Katie Zeeb
The purpose of this paper is to discuss best practices to create or promote effective websites for student research. It will attempt to detail how websites are used for digital learning and research, particularly, how English majors are affected or influenced due to the inevitable and timely shift to digital resources and reference. Pros and cons of digital material will be discussed, while also looking at how digital literature can be incorporated into English major programs from a reader’s perspective. As scholars, we are all readers of information on the internet, but how can filtering, assessment, and community be used by students to glean appropriate information from the internet? In addition, I will discuss what I believe to be best practices and designs for websites built for readers, and how these are seen in the Frankenstein Meme website.
Upon researching this topic, there are many scholars who have examined and written about the digital vs. print preferences in student research. Groups such as the National Center for Education Statistics and Information Research spend time and energy compiling reports of student use of electronic materials for assignments. These groups recognize the transition and shift that is taking place towards digital material. The Association of Departments of English acknowledge the transition, specifically in the English Major. The traditions of print-only material is shown to be enhanced when supplemented by digital means. This is a relatively recent change, and there is still some hesitancy in digital literature studies.
In order to assess the quality of research websites or other digital information sources, one must first examine how users approach and use websites. A theory about this is Zipf’s Principle of Least Effort, which can be used to understand student’s reasoning for using, abandoning, or disregarding electronic resources and information. According to this principle, because users are more prone to go to things that they are familiar with or tools that are streamlined to operate, librarians, teachers, and web designers can anticipate that websites need to be easier to navigate. We know that it is human nature to choose the path of least resistance. This fact can be used to predict how users will look for and navigate websites, online archives, and databases. This is because if they are any more difficult than Google searching, for example, they may not use it. Unfortunately, when students follow Zipf’s Principle, it usually means that they find more superficial, and incorrect information for research, rather than taking more time and energy to find something that might be more useful.
In this age, more information available to the public than any other time in history, however, it is also the age of abbreviated information. In the culture of moving quickly, there is the idea of TLDR (Too long didn’t read). This can be seen when summaries are used to provide the concept of a longer read. In addition, news sources or how-to blogs can be seen posting an approximate reading time at the top of the article. Though this can be helpful, especially if a reader is in a hurry, it demonstrates that it is commonplace to read in a rush. We are a fast-paced society of impatient people. This is both frustrating and exciting and is a particularly interesting thing to research in students because it can affect how they learn and process information. One way to combat this need for brevity in digital research is providing a clear road map and focusing on website accessibility. This is where understanding the principle of least effort or the path of least resistance is important. It can indicate and predict how students move through a website to find information. A metaphor that comes to mind is that of low-hanging fruit. It may be easiest to gather the first piece of information you see, or the one that is the most easily accessible (The fruit at the bottom of the tree). However, deeper and more intensive research may yield better results. Just as the proverbial fruit at the top of the tree is more delicious, so is a piece of information that fits perfectly into research, even if it took a longer time to gather. Ultimately, this is a question that can be further researched using an understanding of human behavior, patience, and persistence.
Another feature of successful websites is readability. If there is too much text on a page, it could be seen as uninviting, unreadable, or not worth the read. Even if there is useful and scholarly information on a webpage, it may be skimmed if there is too much text. This is an unfortunate fact, because scholarly websites focus on providing the best and most unique points of view and information, but they could be skipped simply if it is designed poorly. One way to combat this is to incorporate pictures, or designs on a webpage. Another thing that can be done is to use indicators or keywords in the title or first paragraph in order to help navigate the reader and provide a sense of visual relief.
One theory of why impatience of ill-formatted websites occurs in students is because those who are in school usually are in the Millennial or Generation Z groups. These generations grew up using the internet and this creates an almost second nature response. This generates issues, however, because learning to research effectively and with the appropriate tools is not only learning a new skill, but it goes against something that they grew up with. One thing that can be done is to create a familiar experience for online researchers. This can be done by streamlining searching processes or adding visual ques or links to mimic Google’s intuitive response. Though teachers and librarians know logically that there is a difference between credible, scholarly information and opinion, it is possible that this is not at the forefront of student’s mind when researching. It is important to teach and provide examples of credible information in order to learn the difference between a scholarly site and one that anyone can edit.
