Uncertainty Dimensions of Information Behaviour in a Group Based Problem Solving Context

This paper presents a study of uncertainty dimensions of information behaviour in a group based problem solving context. After a presentation of the cognitive uncertainty dimension underlying Kuhlthau’s ISP-model, uncertainty factors associated with personality, the work task situation and social settings are introduced. These different dimensions of uncertainty are explored in a longitudinal case study of three groups of LIS students (two groups with tree females and one group with three females and one male) while they were preparing a project assignment. It is explored to what extent group members’ experiences of uncertainty differ from the individual information seeker in Kuhlthau’s ISP-model, and how this experience may be related to personal, work task and social factors. A number of methods have been employed to collect data on each group member during the assignment process: a demographic survey, a personality test, 3 process surveys, 3 diaries and 3 interviews. It was found that group members’ experiences of uncertainty did not correspond with the ISP-model in that other factors beyond the mere information searching process seemed to intermingle with the complex process of knowledge construction and meaning making. Personal factors and work task factors also caused manifestations of uncertainty, though under strong influence from social factors like familiarity with other group members and the group work process. It is concluded that the uncertainty concept is a multi-dimensional phenomenon, which should not be studied out of context. On the other hand, this complexity of the uncertainty concept also represents a methodological and practical challenge to the researcher as well as the practioner

Project work as a vehicle for information literacy education in disadvantaged schools : an ethnographic field study of grade seven project work in a primary school in Cape Town

Bibliography: leaves 216-228.This is a qualitative interpretive case study of project work (independent enquiry learning, also labeled topic work or theme work) in a disadvantaged South African primary school. The underlying problem was to examine the potential role of project work in the teaching of information literacy in "information poor" environments. Information literacy is recognised as a crucial outcome in the documentation of Curriculum 2005, the new South African curriculum now being phased in. An Information Skills Learning Programme has been developed and placed in the Learning Area Language, Literacy and Communication. Moreover, information skills have been a compulsory subject in the Western Cape Education Department's Interim Curriculum since 1995. Both the WCED interim curriculum and Curriculum 2005 stress continuous formative assessment via projects and portfolios. Information skills are inherent in good project work, which, internationally, is seen as the ideal context for the integrated learning of these skills. However, information literacy education internationally assumes access to a wide variety of learning resources, such as school libraries, which cannot be assumed in South African schools. The paucity of research within disadvantaged environments as well as the nature of the construct of information literacy explains the choice of methodology - exploratory ethnographic field study. An ex-House of Representatives primary school, within a historically coloured township on the Cape Flats, Cape Town, which regularly undertakes project work, was chosen. The Grade Seven class was selected as Curriculum 2005 was due to be phased in at that level in 1998. The questions framing the study aimed at finding out how projects were conducted within the school, what resources were used, how teachers managed them, and how information literate teachers were

Exploration of students’ information behaviour and experience of assignment completion process

Assignments play an important role in consolidating knowledge for university students. Understanding students’ information behaviour and experience in this type of work task, i.e., students’ assignments, would be beneficial to the design of learning platforms or search systems to better support effective and efficient information behaviours. A 37-day online observation of 14 university students in China, working on one assignment through client logging, combined with questionnaires and interviews were conducted in this study. This study used descriptive analysis to describe students’ information behaviours and experiences during the assignment completion processes at different stages. According to the proportion of efforts devoted to seeking information and working for the assignment in four evenly distributed periods, the students could be divided into four time-allocation types, namely 'Ninjas', 'Turtles', 'Time wasters' and 'Pursuers'. Different types of students had different information behaviours and experiences during assignment completion process. When applying Information Seeking Process model to analysis students’ information behaviours for the assignment completion, it is necessary to combine the time context and examine how each time allocation type of students would allocate their information seeking effort in task completion behaviours.Peer Reviewe

Information-seeking behaviour of Faculty of Agriculture and Natural Resources' students at Neudamm Campus, University of Namibia

