research, how to guide their habits and how to merge existing course goals with instruction in research methods. Those practices, of course, can apply whether inside a brick-and-mortar research facility or logged on from home. The goal is to “really learn how to use a library whether they’re in it or not,” Berggren said.

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