Hula Kahlal – S3236327
ISYS2442
Information Seeking
Behaviour: A Comparison
between Business and
Engineering
Undergraduate Students
in Tertiary Environments
Research Project – ISYS2442
Hula Kahlal – S3236327
I
Hula Kahlal – S3236327
ISYS2442
Table of Contents
Abstract: .................................................................................................................................................. 1
1.
Introduction: ................................................................................................................................... 1
2.
Literature Review: ........................................................................................................................... 2
2.1. Technological Revolution: Impacts on student’s learning styles, expectations and
capacities: ........................................................................................................................................... 2
2.2.
Models of Information Seeking Behaviour: ............................................................................ 4
2.2.1.
Wilson’s model of Information Seeking Behaviour: ....................................................... 5
2.2.2.
Dervin’s sense-making model: ........................................................................................ 6
2.2.3.
A process model based on Ellis’s characteristics: ........................................................... 6
2.2.4.
Kuhlthau’s model of the Information Search Process (ISP): ........................................... 8
2.3.
The Presence of the Academic Library in the Digital Era: ..................................................... 10
3.
Methodology:................................................................................................................................ 12
4.
Results: .......................................................................................................................................... 13
5.
6.
4.1.
Age of Participants: ............................................................................................................... 14
4.2.
Methods used to search information for a university task................................................... 14
4.3.
The use of Google and other search engines:....................................................................... 16
4.4.
The use of the academic library ............................................................................................ 18
4.5.
Feelings associated with Information Searching Process (ISP): ............................................ 20
Discussion: .................................................................................................................................... 23
5.1.
Methods used to search information for a university task................................................... 23
5.2.
The use of Google and other search engines........................................................................ 23
5.3.
The use of the academic library ............................................................................................ 24
5.4.
Feelings associated with the Information Searching Process (ISP):...................................... 24
Conclusion ..................................................................................................................................... 26
Appendices:........................................................................................................................................... 27
Bibliography .......................................................................................................................................... 29
References ............................................................................................................................................ 31
II
Hula Kahlal – S3236327
ISYS2442
Table of Figures
Figure 1 - Wilson's Model ....................................................................................................................... 5
Figure 2 - Dervin's Model ........................................................................................................................ 6
Figure 3 - Ellis's Characteristics ............................................................................................................... 6
Figure 4 - Kuhlthau's Model .................................................................................................................... 8
Figure 5 - Combined Model .................................................................................................................... 9
Figure 6 - Age of Participants ................................................................................................................ 14
Figure 7 - Methods used to search information - Business students ................................................... 14
Figure 8 - Methods used to search information - Enginering students ................................................ 15
Figure 9 - Use of Google and other search engines - Business students .............................................. 16
Figure 10 - Use of Google and other search engines - Engineering students ....................................... 17
Figure 11 - Use of the academic library - Business students ................................................................ 18
Figure 12 - Use of the academic library - Engineering students ........................................................... 19
Figure 13 - Feelings associated with ISP - Business students................................................................ 20
Figure 14 - Feelings associated with ISP - Engineering students .......................................................... 21
III
Hula Kahlal – S3236327
ISYS2442
Table of Tables
Table 1 - Comparison between Kuhlthau's model and research findings ............................................ 25
IV
Hula Kahlal – S3236327
ISYS2442
Abstract:
The aim of this research paper is to closely investigate the topic of information seeking
behaviour of teriary students in their academic environments, focusing mainly on the
impacts of technlogical advancements on students’ capacities, expectations and learning
styles, and also the presence of the academic library in the life of a teriary student. This is
done through an online survey conducted online, targeting mainly Business and Engineering
students for the purpose of revealing the common patterns between the two groups when
searching information for a university task. Factors like age and gender are also determined
to examine wether such factors impact on the information searching behaviour of students.
1. Introduction:
Over the past decades, many researcheres have put so much effort and time to study
information seeking behaviour of humanbeings, and have developed a number of theories
and models discussing their research findings.
This research project focuses on the information seeking behaviour of Business in
comparison to Engineering undergradutes in academic environments and hopes to unveil
any common patterns amongst undergraduates when gathering information. The reason for
choosing this topic to investigate is because several researchers have come up with a variety
of models, trying to explain the stages of information searching process and the behaviours
associated with each stage. Those models conflict at some stages and overlap at others,
which gradually developed the researcher’s interest in exploring this topic in-depth.
The data gathering stage for this reasearch is done by conducting an online survey to gather
real world data from students themselves, instead of relying on surveys conducted by other
researchers. Challeneges expected to be faced in conducting an online survey is trying to get
the number of responses desired in the desired time limit.
The literature review discusses the technological revolution and how it has greatly impacted
on the learnig styles, expectations and capacities of those generations that grew up
dernched in the ICT world. Some researcheres believe that the ICT revolution impacted
negatively on the younger generations’ learning capacities and their information literacy; in
other words, some researchers suggest that students know how to find information, but
1
Hula Kahlal – S3236327
ISYS2442
don’t know how evaluate the content found. The literature review also discussses how
those technological advancements should be a motive for educational institutions, may that
be schools, universities and even libraries to alter the way they teach students, considering
their characterisitcs, learning styles they prefer and their expectations. Addintionally, the
literature review examines the presence and role of academic libraries in the digital era.
Some research suggests that tertiary students view library resources and databases as being
too professional in terms of language and structure that “can only be understood by
information experts” as they believe.
In this literature review, 4 main theories and model studied by well known authors in the
area of information seeking behaviour are discussed, and the differences and similarities
among them are also examined, and how these theories complement each other in other
ways.
