scholarly journals Conception and understanding of PhD Students from Information Seeking and Retrieval Experience in Their Research Process: A Phenomenographic Study

2021 ◽  
Vol 37 (1) ◽  
pp. 171-196
Author(s):  
Tahereh Rigi ◽  
Mohammad Hosien Dayani ◽  
Rahmatollah Fattahi ◽  
◽  
◽  
...  
Keyword(s):  
Information Seeking ◽  
Research Process ◽  
Phenomenographic Study

scholarly journals Smart Tools for Academic Information Seeking

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Eeva Koponen ◽  
Tiia Puputti
Keyword(s):  
Academic Dishonesty ◽  
Scientific Knowledge ◽  
Information Seeking ◽  
Academic Work ◽  
Research Process ◽  
Point Of View ◽  
Extensive Reading ◽  
Systematic Information ◽  
Search Terms ◽  
Starting Point

Systematic information seeking is an essential part of academic work. Research and information seeking go hand in hand, and both need planning. In the academic world you can hardly avoid the research plan, but you probably won’t hear that much about the information seeking plan. The information seeking plan guides you through the research process from the first sparks of an idea to the last dot in the bibliography from the point of view of the often invisible process of systematic information seeking.Systematic Information Seeking Framework designed in the Jyväskylä University Library has its roots in Carol Kuhlthau's Guided Inquiry Design Process. Our model, designed for more contextual adjustability, is presented in our Library Tutorial (https://koppa.jyu.fi/avoimet/kirjasto/en/library-tutorial), an open self-study material.The process starts with “Defining the topic and finding search terms”. This stage requires extensive reading about the subject matter, understanding the basic differences between everyday knowledge and scientific knowledge and distinguishing information resources for different kinds of needs.Analysis of concepts and understanding of their contextuality are at the core of scientific knowledge. With the information seeking plan and a mind map one can work on the search terms, discover connections and construct search statements for different resources and the search strategies they require.The second section is about “Finding sources”, which students often understand as the starting point for systematic information seeking. Knowledge of the publication cultures in different disciplines guide the information seeker to the different types of sources needed.Finally, “Citing and managing references”. One of the most essential skills in all academic work is the appropriate use of scientific sources, citing and managing references correctly. As academic dishonesty hurts the whole community, academic fraud, e.g. plagiarism, is taken very seriously. Sufficient skills in seeking and managing information are the key to avoiding it.

scholarly journals Users Engage More with Interface than Materials at Welsh Newspapers Online Website

2016 ◽  
Vol 11 (3) ◽  
pp. 91
Author(s):  
Kathleen Reed
Keyword(s):  
Social Media ◽  
Information Seeking ◽  
Interface Design ◽  
Research Process ◽  
Title Page ◽  
Mobile Users ◽  
Log Analysis ◽  
User Engagement ◽  
Historical Sources ◽  
Web Log

A Review of: Gooding, P. (2016). Exploring the information behaviour of users of Welsh Newspapers Online through web log analysis. Journal of Documentation, 72(2), 232-246. doi:10.1108/JD-10-2014-0149 Objective – This study has two specific objectives: to learn about the behaviours of visitors to the Welsh Newspapers Online (WNO) website, and to explore how the identified behaviours are different from those common to information-seeking in a physical archive. Design – Analysis of Google Analytics and web server content logs. Setting – Welsh Newspapers Online website: http://newspapers.library.wales Subjects – WNO had 19,805 unique visitors from 12 March 2013 to 30 June 2013, who made 52,767 visits to the site. Methods – Gooding accessed the WNO Google Analytics account, which provided visitor numbers, user engagement by page visit and visit duration, bounce rate, and mobile and social media usage. Using anonymized processed content logs provided by the National Library of Wales, he then explored searches undertaken by users on the website; instances where users browsed, filtered, or otherwise interacted with search results; and instances where users viewed content. Main Results – Google Analytics statistics showed users of WNO demonstrate behaviour that is “deeper and more sustained than general web browsing” (p. 237). The number of visitors who only viewed one page and then left the site (bounce rate) was low, while page views and time spent on the site were higher than considered standard on general websites. Mobile users made up 11% of visits, although on average they viewed fewer pages and stayed for less time than non-mobile users. Screen size was directly correlated to the level of engagement. There were 9% of visitors referred via social media, but generally showed a low engagement rate similar to that of mobile users; the exception was users who were directed to WNO via blogging platforms. Web log analysis showed visitors most frequently accessed newspapers from the 1840s and 1850s. They viewed the title page much more frequently than any other page in the newspapers, likely reflecting that the title page is default when users access a paper via browsing. A correlation between time spent on the site and searching versus engaging with content was found: the longer a visitor was on WNO, the less time they spent searching, and the more time spent engaging with content. Still, as Gooding reports, “over half of all pageviews are dedicated to interacting with the web interface rather than the historical sources” (p. 240). Conclusion – WNO visitors spend more of their time interacting with the site’s interface than with digitized content, making it important that interface design be a high priority when designing online archives. Gooding concludes that despite a focus on interface, visitors are still engaged in a research process similar to that found in an offline archive and that “a differently remediated experience is not necessarily any less rich” (p. 242).

