Information behaviour of humanities PhDs on an information literacy course

2014 ◽  
Vol 42 (1) ◽  
pp. 90-107 ◽  
Author(s):  
Ronan Madden
Keyword(s):  
Information Literacy ◽  
Information Search ◽  
Information Seeking ◽  
First Year ◽  
Content Type ◽  
Face To Face ◽  
Information Behaviour ◽  
Literacy Course ◽  
Practical Implications

Purpose – The aim of this paper is to examine whether an information literacy course/module is an appropriate intervention during the initial months of a humanities PhD, and if there is more that can be learned from the course participants that might provide a better understanding of their information behaviour. Design/methodology/approach – A questionnaire was distributed to new humanities PhD students prior to their attending the course. A second questionnaire was distributed to those who had completed the course in full. Interviews were conducted with six participants to gain a richer understanding of how their information-seeking needs had evolved. Findings – Despite the relatively generic nature of the module, and the diversity of humanities research, the course had clear benefits for the participants. In their first year, scoping their topic and finding quality information can pose a challenge. The participants reported that the most appropriate time to attend the course is during the initial months. Some preferred to attend (or repeat) particular units later as workshops. The most valued elements were those that helped them bridge initial gaps. Face-to-face delivery is preferred. There is some potential for further one-to-one contact with librarians and additional follow-up workshops. Practical implications – This study can inform how librarians can better support PhD researchers in the humanities. Originality/value – The study is based around an established and accredited humanities PhD course that has already been adapted in various ways in terms of content and timing of delivery. Drawing on Kuhlthau's “Information Search Process”, the study seeks a deeper understanding of a specific humanities group during the initial months of their PhD research.

scholarly journals Learning information literacy through drawing

2015 ◽  
Vol 43 (1) ◽  
pp. 45-67 ◽  
Author(s):  
David James Brier ◽  
Vickery Kaye Lebbin
Keyword(s):  
Information Literacy ◽  
Teaching Method ◽  
High Tech ◽  
First Year ◽  
Library Instruction ◽  
Content Type ◽  
Face To Face ◽  
First Year Composition ◽  
Face To Face Instruction ◽  
Practical Implications

Purpose – The purpose of this paper is to explore drawing as an instructional method to teach information literacy. Design/methodology/approach – The authors describe their work using Collaborative Speed Drawing with students in a collection of information literacy workshops for students enrolled in English 100 (first-year composition). Examples of student drawings from the workshops are examined to demonstrate the benefits and problems of this teaching method. Findings – Drawing is an excellent low-tech teaching method that helps students demonstrate their competence (or ignorance) of information literacy concepts. This method enables librarians to clarify, reinforce, challenge or change the pictures in student’s heads that underpin their understandings of library instruction and information literacy. Practical implications – This article provides ideas on how to use drawing in information literacy sessions or credit courses. Many of the ideas shared can be copied, enhanced or tailored to meet the needs of diverse lessons and students taking face-to-face instruction sessions. Originality/value – This is the first paper in library literature that focuses on and promotes drawing as a teaching method. In doing so, it challenges the high-tech instruction imperative and invites librarians to explicitly consider the images behind the words and concepts used in information literacy and library instruction sessions.

scholarly journals Profiling information behaviour of nursing students: part 2: derivation of profiles

2015 ◽  
Vol 71 (1) ◽  
pp. 52-79 ◽  
Author(s):  
Peter Stokes ◽  
Christine Urquhart
Keyword(s):  
Nursing Students ◽  
Learning Style ◽  
Information Literacy ◽  
Information Search ◽  
Information Seeking ◽  
Critical Incident ◽  
Quantitative Data ◽  
Search Model ◽  
Content Type ◽  
Information Behaviour

Purpose – The purpose of this paper is to develop information behaviour profiles for nursing students, to help inform information literacy programmes. Design/methodology/approach – The methods include further analysis of quantitative findings (previously reported in part 1), together with qualitative research data collection and analysis. Critical incident type interviews with 11 students were transcribed and analysed using an interpretative categorisation method that used dendrograms for data display and analysis. From the regression analysis of the quantitative data, the micro-processes for information seeking were linked to learning styles, and then to personality traits to generate information seeking profiles. Integration of the qualitative findings led to development of a task-based information search model. Findings – The start list of seven categories for qualitative analysis (derived from a literature review) was refined (one category added, one removed, with some relabelling). The quantitative data analysis revealed seven profiles (deep adventurer, deep identifier, deep investigator, strategic all-rounder, strategic collector, surface co-ordinator, surface skimmer, each linked to a particular learning style, personality trait, and preferred information seeking micro-processes). Research limitations/implications – The data were collected at only one university and the profiles and the model need to be validated with data from other groups of nursing students. The findings on micro-processes consolidate and extend previous research. Practical implications – The profiles should inform information literacy programmes as they show that information search profiles may be more varied than assumed. The information search model extends previous task-based information search models. Originality/value – The information search profiles have not been identified previously.

