1. NELIG Annual Program 2003 Teaching Tactics: From the Library to the E- Classroom and Back Friday, June 6, 2003

2. Information Literacy Instruction in the Face of Changing Student Expectations or …

3. How I learned to stop worrying and love full-text

4. What do students expect from information literacy instruction? Immediate relevanceImmediate relevance Tools to function like things they are used to, namely, search engines.Tools to function like things they are used to, namely, search engines. To come away with something useful.To come away with something useful.

5. This is their new master

6. What to do with a room full of Google addicts? Their frame of reference is that of full text search engines.Their frame of reference is that of full text search engines. Instead of dismissing this skill, or trying to overcome, start with it and use it.Instead of dismissing this skill, or trying to overcome, start with it and use it.

7. Using web searching as a reference point for information literacy instruction The soul of IL is evaluating a jumble of information.The soul of IL is evaluating a jumble of information. What better place to get a jumble of information?What better place to get a jumble of information?

8. Students have a deeper understanding of the Internet than you might think. Ask them what kinds of searches the Internet is good for?Ask them what kinds of searches the Internet is good for? What is it bad for?What is it bad for? Movie times, box scores, a copy of “A Farewell to Arms”, a research article on pituitary cancer.Movie times, box scores, a copy of “A Farewell to Arms”, a research article on pituitary cancer.

9. Search structures are similar Crudely put, every search interface boils down to “type in the box and click.”Crudely put, every search interface boils down to “type in the box and click.” They already know how to do this.They already know how to do this. You can use this already comfortable behavior to introduce and explain using electronic resources and information literacy.You can use this already comfortable behavior to introduce and explain using electronic resources and information literacy.

10. Example #1 Since they understand the concept of typing something into a search box and getting a list of results, start there.Since they understand the concept of typing something into a search box and getting a list of results, start there. “When you search in Google, you are getting random pages from all over the Internet. When you use this database, etc. you get x, y and z …”“When you search in Google, you are getting random pages from all over the Internet. When you use this database, etc. you get x, y and z …”

11. Caveats Beat it into them that “not everything is available on the Internet.” Explain why if time allows.Beat it into them that “not everything is available on the Internet.” Explain why if time allows. Students have to be warned that not everything works like Google. Some resources do not have full text.Students have to be warned that not everything works like Google. Some resources do not have full text.

12. Example #2 “Have you ever had a search come back with thousands or millions of results?”“Have you ever had a search come back with thousands or millions of results?” The shared experience of being overwhelmed with search results makes it easy to start teaching the evaluation of results.The shared experience of being overwhelmed with search results makes it easy to start teaching the evaluation of results.

13. Conclusion Today’s student is experienced in using electronic resources.Today’s student is experienced in using electronic resources. This exactly the kind of environment that is becoming more common.This exactly the kind of environment that is becoming more common. Instead of resisting or “re-teaching” their established skills, try to work with them and build on them.Instead of resisting or “re-teaching” their established skills, try to work with them and build on them.

14. Thank you