2. Literature Review:
2.1. Technological Revolution: Impacts on student’s learning styles, expectations and
capacities:
Over the past few decades, it has been witnessed that the economy is moving in a
tremendous pace towards what’s called the “knowledge economy” in which knowledge is
both the engine and the product of the economic growth (Kozma 2003). The production,
distribution, integration and the use of new knowledge is known as the “information
society”, a term explaining the social transformation due to the emergence of computer and
communication technologies, due to which our lives have transformed in a remarkably short
time in many different aspects: the way we socialise, shop, obtain knowledge and
information and manage them, and so on... (Kozma 2003). Scientists suggest that the brains
of the new generation have been “rewired “as a result of growing up in a digital
environment, if this is true, then existing institutions such as schools, universities, libraries
and other educational institutions have to undergo a fundamental change or face
marginalisation (Nichlas, D, Rowlands, I & Williams, P 2010).
Nicoles, Rowlands and Williams (2010) suggest the following:
2
Hula Kahlal – S3236327
-
ISYS2442
The information literacy and information technology skills of younger generations
have not improved
-
The speed of young people’s web searching meant that little time spent on
evaluating the information (accuracy, authority, etc...) in other words, they skitter
along the digital surface, leading to information promiscuity
-
Younger generations lack the knowledge of what the internet actually is (due to the
use of highly branded search engines) which also lessens their motivation to use
library resources, and use search engines instead.
However, Barnes, Ferries and Marateo (2007) suggest that younger generation are very
education oriented and have the motivation to learn. Yet, they have different learning
styles from their predecessors. The authors described this generation as being “unique”
due to the fact that they’ve grown up in a digital environment, not only they’re
accustomed to the use of technology, but they’re drenched with it. They also suggest
that by the time the “NetGeners” reach the age of 21, they will have already spent:
-
10,000 hours playing video games
-
200,000 hours on e-mail
-
20,000 hours watching TV
-
10,000 hours on cell phones
-
Under 5000 hours reading
Having been raised in a media and digital era, the new generations, or the “NetGeners”
as described by the authors develop a unique way of thinking, communicating and
learning, and they tend to be more independent in the way they learn and seek
information, which introduces a variety of educational options and activities, bringing in
a whole of different questions of what, where and how younger generations learn,
instead of only focusing of what kind of education they obtain.
Net Age students prefer more diverse forms of communication and report being easily
bored with the traditional learning techniques (Oblinger & Oblinger 2005). They express
their need of immediacy which educational institutions may not be able to serve this
learning need. Students of the Net age use the World Wide Web to seek immediate
answers to their questions, which influenced their learning expectations and made them
3
Hula Kahlal – S3236327
ISYS2442
more independent when obtaining information, differentiating them from their
predecessors that acquired information from educators and library resources (Tapscott
1998). Although the Net age students tend to be more independent when seeking for
information, but they lack information literacy and do not necessarily understand how
the internet actually affects their learning capacities and habits of seeking information in
different ways (Oblinger & Oblinger 2005). Which proves the point mentioned earlier in
some research that technological revolution has not improved the information literacy
of the digital generations (Nichlas, D, Rowlands, I & Williams, P 2010).
2.2. Models of Information Seeking Behaviour:
According to Ajiboye and Tella (2007), information is data that has been processed to be well
understood and to satisfy the user’s query. They go further in their definition to say that
‘information is data value in planning, decision making and evaluation of any programme.
They conclude that information is crucial to man’s survival’ (Abjiboye & Tella 2007 p. 41).
Information need is understood in information science as ‘stemming from a vague
awareness of something missing and as culminating in locating information that contributes
to understanding and meaning. It is an anomalous state of knowledge, or a gap in
individual’s knowledge in sense making situations. For a person to experience an
information need, there must be a motive behind it’ (Ajiboye & Tella 2007 p.42).
Over the years, information science has produced numerous theories and models that
explain the information seeking behaviour. With the advancing technologies, theories of
information seeking behaviour have overlapped in parts, and conflicted in others.
4
Hula Kahlal – S3236327
ISYS2442
2.2.1. Wilson’s model of Information Seeking Behaviour:
Figure 1 - Wilson's Model
This is the simplified model of Wilson that is commonly described as the Macro-model. In
his model, Wilson shows how the information need arises, the actual searching process for
information and the testable information behaviour; for example, the information needs
differ depending on the work roles or personal characteristics. Therefore, this model can be
viewed a well established theory (Wilson 1999).
The limitation of the model is that ‘all of the hypotheses are only implicit and are not made
explicit. Nor is there any indication of the processes whereby context has its effect upon the
person, nor of the factors that result in the perception of barriers, nor of whether the
various assumed barriers have similar or different effects upon the motivation of individuals
to seek information’ (Wilson 1999). However, the very fact that the model is lacking in
certain elements stimulates thinking about the kinds of elements that a more complete
model ought to include (Wilson 1999).
This model reflects the survey questions asked about how the tertiary students’ information
need arises once an assessment task is given and how their searching method and
behaviour differ depending on their personal characteristics.
5
Hula Kahlal – S3236327
ISYS2442
2.2.2. Dervin’s sense-making model:
Figure 2 - Dervin's Model
Dervin’s model is not only seen as an Information Seeking Behaviour model, but ‘a set of
assumptions, a theoretic perspective, a methodological approach, a set of research
methods, and a practice’ (Wilson 1999). The model consists of four different aspects. The
first aspect is Situation, when the information problem arises. The second aspect is gap,
which describes the individual’s awareness of the current situation, and the preferred
situation. The third aspect is Outcome, which reflects the results of the sense-making
process, and finally, Bridge, which is a closing-gap element (Wilson 1999).
Dervin’s model is highly relevant to the research conducted as it shows the steps of the
process that students go through when searching for information, the situation: reflecting
the task given to the student, gap: reflecting the gap in which information searching process
starts by thinking of what could be relevant to the task given, searching general information,
evaluating and filtering the information found by measuring its relevance and lastly, the
outcome: reflecting the results of the information searching process (i.e. the filtered
information that the student uses to answer a specific task question).