scholarly journals Slogans, brands and purchase behaviour of students

2020 ◽  
Vol 21 (3) ◽  
pp. 305-317
Author(s):  
Maria Rybaczewska ◽  
Siriphat Jirapathomsakul ◽  
Yiduo Liu ◽  
Wai Tsing Chow ◽  
Mai Thanh Nguyen ◽  
...  
Keyword(s):  
Information Search ◽  
Process Model ◽  
Brand Awareness ◽  
Content Type ◽  
High Expectations ◽  
Face To Face ◽  
Willingness To Buy ◽  
Young Consumers ◽  
Post Purchase ◽  
Practical Implications

Purpose The purpose of this paper is to extend the understanding of the influence of slogans (e.g. “Dare for More”) on brand awareness and purchase behaviour of students. Design/methodology/approach Data were collected thorough 34 in-depth face-to-face interviews with university students, using the customer decision process model as an approach. Findings The authors’ research confirmed that conciseness, rhythm and jingle are key features strengthening customers’ recall and recognition, both being moderators of slogans’ power. The role and influence of slogans depend on the stage of the customer decision-making process. Key influencers remain product quality, popularity and price, but appropriate and memorable slogans enhance products’ differentiation and sale. Practical implications The authors’ findings deliver a particular justification for marketers not to promise young consumers too much through slogans, as this leads to too high expectations adversely influencing their post-purchase feelings. During the information search, slogans can create or strengthen or weaken the willingness to buy the advertised product, depending on the slogan, thus emphasising the need for care over slogan design and use. Originality/value This research expands the understanding of slogans and brand awareness from the perspective of their impact on purchase behaviour. The results revealed that the model approach to shopping behaviour does not confirm the belief that slogans influence consumers the most during the phase of Evaluation of Alternatives. Slogans provide a reference point for young consumers to decide whether they are satisfied or dissatisfied with their purchase during the post-purchase phase and provide information during the information search phase. The authors’ results add to the literature in terms of the criteria determining consumers’ recognition and recall of slogans.

Socially responsible pedagogy: critical information literacy and art

2019 ◽  
Vol 47 (3) ◽  
pp. 280-293
Author(s):  
Nicole A. Beatty ◽  
Ernesto Hernandez
Keyword(s):  
Social Justice ◽  
Information Literacy ◽  
Teaching Strategies ◽  
Visual Literacy ◽  
Theoretical Concept ◽  
Socially Responsible ◽  
Content Type ◽  
Critical Information ◽  
Literacy Course ◽  
Practical Implications

Purpose The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy. Design/methodology/approach At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course. Findings Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course. Research limitations/implications Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics. Practical implications The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes. Social implications This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations. Originality/value While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.

Skimming comprehension in two online document presentation environments

2014 ◽  
Vol 32 (3) ◽  
pp. 382-396 ◽  
Author(s):  
Nathan Lowrance ◽  
Heather Lea Moulaison
Keyword(s):  
Information Seeking ◽  
Online Reading ◽  
Information Foraging ◽  
Content Type ◽  
Software Products ◽  
Online Documentation ◽  
Seeking Behavior ◽  
Text Presentation ◽  
Practical Implications

Purpose – Readability applications are the software products designed to make online text more readable. Using information foraging theory as a framework, the purpose of this paper is to study the extent, if at all, using a readability application improves skimming comprehension in a low-clutter online environment. It also seeks to identify the perceived benefits or effects of using a readability application for skimming comprehension. Design/methodology/approach – Ten participants skimmed two articles each, one in a low-clutter online document presentation environment, the other using an online readability application, as a timed, information foraging exercise. After reading each article, respondents answered true/false comprehension questions and follow up questions. Findings – There was little difference in the comprehension of respondents after skimming in the two online documentation presentation environments. The readability environment was the preferred environment. Practical implications – This study suggests that since participants claimed to prefer the text presentation of the readability application interface, interface designers may wish to create library interfaces for information seeking that follow the readability application format. Because some of the participants found themselves reading rather than skimming when using the readability application, readability for tasks other than skimming may be enhanced. Originality/value – This is a practical study investigating an existing online readability application and its effects on an existing online reading environment as they pertain to information seeking behavior in general and to information foraging in particular.

scholarly journals Validation of information-seeking behaviour of nursing students confirms most profiles but also indicates desirable changes for information literacy support

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Stokes ◽  
Robert Priharjo ◽  
Christine Urquhart
Keyword(s):  
Nursing Students ◽  
Information Literacy ◽  
Professional Practice ◽  
Information Seeking ◽  
Self Efficacy ◽  
Internal Validity ◽  
Content Type ◽  
Information Behaviour ◽  
Literacy Support ◽  
Information Processes

