[LM_NET] HIT: SEC: Increasing Use of Subscription Databases

[Paula Roney <paularoney@YAHOO.COM>]

Thank you to everyone who responded.  The general consensus seems to be that the 
best way to increase database use is to get your teachers on board and have them 
require sources from subscription databases.
   
  I received several requests for a hit, so here are the responses:
   
  We have found the concept that works the best is the teacher's 
criteria.  Our teachers usually have a criteria for sources and very often it 
will say something like "can only have x number of internet sites.  x 
number must be print sources, x number should be from our databases:  
Sirs, Badgerlink, etc.  If the teacher drives it, it usually works.  We 
are starting to see our upper classmen use more of the databases than 
just Google.  Hope this helps.
________________________
   
  Our teachers require our students to get a specific number of sources 
from a database.  The will list this on their requirements sheet: 2 
magazine sources found through a database, 2 reference sources found 
through a database, etc.  That method has been very successful for us; get 
the teachers on board, and the usage will skyrocket.  

For students whose teachers don't require it, I tell them that if their 
teachers require credible sources, any item found within a database 
won't be questioned for its credibility.  Teaching the database as a 
'safe' zone for students to research within has been a successful method as 
well.  
_________________ 

   
  The all-around best results have happened with collaboration with
teachers who are requiring cites from sources in the library's
databases.  They tell students that this is a skill that every serious
researcher should develop.  Once students start using some of the high
quality sources, they become much more confident and willing to try
them on their own.

   As an intro to databases, I have worked, with long-term subs and
health teachers (they usually have mandated topics to teacher),
developing research projects that suit the interests of the kids, and
then providing printed sets of SIRS articles for the students to
choose from.  The health teacher brings the kids to the library, I get
to explain what the sources are, the teacher lays out the rubrics, and
then the kids choose the printed articles.  They work with them at
their seats and produce their own notes and/or word process their
material.  No outside sources will be allowed.  And since these health
courses are taught as a minor subject, meeting only twice a week
typically, the teachers take my offer seriously.  With little time and
effort on their part they get the required work done using interesting
and valid sources.
________________
   
  I have shown the databases to my teachers in a small training.  I have
then showed them what they can actually find on the internet.  I ask
them to make the research projects, true research and not just Internet
exploration.  I usually have most teachers require 1-5 of their sources
be from a database.  Some have made it required that on-campus or
in-class research must be with the databases and any extra time can be
used for regular internet based (Google) research.  I have heard of
other English teachers that have a check list that students have to get
signed off before they actually can start on Internet Research.  

One more thing....
When I talk about research, I talk about the difference between search
engines and search directories.   I talk about how computers and codes
look for sites in engines and that is why there are usually millions of
sites for every query.  I then talk about how directories have been
vetted by actual people.  The search directory for lii.org (Librarians
Internet Index) has been looked at by actual librarians.  You will 
never get a million hits, but the 5 or 6 you do get will be the cream of the
crop.  
_______________
   
  I've tried a mini teacher inservice about 
the databases,  had contests to encourage students to use, demonstrate the 
databases to students individually, put out brochures 
during conferences, articles in the newspaper, brochures to the 
teachers, e-mails to the teachers.  I could use some new ideas.
___________________
   
  In our district it is a district-wide policy among the librarians that when in 
the school, whether it is the computer lab or the library (I have 23 computers in 
the library) students must use the nettrekker search engine or EBSCO or 
Thomson-Gale, which we have subscriptions to.  If a student can prove to me that he 
or she has tried all of those and has not found anything, then I will let them 
google, with my supervision.  I also have specific websites that I will sometimes 
send them to, or the teacher will.
  ________________
   
  I've upped the usage of our subscription databases when whole classes are doing 
research because I can show the teachers that many entries have an MLA citation 
attached.

For instance, right now I have 10th graders in regular English class doing research 
for a paper on events/trends (politics, music, fashion, outstanding person) in an 
American decade (from the 20s to the 80s). The teacher and I decided that we wanted 
them to have 5 sources - 2 from databases, 2 from books (I recently got a bunch of 
good ones which is why we chose this idea) and 1 website. That way they have to 
make different types of citations (using our favorite citationmachine.net - thank 
you, David Warlick). Since the databases don't 'think' like Google, sometimes we 
will brainstorm in a group about other search terms to use and kids will tell each 
other that they've found an article on the other kid's topic by using such-and-such 
search term and it's item #x on the list. 