2.2.3. A process model based on Ellis’s characteristics:
Figure 3 - Ellis's Characteristics
6
Hula Kahlal – S3236327
ISYS2442
Ellis’s explanations of the different behaviours involved in Information Seeking Process is
not put as a pictorial model like the previous theories discussed. He explains the stages
using the term “features” as he claims that the effect of the different behaviours form a set
of stages. Below are the steps of “features” of his theory (Wilson 1999):
-
Starting: a person seeking information, for example, asking some knowledgeable
colleague
-
Chaining: following footnotes and citations in known material
-
Browsing: 'semi-directed or semi-structured searching'
-
Differentiating: identify the differences in information sources as a way to filter the
information obtained
-
Monitoring: keeping up-to-date or current awareness searching
-
Extracting: selecting the relevant information to the person’s information needs
-
Verifying: checking the accuracy of information
-
Ending: ending the information seeking process, which may be defined as 'tying up
loose ends' through a final search
According to Ellis, the interaction between any two features of his model depends greatly
on the circumstances a person with the information needs has. But no matter what the
circumstances are, the process must start with the Starting feature, and end with the
Ending. This model suggests that each feature is a different behaviour of the process and
may vary in sequence depending on the individual’s unique circumstances.
Ellis’s model appears to be between the micro-analysis of information seeking behaviour
and the macro-analysis of information behaviour in general; therefore, it is worthwhile
mentioning, that both models of Wilson and Ellis work at different levels of the overall
process of information seeking (Wilson 1999).
Ellis’s characteristics help in this research to specifically identify each step the student
takes to gather useful information, by first searching for general information and asking
knowledgeable people such as academics in the university, secondly, following the notes
and the helpful materials given by academics, gathering information independently and
7
Hula Kahlal – S3236327
ISYS2442
evaluating and keeping up-to-date and checking its accuracy (e.g. checking information
citation and date) and finally filtering the information according to what’s most relevant
and ending the process by responding to the academic task given.
2.2.4. Kuhlthau’s model of the Information Search Process (ISP):
Figure 4 - Kuhlthau's Model
The model of ISP describes the various experiences that the information seeker goes
through from the early stages of the information search process, until the end. Kuhlthau
describes the experiences as “a series of thoughts, actions and feelings accompanying the
information seeker” (Kuhlthau 2010). The process of information search usually starts with
the feelings of uncertainty, vague, ambiguity, doubt and general thoughts of the problem
area. Therefore, the information seeker takes action to collect relevant information to the
general topic of the problem, then as the process progresses, the information seeker starts
to collect more specific information that answers his/her specific questions in the problem
area. As the process proceeds successfully, the feeling of uncertainty and doubt changes
to confidence and the thoughts of vague clears out gradually. Below, listed the steps of the
ISP model (Kuhlthau 2010):
-
Initiation, when a person first becomes aware of a lack of knowledge or
understanding and feelings of uncertainty and apprehension are common
-
Selection, when a general area, topic, or problem is identified and initial uncertainty
often gives way to a brief sense of optimism and a readiness to begin the search
8
Hula Kahlal – S3236327
-
ISYS2442
Exploration, when inconsistent, incompatible information is encountered and
uncertainty, confusion, and doubt frequently increase and people find themselves
“in the dip” of confidence
-
Formulation, when a focused perspective is formed and uncertainty diminishes as
confidence begins to increase
-
Collection, when information pertinent to the focused perspective is gathered and
uncertainty subsides as interest and involvement deepens
-
Presentation, when the search is completed with a new understanding enabling the
person to explain his or her learning to others or in someway put the learning to use
Wilson (1999) combined the two models together into one model to easily mark the
differences and similarities between the theories of the two authors. Below is his
merged model:
Figure 5 - Combined Model
Wilson (1999) suggests that the two models represent major differences and similarities.
For example, Ellis presents his model as elements of the information seeking behaviour,
and suggests that the behavioural characteristics may vary with different persons or with
the same person at different times. Whereas Kuhlthau posits stages on the basis of her
analysis of behaviour. Therefore, the two models oppose. The strength of Ellis's model as
compared with Kuhlthau's, is that it is based on experimental research and has been
tested in successive studies, most recently in the context of an engineering company.
The difference of Kuhlthau’s theory as compared with Ellis’s model is that she brought the
feelings and thoughts of the person with the information needs into recognition, and how
9
Hula Kahlal – S3236327
ISYS2442
these thoughts and feelings gradually change as the process progresses. Ellis’s model
however, focuses on the logical steps that the information seeker takes to obtain useful
information.
Although Ellis suggests circumstances change from one person to another, but there may
be common patterns amongst information seekers that could be observed through more
in depth studies.
Thus, it can be concluded that the two theories oppose in a way, and complement each
other in another, with each theory looking at information seeking process from a different
angle.
Kuhlthau’s model helps focusing on the emotional and cognitive side of the searching
process, where the student feels uncertain and unsure on what information he/she might
need to help answering the question, and how this feeling might develop into stress and
anxiety in the early stages. Then, when the topic is pinpointed, the student is a little relieved
knowing what information is needed, which then the process of exploring the topic,
formulating and collecting information follows. During the process, the feeling of
uncertainty and ambiguity gradually develops into confidence and relief, that’s when the
student is optimistic and sure that he/she is capable of responding to the task given.
2.3. The Presence of the Academic Library in the Digital Era:
With no doubt, the academic library provides very useful materials, may it be in soft or
hard copies that many courses in many universities use as reading materials and
recommend for students. However, some research suggests that tertiary students are
unmotivated to make the effort to use library resources. The library can be a very
important part of the life of every tertiary student if the characteristics of tertiary students
who grew up in a heavily technology exposed environment are well understood and
responded to. The understanding doesn’t only relate to the physical facilities that the
library offers, but everything else it encompasses, such as content, services, access, and
the variety of collections it holds (Lippincott 2011). After the fast advancements of ICT,
libraries have been adjusting to the wide choices ICT brings with it. The library nowadays
may it be public or academic provides its patrons access to the internet, updated networks
and virtual and in-person services, but it is still disconnected from some tertiary students.
