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Where Students Start and What They Do When They Get Stuck: A Qualitative Inquiry into Academic Information-Seeking and Help-Seeking Practices
Abstract
This study investigates two questions key to academic library resources and services: Which sources are students most likely to use to begin their academic work? Whom do students tend to consult for research assistance? In-depth interviews conducted with 15 undergraduate and graduate students were thematically analyzed through a three-step process. The findings indicate that students are most likely to consult faculty and peers for assistance and are largely unaware of librarians' roles, while they tend to begin research using library databases and do not necessarily start with Google. In addition, student use of small study groups as learning networks and reliance upon alternate sites to conduct research emerged as unanticipated themes.
... Undergraduates commonly seek help from peers, family, and instructors, often bypassing librarians, as indicated by Beisler andMedaille (2016), O'Brien andSymons (2005), Pellegrino (2012), and Thomas et al. (2017). However, Pellegrino (2012) notes that targeted interventions, such as library instruction sessions, can positively influence students to seek librarian guidance. ...
... Reflecting other studies of undergraduate students' information-seeking behaviors (e.g. Beisler and Medaille, 2016;O'Brien and Symons, 2005;Pellegrino, 2012;Thomas et al., 2017), I found that the undergraduate engineers did not engage with librarians to seek help resolving their information needs. This may indicate an opportunity for further developing relationships between the engineering programs and liaison librarians, who might be able to provide useful services. ...
Purpose
This paper explores the information needs and behaviors of undergraduate engineers.
Design/methodology/approach
The paper reports on a qualitative study employing semi-structured interviews with 18 students.
Findings
The study identified the types of information needs undergraduate engineers encounter while working on problem solving tasks and the strategies they use to resolve these needs. The findings reveal that students often encounter difficulties due to a lack of procedural knowledge rather than conceptual gaps or misunderstandings. Students look for step-by-step solutions to address their information needs and become more efficient problem-solvers. However, most instructors do not provide answers or solutions, leaving students uncertain about their progress and unable to correct their mistakes. Consequently, students seek information from their peers, including step-by-step solutions and access to previous course materials. They use file-sharing and instant messaging platforms like Google Drive and Facebook Messenger as covert means of seeking help, sharing solutions and engaging in coursework-related discussions.
Originality/value
The findings enrich the theory of information needs by delineating between conceptual and procedural information needs. These findings also underscore the significant role that classmates and friends play as sources of information. The study offers implications for conceptual development of information needs, and for instructors to provide solutions and support sharing between peers on official platforms.
... Despite these patterns in the literature, there is still much about graduate students' academic information seeking behaviour that is not well-understood, including how to support them through training opportunities or better search interface design. Many graduate students rely on informal advice from peers or guidance from their supervisor, but they do not know that they can contact a librarian for assistance or receive training on information search [11,40]. Although there is some debate about the efficacy of training methods [31,49], a recent meta-analysis by Grabowsky and Weisbrod [15] concluded that library instruction was effective at addressing some gaps in search skills. ...
... The data were collected on 5-point Likert scales, where 1 referenced high frequency and positive perceptions of success, confidence, and usefulness going to a librarian, because they are unaware that librarians can provide this support [11,40]. However, even graduate students who received formal training (either in the classroom or one-on-one with a librarian) appear to have trouble applying an appropriate search strategy for complex information seeking scenarios. ...
When searching within an academic digital library, a variety of information seeking strategies may be employed. The purpose of this study is to determine whether graduate students choose appropriate information seeking strategies for the complexity of a given search scenario and to explore among other factors that could influence their decisions. We used a survey method in which participants (n=176n=176) were asked to recall their most recent instance of an academic digital library search session that matched two given scenarios (randomly chosen from four alternatives) and, for each scenario, identify whether they employed search strategies associated with four different information seeking models. Among the search strategies, only lookup search was used in a manner that was consistent with the complexity of the search scenario. Other factors that influenced the choice of strategy were the discipline of study and the type of academic search training received. Patterns of search tool use with respect to the complexity of the search scenarios were also identified. These findings highlight that not only is it important to train graduate students on how to conduct academic digital library searches, more work is needed to train them on matching the information seeking strategies to the complexity of their search tasks and developing interfaces that guide their search process.
... Lebih dari itu perilaku pencarian informasi ditunjukkan seseorang ketika berinteraksi dengan sistem informasi yang ia kenal dan gunakan (Wilson, 2000). Perilaku ini terdiri membentuk interaksi seseorang dengan sistem baik di tingkat interaksi dengan komputer misalnya tindakan meng-klik sebuah tautan, maupun di tingkat intelektual dan mental, misalnya strategi mencari dan memilih informasi (Thomas, Tewell, & Willson, 2017). Wilson (2000) mengembangkan sebuah teori untuk memahami perilaku pencarian informasi: Gambar 1. Model Perilaku Pencarian Informasi Wilson (2000) Wilson melihat bahwa perilaku informasi merupakan proses yang berkaitan dengan pengolahan dan pemanfaatan informasi. ...
... Seperti pada yang dialami oleh informan mengenai kesulitan mereka dalam menemukan informasi, ternyata penyebab yang sering dialami yaitu keakuratan dalam menentukan keyword (Kata Kunci) dalam mencari informasi, sehingga topik dari kebutuhan informasi tersebut harus dibaca berulang-ulang, dipahami dengan seksama agar informasi yang didapatkan sesuai dengan kebutuhannya. Permasalahan penentuan kata kunci ini oleh mahasiswa ini ditemukan juga oleh Thomas et al. (2017), ini sekaligus membuktikan bahwa permasalahan ini kerap dialami oleh mahasiswa dan menjadi masalah global. ...
Penelitian ini bertujuan mengidentifikasi perilaku pencarian informasi mahasiswa jurusan Pendidikan Biologi di UIN Walisongo Semarang saat menggunakan jurnal elektronik sebagai sumber referensi ilmiah khususnya untuk penelitian. Metode yang digunakan adalah metode kualitatif dengan menggunakan wawancara semi terstruktur untuk mengumpulkan data. Wawancara melibatkan sepuluh mahasiswa UIN Walisongo Semarang. Data kemudian dianalisis menggunakan teknik thematic analysis dan menghasilkan tiga tema yang menggambarkan perilaku pencarian informasi mahasiswa dalam memanfaatkan jurnal elektronik. Tema pertama, eksplorasi informasi menceritakan strategi pencarian informasi mahasiswa dalam memenuhi kebutuhan informasinya. Tema kedua yaitu sumber informasi menunjukkan berbagai macam jurnal elektronik yang digunakan mahasiswa. Tema ketiga yaitu penggunaan jurnal elektronik yang menjelaskan pengalaman dan strategi mahasiswa dalam mengeksplorasi jurnal elektronik. Hasil penelitian ini dapat bermanfaat bagi Perpustakaan UIN Walisongo Semarang dalam mengembangkan layanan jurnal elektroniknya untuk mahasiswa, sekaligus bermanfaat bagi mahasiswa dalam membangun strategi penelusuran informasi dalam melakukan informasi ilmiah untuk keperluan studi.
