Individual Differences in Social Media Use for Information Seeking

Kim, Kyung-Sun; Sin, Sei‐Ching Joanna; Tsai, Tien‐I

doi:10.1016/j.acalib.2014.03.001

Cited by 125 publications

(102 citation statements)

References 51 publications

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“…The results are not unanimous, but many studies suggest that women use libraries and SNSs more frequently than men (Onwuegbuzie, Jiao, & Bostick, 2004;Sin, 2012). In contrast, men seem to use Wikipedia and Internet forums more frequently (Kim, Sin, & Tsai, 2014a;Lim & Kwon, 2010). In terms of study level, underclassmen and master's students were found to report higher levels of difficulty in finding everyday information (Sin & Kim, 2014).…”

Section: Individual Differencesmentioning

confidence: 67%

Demographic Differences in International Students' Information Source Uses and Everyday Information Seeking Challenges

Sin

2015

The Journal of Academic Librarianship

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Section: Individual Differencesmentioning

confidence: 67%

Demographic Differences in International Students' Information Source Uses and Everyday Information Seeking Challenges

Sin

2015

The Journal of Academic Librarianship

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“…The author conducted multiple analyses of the survey responses, using inferential statistics (Kim, Sin, & Tsai, 2014). Analysis of variance (ANOVA) and t-tests were used to examine any possible significant relationships between respondents' information literacy experiences and their feelings of academic integration.…”

Section: Discussionmentioning

confidence: 99%

Connecting information literacy instruction with transfer student success

Robison

2017

RSR

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Purpose This paper aims to investigate the academic library’s role in supporting transfer student success, specifically by providing information literacy (IL) instruction. This paper examines whether IL instruction contributes to a transfer student’s sense of academic integration. Design/methodology/approach The author designed and distributed a survey to incoming undergraduate transfer students at Valparaiso University, gathering information about students’ IL instruction experiences, their attitudes and their preferences for receiving information about the library at their new university. Inferential statistics were used to test correlations between IL instruction and students’ attitudes. Findings In all, 38 students completed the survey. The t-test results show significantly higher levels of confidence among those students who had participated in formal IL instruction. IL instruction is shown neither to contribute to transfer students’ sense of academic integration nor to benefit students during the transfer process. Respondents believed that transfer students do need information about their new library. They preferred small group settings or private communications for receiving this information, and the critical window is the period from when they arrive on campus through the second week of class. Practical implications This study provides guidance into librarians’ outreach efforts to transfer students, including the desirability, format and timing of this information. Originality/value This paper is the first to situate IL instruction as a factor in transfer success.

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“…Researchers have sought to identify the factors that contribute to individual differences in social media use. Prior studies have shed light on factors such as users' demographics (e.g., Kim, Sin & Tsai, 2014;Kimbrough, Guadagno, Muscanell & Dill, 2013), personalities (e.g., Blackwell, Leaman, Tramposch, Osborne & Liss, 2017;Correa, Hinsley & de Zúñiga, 2010), motivations (e.g., Lee & Ma, 2012;Oh & Syn, 2015) and system design features (e.g., McCay-Peet & Quan-Haase, 2016;Schlesinger et al, 2017). While many focused on different types of platforms (e.g., social networking sites, microblogs) or specific sites (e.g., Facebook, Twitter), little effort has been made to examine social media at a more granular level, such as particular features of social media (e.g., social feedback features such as number of likes) that individuals find useful.…”

Section: Introductionmentioning

confidence: 99%

Perceived usefulness of social media features/elements: Effects of coping style, purpose and system

Kim

2017

Proc. Assoc. Info. Sci. Tech.

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Drawing from coping and uses and gratifications theories, the study investigates how individuals' coping style, purposes and features/elements of social media interact and influence the perceived usefulness of social media elements. Over 1,000 undergraduate students in the United States participated in the study. Data are collected through an online survey. Findings and implications are discussed.

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Individual Differences in Social Media Use for Information Seeking

Cited by 125 publications

References 51 publications

Demographic Differences in International Students' Information Source Uses and Everyday Information Seeking Challenges

Demographic Differences in International Students' Information Source Uses and Everyday Information Seeking Challenges

Connecting information literacy instruction with transfer student success

Perceived usefulness of social media features/elements: Effects of coping style, purpose and system

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