10
Hula Kahlal – S3236327
ISYS2442
Students who grew up in the current digital era often find library resources time
consuming and hard to access and to figure out as they believe it is formally instructed and
mostly appear as it is dedicated to professionals and experts only. Rather, they prefer to
use simply instructed information that is still responsive to their information needs, which
is mostly provided via search engines like Google, Yahoo and so on. Students also report
that access to digital information using the library databases is sometimes hard to access
because of the layout that digital libraries choose to present their digital services, which all
contribute to the time that could’ve been put into getting a specific task done. However,
librarians are concerned that students don’t know how to properly evaluate the
information found on the web; therefore, the academic library needs to make its
information systems more accessible and approachable by students, and find ways to be
more available on the general internet (Lippincott 2011).
Tertiary students of the net generation usually approach Google and similar search
engines as the point of entry to information gathering, and don’t usually think of library
resources as their aid to collecting information. This is usually because library databases
don’t aggregate content on a particular subject area; also it is time consuming as students
have to conduct a number of searches using the different databases provided via the
library website, after deciding which database may be more relevant than others. In
addition, library resources don’t always provide full text information, which is seen to be
an obstacle. It is important to understand that students of the net generation require
fulfilment of their information requests on the spot, if possible (Lippincott 2011).
Lippincott (2011) suggests that recent surveys exploring university students’ use of the
web versus the library found that the key source of information for coursework was found
on the web, using highly branded search engines such as Google. Various campus studies
such as Colorado State University also examined where students collect information for a
university task and found that 58% of students used Google and other search engines,
while only 23% used library databases.
Lippincott (2011) proposes that academic libraries often believe that the personalised
information services and classes they offer to students enhance information literacy in the
academic curriculum, but they fail to realise that students of the net generation have the
knowledge of information technology but don’t necessarily know how to shape this
knowledge in a more appropriate academic way. Hence, academic libraries should put
11
Hula Kahlal – S3236327
ISYS2442
much effort into teaching student more about digital information and create awareness of
the policy issues such as copyrights and privacy issues. Academic libraries should also alter
their teaching methods and focus more on visuals and multimedia materials, which has
become important for tertiary students (Lippincott 2011).
The models studied in the literature review assist in comprehending all the aspects
associated with the information seeking process, may this be emotional, cognitive or
practical; and the survey questions reflect each model studied to cover all those aspects
and pinpoint the important issues associated with the process of information searching.
It is also important to discuss the presence of the academic library to evaluate exactly how
significant the library content to the tertiary students and what the library needs to do to
attract those who are disconnected from the library.
3. Methodology:
In order to gain deeper understanding of how undergraduate students behave when
seeking information in academic environments, an online survey using SurveyMonkey.com
was conducted and sent via email to 20 participants known to the researcher. Through the
research done in the area of Information Seeking Behaviour for younger generations by
Timmers and Glas (2009), it was clear to see that using quantitative methods of collecting
data through conducting surveys and questionnaires, were highly effective, as it helped
researchers put their hands on ‘real world’ data from tertiary students themselves. Thus,
for this research, a quantitative method was seen as the best tool to collect useful data.
The research has adopted the deductive approach where the general theory of
Information Seeking Behaviour and supportive models were introduced, and the findings
follow to agree or disagree with the theories discussed in the literature review.
The survey was aimed at undergraduates from Business and Engineering disciplines. The
purpose of this comparison was to discover whether the study discipline had an influence
on what information seeking behaviours students adopted and what methods they
preferred to use when gathering information. A variety of multiple choice questions and
demographic questions were asked, keeping in mind the ethical and professional values.
Demographic questions involved age, gender, as well as the area of study and the level of
program currently being studied. The multiple choice questions were aimed at how
12
Hula Kahlal – S3236327
ISYS2442
tertiary students gathered information, why they preferred that specific method and how
much reliance there was on the Web in comparison to academic libraries. Participating in
the online survey was voluntary and the responding time was limited to 5-7 minutes.
The ethical and professional standards were kept at high levels to ensure confidentiality
and that data collected from participants were not used for purposes other than the
purpose of the research. The research project has been approved by the RMIT Business
College Human Ethics and Advisory Network.
Responses gathered helped in analysing the apparent common patterns amongst students,
and whether factors like age, gender, location and subject specialisation had a direct
influence on what searching methods student preferred, and their information seeking
behaviours they demonstrated. Responses were analysed in visuals (e.g. Excel graphs).
4. Results:
The previous section discussed the methodology the researcher used in conducting an
online survey to collect data to help identify any common patterns among students from
Business and Engineering disciplines when collecting information in regard to completing a
university task. This section will discuss the findings of the survey will be examined and
discussed. The survey, along with a plain language statement was sent to a total number of
40 participants, some were known to the researcher and others were known through
other participants, but all came from Business and Engineering disciplines. A total of 21
responses were collected, 10 belonged to the school of Business and 10 belonged to the
school of Engineering, which was the minimum number of responses the researcher aimed
to receive. The identity of participants was not known by the researcher or any other
entity involved in this research study, to ensure that any piece of data that could reveal
the identity of a person remains unidentifiable.
The survey was made up of 5 sections; each section contains a variety of statements and
participants were required to tick how often each statement applies to them. The first
section was general information such as age, gender, year of program and area of study.
The second section aimed to identify the common methods students use to collect
information. The third section discussed statements when using Google and other search
13
Hula Kahlal – S3236327
ISYS2442
engines when collecting information. The fourth section was in relation to the library use
when collecting information. The fifth and last section discussed the feelings and thoughts
associated with the process of information seeking. A copy of the survey is found in
Appendices.
