Improving information-seeking behavior among business majors

Long, Casey M.; Shrikhande, Milind

doi:10.1016/j.resstr.2006.12.022

Cited by 14 publications

(10 citation statements)

References 25 publications

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“…To emphasize the effect of information literacy training, Long and Shrikhand (2007), compared papers written by a control group to those who received information literacy training, and found statistically significant differences between the two groups. Graduate students were more likely to have information literacy skills and more awareness of the quality of resources.…”

Section: Disciplinary Differencesmentioning

confidence: 99%

Patterns of graduate students' information seeking behavior: a meta‐synthesis of the literature

Catalano

2013

Journal of Documentation

150

116

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Purpose -The purpose of this review is to draw out patterns of information seeking behavior of graduate students as described in the empirical research published from 1997 to the present. Design/methodology/approach -A systematic search of databases for studies on information behavior and graduate students was employed in order to retrieve studies for a systematic review. Common themes that emerged from the literature were synthesized into a discussion of behavior patterns. Additionally a study quality analysis was conducted for all retrieved studies using a critical appraisal checklist for library and information research.Findings -This review revealed that graduate students begin their research on the internet much like any other information seeker, consult their faculty advisors before other people, and use libraries in diverse ways depending on the discipline studied. Additionally differences were noted between international and home students, and doctoral and master's students. Practical implications -The findings of this review indicate that information behavior research conducted on graduate students should delineate between masters' and doctoral students. Further, the findings may inform both academic librarian and faculty practice as to how to assist students with their research by helping them to understand how students typically approach research and how other institutions address common issues with special populations, such as non-native speakers and distance learners. Originality/value -No comprehensive review of information behavior studies, encompassing only the behaviors of graduate students has been conducted to date. IntroductionGraduate students have information needs that are often very different than those of undergraduates. Their needs can be more sophisticated and complex. Understanding the information seeking behaviors of graduate students may better equip librarians, faculty, doctoral supervisors and administration to help shape those behaviors by offering appropriate and needed services and instruction.Wilson (1999) defined information behavior as "Those activities a person may engage in when identifying their own need for information, searching for information and using or transferring that information." Graduate students have described themselves as being more confident and vested in the materials that they produce as a result of their research (e.g. Vezzosi, 2009). They should know their disciplines and how to engage in the research process far more adeptly than undergraduate students. Conversely, Kuhlthau (2004; cited in Barrett, 2005) states that undergraduate students cope more than seek information.

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Section: Disciplinary Differencesmentioning

confidence: 99%

Patterns of graduate students' information seeking behavior: a meta‐synthesis of the literature

Catalano

2013

Journal of Documentation

150

116

View full text Add to dashboard Cite

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“…Many librarians use citation analysis to look at the type of resources students choose; the scholarliness of those resources; and their currency (Brophy, Fisher, & Booth, 2003;Davis, 2002;Davis & Cohen, 2001;Edzan, 2007;Gooden, 2001;Haycock, 2004;Hovde, 2000;Knight-Davis & Sung, 2008;Leiding, 2005;Mohler, 2005;Robinson & Schlegl, 2004;Shanmugam, 2009;Yu, Sullivan, & Woodall, 2005). A few studies have tried to do more subjective analyses, also looking at breadth, depth and relevancy (Beile, Boote, & Killingsworth 2003Long & Shrikhande, 2005;Tuñón & Brydges, 2005, 2006.…”

Section: Why Citation Analysis?mentioning

confidence: 99%

“…Students in Master's programs are less frequently studied, although there are some examples of including graduate students in analysis of undergraduate bibliographies (Long & Shrikhande, 2005;Sylvia, 1998). Other studies look specifically at Master's theses (Chambers & Healey, 1973;Gao, Yu, & Webster, 2007;Sexton, 2006).…”

Section: Why Citation Analysis?mentioning

confidence: 99%

“…Hovde (2000) found that undergraduates were using the databases that had been discussed during instruction sessions. Long and Shrikhande (2005) measured the quality of student bibliographies before receiving instruction and after three different instruction sessions, and noticed an improvement due to instruction. Similarly, library instruction was found to change student attitudes to library print resources (Lombardo & Miree, 2003) or inspire usage of specific materials (Yu, Sullivan, & Woodall, 2005).…”

Section: Why Citation Analysis?mentioning

confidence: 99%

See 1 more Smart Citation

Citation Analyses as a Prioritization Tool for Instruction Program Development

Bennett

Brothen

2010

Journal of Library Administration

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In the past, citation analyses have been used for collection development or to evaluate information literacy instruction effectiveness. These projects often require collaboration with subject-matter experts and are typically backward-looking measures. Citation analysis as a forward-looking planning tool for a library's instruction program is less well known. This project acts as a quantitative exploration in order to organize information literacy instruction efforts, program marketing, and the implementation of Capella University's university-wide information literacy outcome. Many problems revealed through the analyses were consistent with results from other universities and library citation analysis efforts: over-reliance on textbooks, improper online sources, lack of retrieval statements, quickly broken links, and so on. Specific instruction responses to these widespread issues are discussed. The citation analysis insights influenced both Capella's information literacy plan development cycle and a redesign effort for all guides, tutorials, and residency instruction sessions. The resulting initiatives will require myriad assessment strategies. Future assessment and research possibilities are discussed.

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“…18 In many of these studies, quality is measured by scoring the students' use of scholarly sources against a standard rubric. Long and Shrikhande used an "information literacy grading scale," 19 while Tuñón & Brydges' s rubric scored a citation on a scale of 1 to 4 for five criteria (breadth of resources, depth of understanding, level of scholarliness or "quality," currency, and relevance). 20 Middleton developed a "scholarly index" (SI), a rating the proportion of scholarly vs. nonscholarly sources utilized in the student' s bibliography.…”

mentioning

confidence: 99%