14.5: Conclusion

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Susan Blum notes that “if we want to teach students to comply with academic norms of [research], it may be helpful to contrast their ordinary textual practices—rich, varied, intersecting, constant, ephemeral, speedy—with the slower and more careful practices required in the academy” (16). Working through the research process as we have in this chapter, we are moving away from the research process to a combination of our process, as librarians and teachers, with your process—a process that blends technological comfort and savvy with academic standards and rigor. I believe this combination makes for an intellectual, real, and honest approach for researching in the digital age. Blum comments, “By the time we punish students, we have failed. So let’s talk. These text-savvy students may surprise us” (16). Susan and Edward have done just that for me, and I hope you have learned a little from them, too.