Measuring Information Searching Competence

Abstract

A taxonomy of instructional objectives for search behavior was used to develop a quiz that measures skills in three domains of search behavior (affective, cognitive, sensorimotor) at three levels of competence (basic, intermediate, advanced • ta.tements of instructional objectives for bibliographic instruction usually have included only cognitive items.1 Recent trends in instruction have recognized that teaching and learning involve the three traditional domains of human affairs: affective for feelings, and attitudes; cognitive for knowledge and reasoning; and sensorimotor for perception and action.2 There is an increasing awareness in librarianship of the advantage in considering all three domains of behavior when organizing activities for users, as exemplified at a Maryland public library . where toys in the collection are categorized according to the major areas of child development in the three domains.3 A handbook on teaching library instruction includes instructional objectives in the three domains.4 Thecategories "feelings, thoughts, and actions" are used in a study on the stages students go through in the library research process.5 A library resource workbook was revised to include exercises designed to impart skills in all three domains. 6 Similarly, our intention was to develop a balanced curriculum for information searching competence for university students, making certain that all three domains were adequately represented. TAXONOMY OF INFORMATION SEARCHING COMPETENCEFrom the behavioral perspective, searching is a threefold activity. The searcher first feels an information need or motive, then plans a seek-and-find strategy, and finally, executes it. Information needs provide the motive power for searching behavior. Planning and decision making provide the means by which a need can be fulfilled through performing an activity. This activity is goal-directed (integrated), which means that the motive or goal continuously governs the selection of steps to be executed. The goal contains a definition of what the last step ought to be. Blocks to achieving success in this ultimate step are alsd solved under the guidance of the ruling objective or goal. These distinctions represent three traditional domains of human endeavor: the affective (needs, motives), the cognitive (thoughts, images), and the sensorimotor (sensations, movements).Leon A.

The impact of mentoring and pedagogy on mitigation of library stress of undergraduate students

“…When such practices are sustained, the transformation of faculty members (FMs) into guides becomes a reality. Atkinson et al (1993) and Jakobovits and Nahl-Jakobovits (1990) when interpreted in conjunction with Shenton and Dixon (2003), the role of guides to elevate learning of students is understood. Learning is denoted by a permanent change in behaviour that results from elevation of their knowledge, making it possible for them to gauge "what needs to be done" to access a library, search and acquire a book.…”

Information skills of undergraduate business students – a comparison of UK and international students

“…Information skills were measured in three domains: affective (students' feelings towards research and information skills), cognitive and sensorimotor (skills such as recognising and interpreting information such as catalogue screens). The three-part measurement was partly based on the model of Jakobovits and Nahl- Jakobovits (1990). These authors suggest that, in order to measure information skills, it is important to consider the affective aspects as a student's negative affective position will hinder their ability to acquire cognitive and sensorimotor skills.…”

Measuring the Psychological Characteristics of Titles of Journal Articles and their Subject Headings

“…In an attempt to study the psychological characteristics of titles, three measures were devised to represent the three generally agreed upon psychological domains of behaviour, namely, the affective, the cognitive, and the sensorimotor 23,24 .…”

“…Two hundred respondents were male and female college students in their early twenties enrolled in the Psychology Major program for undergraduates in their Sophomore year (age range [21][22][23][24].…”