Research Proposal

Quick Gain or Slow Loss: “Google” Research by College Students
Michelle Kuecks
COMP 2000
Research Proposal
February 10, 2009

Topic/Issues for Further Contemplation:

Is Google a research tool in and of itself? What fundamental learning is lost by going straight to a search engine as opposed to making evaluative judgments? Is research a cognitive process, that certain gains in education are lost when instantaneous search engines such as Google are used? What pedagogical methods, fundamental basics, and reference-based approaches are abandoned when Google is substituted as a means of obtaining research?

Discussion:

In this study, the aim of the research will examine how students use Google when conducting research. Before going any further, the term “Google” is narrowly defined as a query of information, for academic purposes, wherein the search engine “Google” is utilized. The scope of this research does not extend past any other search engines, such as Elsevier, or Lexis-Nexis. It is the intention to discover whether pop culture and the advances in internet technology has furthered student’s researched ability or hampered it. Through this research, the information revealed will likely provide insight to whether “Google” research by college students at Nova Southeastern University short circuits basic research skills that otherwise would be obtained if a traditional “paper” research method is used in a library.

Pop culture plays a predominant role in this study. In this day and age does the library even have a chance anymore? Given the popularity of technological hand-held, computer laptop, and cell phones, can books and paper material compete? College students are at the cutting edge of technology. They want information quickly and have evolved into a need-to-know right now generation. The temptation to communicate, disseminate information, and make decisions faster than ever before has become a part of culture on American campuses. Anything is available on-line, anywhere. There is little advantage to distancing oneself from instant information. So the question remains, is the educational process diminished? Does academia reason less in the process of seeking information efficiently and speedily?

One expert in the field of library research coins the Google phenomenon as “The ‘showdown’ between humans and computers…” (Huew, 2004). Does electronic research on the web create lazy scholars? Is independent thinking is skipped over because of the ease in which the almighty search engine provides information?

This issue is worthy of inquiry for several reasons. Of central importance is the current trend in society today to obtain information on the internet on an immediate basis. Speedy access to hundreds and thousands of documents, blogs, web pages, and more is available through the use of a search engine. Today college students are able to conduct research on the web very easily through cell phones and laptop computers, this information is accessible virtually anywhere and at any time. In some cases, the research query may be just a click of a button away. Others are more case-specific, and require a series of inquiries through a search engine, before relevant information is obtained. The search engine Google has become such a pervasive part of pop culture that it has its own vernacular. To “google” something, in today’s technologically advanced society, means to use the Google search engine to conduct research on the internet. Put simply, if one needs to find out information on a particular subject, they “google” it.

Methodology:

I plan to conduct a random survey of students in the library. The research design will measure central tendency and inferential because I do not have the time nor the resources to sample the entire student body here at Nova Southeastern University. I have to estimate the sample population and conduct the surveys randomly. I have attached a sample survey that I intend to use. By conducting 50 surveys conducted throughout various times of the day, and on different days of the week, my aim is to gather data to analyze this issue.

In order to obtain inferential data, student surveys will take place on campus in the Alvin Sherman Library to obtain information on Google research methods used to complete a project. The participants will be student members of the Nova population. A sample selection process will be narrowed down so that the results are random. Sampling will be conducted at four different times of the day and a survey will be conducted on every 10th person.

My research design will be random sampling. The sampling will be stratified over a large population group so as to take a snippet of many different types of members of the Nova Southeastern University population: varying ages, genders, ethnicity, and student level. Because this is a relatively quick assignment, it will not be possible to survey a large population of students, therefore the selection process will occur in an attempt to capture statistics which are representative of the overall, diverse actual population at Nova.

