Library Skills Workbook C Find University Source example essay topic

Sample Outline for Paper 3 Thesis: The relationship between technology and education is fraught with tension, as educators attempt to maintain a culture of academic rigor while simultaneously effectively integrate technology, with all of its conveniences, into their classrooms. The Library Skills Workbook, a requirement for all undergraduates at the University at Buffalo, brings the tension between technology and education to the forefront. This workshop, while testing students on necessary and vital research skills, ultimately fails to meet the goals of higher education in terms of students being able to complete sophisticated research projects. I. Brief description of the Library Skills Workbook A. The goals of the Library Skills Workbook as they appear on the web site B. Brief description of the test itself 1. The on-line format 2. Types of questions 3.

Research methods covered 4. Library resources covered by the Library Skills Workbook C. Find University source or conduct interview with librarian to see why the Library Skills Workbook is required, i. e., what are the goals of the university in making this a requirement for all undergraduates II. How the Library Skills Workbook is successful A. Establish criteria 1. Familiarize students with library web page 2. Familiarize students with library electronic resources (databases, on-line journals, course reserve, etc.) 3. Familiarize students with searching methods 4.

Familiarize students with Internet sources and how to determine their credibility B. Give examples of how the Library Skills Workbook does each of these well. While the Library Skills Workbook does meet these goals, these goals are too limited A. Educators have an obligation to incorporate sophisticated and current technology into education B. However, there is still something to be said for "old-school" research methods 1. Not all texts are available on-line -- The Library Skills Workbook obfuscates this; there are a wealth of materials that are not available at one's fingertips. However, students are not made fully aware of this. In other words, the Library Skills Workbook presents a false picture of what it means to do complex and sophisticated research tasks. 2.

When everything can be saved electronically or cut and pasted (as the Library Skills Workbook indicates it can be), there is no need to remember or even really know anything. One only need to know how to find information not know it or even know what to do with it once it is found. a. Plato b. cell-phones (I am nearly incapable of remembering phone numbers now) c. article from class about being intellectually lazy 3. Students need to be resourceful and self-reliant; the Library Skills Workbook discourages this C. Learning and education are not about convenience and fun, which is not to say that they cannot be either 1. self-esteem and homework articles-learning is and should be hard work 2. the Library Skills Workbook is not challenging for most students 3. low expectations = poor results-you can take this test 3 times before you actually have to go to the library D. If these are the only research skills that students must demonstrate competence in, then we are in trouble, as this is a very superficial view of research. IV. While the Library Skills Workbook does familiarize students with the electronic aspects of research, in doing so it presents a dangerously narrow view of what research at the college level is (or should be). A. Summarize evaluation briefly, taking time to clarify explicitly the criteria used in part three. B. Suggest a more comprehensive view of research in the form of a required research methodology course-one that requires students to actually go to the library and familiarize themselves with the major research resources and texts of their field-that is required for every major as a supplement to or in lieu of the Library Skills Workbook.