... Google) et du catalogue de leur bibliothèque universitaire. Cette primauté des bases de données rejoint les résultats de l'étude de Thomas et al. (2017) où la plupart des doctorants ont déclaré que les bases de données représentaient leur principale source d'information. Cependant, l'usage aussi fréquent de moteurs de recherche comme Google chez les étudiants de notre enquête indique qu'ils semblent faire preuve d'une approche complémentaire dans leurs recherches. ...
... D'autre part, cette répartition du sentiment d'autoefficacité permet de relever un besoin de formation pour la majorité des étudiants afin d'améliorer leur utilisation des bases de données documentaires dans le cadre de leurs recherches d'information. De ce fait, maîtriser l'usage des bases de données représente une compétence-clé aux études supérieures puisqu'elles sont souvent un des premiers outils de recherche d'information employés par les étudiants (Thomas et al., 2017). De plus, même si certains étudiants amorcent leurs recherches d'information sur Google, il reste que leurs quêtes mènent souvent à des bases de données dont l'accès est rendu possible par les services électroniques de la bibliothèque de leur établissement. ...
Auteur(s). Cette oeuvre, disponible à https://doi.org/10.18162/ritpu-2019-v16n3-05, est distribuée sous licence Creative Commons Attribution 4.0 International http://creativecommons.org/licences/by/4.0/deed.fr 73 RITPU|IJTHE ritpu.org | ijthe.org Revue internationale des technologies en pédagogie universitaire International Journal of Technologies in Higher Education Résumé Cette étude aborde les pratiques de recherche d'information des étudiants aux cycles supérieurs de quatre facultés d'éducation québécoises francophones. Une enquête par questionnaire auprès de 268 étudiants à la maîtrise et au doctorat a permis de constater qu'ils réalisent majoritairement leurs recherches à domicile plutôt qu'à l'université. Ils utilisent principalement les bases de données documentaires comme outil de recherche, même si seulement le tiers d'entre eux se considèrent comme étant très à l'aise pour les utiliser. Quant aux logiciels de gestion bibliographique, ils ne sont l'apanage que d'une minorité. Nos résultats dénotent enfin que plus de la moitié des étudiants déclarent rencontrer des difficultés lors de leurs recherches d'information, notamment pour des raisons linguistiques, de rareté de l'information, de surinformation et de problèmes d'accès. Les résultats sont discutés à la lumière de la littérature, et des pistes de solution sont proposées pour améliorer les pratiques de recherche d'information des étudiants aux cycles supérieurs en éducation. Abstract This study aims to understand what are the information research practices of graduate students in four francophone educational faculties in Quebec (Canada). A questionnaire answered by 268 students doing their masters degree or their Ph.D. shows that most of them conduct their information research at home rather than at the university. They also mostly use academic databases even if only a third consider themselves to be expert users. More than half declare having difficulties when they search for information, notably for linguistic reasons, information S. Soung et G. Dumouchel Les pratiques de recherche d'information des étudiants aux cycles supérieurs en éducation 2019-Revue internationale des technologies en pédagogie universitaire, 16(3) ritpu.org 74 rarity, overload and access. Results are discussed in light of relevant literature and recommendations are made to improve information research practices by graduate students in education.
... Google) et du catalogue de leur bibliothèque universitaire. Cette primauté des bases de données rejoint les résultats de l'étude de Thomas et al. (2017) où la plupart des doctorants ont déclaré que les bases de données représentaient leur principale source d'information. Cependant, l'usage aussi fréquent de moteurs de recherche comme Google chez les étudiants de notre enquête indique qu'ils semblent faire preuve d'une approche complémentaire dans leurs recherches. ...
... D'autre part, cette répartition du sentiment d'autoefficacité permet de relever un besoin de formation pour la majorité des étudiants afin d'améliorer leur utilisation des bases de données documentaires dans le cadre de leurs recherches d'information. De ce fait, maîtriser l'usage des bases de données représente une compétence-clé aux études supérieures puisqu'elles sont souvent un des premiers outils de recherche d'information employés par les étudiants (Thomas et al., 2017). De plus, même si certains étudiants amorcent leurs recherches d'information sur Google, il reste que leurs quêtes mènent souvent à des bases de données dont l'accès est rendu possible par les services électroniques de la bibliothèque de leur établissement. ...
... The behavior of the instructor in the classroom has a direct impact on the effectiveness of the student's lessons, their attitudes toward learning methods, and ultimately the quality of their learning [32]. In a similar vein, Thomas et al. [69] in their article noted that to succeed academically, students first ask for assistance from their teachers and peers. ...
Seeking academic help has a positive impact on students’ ability to handle challenges, leading to improved academic success. As the academic landscape becomes more competitive, the importance of students seeking and using academic support is widely recognized for enhancing their learning experience and achievements. The main objective of this study is to review the prior literature that has examined the academic support provided to college students, addressing the knowledge and methods required in an academic help-seeking process. Based on a systematic literature review, this study’s data were gathered from a review of 55 documents from the 11 years between 2012 and 2022. The literature was then individually analyzed using the ATLAS.ti 22 programs. The analysis shows five central themes: (1) Defining student help-seeking; (2) Academic help-seeking and academic performance; (3) Resources of academic help-seeking; (4) Factors of academic help-seeking; (5) Academic Help Seeking Online. This study also identifies potential new directions for future research that could be useful to school administrators in developing policies to assist students with help-seeking behavior, which could have significant implications for the theoretical development and practical guidance of student help-seeking behavior.
... There are several ways in which a teacher can positively influence a student even if the teacher is not actively present in the educational process. We are talking, for example, about the appropriate structuring of educational materials, whether in terms of content or form [1]. Nevertheless, it must be said that it is not uncommon for a student to simply "get stuck" on a certain part of the educational content and not be able to continue without assistance [2]. If he is not able to get an explanation of the subject himself, a situation arises where the student is unable to continue learning and must wait for the teacher to explain the problematic topic. ...
Despite the great creators’ efforts of e-learning educational materials, it is not possible to define the content of these materials specifically for all students. Based on this, it is necessary to provide in e-learning education the possibility of a more detailed interpretation of specific parts of the educational material that may be unclear to specific students. Based on this fact, we decided to take the first step in the form of software design, which will represent a virtual assistant in teaching computer science. The role of this assistant will be the ability to answer technical questions related to the presented curriculum. From an architectural point of view, it will be a set of micro-services, each of which will serve a specific task. The prerequisite is the use of decision trees to determine a specific micro-service, which will be implemented in the form of a neural network. Main aim of this paper is to provide detail description of global software architecture for such a virtual assistant
... However, at first place, undergraduate students may have different understanding about the meaning of scholarly information itself. (Thomas, Tewell, & Willson, 2017). Such information that can be obtained from number of selected information resources, for example academic databases, library collections, and lecturers' note. ...