4.1. Age of Participants:
0%
33%
Under 18
18-22
23+
67%
Figure 6 - Age of Participants
4.2. Methods used to search information for a university task
14
12
10
8
Always
6
Often
Sometimes
4
Seldom/Never
2
0
Google and Library hard Databases
other search
copy
and library
engines
resources
electronic
resources
Use
materials
given by
academics
Ask an
academic
Ask fellow
students
Figure 7 - Methods used to search information - Business students
This question aimed to identify the most used method by students when collecting
information for a university task. The following represents the main findings of this question
14
Hula Kahlal – S3236327
ISYS2442
for Business students, indicating the importance of each method as a tool of information
gathering, depending on how frequently each method is used:
Google and other search engines
Primary source of information
Databases and library electronic resources
Secondary source of information
Library hard copy resources
Last option
For Engineering students, the answers were as presented in the graph below:
18
16
14
12
10
Always
8
Often
6
Sometimes
Seldom/Never
4
2
0
Google and Library
other
hard copy
search resources
engines
Databases
Use
Ask an Ask fellow
and library materials academic students
electronic given by
at the
materials academics university
Figure 8 - Methods used to search information - Enginering students
The following represents the main information searching tools used by Engineering students:
Use materials given by academics
Primary source of information
Google and other search engines
Secondary source of information
Library and hard copy resources
Last option
The responses to this question indicate that students are more comfortable using
information available on the Web as their primary tool of information gathering than other
tools. The secondary tool was still available online (i.e. Databases and library electronic
15
Hula Kahlal – S3236327
ISYS2442
resources), which indicate that students would rather collect information of a computer
screen, than making the extra physical effort of seeking academic help and using library
hard copy resources.
4.3. The use of Google and other search engines:
14
12
10
8
6
4
Always
2
Often
0
Sometimes
Seldom/Never
Figure 9 - Use of Google and other search engines - Business students
This question aimed to closely examine the students’ behaviour when searching for
information available on the Web. It explored a variety of aspects when searching for online
content, such as the use of key words, the evaluation of the content found and information
relevance, the types of information students search and the way information is being used.
The following presents the main findings of this question, based on how frequently each
statement is voted:
-
Students always formulate key words using the question given
16
Hula Kahlal – S3236327
ISYS2442
-
Students often scan through the information found to decide its relevance
-
Sometimes, some students copy the information found into their paper; others,
rarely or never do so.
The following graph shows the responses of Engineering students:
12
10
8
6
4
2
Always
Often
0
Sometimes
Seldom/Never
Figure 10 - Use of Google and other search engines - Engineering students
The main findings for this graph were as follows:
-
Students always develop more keywords as they proceed with their searching
process
-
Some students often formulate the answer in their own words, others tend to copy
the information into their work
-
Students rarely or never narrow down their result list
17
Hula Kahlal – S3236327
ISYS2442
4.4. The use of the academic library
14
12
10
8
Always
6
Often
4
Sometimes
2
Seldom/Never
0
I am familiar I am familiar I look for I ask for the I go and hope I end up
with the with how the materials
help of a for the best using library
services the materials are written by a librarian to
materials in
library offers organised
specific help me find
my work
author
relevant
resources
Figure 11 - Use of the academic library - Business students
This question aimed to examine how commonly the library services and library content is
used when seeking information. It also aimed to look at how familiar students are with the
services the library offers and the library layout. The main findings of this question were the
following:
-
40% of participants were not fully familiar with the services the library offers
-
40% were familiar enough with how the library materials are organised
-
60% rarely or never look for materials written by a specific author
-
60% sometimes ask for the help of a librarian to find relevant resources
-
45% end up using library hard copy materials in their work
18
Hula Kahlal – S3236327
ISYS2442
The following graph represents the responses of Engineering students:
16
14
12
10
8
Always
6
Often
4
Sometimes
2
Seldom/Never
0
I am
I am
I look for I ask for I go and I end up
familiar familiar materials the help of hope for using the
with the with how written by a librarian the best
library
services
the
a specific to find
materials
the library materials author relevant
in my work
offers
are
resources
organised
Figure 12 - Use of the academic library - Engineering students
The main findings for this question for Engineering students were as follows:
-
42% of participating students are sometimes familiar with the services the library
offers
-
38% are sometimes familiar with how the materials are organised in the library
-
67% rarely or never look for materials written by a specific author
-
48% rarely or never ask for the help of a librarian to find relevant information
-
38% often go to the library, hoping for the best
-
48% sometimes end up using library materials in their work
19
Hula Kahlal – S3236327
ISYS2442
4.5. Feelings associated with Information Searching Process (ISP):
16
14
12
10
8
Always
6
Often
4
Somtimes
2
Seldom/Never
0
I am stressed I feel a little
I feel
I slowly gain my I am fully
when I first relieved when I overwhelmed confidence confident after
read the
start my search
with the
after more in- the task is done
assignment
amount of
depth search
task to be
information I
completed
usually find
Figure 13 - Feelings associated with ISP - Business students
This question aimed to reveal the types of feelings and thoughts associated with the
process of information searching. The following were the main findings:
-
71% of students feel stressed and highly unconfident once the assignment task is
received
-
47% feel relief once the searching process starts
-
42% feel overwhelmed with the amount of information available
-
71% gain confidence when in-depth search starts
-
48% feel fully confident after the task is completed
20
Hula Kahlal – S3236327
ISYS2442
The following graph explains the responses of this question for Engineering students:
12
10
8
6
Always
Often
4
Sometimes
Seldom/Never
2
0
I am stressed I feel a little
I feel
I usually feel
I am fully
when the relieved when I overwhelmed more confident confident after
assignment start my search
with the
after more in- the task is done
task is given
amount of
depth search
information I
usually find
Figure 14 - Feelings associated with ISP - Engineering students
The main findings of this graph were as follows:
-
48% of participants are often stressed when the assignment task is first given
-
29% feel a little relieved when the information searching process is started
-
38% are sometimes overwhelmed with the amount of information usually found
-
38% are always or often confident after more in-depth search is done
-
43% are often fully confident after the task is done
Through the responses gathered, it was clear to see that the majority of students were not
quite confident approaching the library services and resources when gathering information.
Nearly half of the students were not familiar with the types of services the library offers.
