1. Students think that they use electronic resources for their studies about 85% of the time - and yet a good 30% of them can never find the e-resource that they need. Perception issues, jargon problems, something somewhere not adding up?
2. Ejournals are a 'catchall' name for all electronic resources - referencing issues here?
3. It is perfectly possible to get a good 2.1 at University without ever using online resources, and in any case, if they are not easily available via Google then I might not ever bother trying to look any further.
4. Eresources do not = Wikipedia but Wikipedia is very useful.
5. There is a real problem in that students do not know who to contact in the library, that they wish they had more help from the Library and yet when all of this is on offer to them (ie contact details and training) they fail to take it up.
How many of us chat with our students often enough that we know what it is that they don't know or they do know? What are the hooks that we are not using that will get them to us? I am not at all convinced that expanding our repertoire of ways and means of contacting students using Web 2.0 ie facebook, twitter, chat room facilities, texting, etc etc is the right way around all of this. Based on a conversation from a librarian at Warwick today I think that we haven't done enough research into what students do in terms of their regular student journeys. I still maintain that face-to-face contact is important and for all the potential ease of Web 2.0 tools to interact with people, it is often the chance face-to-face encounter and help that results in the 'best' comments about how helpful we might have been in a student's life. Our comments book at the Library has a number of comments from 3rd years in it - and yet if you analyse them they are usually to do with how we physically did something for them that made a difference. Warwick do masses of work now on analysing statistics so for example they know that on Tuesdays there are loads of Chemistry students in the Library - a fantastic bit of information that they could base their skills training times on. So for me - the challenge is how to find out, not just how the students are studying that we can help with, but how to maximise what we do offer in order to encourage the best face-to-face interactions.