Students select information resources mostly influenced by their previous experiences with particular sources. This unique experience influence students' future decisions about what and how they use information resources. This qualitative study aims to explore students' preferences to different information sources when they completing assignments and research projects. We conducted semi-structure interview on 17 undergraduate students whom agreed to participate the study. Data analysis revealed that students' search for information were complex activities because it involves the following key points: scope of assignment, range and type of reference needed, students' level of knowledge (including willingness to use the available resources), databases used for information seeking, and recognized access to sources. Books and journals that were recommended by lecturers served as the main consideration in determining information source. Lecturers were considered as the main information source for academic purposes. Google and Google Scholar were the most popular databases for initial search. Students discovered the other information resource availability, such as repository, by searching using Google and Google Scholar. Students found the university repository when they followed several links shown by the search engines. Librarian can develop an education program concerning library information services and users based on the study findings. Future studies can be done on different targeted groups, such as graduate and postgraduate students, and may explore students' satisfaction towards the information they found.
... The information searching behavior presented by the participants showed their information literacy during their involvement in the student creativity program. Other studies have found that Google and academic databases [20] are the students' preference during information search; the participants indicated that they have different perspectives about information resources. However, Castillo de Mesa, Gómez-Jacinto, López Peláez, and Erro-Garcés [21] indicated that social media is used by university students not only for engaging with friends and family but also for searching information related to their study. ...
Indonesian universities have a long tradition of supporting their students in developing their innovative and creative ways of thinking during their times in university. One of the programs being continuously offered to the students is named student creativity program. It was initiated in 2001 to showcase students' creative and innovative works. This study presented undergraduate students' information literacy experience during their involvement in this program conducted by Diponegoro University, Indonesia. This research was based on the relational perspective of information literacy that emphasizes the relationship between people and information. Qualitative data were collected through semi-structured interviews with 15 undergraduate students from 8 different faculties. Thematic analysis was conducted to interpret various related aspects. Results revealed that the identified themes contributed to communities, brainstorming, and Googlization. All the themes illustrated the information literacy experience of undergraduate students as they contributed to the university creative program. This study provided new insights into students' creativity programs and information literacy as a basis for designing future research. Although the majority of studies in Indonesia have focused on the conception of information literacy from a behavioral perspective, this research offered different ways on understanding the conception of information literacy. This research would be beneficial to university libraries in terms of enhancing their information literacy programs and faculties in terms of understanding how undergraduate students interact with information during their academic activities.
... This should perhaps include peer support schemes and group work activities, as being among individuals with equal status (age, the level of study) reduces stigma (Winograd & Rust, 2014). Additionally, as some students feel more comfortable with their classmates rather than tutors, it is valuable to offer group work activities in order to encourage participation and promote the process of asking questions and, later on, academic help (Thomas et al., 2017). ...
Although communication apprehension (CA) has long been reported to hinder communication skills and academic attainment, its cumulative impact on self-stigma of academic help-seeking in a global education market has nevertheless been overlooked. The present study examined the relationship between CA and self-stigma of academic help-seeking among British university students who acquired English at different stages in their lives and its impact on achievement. Data were collected from 150 students who completed the Personal Report of Communication Apprehension (PRCA-24) and the self-stigma of academic help-seeking scale together with a demographic questionnaire. Overall, the findings showed a significant relationship between CA and self-stigma of academic help-seeking while age of English acquisition, residency status and level of study were also found to have a significant effect on the level of CA. The implications of the results are discussed within the higher education provision, pedagogy and psychological frameworks.
... In this context, Yemini and Sagie (2016) analyzed high-quality published articles and their increasing use among scholars and students through the database. Similarly, Thomas et al. (2017) explored increasing database access to high-quality literature. Besides, Walters (2017) found that students and scientists prefer soft materials that increase the citation rate and the impact of journals. ...
Purpose
Digital libraries promote and accelerate scientific research in academic institutions. The subscribed database resources of digital libraries have become an increasingly valuable asset for researchers. Database resources help generate new ideas, determine research directions and promote productive academic interaction between teachers and students in the information age. The purpose of this study is to examine the use of electronic resources by students in various databases, the research productivity of the faculty in the science network and the number of students who graduate each year.
Design/methodology/approach
This study uses a quantitative method to collect secondary data from the central database of the Higher Education Commission (HEC) for the population of 26 universities for 2 years (2015–2016). In addition to the HEC digital library, data was also collected from the Web of Science to determine the quality academic performance of faculty and researchers. Moreover, in the study, the total strength of teaching staff and doctoral faculty was extracted from the HEC website for investigation. The authors applied the Spearman’s correlation test to the secondary data using Statistical Package for Social Sciences version 25.
Findings
The correlation results of the enrolled students and the downloaded papers from various databases were statistically insignificant ( p > 0.05). However, the result showed a positive correlation ( p < 0.05) between the use of selected/known databases from a number of databases accessed by the HEC. More importantly, it turns out that the faculty’s productivity in the scientific network and the number of students who graduated from public and private universities are found to be insignificant ( p > 0.05). However, the authors found a positive correlation ( p < 0.05) between doctoral and non-doctoral faculties, which show that a significant number of non-doctoral faculties are still actively involved in teaching and research.
Originality/value
Research based on academic activities by faculties and students, performed for the first time on the basis of secondary data, will help the HEC and university management to determine the right direction and develop plans to improve academic performance and research quality.
... This leads to poor satisfaction of the information needs of the users which results in user flight, for example, by seeking alternative options to accessing information. This threatens the existence of academic libraries (Martin-Yeboah and Atuase, 2019; Salman, 2017; Thomas et al., 2017). Academic libraries therefore have to reinvent themselves to remain relevant, for example, through re-aligning their vision to the changing technological world, and user expectations (Harland, 2017), failure to which they will be obsolete and out of business (D€ uren et al., 2017). ...
Purpose
The main purpose of this study was to investigate the emerging roles of academic librarians in Kenya, with a view to determining whether they perform better as apomediaries or infomediaries. The specific objectives were to: examine the characteristics of the changing information universe in which academic librarians in Kenya currently operate; analyse the information-seeking behaviour of academic library users in the new information universe and examine the emerging roles of academic librarians in Kenya.
Design/methodology/approach
This study adopted a descriptive research design and used an online survey research technique to collect data from practising academic librarians. This study targeted senior librarians from all the 67 private and public universities in Kenya. One senior librarian per university was purposefully selected to fill the questionnaire owing to their experience and expertise. 33 out of the 67 senior librarians responded to the survey. The collected data were descriptively analysed using SPSS, and as per the study objectives.
Findings
This study established that most library users are digital independent and access library resources remotely. Nonetheless, many users still borrow and utilize print books despite the ubiquity of digital platforms. The findings revealed that academic librarians to a great extent now play the role of apomediaries, going beyond information giving to empowering their users.
Practical implications
There is need for academic librarians in Kenya to not only be aware of the characteristics of their current users but also to continuously develop professionally so as to be able to adequately cater for the needs of their clients.
Originality/value
This paper contributes to the scholarship on librarians' roles in Kenya by demonstrating that most of them are transitioning to the apomediary roles.
... Information dynamics are innately behavioral. [1] explored the research processing and study behaviors of undergraduate and graduate students. They considered the steps followed in the academic-information-seeking and help-seeking behaviors of students. ...