During the spring, I see almost every English class for research and the teachers 
all agree to require some database resources for their papers. (Even resource 
English classes do research in the library for a presentation or short paper each 
year, but usually we set up pathfinders for them because of reading difficulties) 

But as to getting students to use the databases for their personal searching... 
well, not much luck so far, but I keep reminding the ones who have used them 
recently for class research ...
________________________
   
  A couple of things I've done to try to stem the tide are to make the
library web page the default home page on library computers and to 
train the teachers in the use of our data bases and the problems entailed in
the use of searching resources such as Google that are often eliminated
by using our data bases.  Hopefully this will bleed over into the
instructions they give the kids when they give them research projects.
Also, since our district uses a filter which often blocks just the
content the kids want, since I'm in a small school with low student
population, when the kids have problems locating the info they need
using sources like Google, I come to their rescue by showing them how 
to locate the exact info they need using our databases and marked 
resources on a one on one basis.  Please post any hits you get since this is 
still a problem with my kids.
_____________________
   
  I teach the various databases as appropriate when the classes come in.  
With freshmen I do a worksheet to give them practice in using several 
of the databases.  We go through this worksheet as a class with the data 
projector and look at the answers together and discuss the search strategies for 
the first half of the hour.  Then they search their own topic for a report they are 
doing.  I 
noticed the first time I did this that the students finished their 
research a lot faster and all used the
databases fairly successfully.  Also, many of the English teachers 
require students to use these databases for their reports.  They require 
sources that must be a magazine, a newspaper, a reference "book" or 
article. This is the biggest help. 
_____________________
   
  I have been working hard to find the most user-friendly databases because the 
students just won't use them if they are any harder to use than Google. I think 
that is one of the key elements. If I have a hard time time finding something that 
is a good fit, then I know the kids won't use it. 
Also, I am trying to get teachers to require the use of the databases...
I also have tried to make it easy (but not too easy) for the students to get to the 
database passwords. Someone had a javascript on his website that revealed the 
passwords when you typed in the "master" password-- I thought that was a good idea. 
Good luck with this!
____________________
   
  After trying many methods, and learning that targeting the teens themselves 
doesn't work well,  I've had some success with two methods:
  1) Get teachers to require database sources—this involves "chasing teachers" and 
educating them,  something school librarians are good at.
  2) I charge 5˘ per page for all printing, but database printing is free!  I hit 
teens in their wallets. Database use is way up.
  _______________
   
    The only thing that seems to make a difference to high school students is 
success in finding what they need. If you can get your teachers to create 
assignments that are more easily completed by using the databases, then you can get 
them to use them. 
   
  Our English department does a great job by requiring the use of literary 
criticisms of a certain length and breadth.
   
  Another great use is if teachers will assign comparisons of editorial – you can 
then show them how to search newspaper databases.
   
  Look and see what your databases do best and then enlist the help of the teachers.
   
  If you have EBSCO databases and your teachers require that bibliographies be put 
in proper MLA, APA or Chicago format, students love the ease of doing this in EBSCO.
  ___________________
   
  The first thing I did was have the students do a google or yahoo search and 
answer ten questions about the tree octopus.
  Next I had the students go to Wikipedia and click on the disclaimer button and 
read what it said.
  Then I had the students do a search of anything they wanted (simple, like George 
Washington) on google or yahoo and write a proper citation for the information.
  I then had them use the paid subscription and just copy and past the citation.
   
  I then tell them the Tree Octopus is Bogus.
  (Next year will use the cloning cite)
  _________________

   
  We allow our students to print for free if they are printing from the
databases. If they print from 'out there somewhere,' we charge 10 cents 
per page.

We have slowly convinced our teachers that they need to require this 
rather than letting them search Google.

Now, if we can just work on Wikipedia!
___________________
   
  I wrote a Word document that lists all of the databases we have access to - I 
made it colorful and attractive, with a brief explanation of each database, and a 
link to each site with any login info. required. I was trying to simplify the whole 
thing and make it easier to use - sometimes I think that the perception is that 
Google, Wikipedia, etc. are easier - taking the time (5 sec.?) to login is "too 
much work." Anyway, there's a link to the Read-Only Library Database Links document 
on their desktops when they login. I set up the LCD proj. to show them the document 
and to tell them which databases will help them with that particular assignment 
before they begin research.    
  I have had varying results and to be honest, the teachers don't help too much. I 
think an easy way to control students' use of resources is to require a variety of 
resources on the bibs. I have had some success with higher-achieving classes by 
mentioning that college professors will not allow Wikipedia and that Website use is 
often limited too - I explain that each library has different resources, but that 
if they get to the point that they feel comfortable with our OPAC and our 
databases, they can transfer that to any OPAC and database use. 
   