21
Hula Kahlal – S3236327
ISYS2442
More than half of responses showed that students don’t look for materials written by a
specific author, which indicates that students don’t have knowledge of authors and their
writings, but only look at how relevant the material is to their given task. Not surprisingly,
less than half of those who approach the academic library and its content actually use the
information found in their work.
Overall, the findings of the survey indicate that tertiary student have common patterns
when searching for information. Only minor differences were found due to the subject
specialisation. Most students surveyed use the Web as their primary tool of information
gathering. When analysing the behaviours that students adopt when using the Web to
gather information, it was found that students always start off their search using the key
words given in the question, and as the search process proceeds, some students develop a
variety of key words that rotate around the topic. It was also found that students don’t
always examine the citation of the content found to evaluate information accuracy, which
indicates that students don’t validate the content through the citation given, as long as the
information found answers the given academic question. It was also evident through the
responses gathered that students rarely use the features provided by search engines to
narrow down their result lists and search options. For example, the “Advanced Search”
option provided by Google was rarely used when gathering information. It was also found
that most students formulate the content found into their own words and try not copy it
into their work, only when they have to.
Coming to the use of library, it was found that students were not quite familiar with the
types of services that the library offers, and not confident with how the library is set out and
the way materials are organised. It was also evident that students don’t have enough
knowledge of the different authors and the different topics their writings cover. Instead,
they only scan through the content of the material to decide its relevance. And finally, it was
found that almost half of the students who approach the library materials, end up using the
information found in their work.
The feelings associated with the searching process and often starts with stress, anxiety and
ambiguity as the task is still not quite clear and students are still uncertain of the type of
information that fulfil the task questions. As students proceed with the information
searching process, they slowly gain the confidence back and have a clear vision of what
22
Hula Kahlal – S3236327
ISYS2442
steps need to be taken to fulfil the task question. Surprisingly, half of participants are still
not fully confident after the assignment is done, which indicates that even though
information was found and assignment is completed, students feel a lot more confident, but
may be still unsure if they have satisfied the criteria set out by the academic.
Unfortunately, some of the features of the online tool used to collect data are Pro features,
which are paid for. This eliminated the researcher from closely examining individual
responses to decide whether factors like age and gender had an impact on the students’
information seeking behaviour, which unfortunately left the second research question
(impacts of age and gender on information seeking behaviour) unanswered.
5. Discussion:
This section aims to reveal any differences and/or similarities between what have been
discussed earlier in the literature review and the findings of the research survey.
5.1. Methods used to search information for a university task:
Overall, the literature review showed that students of the younger generations prefer
using the web than using the library’s hard copy materials when gathering information.
This particular section of the survey aimed to provide evidence, agreeing or disagreeing
with the perception introduced in the literature review. This was done by asking students
directly about the tools they use to gather information. The responses to this question
showed that both groups of students prefer using online resources such as search engines
and databases, than the library’s hard copy resources, which may be due to the fact that
online resources provide immediate answers, without any physical effort made, as well as
the amount of information returned just by entering a few keywords.
5.2. The use of Google and other search engines:
Earlier in the literature review, Nicoles, Rowlands and Williams (2010) introduced two
main concepts:
-
Younger generations spend little time evaluating the content found on the web,
-
And lack the knowledge of what the internet actually is due to the use and
popularity of search engines such as Google.
23
Hula Kahlal – S3236327
ISYS2442
This section of the survey intended to closely examine the variety of behaviours students
show when searching for information using the web, such as the use of keywords,
evaluation of the content in terms of relevance and citation and how the information is
being used in the work itself.
The responses showed that both groups of students did not spend time evaluating the
information, by examining its citation; in fact, they only scanned through the information
found to decide its relevance. Also, due to the significant use of Google and other search
engines, students showed little use of the library’s content; which reflects the perception
introduced by Nicoles, Rowlands and Williams (2010).
5.3. The use of the academic library:
Lippincott (2011) suggested that though the library introduces a variety of services that
may help students in the academic curriculum and enhances information literacy, but fail
to realise that students do have good knowledge of information technology but lack the
awareness of how to shape their knowledge in an academic way. This section of the
survey aimed to investigate whether students are aware of the different services offered
by the library and how much of the library content they use in their work. The responses
of both Business and Engineering students revealed that students are not quite familiar
with the library services and showed little confidence when approaching the library
resources. Thus, it is worthwhile considering the suggestions made by Lippincott to teach
students more about the digital information and copy right issues, and approaching
students through multimedia based teaching.
5.4. Feelings associated with the Information Searching Process (ISP):
This section of the survey aimed to closely examine the different thoughts and feeling
associated with the process of information searching based on the model developed by
Professor Kuhlathu.
The following table compares the steps of ISP developed by Kuhlthau, against the survey
findings:
24
Hula Kahlal – S3236327
ISYS2442
ISP steps developed by Kuhlthau
Survey findings
Initiation, when a person first becomes
Survey showed that both groups of
aware of a lack of knowledge or
students feel highly stressed and
understanding and feelings of uncertainty
unconfident once they are aware of their
and apprehension are common
lack of knowledge when the task is given
Selection, when a general area, topic, or
Business students showed more
problem is identified and initial uncertainty
confidence and relief than Engineering
often gives way to a brief sense of optimism
students when the initial search begins
and a readiness to begin the search
Exploration, when inconsistent, incompatible Business students are more overwhelmed
information is encountered and uncertainty,
with the amount of information they find
confusion, and doubt frequently increase
than Engineering students
and people find themselves “in the dip” of
confidence
Formulation, when a focused perspective is
Both groups showed confidence after more
formed and uncertainty diminishes as
in-depth searching is conducted
confidence begins to increase
Collection, when information pertinent to
This area has not been examined in the
the focused perspective is gathered and
survey
uncertainty subsides as interest and
involvement deepens
Presentation, when the search is completed
Engineering students showed more
with a new understanding enabling the
confidence than Business students after
person to explain his or her learning to
the search is done and the task is fully
others or in someway put the learning to use
completed
Table 1 - Comparison between Kuhlthau's model and research findings
Although there are some differences between Business and Engineering students in
relation to how they think and feel throughout the process of information searching, but it
is clear to see that process always starts with stress, anxiety and uncertainty and slowly
this feeling diminishes was more in-depth searching is conducted and more relevant
information is gathered.