Additionally, I will conduct a case study of three students and their approach to research projects. The case study will include analysis of written samples of research, a diagram or table of the Google research steps utilized, along with an interview of each of the three subjects. Results of this research design will be quantified and qualified. From a quantitative perspective, charts will be devised to illuminate the results through pie charts, bar charts, and statistical tables. In the end I will summarize the data and results using a qualitative analysis. The survey I plan to use is as follows:

Survey
1. Where do you obtain most of the research material to cite in a written assignment?

o The internet
o Go to the Library
o Other

2. If you use the internet for research purposes, what website do you usually use?
________________________________________________________
3. How do you begin conducting a research paper?

o “Google” the topic
o Google first, then go to a library resource
o Skip Google and go to the Library and ask for help
o Use an electronic database through Nova’s Library
o Other method

4. How often do you go to the library for research?

o Once a semester
o Once a week
o Somewhere between once a week and once a month
o Have not physically gone to the library except for required orientation or to attend a class

5. How much do you use the internet for research?

o 100% of the time – get all my research done here
o 75% of the time
o 50% of the time
o 25% or less

6. Do you consider internet research:

o Reliable – college professors never complain
o Sometimes reliable, have been burnt before
o Unreliable – the information is from sources that are problematic and not acceptable

References:

Bronstein, D. (2007). The Efficacy of a Web Site Evaluation Checklist as a Pedagogical Approach for Teaching Students to Critically Evaluate Internet Content. The Graduate School of Computer and Information Sciences, Nova Southeastern University Dissertation.

Helms-Park, R., Radia, P., & Stapleton, P. (2007) A preliminary assessment of Google Scholar as a source of EAP students' research materials. Internet and Higher Education, v 10, n 1. p. 65-76.

Herring, M. (2007). Fool's gold: why the Internet is no substitute for a library. Jefferson, N.C. McFarland.

Hewson, C., Yule, P., Laurent, D. & Vogel, C. (2003). Internet Research Methods: A Practical Guide for the Social and Behavioural Sciences. London, England, Sage Publications.

Huwe, T. (2004, May). Being Organic Gives Reference Librarians the Edge over Computers. Computers in Libraries, 24(5), 39-41.

Kenney, B. (2004, December). GOOGLIZERS vs. RESISTORS. Library Journal, 129(20), 44-46.

Kulper, E., Volman, M. & Terwel, J. (2008). Developing Web literacy in collaborative inquiry activities. Computers & Education, 52 (3), 668-680.

Laurence, H. & Miller, W. (2000). Academic Research on the Internet: Options for Scholars and Libraries. New York, Haworth Press.

Marcum, D B (Jan 2006). The future of cataloging.(Google case study). Library Resources & Technical Services, 50, 1. p.5(5).

Project MUSE, Pedagogy. History on the Cheap: Using the Online Archive to make Historicists Undergrads. Retrieved from web on February 19, 2009, from http://muse.jhu.edu/journals/pedagogy/toc/ped1.1.html

* * Thank you for filling out: COMP Online Library Assignment* * See Your WWW Form Submission Below * *Submitted by : (kuecks@nova.edu) on : Wednesday, February 11, 2009 at 13:48:15--------------------------------------------------------------------------- :

STUDENT AND COURSE INFO : Student name : Michelle KuecksEmail Address : kuecks@nova.eduInstructor : Dr. Mason

Topic : College Students who use Google for Research :

RESOURCE ONE :

Database used : Engineering Village

Title of periodical or book : Internet and Higher Education

Title of article: A preliminary assessment of Google Scholar as a source of EAP students' research materials

Author : Helms-Park, R., Radia, P. & Stapleton, P.

Full text available : yes Bibliography : yes

Citation from bibliography: Helms-Park, R., Radia, P., & Stapleton, P. (2007) A preliminary assessment of Google Scholar as a source of EAP students' research materials. Internet and Higher Education, v 10, n 1. p. 65-76.

RESOURCE TWO :

Database used : Academic OneFile

Title of periodical or book : Library Resources & Techincal Services

Title of article : The future of cataloging

Author : Marcum, D.

Full text available : yes Bibliography : yes

Citation from bibliography: Marcum, D B (Jan 2006). The future of cataloging.(Google case study). Library Resources & Technical Services, 50, 1. p.5(5).

RESOURCE THREE :

Database used : NovaCat

Title of periodical or book: Fool's gold: why the Internet is no substitute for a library

Title of article :

Author : Herring, M.

Full text available : no Bibliography : yes

Citation from bibliography: Herring, M. (2007). Fool's gold: why the Internet is no substitute for a library. Jefferson, N.C. McFarland.

