I'm wondering how others feel about teaching MLA to first year English students. In the past in my library research class (about 70 minutes) I showed MLA, LION, and ProQuest (substitute your favorite multidisciplinary database if your institution doesn't have PQ). Now I'm thinking of killing MLA in favor of JSTOR. (I'd still keep MLA on my subject and research guides, but just not give 7 of my precious minutes to it in class.)
I'm thinking about changing things because MLA can be so frustrating because it brings back far fewer results than other databases--sometimes none with first year students' unsophisticated research topics and search strategies, and for its lack of full text. (Of course they can get much of the articles full text from other Barnard/Columbia resources, but it takes some steps.) When doing my own literature research, I check MLA, but not first. I used to tell the students that they had to search MLA because it's the discipline's standard, but I wonder if they bothered.
If I substitute JSTOR, though, which will bring back lots of quality (but not recent) results, I will just be reinforcing the students' love for a database with a search interface I find somewhat problematic. But at least I get a chance to talk about what the problems are with JSTOR.
My question is, if I make this change, am I giving students what they want in favor of what [I think] they need?
btw In case you're thinking I could do all 4, I can't. I am always running out of time as it is. I haven't timed it out, but I think my presentation usually consists of 10-15 minutes of general library info/showing various resources, 20-25 on the library catalog, 5-10 on each of three dbs, and then any seconds remaining on internet search engines (Advanced Google, Clusty, Librarians' Internet Index, A9). I'm teaching a class in half an hour, so if I remember I'll time it, and see what I really do.
What's your outline?