In some studies, it has been shown that print study material is easier and more preferred by students. According to the research by Vilar and Zabujovec, students found print material easier to use for study resources and overall memorization or comprehension. This was because of the ability to highlight or underline information, diminished screen fatigue, or the convenience of bringing print materials places without the possibility of technical problems. However, this data provides room for examination into the potential benefits of online material, and how it can be used to enhance the print experience.
It is easier to see how natural sciences or communications would use digital resources over the humanities. However, I believe that English students are at a particular advantage when it comes to using electronic resources. This is because for the most part, English and literature students have the patience to read large blocks of text. For example, California State University, Fullerton requires English majors (Bachelors and Masters) to be able to read critically, analyze and interpret text, demonstrate the ability to locate credible sources, and interpret text within historical context. Traditionally, these requirements have been accomplished by reading and analyzing print materials, going to the library and finding relevant supplementary materials, and analyzing text in discussions with classmates. It can be argued that all these requirements can also be accomplished by using digital resources. For example, collective learning and peer review can be seen and utilized on sites like the Frankenstein Meme. Literary traditions can also be analyzed on this site or can be placed in historical context using the Shelley-Godwin or other digital archives, including the British Library or Cal State Fullerton’s digital archive. Additionally, students can conduct high-level research using online materials. This may be more successful by using scholarly resources, such as databases provided by the library. However, scholarly and accurate information can take many forms, including collaborative digital works by other scholars. The skills required in determining truthful, contextual, and credible information from digital sources can be utilized outside of the academic realm. In the age of “fake news” and “clickbait”, possessing skills of critical reasoning and detecting responsibly sourced materials is useful in everyday life, and eventually in careers of all fields. Digital materials can be multi-purpose by providing supplemental information, scholarly arguments, or historical context. For example, an institutional website, such as the British Library’s digital archive, is useful for students to see primary sources or photos of a text or person. This helps to position research into something more concrete and real. It also can influence deeper thought because ideas are no longer hypothetical, but are rooted in fact. While primary and secondary sources are also available in print, sometimes a researcher must travel to see them. In addition, print materials, though sometimes preferred by students, are not as immediately available as digital material. Accessing pertinent information that is quickly and easily found is a main benefit of digital resources.
It is important to reiterate that English majors, readers, and literature scholars are usually exceptions to the TLDR phenomenon. The temptation to scan a web article for ideal information is lessened due to the patience and understanding that material should be read thoroughly for value. In addition, it is also essential to take note of the communal aspect of the internet. Things are published quickly in comparison to how frequently print items are published. Additionally, the digital body of information is constantly growing due to collective intellect and ideas. This repository of knowledge is one of the key benefits to digital research and websites. It is possible that time can be saved by reading and searching for information online rather than the linear reading of physical texts. In websites, it is easy to share opinions and ideas with those around the world and possibly those with different viewpoints. This can enhance the learning experience by widening the minds of researchers. On the other hand, a keen eye and discernment must be utilized to use reliable information. This can be tricky to navigate for the novice researcher. Though the internet has a wealth of information that is at the click of the mouse, there is less scholarly content than not. It is also traditionally thought in academics to be less desirable and credible than peer reviewed sources in journals. However, one could argue that English degrees are built on opinion and the unique reading of works, which can be accomplished by sharing abstract academic ideas with others on the internet.
