I may have a tendency to beat the drum about the importance of integrating our resources and services into the teaching and learning process – and advocating user education – so that we can help students achieve important learning outcomes. That goal often seems in conflict with those who advocate that we need to make things as simple as possible to eliminate complexity for library users for fear that complexity will drive them away. “Keep it simple” is usually code for “make it more like Google.” I sometimes wonder if I’m the only one who thinks we might be shortchanging college students by making their education a series of technology sensations rather than a true learning experience.
Well, thanks to Bob Rogers, an associate professor for 34 years at Queensborough Community College in New York, I know there is someone else out there who shares my concerns. In an essay in the November 2005 issue of University Business titled “When Will They Learn“, Rogers writes:
There is a difference between entertainment and learning, between sensation and experience.Experiences change us. We see a play, climb a mountain, visit a foreign city, go to war, have a child–or struggle to reach any grasp-exceeding goal–and we are changed. Such experiences don’t need to be repeated; we are different people for having gone through them once and the change is permanent. Sensation, on the other hand, is something that merely happens to us; it’s more like a stimulus that momentarily alters our state of mind, perception, or awareness. But when that stimulus is removed, the sensation will fade. Sensations need to be constantly renewed, re-experienced, and repeated in life…Change does not occur without resistance. It requires work, sometimes sacrifice, even hardship, to achieve.
I really like this idea of experience versus sensation. Do we want to help our students learn how to conduct research? If so, we need to create a persistent change in their research behavior; that’s what learning is – a persistent change in knowlege and behavior. That change is likely to occur only as a result of coordinated user education (call it information literacy if you like) that takes place in collaboration with faculty and is integrated into the curriculum. If we choose to simply provide a “search sensation” through a smorgasbord of resources for students, and we provide no guidance nor create expectations for their use and application for learning, than it should be no surprise when we discover they begin their research at search engines and largely avoid library resources. If this trend continues it won’t be because we were too complex for students, but because we didn’t integrate ourselves and our resources into their learning experience.
What will it be? Sensations? Experiences? Which would you rather provide?