While these studies and others analyzed how students did not use online searching tools efficiently, others tested how this problem might be remedied or mitigated, and which methods could be most effective in teaching students better ways to search. Lisa and Kacy Lundstrom led a study which tested whether giving students a O’Connor 50-minute traditional instruction session (how to search the library catalogs and research databases) would be more or less successful than a session using “social marketing” (“the application of commercial marketing techniques to the resolution of social and health problems”) 2011, p. 353). Using the principles of and (O’Connor, “product, price, place, promotion” 2011, p. 356),) they focused on three objectives: (O’Connor, Decrease procrastination due to the illusion of immediacy that (“the illusion appropriate information is always immediately 2011, p. available” (O’Connor, 353).) Increase willingness to seek expert assistance when it is warranted students’ Increase the selection of information sources based on criteria other than the information need itself, which includes the habituated and automatic use of Internet sources based on the assumption that they are more convenient, reliable, and easy to use. 2011, p. 356) (O’Connor, As an example, toward achieving the first objective, students received messages emphasizing the importance of allowing time for each step of the student research assignment: of a flea market and a department store were contrasted to illustrate visually the “images distinctions between the web and the library. Students were asked to look at the two images and decide which one they would use if they had to purchase a dress or suit quickly. Analogies were
While these studies and others analyzed how students did not use online searching tools efficiently, others tested how this problem might be remedied or mitigated, and which methods could be most effective in teaching students better ways to search. Lisa O’Connor and Kacy Lundstrom led a study which tested whether giving students a 50-minute traditional instruction session (how to search the library catalogs and research databases) would be more or less successful than a session using “social marketing” (“the application of commercial marketing techniques to the resolution of social and health problems”) (O’Connor, 2011, p. 353). Using the principles of “product, price, place, and promotion” (O’Connor, 2011, p. 356),) they focused on three objectives: Decrease procrastination due to the illusion of immediacy (“the illusion that appropriate information is always immediately available” (O’Connor, 2011, p. 353).) Increase students’ willingness to seek expert assistance when it is warranted Increase the selection of information sources based on criteria other than the information need itself, which includes the habituated and automatic use of Internet sources based on the assumption that they are more convenient, reliable, and easy to use. (O’Connor, 2011, p. 356) As an example, toward achieving the first objective, students received messages emphasizing the importance of allowing time for each step of the student research assignment: “images of a flea market and a department store were contrasted to illustrate visually the distinctions between the web and the library. Students were asked to look at the two images and decide which one they would use if they had to purchase a dress or suit quickly. Analogies were
244_Research-paper-students.docx