scholarly journals ReSt Module Using a Four-Steps Approach Based on Case Study Example and Infographic for SPPS Novice Users: Design and Development

2020 ◽  
pp. 1-7
Author(s):  
Azura Ishak ◽  
Hazura Mohamed ◽  
Rosseni Din
Keyword(s):  
Cognitive Load ◽  
Information Seeking ◽  
Cognitive Load Theory ◽  
Quantitative Data ◽  
Relevant Information ◽  
Research Process ◽  
Module Design ◽  
Load Theory ◽  
Novice Users

Using software packages to analyse quantitative data, such as SPSS, appears to be challenging amidst unskilled novice users. Studies have shown that example-based learning is an easy-to-understand method for novice, while infographic display is an effective strategy to aid the learning processes. As a result, a module with four-step approach based on case study examples and infographic called ‘ReSt’ (Research and Statistics) was developed, mainly to assist novice users in analysing quantitative data using SPSS within the actual research context. The ADWa model (amalgamation of ADDIE and Waterfall Model) was incorporated as an instructional design model for the ReSt module. The four-step approach is an innovation that depicts the flow of research process. The example-based learning was integrated into ReSt module to facilitate users in relevant information-seeking processes and to help them to concentrate on studying the problem-solving steps provided. The display of infographic information allows difficult information to be processed in a simple form to enhance the learning process. In fact, the cognitive load theory is the main foundation of the ReSt module design. It is hoped that the ReSt module would be able to serve its purpose in guiding novice users to learn quantitative data analysis using SPSS by enhancing their skills. Keywords: PSS; novice; cognitive load theory; example-based learning; infographic

How African American and Hispanic Adults Perceive the Benefits of mHealth Co-design: Multi-method Formative Research for a Health Information App (Preprint)

2020 ◽  
Author(s):  
Devlon N. Jackson ◽  
Neil Sehgal ◽  
Cynthia Baur
Keyword(s):  
African American ◽  
Health Information ◽  
Participatory Research ◽  
Health Disparity ◽  
Information Seeking ◽  
Smartphone Application ◽  
Research Process ◽  
Lessons Learned ◽  
Future Research ◽  
Hispanic Adults

UNSTRUCTURED Participatory research methods are used in several disciplines, including mHealth, and have been shown to mitigate many adverse effects when the intended beneficiaries or users are not involved in the development and testing process. These methodologies provide insights into the challenges that health disparity populations such as African Americans and Hispanics may have with mHealth app use, cultural preferences and/or needs, and health literacy, specifically when seeking health information to manage their health. This paper describes a one-year multi-method participatory research process that directly engaged English-speaking African American and bilingual/Spanish-speaking Hispanic adults in developing a prevention-focused personalized mHealth information seeking smartphone application. This paper describes 1) the participatory approach, 2) the design session process, 3) participant reported experiences of the design sessions, and 4) recommendations (or lessons learned) for future research in mHealth app design for health disparity populations.

