Understanding student information behavior in relation to electronic information services: Lessons from longitudinal monitoring and evaluation, Part 2

Abstract

This second part of a two-part article establishes a model of the mediating factors that influence student information behavior concerning the electronic or digital information sources used to support learning. This part discusses the findings of the Joint Information Systems Committee User Behavior Monitoring and Evaluation Framework (1999)(2000)(2001)(2002)(2003)(2004) and development of a model that includes both the individual (micro) and organizational (macro) factors affecting student information behavior. The macro factors are information resource design, information and learning technology infrastructure, availability and constraints to access, policies and funding, and organizational leadership and culture. The micro factors are information literacy, academics' information behavior, search strategies, discipline and curriculum, support and training, and pedagogy. We conclude that the mediating factors interact in unexpected ways and that further research is needed to clarify how those interactions, particularly between the macro and micro factors, operate.

Profiling information behaviour of nursing students: part 1: quantitative findings

“…For the purpose of this article, information seeking behaviour is defined as what takes place when an individual (or group) identifies an information gap and purposefully tries to fill it; whilst information searching includes the physical acts of looking for information. Logically, studies of information seeking may include elements of searching as indicated in Wilson's (1999) nested model.From the data obtained from a longitudinal study of the use of electronic information services among academic staff and students in the UK, a model was derived of the mediating factors that influenced student use of electronic information services (in particular) (Urquhart and Rowley, 2007). This model embraced not just the factors associated with individuals but some of the contextual factors as well.…”

Profiling information behaviour of nursing students: part 2: derivation of profiles

“…Logically, studies of information seeking may include elements of searching as indicated in Wilson's (1999) nested model. Student information seeking has often been described in terms of comfort or convenience (MacDonald et al (2011); Prabha et al (2007) ; Zach (2005).Models of information seeking behaviour among students include a model of the mediating factors that influenced student use of electronic information services (in particular) (Urquhart and Rowley, 2007). The specific (micro) factors were information literacy (defined in terms of skills and knowledge that students could bring to searching), searching strategies (the type of searching routines normally adopted), academics' information behaviour (and their influence as role models for students), discipline, pedagogy (approach adopted to learning and teaching), and support and training (provided partly by library services, perhaps acting in co-operation with academic staff).…”

Independent Searching During One-Shot Information Literacy Instruction Sessions: Is It an Effective Use of Time?

“…For those who teach searching, understanding how students search for online information is an important aspect. In their Information Behavior Model, Urquhart and Rowley (2007) identified many micro and macro factors that impact student information behaviours, including information literacy, search strategies, discipline and curriculum, pedagogy, support and training, information resource design, and access. Many students typically begin searching with Google (Griffiths & Brophy, 2005;Urquhart & Rowley, 2007), relying less on academic resources (Griffiths & Brophy, 2005).…”

“…In their Information Behavior Model, Urquhart and Rowley (2007) identified many micro and macro factors that impact student information behaviours, including information literacy, search strategies, discipline and curriculum, pedagogy, support and training, information resource design, and access. Many students typically begin searching with Google (Griffiths & Brophy, 2005;Urquhart & Rowley, 2007), relying less on academic resources (Griffiths & Brophy, 2005). Starting searches with Google and limiting use of resources to those that are well known is typical, as ease of use and familiarity are important factors in their choice of resource (Dervin & Reinhard, 2007;Griffiths & Brophy, 2005;Urquhart & Rowley, 2007).…”

“…Many students typically begin searching with Google (Griffiths & Brophy, 2005;Urquhart & Rowley, 2007), relying less on academic resources (Griffiths & Brophy, 2005). Starting searches with Google and limiting use of resources to those that are well known is typical, as ease of use and familiarity are important factors in their choice of resource (Dervin & Reinhard, 2007;Griffiths & Brophy, 2005;Urquhart & Rowley, 2007). Searchers in online environments typically include few terms in their search queries, infrequently use advanced search techniques such as Boolean operators, and infrequently use advanced search features such as limiters (Lau & Goh, 2006;Markey, 2007aMarkey, , 2007bWang, Berry, & Yang, 2003;Willson & Given, 2010).…”