The shift from print to digital can be tricky. However, there are many things that can be accomplished through digital media for students. For example, in our class, we were able to see mapping, analysis, and commentary on a digital platform. Sometimes books or other texts are read and discussed, but they are only illusions and descriptions of a story. One of the ways that stories can be reinterpreted is through digital projects where collaboration happens naturally. In the age of COVID-19, students and teachers have been forced to transition to a digital reality. This opens up the door to new and creative ways of sharing ideas and expressing viewpoints. The Frankenstein Meme website has been integral in displaying the power of a shared repository. In addition to this is the Zines to the Future! site gathers statements, art, and text to give a public platform for these ideas to come to life. The community creatively contributing to sites like these is inspiring, but what makes it unique is that other scholars, who may or may not be connected to CSUF, can find it as well. Therefore, when creating these repositories, it is important to make them as easily accessible as possible. Other users may not have the context to appreciate what has been left without understanding the conventions that organized the information. This is why intertextual/inter-site links are important. Also, pictures seem to be vital in expressing the visual part of a work. They ground the works into less abstract or intellectual concepts, as opinions and dissections, but rather into concrete works that can also be purchased or borrowed. This same concept applies to digital archives. This is where original sources can be seen electronically to establish works into real life. The Shelley-Godwin archive or Bodleian Library collection hosts unique scholarship written about Mary Shelley and her literary family. Pictures of artifacts can also be found. Though these are only available to view digitally at this time, being able to see the first draft of Frankenstein or even Percy Shelley’s baby rattle, makes the authors (who sometimes seem more like myth than mortal) accessible and genuine. When I first saw Mary and Percy’s notes and changes to the Frankenstein manuscript, I was able to see that this book, which has influenced so much, took a lot of work to assemble and was told by real people. This is not to say, of course, that digital literature and projects should replace physical or traditional learning, but to emphasize that learning, interacting, and experiencing literature in a digital space can complement. This is especially true when there is a collaborative body of work, such as the Frankenstein Meme website. It can be used to share and promote new ideas. Just as Villa Diodati encouraged partnership and produced some of the most influential texts of the 19th century, so can collaborative, safe internet spaces in the 21st century. This community of scholars is represented in the Frankenstein Meme website. It is a collection of information and opinions about how Frankenstein has been adapted and shaped for 200 years. The entries are written by students and demonstrate the wealth of information that can be created in a short period of time. The entries also reflect the unique thoughts, perspectives, and opinions of the writers. This is just an example of the type of resource that can only be accessed online. It represents many different students’ ideas and can be valuable in future research.
The diversity of material on the internet may not be viewed as scholarly or significant as print material, but it offers creative and diverse opinions and outlooks. There is certainly a need for filtering of internet and digital content for correct information, but the collective aspect of information is unique. In conclusion, in this age of technology, shifts to digital material for students seems inevitable. However, we can use this change to introduce and create websites in order to fit into student’s understanding of scholarship as a whole. By adapting in this way, communities of learners that share and enhance information can be formed and the learning experience will broaden and change. The benefits of a shared repository of knowledge are tremendous and create a safe space for ideas to be shared. It is important to note the kinds of digital resources that are available to students, particularly English and literature students. Those who read and draw comparisons between works of literature can especially benefit.
Works Referenced
ADE. “A Changing Major: The Report of the 2016-17 ADE Ad Hoc Committee on the
English Major.” 2018. Association of Departments of English, ade.mla.org/content/download/98513/2276619/A-Changing-Major.pdf
Börjesson, Lisa, and Isto Huvila. “Research Outside The Academy : Professional
Knowledge-Making in the Digital Age.” Palgrave Macmillan, 2019. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=cat02305a&AN=cbu.582247&site=eds-live&scope=site.
Brinkley, Alan, et al. “Chapter 10: Using Electronic Resources for Teaching.” The
Chicago Handbook for Teachers: a Practical Guide to the College Classroom. University of Chicago Press, 2011. University Press, press.uchicago.edu/Misc/Chicago/075125.html
NCES. “Student Access to Digital Learning Resources Outside the Classroom” 2018.
National Center for Education Statistics .nces.ed.gov/pubs2017/2017098/index.asp
Lawrence, Dave, and Soheyla Tavakol. “Balanced Website Design:
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Vilar, Polona, and Zabukivec, Vlasta. “Using E-materials for Study: Students’
Perceptions vs. Perceptions of Academic Librarians and Teachers.” Information Research, vol 22, no.1, 2017. informationr.net/ir/22-1/isic/isic1619.html
Biography
Katie Zeeb is an English graduate student at California State University, Fullerton. She received her Master of Library and Information Science (MLIS) degree in 2015. Currently, she is an Electronic Resources Librarian at California Baptist University, and her professional interests include digital literacy, science fiction, and the psychology of students and teaching.