Maximising student success in research-based assignments: realising the potential of trusted digital platforms

Introduction and overview

The rise of misinformation and generative AI mean that digital resource platforms such as those from JSTOR, Gale, and Bloomsbury, are more important than ever. In this White Paper, JCS, at the forefront of digital resource provision since 2010, explains how schools can realise their potential to support student research. Such research is intrinsic to much non-exam assessment (NEA) work, such as A-Level coursework, the EPQ, IPQ, and IB. More widely, it can help cultivate the deep understanding, curiosity and critical thinking that benefit students within and beyond classrooms.

Trustworthy content, tools and guidance to aid independent learning

Research requires students to access and make use of ‘information’ ranging from topic overviews to scholarly publications to primary sources and creative works. Teachers may assume that appropriate, high-quality sources of information are freely available online; in practice, however, the open internet is increasingly characterised by paywalls, poor-quality content and misinformation.

Digital resource platforms, in contrast, provide quality-controlled information, much of it unavailable elsewhere; they also curate content and offer powerful discovery tools. Students can thus prioritise academic learning goals, rather than spending valuable time struggling to find useful resources on the open internet.

Helping students realise the value of digital resource platforms

Investing in digital resource platforms can result in educational dividends, but only if schools help students to fully realise their value.

This starts with clarifying the needs and interests of students. Schools need to know which subject(s) and topics are likely to be most important and what types of resources will be useful (e.g. high-quality art images, scholarly articles, guidance on research skills). Exam board guidance, reviews of previous lessons and student work and surveys of current student cohorts will help enormously in this respect.

Schools should use this knowledge to rigorously evaluate the characteristics and capabilities of different digital platforms before choosing which to invest in. To help schools make choices that meet their needs, JCS provides detailed information on the platforms they offer, along with free trials. Schools should ask about anything that’s not clear to them.

Students are likely to gravitate towards Google (and, increasingly, AI), so schools should help students understand the benefits of using digital resource platforms for NEA work. 

Teachers and school librarians can compare NEA requirements with the content and capabilities of digital resource platforms and the limitations and risks of the open internet and AI. Disrupting assumptions that serve as barriers to student engagement, such as the belief that all relevant resources can be found on the open internet, is essential. Ideally, students will review the platform(s) likely to be useful to their work to assess the extent of relevant content.

Digital platforms offer powerful search, discovery and curation tools to help students realise the relevance and value of online resources. Consequently, schools should teach students how to use digital platforms effectively. This will help students to realise the full benefits of them. Teaching should cover the key principles governing the platforms and how to utilise their bespoke tools. This will minimise extraneous cognitive load when students undertake independent research.

Lessons and other guidance should include visual aids and modelling (e.g.using a platform tool to find resources on a particular topic). Live demonstrations can be hugely impactful; equally, something as simple as a screenshot, suitably annotated, can be sufficient. While generic guidance from platform providers is invaluable, it is unlikely to help students translate technical skills into appropriate strategies for their own work. The same is true of guidance from universities aimed at schools. Such material is best regarded as something to build on and adapt rather than an effective substitute for guidance tailored towards the needs of particular students.

This teaching should be tailored to the specific requirements of qualifications, assignments and student work. Generic, ‘one size fits all’ approaches to teaching research skills tend to be ineffective. Students struggle to appreciate its relevance to their own needs and interests, while such teaching fails to respect the distinctive characteristics and specific pedagogies of particular subject areas. Context matters. The benefits of different types of resource and particular platform features will differ according to the subject area, topic, level of learning and assignment. The interests and requirements of EPQ or IBDP students, for example, are far more varied and extensive than those studying English. Teaching should, as far as practicable, respect and reflect these differences. 

Students are most likely to engage with digital platforms when they are easy to access, both in and out of school.

Any difficulties are likely to lead to stress and frustration, which will discourage engagement. Most platforms provide a range of options for easy access and authentication that schools should take advantage of. Authentication options include single sign on rather than usernames and passwords (insecure and easily forgotten) or IP recognition (which doesn’t facilitate access out of school). Links to platforms and specific content can be embedded in virtual learning environments and other online teaching platforms and materials, such as Teams, Google Classroom, Padlets and even Google Sheets. Eliminating or minimising points of friction will help counter the tendency of many students to fall back on tried and tested ‘solutions’, such as Google, answer forums and AI.

Conclusion

Investing in digital resource platforms from trusted providers such as JCS can bring about educational dividends – if schools systematically help students make the most of them. Impact is highest when students have easy access to high-quality content that meets their needs, understand its value and have the skills to make use of it. To ensure your school chooses the most appropriate platforms, get in touch with JCS, who will be happy to help.

About Dr Graham Gardner

Graham Gardner is a school librarian with extensive experience of helping students make the most of digital resources. He is currently EPQ Coordinator at Abingdon
School, where he also helps foster wider critical reading, research skills and disciplinary literacies through direct instruction, one-to-one guidance, collaboration with teachers, digital curation and supporting CPD. Previously he was Director of Independent Learning at St Marylebone School. He draws on knowledge and skills developed in a wide-ranging career which includes post-doctoral research, government consultancy, writing YA fiction, and bookselling.

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