The Octopus Project—‘I was Making Bing and Bong’: Children's Conceptions of their Own Musical Improvisations

1998 ◽  
Vol 23 (2) ◽  
pp. 13-18 ◽  
Author(s):  
Helen Dilkes
Keyword(s):  
Early Childhood ◽  
Collaborative Research ◽  
Research Process ◽  
Early Childhood Setting ◽  
Musical Play ◽  
Natural Context ◽  
Musical Knowledge ◽  
Phenomenographic Study ◽  
Shed Light ◽  
Children’S Conceptions

This article describes a phenomenographic study of children's experience of music in the natural context of an early childhood centre. Within a large collaborative research venture, The Octopus Project, children were observed improvising on musical instruments. They were interviewed later about their spontaneous musical play, and transcripts of the interviews were central in the analysis. The research process, which includes the use of video, is discussed in this article. The preliminary findings presented shed light on the wealth of informal musical knowledge children bring to the early childhood setting.

scholarly journals “It’s like stickers in your brain”: Using the Guided Inquiry Process to Support Lifelong Learning Skills in an Australian School Library

2016 ◽  
Author(s):  
Kasey L. Garrison ◽  
Lee FitzGerald
Keyword(s):  
Information Search ◽  
Information Seeking ◽  
School Library ◽  
Research Process ◽  
Search Process ◽  
Guided Inquiry ◽  
Australian School ◽  
Learning Skills ◽  
Australian Curriculum ◽  
Girls School

The Guided Inquiry Design process (GID) is a model of information seeking behaviour emphasising elements of autonomy and reflection throughout students’ research process and based on Kuhlthau’s (1989a; 2004) Information Search Process (ISP). GID is timely in the Australian context as a way to support the new Australian curriculum emphasising inquiry learning but omitting a practical framework for implementing it. This study sought to investigate the experience of students engaged in two GI research projects in Year 7 History and Geography at an independent girls’ school in an Australian urban area. Analysis of the data indicates rich and diverse interpretations of the GID process across participants. Freddo’s comment “It’s like stickers in your brain,” the title of this paper, highlights the memorability of the stages of the GI process. The girls also noted rewarding responses through their learning of the content and skills and “had fun” in this project.

Professional development of HR practitioners – a phenomenographic study

2015 ◽  
Vol 39 (3) ◽  
pp. 220-238 ◽  
Author(s):  
Moira Bailey
Keyword(s):  
Professional Development ◽  
Geographical Area ◽  
Opportunity To Learn ◽  
Research Process ◽  
Formal Learning ◽  
Structured Interviews ◽  
Content Type ◽  
The North ◽  
Specific Geographical Area ◽  
Phenomenographic Study

Purpose – The purpose of this paper is an investigation into the experiences of professional development of human resource (HR) practitioners in the North of Scotland, and the use of non-formal learning in that development. Design/methodology/approach – In-depth semi-structured interviews from a purposively selected sample of HR practitioners were conducted. Data from these interviews was analysed on a phenomenographic basis, to discover the qualitatively different ways in which HR practitioners describe, experience, understand and analyse their professional development and the use of non-formal learning in that development. Findings – What emerged from the analysis were two sets of categories of description, one for each of the phenomena. An outcome space for each of the phenomena emerged, illustrating the hierarchical relationship within each set of categories of description as well as the dimensions of variation relating to the phenomena. These outcome spaces represent the collective experience of the practitioners on the subjects of professional development and non-formal learning. Research limitations/implications – Sample size and the specific geographical area are acknowledged as limitations. Another factor which may be considered a limitation is that the author's position as an HR lecturer with a keen interest in the subject could lead to this being considered an “insider” study. All these factors are acknowledged. These have been mitigated against by the careful preparation undertaken during the research process which resulted from the author's awareness of these limitations. Originality/value – This study has given a voice to the HR practitioners in the North of Scotland with regard to their experiences and attitudes towards their professional development and the role of non-formal learning in that development. This study gives employers, other practitioners and professional bodies an opportunity to learn from the practitioners themselves as to how they can help practitioners in terms of their development.

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