How do researchers and students discover the existence of crucial research content?
Researchers, be they academic or corporate, typically use keyword searches to discover the existence of research content. Keywords and search terms are inputted into a broad mix of tools commonly including internet search engines, library catalogues and specialist subject databases. This is true of all researchers in all research environments.
Students and, to a lesser extent, academic researchers are also guided by course reading lists and tutorial advice, but these are no longer viewed as the primary way to discover research content.
The traditional ways in which libraries and academics/lecturers define the research environment for students is now being bypassed by most users. Reading lists are increasingly seen as reinforcement and a backup rather than a vital starting point.
In the past, students rarely, if at all, used informal networks of friends, family and professional contacts to help them discover research content. However, this view can and should be challenged.
Firstly, students may well be reluctant to admit to this kind of activity because, in their eyes, it appears to lack the rigour and self-reliance of other research modes.
Secondly, the advent of Web 2.0 and the explosion of social media platforms, coupled with the mass adoption of smart phones and similar products, have resulted in a significant increase in connectivity – hyper-connectivity. The World Wide Web now truly lives up to its name and peer-to-peer recommendations of research content are gathering credence and are becoming a much sought after attribute. These days, if a student does not use informal, or formal, social and professional digital networks to discover research content they are at a distinct disadvantage and deemed to be out of touch.
Of the possible keyword search engines used, somewhat unsurprisingly, Google is the dominant choice for users. More sophisticated products from Google such as Google Scholar and Google Books are increasingly being used as well.
However, the use of internet search engines does have its drawbacks and limitations, particularly when researching very niche and specific content, like food science and technology. In this situation users will employ specialist databases, yet usage must be underpinned by solid training or direction from their tutors or ‘in-house’ information professionals and librarians.
Additionally, indexing hugely affects the success of researchers finding the right results, as detailed in the following video:
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