... For example, qualitative methods have been used to study questions of how students work with peers and ask for help, as well as students' specific encounters with research databases. 26 For this study, the student interviews led to deeper reflection about students' encounters with expertise and helped the authors become better oriented to students both within and beyond the classroom. Finally, this study has inspired the authors to be more thoughtful with their teaching, to be more aware of when students are struggling or stuck, and to develop a classroom environment which validates and supports students' experience of the research process. ...
The research process can be both overwhelming and exciting. Taking the time to listen to students can tell volumes about who students are and how they learn, questions important to the Scholarship of Teaching and Learning (SoTL). This case study examines how qualitative methods can be used within SoTL, and, in particular, how student interview studies can meaningfully inform librarians’ pedagogical practices.
... While many students choose Google as their starting point for research assignments (Bloom & Deyrup, 2015;Connaway, White, & Lanclos, 2012;Holman, 2011), Perruso (2016) found that this is not to the exclusion of library search tools and that, once familiar with library tools, students will choose from among them. Thomas, Tewell, and Willson (2017) also found that students do not necessarily start with Google. However, Google-like searching is so endemic, even when students are using more traditional library databases, that Bloom and Deyrup (2015) use the phrase "Google Dependence" to represent a behavioral pattern observed in their study participants. ...
Academic libraries offer a variety of tools for students to find information, including discovery systems and traditional library databases. This study contributes to the growing body of knowledge on student information-seeking behaviors by comparing how upper-level students majoring in Social and Behavioral Sciences use these two categories of search tools. Student search behavior and the use of search features, facets in particular, are quantified for each tool. The authors explore with statistical analyses whether these practices aid or hinder students in their search for high quality information. Qualitative data from student interviews is selectively employed to aid in explaining the results. Key findings include the differential use of search features in the discovery system versus the traditional database, and the relationships between the use of certain facets and the quality of sources chosen by students. Implications for instruction, search interface configuration, and default settings are discussed.
... With the advent of the Internet the differences between help seeking and information seeking have become blurred (Hao, Barnes, Wright, and Branch, 2017), especially since information seeking is often broadly defined as involving the use of any information system to satisfy a goal or need (Puustinen and Rouet, 2009;Wilson, 2000;Xie, 2009). Thomas, Tewell, and Willson (2017) note that some students believe that their peers hold certain 'insider knowledge' and therefore, in addition to consulting instructors or lecturers, they often prefer to consult fellow students (rather than librarians) when requesting academic help, seeking information, or locating research assistance. In a post-secondary context, Price (2018, p. 206) provides a definition of information seeking as 'any question posed about the library, an assignment, the university, or the community that the Information Desk staff would answer'. ...
Introduction. This research investigates the information behaviour of undergraduate students seeking academic help via anonymous posts to a university Facebook Confessions page. While Confessions pages have gained popularity in post-secondary contexts, their use for educational purposes is largely unexplored. Method. Researchers employed a mixed methods content analysis to investigate information behaviour and the thematic contents of the 2,712 confessions posted during one academic year. Analysis. Using generic qualitative strategies informed by constructivist grounded theory, as well as quantitative descriptive statistical procedures, researchers found that 708 (26.1%) of these confessions supported various student-student learning exchanges. Results. Qualitative analysis demonstrated that students use Facebook Confessions to inform their undergraduate learning and support their academic experience through four main types of information behaviour: help seeking, advice giving, information seeking, and moderating behaviours. Quantitative analysis of the distribution and frequency of these types illustrated a range of information needs during particular times of the academic year. Conclusions. While Facebook Confessions can enable rich peer-to-peer academic help seeking and other information behaviour, those in official post-secondary education roles should use caution when considering whether to engage in student-driven social media spaces. Recommendations include further development of students' digital literacies for social media.
... Within research on educational technologies, alignment between the affordances of social media and the premises of social constructivism are established (Dron & Anderson, 2014). This study uses definitions of help and information seeking (Thomas, Tewell, & Willson, 2017) in congruence with established digital literacy frameworks, since Bawden (2008) notes that abilities to leverage "people networks" as sources of information, help, and advice, are a key part of developing digital literacy (p. 20). ...
Best Practitioner Paper / Prix du meilleur article par un professionnelThis research examines undergraduate students’ academic help-seeking behaviours by mining anonymous posts from a university Facebook Confessions page. From a dataset of 2,712 public posts, researchers identified 708 Confessions (26.1%) that supported student-student learning exchanges. Using a mixed methods methodology informed by a social constructivist framework, analysis of these social media interactions demonstrates that students use Confessions posts to legitimately inform their undergraduate learning and support their academic experience. Researchers conclude that Facebook Confessions can enable rich academic help-seeking and other information behaviours, and that these sites should be taken seriously by administrators, faculty, researchers, and students.Cette recherche examine les comportements académiques de recherche d'aide des étudiants de premier cycle en procédant à l’extraction de publications anonymes sur une page Facebook de confessions à l’université. À partir d'un jeu de données de 2 712 publications publiques, les chercheurs ont identifié 709 confessions (26,1%) qui étaient en faveur des échanges entre étudiants visant l’entraide dans les apprentissages. En utilisant une méthodologie de méthodes mixtes guidée par un cadre socioconstructiviste, l'analyse de ces interactions sur les médias sociaux démontre que les étudiants utilisent les confessions pour guider légitimement leur apprentissage de premier cycle et soutenir leur expérience académique. Les chercheurs en tirent la conclusion que les confessions Facebook peuvent permettre une recherche d’aide universitaire approfondie et d'autres comportements informationnels, et que ces sites devraient être pris au sérieux par les administrateurs, les professeurs, les chercheurs et les étudiants.
... Past studies have addressed information literacy skills as well as information seeking behavior of students in various disciplines. The results of past studies (Daqing, Dan, Zhen, Anna, & Kim Thien, 2012;O'Carroll, Westby, Dooley, & Gordon, 2015;Thomas, Tewell, & Willson, 2017) showed that students use internet and, in particular, search engines and scholar databases, to locate credible information items that meets their information needs. Further examination of information literacy skills in students indicated that students need to advance their skills in using search tools and in the formulation of search strategies. ...
Objectives: This study aimed to investigate search tools and strategies of PhD students to access required information. Methods: Semi-structured interviews with pharmacy Ph.D. students in Tabriz University of Medical Sciences were conducted. We used MaxQDA software to analyze the content of the interviews. Results: Scopus and Google Scholar were the most popular search tools used by participants. These databases were also recognized as the most common starting points for searches among participants. Participants’ search strategies were categorized into two themes (search tools and search strategies) and six subthemes which include: search start up tools, search tools used, reasons to use, keyword selection and modification, type of search and field searching. Conclusion: Google Scholar has become a serious alternative for specialized databases such as Web of Science, Pubmed and Scopus. The results of this study would be benefit for policy makers and information suppliers in academic settings.