  What amazes me is that when they come to me and I quickly am able to print out an 
article that's exactly what they need and they think it's wonderful - then why 
don't they see that the reason it's so wonderful is because I used the very 
resources that I'm trying to show them? Very frustrating. The worst experience I 
had was when a history class came in and I did a full-blown presentation - partly 
trying to teach the teacher - and when I finished the teacher announced "now go 
login to a computer and go to Ask Jeeves." 
  ______________________
   
  If you can get teachers on board with it, require that they have one or
two magazine/newspaper articles in their resources.  My students have 
to be almost forced to use what we know is best.
  ______________________
   
  We require it and check their bibliographies to make sure they used the
sources we required.
______________________
   
  I'm very pleased with myself for creating this simile for the
ENGL100 students. I've been using it for about 6 years. The students
understand and remember the image.

A search engine is like a huge dump (landfill), as big and as deep as
Lake Ontario. It is filled with trash and treasure, but it is up to us,
who are searching for the treasure, to sort through and look at
everything in order to find the valuable stuff.

On the other hand, databases are like a huge warehouse, as big and as
tall as the Empire State building, with as many floors. These floors
contain shelving for magazines, newspapers, transcripts, etc. All are in
chronological order for the past 20 or so years. You go in the front
door, pay your money, hand your topic to one of the staff of little
Yodas. They then go combing through every floor, every shelf, every
resource, and return within 30 seconds with every article and reference
to your topic.

I make sure the students know that resources in databases have already
been "vetted" and are, therefore, more reliable than many
resources available on the internet; that the internet is the "Wild Wild
West" of information. Before using this simile, I've spent time discussing
the difference between information in print and information on the internet.

HOWEVER, I make sure to remind them that all information is filtered
through our own or someone else's biases and filters. Everyone must
use multiple resources in order to evaluate the authority and veracity of
all information.
   
  Ginger Mason, Library Director and Program Area Coordinator
Bryant and Stratton College, Amherst Campus
40 Hazelwood Drive
Amherst NY 14228
716-691-0012, x217
  _________________
   
  My recent experience with honors students (maybe a breed apart) was in
stressing that articles from databases are much easier to cite because
the information is usually provided.  We use EBSCO Host and Galenet's
Student Resource Center primarily.  If your teachers are insistent 
about correct citation, that can be a selling point.  Also, the capability
that many databases have for saving searches or articles can be
attractive to students who are pressed for time.  And if all else fails
-- simple repetition of making them go there when they ask for help --
guiding them through the search and exclaiming over the wonderful
results -- time after time after tme.....Good luck!  If you get any 
good creative ideas, I hope you'll post a HIT.
  ___________________
   
  Every year I do database instruction with the
teachers. Our middle school teachers require students
to use at least one and sometimes more articles from
the databases.

I start teaching these databases in grade 2 -
sometimes even grade 1 when they are doing animal
reports and need pictures. Every year we increase
their exposure and add features to the lesson. By the
time they reach the middle grades some are quite
proficient. I try to stress that while it might take
them a few more clicks to get the info, what they get
is good, appropriate and usable. And they don't have
to write up website evaluation sheets - also required
for sites not recommended by the teacher or me.
____________________
   
    I do a presentation for the students and show them how anyone can go into 
Wikipedia, for example, and change the information.  I also do a basic random 
search on Google to show them the billions of hits that come up.  Then I do the 
same search on the databases and show them how many less hits there are that are 
RELIABLE--no second-guessing the databases' accuracy.
  ______________
   
  Here is something that works:  Convince your teachers to accept as
sources only those from a subscription database.  We do this and it
works.  Sometimes it is necessary for a student to google for
information, but they have to get permission from library staff before
the teacher will accept a 'googled' source. We tell the students that
when they are in college it is likely that they will use only peer
reviewed sources so they might as well get used to restrictions now.
Also, most subscription databases that I am familiar with include easy
citation information which is a plus for the student. 
________________
   
  Paula Roney
  Librarian
  Yorktown High School
  Arlington, VA
   

 




   
   

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