PurposeThe study aims were: (1) to replicate a previous study by the first author to confirm previous findings (internal validity) and to check construct validity of previously proposed information-behaviour profiles, (2) to compare the information processes used by students in parallel with requirements of early professional practice.Design/methodology/approachA replication study used the same questionnaire, delivered online to all 175 students across three years of a BSc adult nursing degree programme on one UK university campus. The survey included questions on information seeking processes, personality, approaches to learning and self-efficacy with information literacy. The literature review examined evidence around the transition from nursing student to practitioner and the Association for College and Research Libraries (ACRL) standards for nursing information literacy.FindingsThe response rate was 86/175 (49%). The result verified findings on the most frequent information processes and association between approach to learning and information literacy self-efficacy. The personality findings differed. Combining results for both studies helped confirm most of the information-behaviour profiles. Mapping the frequent information processes against requirements of practice indicated gaps, particularly around professional networking.Research limitations/implicationsAs both studies were carried out at one higher education campus, further research to assess external validity is required.Practical implicationsInformation-behaviour profiles, plus the mapping, help librarians and tutors develop tailored information literacy support that is clinically relevant and support transition to practice.Originality/valueValidated a set of information behaviour profiles for nursing students and linked these to the requirements of professional practice.

Framing first-year writing course guides: a content analysis

2018 ◽  
Vol 46 (4) ◽  
pp. 500-512 ◽  
Author(s):  
Glenda M. Insua
Keyword(s):  
Information Literacy ◽  
Design Methodology ◽  
First Year ◽  
First Year Writing ◽  
Content Type ◽  
Research Libraries ◽  
Instructional Content ◽  
Writing Course ◽  
American Research ◽  
Practical Implications

PurposeThe purpose of this study is to determine the extent to which first-year writing course guides contain instructional content and whether the ACRL Framework for information literacy has been addressed in these guides.Design/methodology/approachFirst-year writing course guides were identified from American Research Libraries websites and examined for instructional elements. These elements were categorized using a rubric that mapped the Framework to instructional content. Qualtrics was used to organize and analyze the data.FindingsMost first-year writing course guides include instructional content, but less than half incorporate the Framework in some way. Guides that do incorporate the Framework focus on “searching as strategic exploration” and “research as inquiry”.Practical implicationsThis paper provides librarians with practical information on first-year writing guides and includes examples of how the Framework might be addressed.Originality/valueThis study contributes to the literature on research guide content and is the first to invent first-year writing course guides.

Dave Snowden on KM and big data/analytics: interview with David J. Pauleen

2017 ◽  
Vol 21 (1) ◽  
pp. 12-17 ◽  
Author(s):  
David J. Pauleen
Keyword(s):  
Big Data ◽  
Data Analytics ◽  
Big Data Analytics ◽  
Theory And Practice ◽  
Content Type ◽  
Face To Face ◽  
The Relationship ◽  
A Company ◽  
Practical Implications ◽  
Scientific Officer

Purpose Dave Snowden has been an important voice in knowledge management over the years. As the founder and chief scientific officer of Cognitive Edge, a company focused on the development of the theory and practice of social complexity, he offers informative views on the relationship between big data/analytics and KM. Design/methodology/approach A face-to-face interview was held with Dave Snowden in May 2015 in Auckland, New Zealand. Findings According to Snowden, analytics in the form of algorithms are imperfect and can only to a small extent capture the reasoning and analytical capabilities of people. For this reason, while big data/analytics can be useful, they are limited and must be used in conjunction with human knowledge and reasoning. Practical implications Snowden offers his views on big data/analytics and how they can be used effectively in real world situations in combination with human reasoning and input, for example in fields from resource management to individual health care. Originality/value Snowden is an innovative thinker. He combines knowledge and experience from many fields and offers original views and understanding of big data/analytics, knowledge and management.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

Marketing and delivering information literacy on the web, yesterday and today, from 2009 to 2012

2014 ◽  
Vol 31 (4) ◽  
pp. 10-13 ◽  
Author(s):  
Sharon Q. Yang
Keyword(s):  
Information Literacy ◽  
Web Sites ◽  
Academic Libraries ◽  
Design Methodology ◽  
Status Quo ◽  
Content Type ◽  
The Status ◽  
Practical Implications ◽  
The Web ◽  
Made In

Purpose – This study aims to ascertain the trends and changes of how academic libraries market and deliver information literacy (IL) on the web. Design/methodology/approach – The author compares the findings from two separate studies that scanned the Web sites for IL-related activities in 2009 and 2012, respectively. Findings – Academic libraries intensified their efforts to promote and deliver IL on the web between 2009 and 2012. There was a significant increase in IL-related activities on the web in the three-year period. Practical implications – The findings describe the status quo and changes in IL-related activities on the libraries’ Web sites. This information may help librarians to know what they have been doing and if there is space for improvement. Originality/value – This is the only study that spans three years in measuring the progress librarians made in marketing and delivering IL on the Web.

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