... Apart from their peers, students most frequently approach their professors. Explanations and speculations for this are numerous, notably including familiarity, perceived efficiency, and assumed subject-matter expertise (Thomas et al., 2017;. Therefore, it is critical that librarians develop relationships and collaborate with teaching faculty to reach students. ...
... There are twenty four vital information of academic information system. They were formerly defined based on [16] up to [25] with detailed description and definition. The list of information is demonstrated clearly in Table 1 with reference for each information. ...
The result of expert justification has a strong effect in prioritizing parameters. However, common methods still deliver a subjective/personal soul in technical justification. The study proposed a fuzzy logic based justification approach to reduce partial value of parameters. Its consequence is subjectivity feeling is able to be avoided scientifically. To implement the purported approach, twenty four academic information were operated. Conclusively, prioritized academic information were produced.
... One student talked with the professor before or after class: "If there was ever a theory that I was confused on, … he [would walk] me through what to do … about the problem until I understood why." Other studies have also found that students often turn to their professor for help before or instead of librarians, typically because of the relationship they already have established (Head & Eisenberg, 2009;Miller & Murillo, 2011;Thomas, Tewell, & Willson, 2017). ...
Effectively integrating the ACRL Framework for Information Literacy into existing instructional models requires that librarians first understand the host of challenges that many first-year students encounter when conducting research for the first time. This study employs qualitative analysis of semi-structured student interviews to explore how students conceive of and pursue the research process, and how they try to mitigate—and in some cases surmount—the roadblocks they encounter. Although students reported several difficulties, three main roadblocks arose: challenges with understanding academic articles, challenges with the topic/theme of the course, and challenges with navigating the physical space of the library. Our findings demonstrate how students employ a variety of strategies to overcome these obstacles. We engage scholarship on information literacy and the Framework, which elucidates how honoring the affective domain of learning in designing instruction could steer students towards more successful research strategies.
... Mole and Obidike (2016) point out that technology-based complex environments require customer-centric services to efficiently use electronic information on the database. In this regard, Thomas et al. (2017) find that students often look for guidance towards professors and sometimes to librarians. It observed that a large number of students are unaware of the role of librarians. ...
Purpose
Digital library database resources have a significant impact on stimulating the research culture in higher education. The use of digital databases makes it possible to understand intellectual growth, research productivity, planning and identification of user information needs. Evaluating the effectiveness of user database resource utilization and research, the purpose of this study is to assist management in developing an excellent academic policy.
Design/methodology/approach
This study establishes a quantitative method to analyze the productivity of academic research using digital databases. The secondary data extracted from the databases of 52 universities provided by Higher Education Commission (HEC) and the literature published on the Institute of Scientific Information (ISI) Web of Science. The statistical technique simple linear regression was used to analyze the data for understanding the impact of independent variables the “digital databases” on the dependent variable “research productivity”.
Findings
The result of the coefficient of multiple determination, R -squared, R ² 0.679, indicated 67 per cent impact of the predictor on the outcome variable. However, the standardized coefficient Beta 0.824 revealed 82 per cent impact of the individual predictor on the outcome variable. Overall, the result of linear regression showed a significant effect of independent variables on the dependent variable. Besides, the result of correlation and the strength of association between the database resources and the academic publication was significant ( p < 0.005).
Practical implications
This research work is a supportive tool for managing gaps and promoting the development of necessary measures to develop strategies and solutions to create a better academic environment. The ultimate use of standard database resources can foster higher academic research to develop innovative ideas and improve researchers’ cognitive abilities.
Originality/value
From Pakistan’s point of view, this study is the first one that gives insight into the intellectual growth of young researchers in higher education. The study provides first-hand information on the use of database resources and their significant impact on the productivity of academic research.
... It is distressingly common for students to not understand how reference librarians can help, so students ask elsewhere or not at all (Head & Eisenberg, 2009). A recent qualitative study of how college students responded to being stuck in their research processes also found that few students were aware of librarians' role and purpose (Thomas, Tewell, & Willson, 2017). Beisler and Medaille (2016) did an innovative study of college students' help-seeking behaviors using drawings of research processes and concluded: ...
Academic librarians are well aware that many students who could use help do not ask for it. Reluctance to ask for help can be due to students’ goals and motivations, social and interpersonal influences, personal characteristics, and the learning environment. To overcome reluctance to ask for help, a person needs motivation, opportunity, and permission to ask. Research findings on academic help-seeking behaviors are summarized and recommendations are given for how to encourage students to ask librarians for help.
... Within research on educational technologies, alignment between the affordances of social media and the premises of social constructivism are established (Dron & Anderson, 2014). This study uses definitions of help and information seeking (Thomas, Tewell, & Willson, 2017) in congruence with established digital literacy frameworks, since Bawden (2008) notes that abilities to leverage "people networks" as sources of information, help, and advice, are a key part of developing digital literacy (p. 20). ...
This research examines undergraduate students' academic help-seeking behaviours by mining anonymous posts from a university Facebook Confessions page. From a dataset of 2,712 public posts, researchers identified 708 Confessions (26.1%) that supported student-student learning exchanges. Using a mixed methods methodology informed by a social constructivist framework, analysis of these social media interactions demonstrates that students use Confessions posts to legitimately inform their undergraduate learning and support their academic experience. Researchers conclude that Facebook Confessions can enable rich academic help-seeking and other information behaviours, and that these sites should be taken seriously by administrators, faculty, researchers, and students.
... Students will often start with using Google or Wikipedia, which use natural language searching, although they will eventually transition to academic library content. However, this is thought to be usually contingent on the time, place and need of students (Thomas, Tewell & Willson 2017). In the RMIT Vietnam context, however, placing AAL and DLSG into the LMS strengthens the ability to be accessible online 24/7, with curated digital content where students need it, and allows them to choose to serve themselves when they need it. ...
This paper describes the benefits and issues encountered through repositioning digital library services into the course assessment area or folder of a University Learning Management System (LMS). Impacts on indicators of digital literacy, digital inclusiveness and cultural barriers to seeking library support were examined.
Part of the Library strategy includes action to embed online resources into the LMS and to support Academics to replace hard-copy texts with digital learning resources. Key informant interviews with student-users showed that the LMS assessment folder was an area that had high saliency, visibility and content awareness amongst students relative to other LMS digital locations. This finding suggested that this area would be the best candidate location for a digital access point to library resources.
A significant barrier to the implementation of library-related content in the LMS assessment area was a perception held by LMS system technology administrators that content of the LMS assessment area should be exclusively controlled by teacher-academic users. Eventually, the need to maximise contribution of enhanced utilization of library resources to the attainment of student success outcomes overcame issues related to traditional perceptions of system territory ownership, and the digital library resources were relocated.
The relocation comprised reviewing the literature related to student support in an LMS environment. In 2016 the library trialled placing Digital Library Subject Guide into each assessment folder of all 135 subject courses in the LMS. At the end 2016 the library added the digital chat service ‘Ask a Librarian’ (AAL) into 11 courses that had had the highest access on their digital library subject guides. After reviewing the 2016 impact data it was decided that in Semester 1 of 2017 all courses would have the AAL chat widget embedded into all assessments. This coincided with the removal of all prescribed hard copy textbooks from all courses.
