Instilling information literacy

These days however, scientific information comes in a range of digital formats, and there are numerous ways of analysing, combining, evaluating and visualising it. Yet, when someone wants to use the information, the process is often limited to the first step of information retrieval. And in most cases, even this first step is not accorded the significance it warrants: Google seems good enough, so why turn to alternatives? No-one likes to admit there’s a gap between googling and what one should do, and so there are only a few studies on how researchers actually use information.

Isn’t googling enough?

So what about leafing through and reading? How thoroughly do we still read scientific articles today? Isn’t googling and glancing at a phone display sufficient for getting hold of the information you want – and processing it? Let’s be honest – our experience shows that this selective and rudimentary use of information is often sufficient. But is sufficient really good enough?¹

Today, very few people are aware of the many ways to quickly, efficiently and effectively analyse and visualise scientific information, and how to put it to use for specific purposes. In order to exploit these opportunities, new and different skills are needed. But who should teach them?

Of course, one can take the view that researchers are responsible for their own information literacy. But should we teach ourselves these skills? In hardly any other field is development more rapid than in information technology; lifelong learning is essential – and with today’s division of labour there’s little point in everyone actively seeking out, evaluating and acquiring new technologies for themselves.

Are libraries the fourth place?

Centuries ago, libraries were places where knowledge was actively generated. Lately, however, they’ve focused more on the safekeeping of valuable holdings, and cataloguing. In today’s information society, libraries could take on a more active role again, by helping us grasp the opportunities of today’s use and analysis of information. The sociologist Ray Oldenburg stressed the necessity of a “third place”, a meeting place that creates a sense of community and is located between work (first place) and home (second place). Today, many libraries try to be this third place. But why shouldn’t modern libraries be also a “fourth place”, where our digital information society can learn essential skills and methods?

Countering the fake science crisis

The Information Center Chemistry Biology Pharmacy (ICBP) at ETH Zurich sees the communication of such skills as the core function of a library, and for several years has been focusing on scouting, evaluating and communicating information solutions relating to specific disciplines. ICBP has developed several new formats for just this purpose, such as coffee lectures (10-minute presentations on databases, tools and services that are now available at many universities), research group menu card seminars and lectures for doctoral students of chemistry, life and health sciences.

In this era of fake science and fake news, it’s paramount that we show students in the spirit of critical thinking what ultimately determines the information they obtain in a search. Why, for instance, the balance between precision and recall in information retrieval is so important. And what opportunities and risks are emerging from the changes to traditional scientific communication processes. Let’s equip our young researchers for the future!