“I still go ask someone I enjoy talking to”: The use of digital and human sources by educational stage and context
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TL;DR: In this paper, the authors examined the impact of the educational stage on the likelihood of attending to digital and human sources across four contexts: professional or personal, successful or struggled, and found that people at higher educational stages are more likely to attend to digital sources and less likely to attending to human sources.
Abstract: How does educational stage affect the way people find information? In previous research using the Digital Visitors & Residents (V&R) framework for semi-structured interviews, context was a factor in how individuals behaved. This study of 145 online, open-ended surveys examines the impact that one's V&R educational stage has on the likelihood of attending to digital and human sources across four contexts. These contexts vary according to whether the search was professional or personal and successful or struggled. The impact of educational stage differs based on context. In some contexts, people at higher educational stages are more likely to attend to digital sources and less likely to attend to human sources. In other contexts, there is no statistically significant difference (p
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TL;DR: The author provides suggestions on how current information services and products can be improved to better serve the users and makes recommendations for improving library services and technologies to better meet the information needs of social sciences scholars in general.
Abstract: Information-seeking behavior is one of the most important areas of user studies and a concept affected by many factors. Previous researches in these areas indicate that the information-seeking practices of scholars are dependent on their field of research, and vary from one discipline to another. This paper examines the information-seeking behavior of scholars in the social sciences, based on the premise that information-seeking behavior follows universally applicable stages and patterns worldwide. The study was conducted at the Nigerian Institute of Social and Economic Research (NISER). Fifty eight active social sciences scholars were interviewed via a questionnaire about their information sources for research and consultancy purposes, their preference for electronic or printed formats, their use of electronic or Internet resources, and how they meet or satisfy their information needs, among others. Results show that journals and books were the most preferred information sources, and a large majority of scholars “regularly” used electronic information resources for their research and consultancy needs. The findings of the study also demonstrate diverse usage patterns for electronic information resources among users of different academic ranks and age range. Based on the research findings, the author provides suggestions on how current information services and products can be improved to better serve the users. The author also makes recommendations for improving library services and technologies to better meet the information needs of social sciences scholars in general.
3 citations
TL;DR: This paper assess the realism of a behavioral simulation used to study the evaluation behavior of 175 students from fourth grade through graduate school and find that a thoughtfully designed simulation can elicit naturalistic behavior when the controlled environment is designed to be realistic in meaningful ways.
Abstract: A challenge of studying information-seeking behavior in open web systems is the unpredictability of those systems. One solution to counteract this issue is employing a simulation to ensure experimental control. However, concerns arise over the realism of such an environment. This paper assesses the realism of a behavioral simulation used to study the evaluation behavior of 175 students from fourth grade through graduate school. We assess realism through the examination of targeted participant feedback about what would have made the simulated environment and tasks more realistic to these participants. Based on this feedback, we reflect on decisions made in designing the simulation and offer recommendations for future studies interested in incorporating behavioral simulation in their research design. We find that a thoughtfully designed simulation can elicit naturalistic behavior when the controlled environment is designed to be realistic in meaningful ways. Because the simulation does not have to perfectly match reality to elicit these behaviors, designing a simulation that is real enough is an effective method to study information-seeking behavior.
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Book•
01 Jan 1994
TL;DR: The eagerly anticipated fourth edition of the title that pioneered the comparison of qualitative, quantitative, and mixed methods research design, John W, Creswell as discussed by the authors, includes a preliminary consideration of philosophical assumptions, a review of the literature, an assessment of the use of theory in research approaches, and reflections about the importance writing and ethics in scholarly inquiry.
Abstract: The eagerly anticipated fourth edition of the title that pioneered the comparison of qualitative, quantitative, and mixed methods research design. for all three approaches, John W, Creswell includes a preliminary consideration of philosophical assumptions, a review of the literature, an assessment of the use of theory in research approaches, and reflections about the importance writing and ethics in scholarly inquiry.
20,949 citations
Book•
01 Jan 2014
TL;DR: An Invitation to Grounded Theory Gathering Rich Data Crafting and Conducting Intensive Interviews Interviewing in Grounded theory Studies The logic of grounded theory Coding Practices and Initial Coding Focused Coding and beyond Memo-Writing Theoretical Sampling, Saturation and Sorting Reconstructing theory in grounded theories as mentioned in this paper.
Abstract: An Invitation to Grounded Theory Gathering Rich Data Crafting and Conducting Intensive Interviews Interviewing in Grounded Theory Studies The Logic of Grounded Theory Coding Practices and Initial Coding Focused Coding and beyond Memo-Writing Theoretical Sampling, Saturation and Sorting Reconstructing Theory in Grounded Theory Studies Symbolic Interactionism and Grounded Theory Writing the Draft Reflecting on the Research Process
9,120 citations
Additional excerpts
...Codes for the survey responses were applied qualitatively in multiple question chunks with each code indicative of a larger theme or label (Charmaz, 2014)....
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8,493 citations
Book•
01 Jun 19661,891 citations
"“I still go ask someone I enjoy tal..." refers background in this paper
...It also allows for triangulation, in which findings are strengthened by demonstrating that multiple measures support a finding (Webb et al., 1966)....
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20 Feb 2014
TL;DR: The Framework for Information Literacy for Higher Education (ILMLF) as discussed by the authors ) is a framework for information literacy for higher education that includes guidelines for using it in higher education.
Abstract: Suggestions on How to Use the Framework for Information Literacy for Higher Education (http://www.ala.org/acrl/standards/ilframeworkapps#suggestions) Introduction for Faculty and Administrators (http://www.ala.org/acrl/standards /ilframeworkapps#introfaculty) For Faculty: How to Use the Framework (http://www.ala.org/acrl/standards/ilframeworkapps#usefaculty) For Administrators: How to Support the Framework (http://www.ala.org/acrl/standards /ilframeworkapps#adminsupport)
763 citations