The impact of these changes were assessed by systems usage statistics, key informant interviews and student survey indicators. In the first semester of 2017 the AAL chat usage increased by 300% from the previous year. The Digital Library Subject Guides access in several courses rose over 150%. Library digital services awareness continues to go from strength to strength. Students have responded with overall higher satisfaction for library services and increased engagement with digital library content and service.
For Australian university libraries with diverse South East Asian student cohorts the notion of fear of ‘loss of face’ can be difficult to comprehend from a Western perspective. The ability of the library to be able to provide a digital presence where a student can ask a question anonymously from home or on campus can reduce this cultural barrier to assistance seeking. As a result more complex questions can be asked by students of the librarians, students feel more satisfied with their library engagement and digital literacy skills are enriched. This ensures the library value proposition to the university is also strengthened, and contribution to student success outcomes is realised.
Cilj. Cilj je dobiti dublji uvid u fenomen pružanja pomoći studentima u traženju informacija iz perspektive studenata kao knjižničnih korisnika koji se knjižničarima obraćaju za pomoć pri obavljanju zadataka određenih nastavom koji zahtijevaju traženje i korištenje informacija. Pristup/metodologija. Prikazani su rezultati istraživanja provedenog metodom polustrukturiranog intervjua s 20 studenata prijediplomskih i diplomskih studija s pet hrvatskih sveučilišta. Fokus je na fenomenu pomoći u traženju informacija koji se promatra iz studentske perspektive koristeći primarno fenomenografiju kao istraživački pristup. Osim studentskog doživljaja pomoći u traženju informacija, istražuje se studentska perspektiva važnosti procesa traženja, očekivanja od pomoći knjižničara te poteškoće s kojima se studenti susreću pri traženju informacija. Navedene perspektive čine kontekst koji je važan za razumijevanje fenomena pomoći u procesu traženja informacija. Rezultati. Rezultati istraživanja pokazali su da studenti prepoznaju važnost procesa traženja informacija te smatraju da tražeći informacije usvajaju nova znanja i vještine. Od knjižničara očekuju širok spektar pomoći – od pomoći vezane za izvore (upućivanje na izvore i relevantne radove) do pomoći vezane uz sam proces traženja informacija (poučavanje i savjetovanje pri traženju informacija). Pomoć knjižničara doživljavaju kao: (1) potporu u traženju, (2) otkrivanje (korisnih) radova, (3) „instant“ pomoć u traženju i (4) olakšavanje traženja. U radu se, nakon uvida u teorijska polazišta, predstavljaju dobivene kategorije percepcija i doživljaja studenata. Praktična primjena. Sadržaj ovoga članka može pomoći knjižničarima u razumijevanju i pružanju pomoći studentima u traženju informacija, kao i planiranju razvoja informacijskih usluga u sveučilišnim i drugim visokoškolskim knjižnicama. Originalnost/vrijednost. Ovo istraživanje donosi uvid u percepcije i očekivanja studenata od pomoći knjižničara u procesu traženja informacija i načina doživljaja takve pomoći, koje u kontekstu hrvatskih visokoškolskih i sveučilišnoj knjižnica nije dosad provedeno. Kategorije dobivene ovim istraživanjem otvaraju prostor za daljnje proučavanje studentskih perspektiva fenomena pomoći knjižničara u procesu traženja informacija, kao i općenito usluga pružanja pomoći studentima u procesu traženja informacija kao dijela akademskog obrazovnog procesa. Rad je nastao na temelju doktorskog rada Dore Rubinić koji je napisan pod naslovom „Pružanje pomoći studentima u procesu traženja informacija: Modaliteti sudjelovanja knjižničara“ pod mentorskim vodstvom prof. dr. sc. Ivanke Stričević. Disertacija je obranjena na Sveučilištu u Zadru 2021. godine.
The urgency of doing complements the urgency of knowing. Urgency here is not the inconsequential injunction of irrational immediacy. It arises in various contexts for good reasons, when there is a threat to the human existence and harms to others. Today, our knowledge based civilization is at risk both by new production models of knowledge and by the shamelessness of knowledge delinquents, exposing the greatest number to important risks. Swiftly, the editors respond to the diagnostic by setting up a reference tool for academic integrity. Across multiple dialogues between the twenty-five chapters and five major themes, the ethical response shapes pragmatic horizons for action, on a range of disciplinary competencies: from science to international diplomacy. An interdisciplinary work indispensable for teachers, students and university researchers and administrators.
Purpose
Implementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer-assisted learning in research services and considers the impact on those providing support and those seeking assistance. A more comprehensive understanding of peer education approaches in research support services will benefit academic libraries interested in incorporating this model.
Design/methodology/approach
This article showcases case study data from the reference and instruction peer-led learning programs at California State University Fullerton's Pollak Library, incorporating library interns and student assistants trained to provide front line research support to fellow students from 2019 to 2022. Feedback was collected across the learning experience from student facilitators, patrons assisted and participating library supervisors.
Findings
Project data demonstrates that incorporating students in traditional academic library research services nurtures experiential learning and serves as an effective high-impact practice. Additionally, peer-led programs contribute to a helpful, welcoming atmosphere for library users and help connect libraries to the communities they serve.
Originality/value
Exploring survey data and student reflections, this combined study highlights advantages and implications of incorporating peer learning programs in research services in both formal and informal instruction environments. Results also reveal promising methods for recruitment, training and sustainable program development for libraries considering this approach.
The purpose of this study is to investigate the impact of implementing a peer greeter service point on increasing library use and decreasing library anxiety at a busy academic library. Researchers analyzed service point interaction data and conducted focus groups with both library student employees and students from the general student population in order to understand the impact of the peer greeter service point.
To ensure academic standards are met for athletic training curriculums, it is essential that librarians and faculty understand student research habits and information literacy instruction preferences. This article provides results from a survey of undergraduate athletic training students conducted at two universities. Athletic training students prefer information literacy instruction at the beginning of the semester. When seeking research assistance, students ask their classmates first, followed by friends and Google. Most students spend up to 60 minutes researching online before seeking assistance and prefer in-person communication for assistance from the library followed by email.
How does educational stage affect the way people find information? In previous research using the Digital Visitors & Residents (V&R) framework for semi-structured interviews, context was a factor in how individuals behaved. This study of 145 online, open-ended surveys examines the impact that one's V&R educational stage has on the likelihood of attending to digital and human sources across four contexts. These contexts vary according to whether the search was professional or personal and successful or struggled. The impact of educational stage differs based on context. In some contexts, people at higher educational stages are more likely to attend to digital sources and less likely to attend to human sources. In other contexts, there is no statistically significant difference (p < 0.10) among educational stages. These findings provide support for previous V&R research, while also demonstrating that online surveys can be used to supplement and balance the data collected from semi-structured interviews.
