In The University of Google: Education in the (Post) Information Age, Professor Tara Brabazon critiques “Google-based research methodologies,” noting that the popularity of a website – i.e. its position in a search-engine ranking – is no validation of quality.
She suggests that search engines foster research practices that are “derivative, fast and shallow,” so teachers must inspire students to explore, reflect upon, and evaluate other media – including books! – by creating an “information scaffold.”
With this cognitive infrastructure in place, students can avoid derivative, superficial treatment of the ideas presented in textbooks, course readings, or through lectures and are better able to contextualize, evaluate, and critique material taught in the classroom and studio.
At the OCAD U Library, we dedicate our work as librarians to information literacy; a strategy that enables students to confidently navigate research portals, decode sources, and critically evaluate information. For we firmly believe that critical thinking occurs when critical tools are used for research and information retrieval.
HOW? Contact Daniel Payne (firstname.lastname@example.org) to arrange an in-class library information session for your classes; seminars can be formatted for specific course assignments or based on a range of research themes such as: