The hardest part about doing anything is beginning.
To be honest, I was pretty darned terrified about the
culminating project for LIBR 285. We were supposed to come up with a research
proposal. Now there were a lot of things I knew I’d be exposed to in library
school—but a class on research methodologies? Yeah, I never anticipated that
happening. I probably should have read the program description a little closer
since it’s a REQUIRED class and all! Hah! Oh well. I did learn one thing for
sure since taking this class. I love research. I love the thrill of a good hunt
and the amazing feeling you get when you’re chasing down random questions and
find exactly what you’re looking for. What am I going to do when I get out of
library school and I lose my access to all these article databases I’ve gotten
so accustomed to digging around in?
5 years ago when I was slinging dirty diapers and scraping
baby up-chuck off my last clean shirt, I never thought I’d be here in library
school doing anything like this. Heck. I honestly didn’t think I’d ever get to
read another good book again—not until the kids started school anyway.
Anyway, I wanted to talk a little about this research
proposal I’m putting together. I started chasing down ideas about the Net or
Google Generation back in LIBR200 when I had to come up with my first big term
paper in grad school. The research on this group has been particularly
interesting to me because by right of birth, I’m a Net Gener. True, one of the
older ones to occupy this particular end of the spectrum but a Net Gener I am. It
would be nice to think that we can grow up and make a difference and not that
we're just really good video gamers who text message too much, drive too fast
and tune out the rest of the world every time we plug in to our earphones!
Image from: http://eng-jan10section1.wikispaces.com/2-D-1+Generational+Images+-+Boomers+and+Net+Generation+Collage |
I’m fascinated by the idea that there’s something special
about my generation and that we have something worth contributing to our future
generations.
I’ve used these series of projects in LIBR 285 to help me
develop my thoughts a little further on this group of kids “bathed in bits”
(Tapscott, 1998)—my group and have found that while much of the field regarding
the enigma of us Net Geners, much has already been discussed in terms of how we
learn. All this time that educators and education researchers have spent
bantering back and forth whether we’re worth all the hype, the Net Geners have
grown up and we’re all leaving the educational system to enter into the world
as contributing members of society. What’s interesting is that some of us are
coming back as teachers, child development researchers, librarians—professionals
with some sort of responsibility in relaying information so others can learn
and grow.
I’m proposing a study where we evaluate the Net Geners as
teachers and I’m putting together a proposal that feels so real I’m almost sad
to have just started thinking about it over the last few weeks. Arguments have
been made that just because we are born in the technological age, it doesn’t
guarantee that we’re tech-experts. Awareness of resources doesn’t always
guarantee proficiency. I want to look at whether or not the Net Geners are
actually contributing to the pool of resources made available by the
advancements in technology, specifically in regards to Web 2.0. Or are we
merely observers? If we really learn differently, do we in turn, teach
differently? Is there any validity to this question at all?
I pulled an all nighter putting my paper together last night
and really burned the candle at both ends with these questions running through
my mind. It was hard enough coming up with the questions… but how do I prove
any of it?
I’m fascinated with the idea of Mixed Methods research. I
like that this type of research combines the best things about purely
qualitative and quantitative research methodologies. I see this type of
research having some real value out in the field necessitating the
collaboration of various experts where you’d have a principle investigator, and
specialists in qualitative and quantitative methods in addition to probably
some statistics specialists… we’re talking big here.
Education and even library programs are getting cut
everywhere so we need to be even more innovative—more creative more resourceful
and I see a time where research and more focused areas of study will be even
more beneficial to the fields of education and information literacy than ever
before.