This study explores the impact of librarian-student interaction on the perception of the librarian as competent and available, using library services, and information literacy competence in small universities and colleges. A sample of 261 students attending a small liberal-arts university in central Alberta completed a 64-item questionnaire that assessed these items. Results found that librarian-student contact (whether individual consultation, responses to questions, or presentation of an information literacy session to a class) was significantly associated with (a) increased perception of librarian competence, (b) heightened impression of librarian availability, (c) increased use of library resources, and (d) the library viewed as an inviting place. Each of these four were associated with enhanced information literacy competence.
Library liaisons from three universities distributed an anonymous survey to graduate occupational therapy students to gauge preferred methods of communication when conducting research. This article discusses three findings: whom the students prefer to turn to when seeking research assistance, which methods of communication students prefer, and how long students spend searching before asking for assistance. From 193 responses, the liaisons reasoned that students prefer consulting with their peers before seeking help from librarians or faculty or instructors and they prefer assistance face-to-face. Additionally, the majority are willing to research from 30 min to one hour before seeking research help.
Attention deficit hyperactivity disorder (ADHD) is a neurobiological disorder that is characterized by inattention, hyperactivity, and impulse control problems. Students with ADHD are entering higher education at an increased rate and although there is some research on this population in higher education, library specific literature on the topic is lacking. This research is an examination of how undergraduates with ADHD use the library to perform research for academic purposes. By employing observational task and phenomenological interview methods on three undergraduates with ADHD, we can begin to form a library user profile of students with attention disorders.
The aim of this study is to show student perception of the value of library reference and consultation work in the building of information literacy skills. Using student answers to questions about library research help received in a required first year course, the authors analyzed motivations for use of librarian aid, and the types of assistance sought and that ideally could have been utilized. The authors found students primarily received librarian help with locating books, and that students often believed they would have benefited from more in-depth assistance but did not ask for it.
This article investigates ways in which student voice informed design research into information literacy instruction in a year-long graduate science education ePortfolio culminating project. Library and science education faculty partnered in a two-year project to create communities of secondary science education students, in two cohorts, who used the ACRL Framework for Information Literacy for Higher Education to support their own research and reflections into information literacy. The overarching goal was to improve the course design to help science teachers develop their professional competencies in information literacy to conduct research to support their practice as teachers. Examination of students’ responses to research experiences enabled faculty to improve the students’ information literacy experience from one year to another. Findings show that students became more familiar with ways to use the ACRL Framework to interrogate their own and their colleagues’ research process as they shared their own reflections on research and information literacy. We It was also found that this was fostered by shifts in when and how the ARCL Framework was introduced. Education students can benefit from knowledge of an information literacy framework to impact the way that they conduct their own professional research, work with students on research projects, and participate in scholarly conversations.
Purpose
The purpose of this paper is to illustrate why libraries should develop instructional plans to further integrate Web-scale discovery services into the academy, as well as propose a three-fold delivery plan to achieve this goal.
Design/methodology/approach
This paper documents a strategy to integrate Web-scale discovery services into library training and instruction for multiple audiences. The strategy is informed by past analysis of discovery service search queries.
Findings
It presents a three-part training plan that can be applied to multiple audiences, universities/colleges and even discovery service platforms.
Practical implications
The strategies and practices detailed in this paper are easily adaptable to other institutions that currently subscribe to Web-scale discovery service products.
Originality/value
This paper introduces an innovative approach toward transforming Web-scale discovery instruction across the academy, based on search query analysis.
Usage statistics for 2015–2017 of searches and electronic resource access actions in Ex Libris Primo, a discovery layer, are compared with COUNTER databases searches, result clicks, and record views, and journal full-text article requests. Results show a decrease in COUNTER result clicks and record views in databases and journal full-text article requests and a slight increase in Primo access actions. Concurrently, searches performed in databases and Primo increase slightly which increases the ratio of searches performed to access actions taken, inferring that users may be having more difficulty locating relevant resources, or relevant resources are not available.
An imperative to develop the social experience of learning has led to the design of informal learning spaces within libraries. Yet little is known about how these spaces are used by students or how students perceive them. Field work in one such space is reported. The general private study practice of undergraduates was captured through audio diaries, while activity in the learning space was directly observed, and students provided reflective perspectives in focus groups and through spot conversations. Results suggest such spaces are popular and yet stimulate limited group work. Yet other, less intense, forms of productive collaboration did occur and a taxonomy of four such types of encounter is offered. Of particular importance to students was access to a ‘social ambience’ for study. The results encourage institutions to design for a mixed economy of student choice over learning spaces and to consider modes of encouraging diversity in their use.
Purpose
– This paper proposes to present preliminary findings from a larger study which examine and describe five issues of undergraduates' academic information and library behaviors: where students begin their research; how they evaluate online sources; what library resources they use; what formats they prefer for reading academic material; and specific laptop behaviors. Student perspectives on these issues and their impact on libraries and information literacy outreach and instruction are discussed.
Design/methodology/approach
– Three ethnographic methods were used to triangulate the data: tours of students' work areas in their dormitories, semi‐structured interviews, and free‐write essays about their information management systems. During October and November 2009, 41 participants were interviewed.
Findings
– Undergraduates displayed a broad diversity of behaviors that reach beyond the stereotypical lifestyles of this age group as presented in popular media. Behavioral tendencies showed more of a hybridity of high‐tech and traditional formats and tools than a rush towards total embracement of the newest gadgets and applications. Students also showed an understanding of the need to create strategies that help them to lessen the ubiquitous distractions when trying to focus on their academic tasks.
Originality/value
– Listening to students discuss their library and academic information behaviors and preferences can help librarians and educators to become more aware of their unique perspectives as one strives to create more student‐centered services and environments that incorporate the best of emerging technologies and the traditional academic library.
Findings are reported from student focus groups and a large–scale survey about how and why students (enrolled at six different U.S. colleges) use Wikipedia during the course–related research process. A majority of respondents frequently used Wikipedia for background information, but less often than they used other common resources, such as course readings and Google. Architecture, engineering, and science majors were more likely to use Wikipedia for course–related research than respondents in other majors. The findings suggest Wikipedia is used in combination with other information resources. Wikipedia meets the needs of college students because it offers a mixture of coverage, currency, convenience, and comprehensibility in a world where credibility is less of a given or an expectation from today’s students.
This paper reports findings from an exploratory study about how students majoring in humanities and social sciences use the Internet and library resources for research. Using student discussion groups, content analysis, and a student survey, our results suggest students may not be as reliant on public Internet sites as previous research has reported. Instead, students in our study used a hybrid approach for conducting course–related research. A majority of students leveraged both online and offline sources to overcome challenges with finding, selecting, and evaluating resources and gauging professors’ expectations for quality research.
Purpose
The purpose of this paper is to clarify the ways in which students seek help in libraries, and their feelings about using library enquiry services. In this way, it should bring practical benefits to academic libraries seeking to design and introduce new forms of reference service. The paper also aims to touch on the issue of whether anonymity offered by digital reference services is likely to make more students ask for help. A major aim of this study is to find ways to encourage those students who need help, to seek it.
Design/methodology/approach
This paper uses the results taken from 12 qualitative interviews with undergraduate students to examine these students' help‐seeking methods and their use of academic library reference services.
