Information behaviour of humanities PhDs on an information literacy course

Abstract

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

Is Information-Seeking Behavior of Doctoral Students Changing?: A Review of the Literature (2010–2015)

“…As a result, and in conjunction with new funding opportunities, humanities scholars are developing new information and working practices, including the creation of more formal and systematic research collaborations, according to Bulger et al (2011). Looking more closely at humanities doctoral students, Madden (2014) claim that the information-seeking needs of humanities PhD students are particularly varied and the challenges in the first year of their doctoral studies include defining and scoping their research topic, knowing which library resources are relevant to their research, making the best use possible of the technology, etc. Wu and Chen (2014) found that science and technology graduate students were more likely to use Google Scholar than their peers in humanities and social sciences; but humanities students were more likely to search by author name, title or keywords than in any other disciplines.…”

“…Of importance here is also the fact that doctoral students rarely choose their own doctoral research topic (Horlings and Gurney 2013) and are often inhibited by their lack of confidence in their research work ; this may have significant implications in doctoral students' engagement and informationseeking behaviours in the first stages of their doctoral studies. This is echoed in Madden (2014) who reported that most students in the humanities had changed their research topic in the first months of their doctoral studies, thus making the information-seeking process even more challenging. Not only their research topic is evolving in the first year but they also need to identify the range of resources that may become useful to their research.…”

“…The important issue of the timing of library interventions during the course of doctoral studies is certainly a major factor influencing success: understanding the information-seeking behaviours during the doctoral research lifecycle may help librarians time their interventions better. According to Madden (2014), who surveyed 1 st year humanities PhD students, it is in the first months of doctoral studies that information literacy instruction -including current awareness, information management, ethics or publication -should generally take place as it fits the information search process of the majority of students. However, the author emphasises the need for flexibility in the delivery as not all doctoral students go through the different stages of the doctoral research process at the same pace.…”

Fog learning for cultivating critical thinking in information seeking process

“…The relationships between information seeking and other variables, such as gender, [36][37][38] positions and the information needs, 39-41 discipline and education level, 42-45 prior knowledge, 46 personality traits, 47,48 information literacy, 42,49 and some sort of characteristics such as anxiety, 50,51 and uncertainty 52,53 have been measured by some scholars. The relationships between information seeking and other variables, such as gender, [36][37][38] positions and the information needs, 39-41 discipline and education level, 42-45 prior knowledge, 46 personality traits, 47,48 information literacy, 42,49 and some sort of characteristics such as anxiety, 50,51 and uncertainty 52,53 have been measured by some scholars.…”

“…Information seeking and its dimensions have been analyzed and measured in different disciplines and contexts. The relationships between information seeking and other variables, such as gender, [36][37][38] positions and the information needs, [39][40][41] discipline and education level, [42][43][44][45] prior knowledge, 46 personality traits, 47,48 information literacy, 42,49 and some sort of characteristics such as anxiety, 50,51 and uncertainty 52,53 have been measured by some scholars.…”