END OF FORM : : Submit : SUBMIT FINAL FORM NOWREMOTE_HOST: 137.52.176.91REMOTE_ADDR: 137.52.176.91HTTP_USER_AGENT: Mozilla/4.0 (compatible; MSIE 7.0; Windows NT 5.1; .NET CLR 1.1.4322; .NET CLR 2.0.50727; .NET CLR 3.0.04506.30; .NET CLR 3.0.04506.648; InfoPath.2; .NET CLR 3.0.4506.2152; .NET CLR 3.5.30729)

Journal 9

1. What is the writer trying to find out more about through their research (what research question guides her work)?

I think she was attempting to compare and contrast three different perspectives of students and how they voice their opinion in class. Specifically, the values, beliefs and opinions and how they are expressed in class varies from compliant/puppet, to neutral, to radical/creative thinking. This not only showed up in the writing pieces but in the interviews.

2. How does this author collect the data she needs to answer her question?

She performed a case study and followed up with personal interviews with controlled questions. She also evaluated the writing samples from the students.

3. What sort of genres do you see your peers using as forms of “self-representation”?

I have seen a little bit of everything. In this particular class, I see some examples of very bright students who are very insightful when they orally respond to the instructor. I have not noticed any resistance in this class, but I certainly have experienced some radical behavior in other classes. I have heard remarks that are demeaning, heavily biased, and immature. For the most part though, students have respectfully and thoughtfully expressed their opinion.

Journal 10

5 Topics - I Could Research and Write On

1. Rhetoric and Composition – Why do students rely on pathos – an emotional appeal – with great frequency. How does writing assist in making the argument an emotional one?

2. English Education – In this day of the FCAT and SAT standardized testing, how does “teaching the test” translate into learning today?

3. Cultural Studies – How has text messaging effected dialogue, communication, and the many things we would never say in a face-to-face setting?

4. Discourse Analysis – What hidden motivation lies behind politicians who want their own region of the country addressed in the stimulus package?

5. Buzz words used on political platforms – are they disingenuous? For example: Change we can believe in (Obama); Solutions for America (Hillary Clinton); and Country First (McCain).

Rhetorical Analysis

Michelle Kuecks
COMP 2000
Rhetorical Analysis – First Analysis
February 5, 2009

In a recent article in The Wall Street Journal, Alan Reynolds takes aim at the proposed stimulus package: “Spending $214.5 billion to create or save 330,400 government jobs implies that taxpayers are being asked to spend $646,214 per job” (January, 2009). He then asks a rhetorical question: “Does that make sense?” His approach is pretty much guaranteed to gather a sympathetic audience because the economy has effected just about everyone. America is drowning in a sea of workers who have lost their jobs, are in foreclosure, and have no health insurance. But Reynolds’ approach avoids raw emotions. He gets right down to the business of dollars - and sense, or lack thereof. His tactic is to take a complicated issue and make it simple: the government is about to throw billions of dollars out the window. Those who so desperately need immediate help finding work are about to suffer the ultimate insult: the government will fund the stimulus package with billions of dollars, and even though money should be spent wisely on creation of new jobs, billions of dollars are about to be thrown out the window.

Even though Reynolds’ writing style lacks feeling, he is able to play on one’s emotions. He begins by grabbing hold of the reader by making an appalling analogy sure to get a rise out of anyone: it will cost over six-hundred thousand dollars to fund each job. From there, he provides a series of unemployment percentages in an attempt to solidify his position: the unemployment problem is huge, especially in certain industries. Finally, in order to fully appreciate the hypocrisy of this legislation, Reynolds calculates the percentage of billions of dollars that do not go towards job creation. The reader cannot resist having a reaction to spending billions of dollars irresponsibly. While the issue that peaks one’s attention is shameful spending, his real complaint is where the money will not go.

Current unemployment statistics cited by Reynolds paint a pretty dismal picture in our country today…but the stimulus package is even uglier. To illustrate this point, he provides a series of calculations both in percentages and dollar amounts that were relied on by the Obama administration. Reynolds complains that the figures are stale but nevertheless he appears to accept the computations as true. There is little temptation to disagree with the figures that are used because there is little explanation, and even if there was, the reader is too wrapped up in spending hundreds of thousands of dollars on each job. But this is not his strongest point. Reynolds accomplishes his goal by highlighting what the bill does not do. He presents percentages of billions of dollars that are not spent on job creation. He demonstrates his point well and leaves the reader thoroughly convinced that Congress is crazy.