Findings
The study finds that the reasons for not using enquiry services were various and complex and included a lack of awareness of services, embarrassment or shyness, anxiety caused by mechanical barriers and affective barriers. The interviews revealed that shyness is more widespread than libraries might imagine and seemingly confident students can find asking for help embarrassing in some circumstances.
Originality/value
This paper focuses on students' thoughts and opinions, and it is this student‐centred approach which gives particular insight into the reasons students do not seek help. This adds to the body of qualitative research examining undergraduates' help seeking methods and provides practical advice for encouraging students to ask for help.
There have been many studies on the relationship between diabetes mellitus and presbycusis. Microangiopathy and neuropathy that's caused by chronic hyperglycemia may lead to damage to the inner ear. Several clinical studies on humans and animal studies have been performed to investigate the association between diabetes and hearing loss, however, this relationship is still a matter of debate. We investigated the association of diabetes and sensorineural hearing loss in an animal model of type-2 diabetes and obesity (the ob/ob mouse [OM]).
The auditory brainstem response (ABR) thresholds were obtained in the OM and the wild type mice (C57BL/6J mice) up to 25 weeks after birth. After the animals were sacrificed, their cochleae were retrieved and then subjected to histopathologic observations.
The OM exhibited significantly elevated ABR thresholds at 21 weeks of age, yet the C57BL/6J mice exhibited no significant change until 25 weeks of age. On the histological findings, outer hair cell degeneration and loss of spiral ganglion cells were observed in the middle and basal turns of the OM. On the contrary, no degenerative change was observed until 25 weeks of age in the C57BL/6J mice.
This study suggests that chronic hyperglycemia and obesity may lead to early sensorineural hearing loss.
This study explores undergraduate students' help seeking behavior in relation to writing papers that require research. Two hundred and twenty-two undergraduate students were asked to draw the steps that they went through when completing a recent assignment. Many students answered additional written questions about the challenges they faced in completing these assignments. Nine students were also interviewed about their processes. Thirty-six percent of students depicted getting help in their drawings, while 100% of students interviewed described getting help. Analysis revealed four primary areas of interest: (1) whom students go to for help, (2) the timing of help seeking, (3) students' needs in relation to getting help, and (4) the research and study habits of students who get help. Students most commonly received help from peers and family members, and they usually received help after they had already drafted their papers. Students rarely got help from librarians, although approximately one third described how tasks related to research were the most challenging part of completing their assignments. A number of strategies are presented for encouraging students to seek library help for research assignments.
The article seeks to answer the research question: are students who attend a library instruction session in which they are encouraged to ask for help at the library more likely to do so than students who do not attend such a session, or students who attend a session but are not encouraged to ask for help. The researcher designed a survey, the results of which did not show a statistically significant relationship between students who were encouraged by a librarian to ask for help, and students who did. The survey did, however, show a statistically significant, strong positive relationship between students who were encouraged or required by faculty to ask for assistance and students who did so. Implications of these results for library-based strategies to increase the proportion of students who obtain research help are discussed.
This study presents findings from one-on-one interviews with 21 undergraduate students at a large public research university in the southeastern United States. While the preliminary focus of the study was to be students' opinions about and use of Wikipedia as a resource for course-related research, many of the interviews evolved into discussion about the relative merits of freely-available web-based resources as compared with subscription databases. In addition to providing illuminating information about respondents' relationships with Wikipedia and Google, these interviews offered an unexpected glimpse into participants' understanding of the nature of information creation, presentation, and retrieval in the free web-based environment. Additionally, respondents provided valuable insight into the question of why some students rely heavily on library resources while others avoid visiting the physical and virtual library.
Oregon State University (OSU) researchers surveyed 3,227 undergraduate students to identify how many students use or do not use the physical and virtual OSU libraries. Most importantly, we wanted to determine the alternatives to the library that students choose for typical library activities, such as studying, research, and research assistance, and why they prefer those alternatives. Two hundred seventy five (29 percent) of the 949 respondents identified themselves as infrequent or non-users of the physical and/or virtual library. The researchers conducted focus groups with both library users and non-users, and surveyed 95 (35 percent) of the infrequent and non-users. The results suggest that students seek comfort, convenience, and quiet in extra-library and library environments; rely on knowledgeable individuals for research assistance; and conduct the majority of their research online from home.
A report of findings from 2,318 respondents to a survey carried out among college students on six campuses distributed across the U.S. in the spring of 2009, as part of Project Information Literacy. Respondents, while curious in the beginning stages of research, employed a consistent and predictable research strategy for finding information, whether they were conducting course-related or everyday life research. Almost all of the respondents turned to the same set of tried and true information resources in the initial stages of research, regardless of their information goals. Almost all students used course readings and Google first for course-related research and Google and Wikipedia for everyday life research. Most students used library resources, especially scholarly databases for course-related research and far fewer, in comparison, used library services that required interacting with librarians. The findings suggest that students conceptualize research, especially tasks associated with seeking information, as a competency learned by rote, rather than as an opportunity to learn, develop, or expand upon an information-gathering strategy which leverages the wide range of resources available to them in the digital age. Project Information Literacy Progress Report: "Lessons Learned" | December 1, 2009 | Head and Eisenberg 2 Welcome to college in the digital age. Students are entering the world of higher education at a time when the entire digital information universe is expanding at an unprecedented rate — six-fold each year. 1 This dramatic proliferation of available information coincides with young adults being asked to receive, access, evaluate and deliver more information than most have ever had to process in their lives. It is a challenging task some may never be called upon to do again at quite the same pace and level.
This study explores how undergraduates seek information across various information structures. Taking part in an interview, fifteen students of diverse backgrounds described their information seeking. The findings pointed to several issues relating to the underlying structures of information resources. Suggestions are made for structural improvements to facilitate undergraduates’ information seeking.
Systematic observation of non-computer seating areas in library and non-library spaces on an urban campus showed an important role for the library in individual and group study area choices. The study provides data on important points to consider in library design, including laptop needs and gender preferences.
The purpose of this study was to investigate where students turn for course-related assignments, whether an ordered pattern could be described in terms of which sources students turn to and how students evaluated the information they chose to use. Data were drawn from open-ended questionnaires (n = 282). Semantic network analysis was conducted using CATPAC, artificial neural network software. Results verify previous findings that students turn to the Internet before the library, but a deeper investigation revealed different preferences for study versus project-related research. Specifically, using search engines or Wikipedia was a pre-stage, rather than a final destination, for project work. Interestingly, students were relatively confident in their abilities to discern courses using the Internet. Recommendations for promoting information literacy, as well as recommendations for improving library resource use, are included.
College libraries and student culture: What we now know
- L M Duke
- A D Asher
Duke, L. M., & Asher, A. D. (2012). College libraries and student culture: What we now know.
Chicago: American Library Association.
The value of academic libraries: A comprehensive research review and report. Chicago: Association of College & Research Libraries
- M Oakleaf
Oakleaf, M. (2010). The value of academic libraries: A comprehensive research review and report. Chicago: Association of College & Research Libraries.