25
Hula Kahlal – S3236327
ISYS2442
6. Conclusion:
The purpose of this research paper was to reveal any common patterns between Business
and Engineering students when searching for information in tertiary environments, and
whether factors such as age and gender had an influence on the information seeking
behaviour. Throughout this research, a number of issues have been discussed, such as the
impacts of ICT advancements on the younger generations and the presence of the
academic library in the recent times.
Although there were some variations, but the results of the research survey generally
supported the current literature. In the near future, library hard copy resources might
vanish as more and more information is being added to the web, even the library itself has
put a lot of useful content into their databases. The most important and probably the only
fear is that students do not spend time evaluating the information available on the web,
therefore, library and other educational institutions should always focus on teaching
students how to evaluate information and explain why information evaluation is of
significant importance.
Due to the limitations of the online tool used to collect data, the researcher was unable to
examine whether age and gender have an influence on information seeking behaviour of
students. Therefore, it would be interesting to research how those factors could impact on
the information searching process and information seeking behaviour. It is still cannot be
generalised based on this research findings that all students that grew up in the digital era
behave the same when gathering information, due to the limited number of participants.
Therefore, more in-depth research need to be conducted, surveying larger number of
participants from different academic backgrounds to be able to develop solid hypothesis in
this area.
26
Hula Kahlal – S3236327
ISYS2442
Appendices:
1. Age:
Under 18
18-22
23+
2. Gender:
Male
Female
3. Area of study - regardless of major:
Bachelor of Business
Bachelor of Engineering
4. Year of Program:
Year 1
Year 2
Year 3
Year 4
5. When searching for information for a university task, I use:
Always
Often
Sometimes
Google and other search
engines
Seldom/Never
Library hard copy resources
Databases and library
electronic materials
Use materials given by
academic
Ask an academic at university
Ask fellow students
6. When using Google and other search engines:
Always
Often
I formulate key words using the
question given
I formulate my own key words
27
Sometimes
Seldom/Never
Hula Kahlal – S3236327
ISYS2442
I develop more keywords as I
search
I use "Advanced Search" option
I narrow down my result list
I only look at the title of the source
to decide its relevance
I scan through the information to
decide its relevance
I look for academic papers
I observe the citation to decide
information accuracy
I select information that
corresponds to my opinion
I examine the date of information
being published
I formulate the answer in my own
words
I copy information to my paper
7. When using library hard copy resources:
Always
I am familiar with the services the
library offers
I am familiar with how the materials
are organised
I look for materials written by a
specific author
I ask for the help of a librarian to
help me find relevant resources
Often
Sometimes
Seldom/Never
Often
Sometimes
Seldom/Never
I go and hope for the best
I end up using library materials in
my work
8. When the assignment is first given:
Always
I am stressed when the assignment
task is first given
I feel a little relieved when I start my
search
I feel overwhelmed with the amount
of information I usually find
I usually feel more confident after
more in-depth search
I am fully confident after the task is
done
28
Hula Kahlal – S3236327
ISYS2442
Bibliography:
Ajiboye, J, Tella, A 2007, ‘UNIVERSITY UNDERGRADUATE STUDENTS’ INFORMATION
SEEKING
BEHAVIOUR: IMPLICATIONS FOR QUALITY IN HIGHER EDUCATION IN AFRICA.’, The Turkish
Online Journal of Educational Technology – TOJET, vol. 6, no. 1, viewed 2 March 2011,
http://www.tojet.net/articles/614.pdf
Barnes K, Ferries S & Marateo R 2007, ‘Teaching and Learning with the Net Generation’,
Innovate journal of online education, vol. 5, no. 6, viewed 2 March 2011,
http://innovateonline.info/pdf/vol3_issue4/Teaching_and_Learning_with_the_Net_Gener
ation.pdf
Cheng, J 2010, Most students use Wikipedia, avoid telling profs about it, ars technical, 2
March 2011, http://arstechnica.com/science/news/2010/03/most-students-use-wikipediabut-avoid-telling-profs-about-it.ars
Glenn, J.M 2000, ‘Teaching the Net Generation’, vol. 54, no. 3, pp. 6-8, viewed 2 March
2011, Education Resources Information Center
Godbold, N 2006, ‘Beyond information seeking: towards a general model of information
behaviour.’ Information Research, vol. 11, no. 4, viewed 2 March 2011,
http://informationr.net/ir/11-4/paper269.html
Hay, L.E 2000, ‘Educating the Net Generation’, vol. 57, no. 54, pp. 6-10, viewed 2 March
2011, Education Resources Information Center
Hearst, M 2009, ‘3.1: THE STANDARD MODEL OF INFORMATION SEEKING’, Search User
Interfaces, Cambridge University Press, England, viewed 2 March 2011,
http://searchuserinterfaces.com/book/sui_ch3_models_of_information_seeking.html
Kozma, R 2003, ‘ICT AND EDUCATIONAL CHANGE’, technology innovation AND educational
change a global perspective, 1st edition, International Society for Technology in Education,
