The school library offers many things to students; a safe haven, a treasure chest of literary gems, a place to gather and enjoy peers’ company, a source of study materials that support learning. But the library is also home to a librarian or teacher librarian who can guide the students in information seeking activities that will form habits that can carry them into, among other things in life, tertiary studies.

When the difference between a ‘distinction’ paper and a ‘high distinction’ paper may only be a hair’s breadth, correct referencing and the use of appropriate sources is a must.

A recent article written by the excellent Margaret K. Merga cites a school library’s responsibility is to guide “… students to be ethical and critical users of information” (Merga 2021 p. 607 cited in Merga 2024). This essentially requires assistance with the identification of credible sources of information as well as the skills to cite them appropriately depending on the referencing model required. Obviously, the school leaver that goes to university with a sound understanding of referencing rules and with healthy information seeking habits will have a head start on others who haven’t been allowed to develop these skills.

Insofar as information seeking behaviours are concerned, we are aware that the activity arises as a consequence of a need perceived by the information user, who is driven to satisfy that need in whatever manner possible. We also know that the average student will expedite that search most likely by accepting the first ‘solution’ that they come across. This impulsiveness will of course result in potentially poor quality or incorrect information, possibly from an inappropriate and uncredible source. The success rate of the student in achieving higher marks will be greatly impacted by whether they possess access to the best possible sources and the guidance to develop effective habits when selecting sources and information.

For anyone interested in the inspirational Margaret Merga article, it can be found at:

Merga, M. K. (2024). Understanding ‘Predatory’ Journals and Implications for Guiding Student and Client Information Seeking. Journal of Library Administration, 64(6), 682–694. https://doi.org/10.1080/01930826.2024.2371275