Educating the public about the absurd amount of spending by the government for each job is the author’s goal. But no matter how shocking Reynolds’ figures are, the details are still sparse. Put another way, does anyone really know what is in the stimulus package? Although his “per job” or “each job” spending figures are upsetting Reynolds takes the inquiry beyond the cost. He finds fault in legislation that ignores industries that are suffering the most where job loss is the greatest. To him a more logical approach would be to fix what is broken, put taxpayer dollars where they are truly needed, and avoid overfunding stable industries.

Reynolds finds fault in providing funding to state and local government. He considers these sectors to have secure employment. While this may be true it would come as no surprise to learn that municipalities and state governments are also severely under-budgeted. But, this is overlooked by Reynolds. According to Murphy, local and state governments, still have many open jobs despite the current dismal state of the economy. His suggestion is to create more jobs in manufacturing and construction, an area plagued with the highest unemployment rates. However, on this point, Murphy loses his balance. With great bravado, he glosses over the bigger picture: a job is a job. Getting back to work is the goal, not industry selection. Spending money responsibly is a point he makes very well. But, perhaps this is not the time to criticize what types of jobs are offered but address taking positive steps to solve the problem – and do it now.

Another shortcoming with Murphy’s argument is that he advocates for funding industries where there simply is no demand. He does nothing to defend his position on funding the manufacturing and construction industries. Instead, he places all of his emphasis on the unemployment figures. By doing so, he neglects to address supply and demand. Another way of looking at it is supporting a sinking ship. The money may buy a few jobs in construction but the reality is that no one can afford to buy what the workers will build. Similarly, it is impractical to increase manufacturing jobs in an economy that has no money to buy what they assemble.

One more issue is worthy of mention. Reynolds’s method is limited to a quantitative analysis. His query is reduced to numerical expression. This is one way of solving a very complex and difficult problem. But the solutions are as pragmatic as they are varying. It would be much easier to get people back to work quickly if the country was not in a recession. While Reynolds provides a plethora of tale-telling statistics, at the end of the day he is just crunching numbers. The numbers reflect only part of the problem, and ignore the cost to humanity. By confining his argument to calculations disconnects himself from the very people he allegedly is concerned. He avoids the reality that people are suffering due to the dismal state of the economy. He is out of touch with the increased demand on social services for food stamps, housing, and health insurance. This is all part of helping people get back on their feet financially. His attitude appears harsh and unattached. The more he marries the numbers in the stimulus package the more uncaring he seems.

As a final point, one thing that is suspicious about Reynolds’ view is that he never really rejects the idea of a stimulus package as a whole. He limits his criticism quite succinctly to the dollar amount being spent, the types of jobs it will create, and amount spent on social services. But, he really never trashes the overall proposition. Herein lays a weakness. It is quite possible that there is more merit to no package at all. After all, the country is in a serious recession, the federal government is operating at a record high deficit, and employment is only one problem. There are social issues that are equally, if not more, important. At the end of the day it is possible that Americans are effectively demonstrating what the right thing is to do by cutting back on spending. Everyone is on a budget. The days of spending more than one has are over. Initially it was a struggle to cut back but people are doing it. Perhaps the government should too.

References

Reynolds, A. (2009, January 28). $646,214 Per Government Job. Spending where unemployment is already low. The Wall Street Journal. Retrieved January 29, 2009 from http://online.wsj.com/article/SB123310498020322323.html

Journal 8

What is the writer trying to find out more about through their research (what research question guides his work)?

The main question is does putting on a performance on stage as a rock star diminish being true to yourself or is it simply a form of entertainment separate and apart from an individual’s own identity.

What sort of texts or sources does the author quote from to build his argument?

He cites one website but mainly relies on books about rock stars and two journals that appear to be rock star-entertainment oriented.

In what ways do you see others around you attempting to establish their “authenticity”?

I have a number of friends that are going through a mid-life crisis of sorts. They diet, go through radical workout routines, divorce, separate, and do a number of things in an attempt to “find themselves”. It is puzzling to me why things are done in the extreme. I also don't understand why they are "searching" for themselves, why they have hit 40 and then all the sudden do not have any sense of what their identity is.