29
Hula Kahlal – S3236327
ISYS2442
Oregon USA, viewed 2 March 2011,
http://books.google.com.au/books?hl=en&lr=&id=7IWcRIpY3JYC&oi=fnd&pg=PA1&dq=tec
hnology+and+education&ots=jz-IW444N_&sig=qTYETaF3_0NYCnlcEyn73fIGS4#v=onepage&q=technology%20and%20education&f=false
Kuhlthau, CC 1999, ‘Accommodating the User's Information Search Process: Challenges for
Information Retrieval System Designers’, American Society for Information Science, vol. 25,
no. 3, viewed 2 March 2011, http://www.asis.org/Bulletin/Feb-99/kuhlthau.html
Kuhlthau, C.C 2010, Information Search Process, Rutgers School of Communication and
Information, viewed 2 march 2011,
http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm
Kuhlthau, CC, HeinstrÖm, J. & Todd, RJ 2008, ‘The 'information search process' revisited: is
the model still useful?’ Information Research,vol. 13, no. 4, viewed 2 March 2011,
http://InformationR.net/ir/13-4/paper355.html
Lippincott, J.K, Net Generation Students and Libraries, Educause, viewed 2 March 2011,
http://www.educause.edu/Resources/EducatingtheNetGeneration/NetGenerationStudents
andLibrar/6067
Makani, J & Woo Shue, K n.d., ‘Information seeking behaviours of business students and
the
development of academic digital libraries’ in Evolution of Evidence: Global Perspective on
Linking Research with Practice, Dalhousie University, Canada, pp. 1-2
Mills, A, Castro, D & Bellinger, G 2004, Data, Information, Knowledge, and Wisdom, Systems
Thinking, viewed 2 March 2011, http://www.systems-thinking.org/dikw/dikw.htm
Nicholas, D, Rowlands, I, Clark, D & Williams, P 2011, ‘Google Generation II: web behaviour
experiments with the BBC’, Aslib Proceedings: New Information Perspectives, vol. 66, no. 1,
pp. 28-45, 2 March 2011, Emerald
30
Hula Kahlal – S3236327
ISYS2442
Oblinger D.G & Oblinger J.L 2005, ‘Technology and the Learning Expectations of the Net
Generation’, Educating the Net Generation, Educause, Washington DC, USA, viewed 2
March 2011, http://net.educause.edu/ir/library/pdf/pub7101b.pdf
Tapscott, D 2009, ‘Research methods, teams and acknowledgments’, Grown up digital, The
Mc-Graw Hill companies, New York USA, viewed 2 Mach 2011,
http://books.google.com.au/books?id=DWlIY1PxkyYC&printsec=frontcover&source=gbs_ge
_summary_r&cad=0#v=onepage&q&f=false
Timmers, C & Glas, C 2010, ‘Developing scales for information-seeking behaviour’, Journal
of Documentation, vol. 66, no. 1, pp. 46-69, viewed 2 March 2011, Emerald
Wislon, T.D 1981, ‘On user studies and information needs’, Journal of Librarianship, vol. 37,
no. 1, pp. 3-15, viewed 2 March 2011,
http://informationr.net/tdw/publ/papers/1981infoneeds.html
Wislon, T.D 1999, ‘Models of information searching behaviour research’, Journal of
Documentation, vol. 55, no.3, pp. 249-270, viewed 2 March 2011,
http://informationr.net/tdw/publ/papers/1999JDoc.html
References:
Barnes K, Ferries S & Marateo R 2007, ‘Teaching and Learning with the Net Generation’,
Innovate journal of online education, vol. 5, no. 6, viewed 2 March 2011,
http://innovateonline.info/pdf/vol3_issue4/Teaching_and_Learning_with_the_Net_Gener
ation.pdf
Kozma, R 2003, ‘ICT AND EDUCATIONAL CHANGE’, technology innovation AND educational
change a global perspective, 1st edition, International Society for Technology in Education,
Oregon USA, viewed 2 March 2011,
http://books.google.com.au/books?hl=en&lr=&id=7IWcRIpY3JYC&oi=fnd&pg=PA1&dq=tec
31
Hula Kahlal – S3236327
ISYS2442
hnology+and+education&ots=jz-IW444N_&sig=qTYETaF3_0NYCnlcEyn73fIGS4#v=onepage&q=technology%20and%20education&f=false
Kuhlthau, C.C 2010, Information Search Process, Rutgers School of Communication and
Information, viewed 2 march 2011,
http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm
Kuhlthau, CC, HeinstrÖm, J. & Todd, RJ 2008, ‘The 'information search process' revisited: is
the model still useful?’ Information Research,vol. 13, no. 4, viewed 2 March 2011,
http://InformationR.net/ir/13-4/paper355.html
Lippincott, J.K, Net Generation Students and Libraries, Educause, viewed 2 March 2011,
http://www.educause.edu/Resources/EducatingtheNetGeneration/NetGenerationStudents
andLibrar/6067
Nicholas, D, Rowlands, I, Clark, D & Williams, P 2011, ‘Google Generation II: web behaviour
experiments with the BBC’, Aslib Proceedings: New Information Perspectives, vol. 66, no. 1,
pp. 28-45, 2 March 2011, Emerald
Oblinger D.G & Oblinger J.L 2005, ‘Technology and the Learning Expectations of the Net
Generation’, Educating the Net Generation, Educause, Washington DC, USA, viewed 2
March 2011, http://net.educause.edu/ir/library/pdf/pub7101b.pdf
Tapscott, D 2009, ‘Research methods, teams and acknowledgments’, Grown up digital, The
Mc-Graw Hill companies, New York USA, viewed 2 Mach 2011,
http://books.google.com.au/books?id=DWlIY1PxkyYC&printsec=frontcover&source=gbs_ge
_summary_r&cad=0#v=onepage&q&f=false
Timmers, C & Glas, C 2010, ‘Developing scales for information-seeking behaviour’, Journal
of Documentation, vol. 66, no. 1, pp. 46-69, viewed 2 March 2011, Emerald
32
Hula Kahlal – S3236327
ISYS2442
Wislon, T.D 1981, ‘On user studies and information needs’, Journal of Librarianship, vol. 37,
no. 1, pp. 3-15, viewed 2 March 2011,
http://informationr.net/tdw/publ/papers/1981infoneeds.html
Wislon, T.D 1999, ‘Models of information searching behaviour research’, Journal of
Documentation, vol. 55, no.3, pp. 249-270, viewed 2 March 2011,
http://informationr.net/tdw/publ/papers/1999JDoc.html
33