This study investigated the information-seeking behaviour of the Faculty of Agriculture and Natural Resources' (FANR) students at Neudamm Campus, University of Namibia (UNAM). It determined their information needs, informationseeking patterns, information use and information evaluation including preferences for information resources. In addition, it considered the challenges students encountered when accessing and using information at Neudamm Library. This was done in order to improve the delivery of information services. Taking a qualitative research approach, this study was guided by Kuhlthau's (2004) Information Search Process model which served as a theoretical framework. Data were collected from a purposively selected sample through focus group discussions that were held with undergraduate students and interviews with postgraduate students and academic staff. The key findings from this analysis are that FANR students need information to write assignments, class tests, examinations and research projects. They value both printed and online resources. However, they are frustrated by the outdated resources, shortage of printed materials, and the limited and restricted access to e-resources. When in the library, they mainly browse for books on library shelves and search for information on the internet, and rarely use library electronic databases. There is a need to train students on the formulation of search strategies and the use of library e-resources. It transpired that students seldom use advanced search strategies, instead they either type short keywords or long sentences on Google search engine. Their challenges include very noisy library study area, ineffective interlibrary loan systems and fellow students' unwillingness to share facilities such as computers. The findings indicate that the library needs to acquire the latest e-resources, provide robust information literacy training and redesign its space to increase study space that students can use to access quality information. Additionally, the university should source funds from external donors to build a state of the art library to accommodate the increasing number of FANR students

The readiness of public libraries in South Africa for information literacy education: the case of Mpumalanga Province

The purpose of the study is to investigate the readiness of public libraries in South Africa for an enhanced educational role in developing the information literacy of school learners. The public libraries in Mpumalanga Province provide the case site for the study. Across the world, information literacy education has been identified as the raison d'etre of school libraries. There are two arguments for public libraries in South Africa to take on this mission: • the demands of the global economy for information literate school leavers - reflected in South Africa's new school curriculum, which is widely described as "resource-based" and which lists infonnation skills as a critical cross-curricular outcome • the shortage of school libraries in South Africa. It has been estimated that eight million out of 12 million learners do not have access to libraries in their schools. In recent years there have been suggestions that South African public libraries take on a more direct educational and developmental role - which might be more appropriate than the inherited Western model of service. Information literacy education might well be their unique contribution to social inclusion in a country where, on average, less that 10 percent of the population belong to public libraries. The introduction in the late 1990s of the new curriculum has brought a huge increase in the use of public libraries by school learners - most of whom are not signed-up members but who need access to public library resources as they grapple with the information seeking demands of their school projects and assignments. The increase in use has led to much comment in public library circles on the iJJ-preparedness of school learners for project work in the library. The theoretical underpinning of the study comes from the research and theory building of Carole Kuhlthau and Christine Bruce - both of whom have enriched information literacy theory with their "borrowing" from constructivist and relational learning theory. To Kuhhhau, information literacy is a constructive process of building meaning and knowledge. The task of information literacy education in schools and libraries - is to teach people how to learn - not how to find discrete bits of information. Christine Bruce's research highlights the significance of people's conceptions of information and information literacy. She identifies categories of conceptions ranging from those which see information literacy as knowing about resources to those who describe it as creating new knowledge and building wisdom. Effective information literacy education has to take into account the existence of these different conceptions. The PhD study sets out to examine if indeed public libraries in South Africa might assume an enhanced responsibility for information literacy education and, if so, what inhibiting and 111 facilitating factors might exist. The word "readiness" in its title has two layers of meaning: at one level it refers to physical capacity and on a second level to more intangible and subjective attributes such as staff attitudes and beliefs. The research questions examined in the study relate to these two layers of meaning. They are informed also by a wide-ranging survey of the literature of educational change in South Africa and of the role of public libraries, internationally, in information literacy education. The questions can be grouped into three categories: • What is happening at present in terms of information literacy education for school learners? • Do public libraries have the physical capacity for information literacy education? • What are the attributes of public library staff in terms of their experience of and attitudes towards information literacy, information literacy education, and, indeed, towards a stronger educational role for public libraries? Any discussion on the capacity of Mpumalanga's public libraries for information literacy education has immediately to acknowledge the uneven distribution of libraries - common to all South African provinces. The Director of Mpumalanga Provincial Library Service estimates that his province requires 98 new libraries. The Province of Mpumalanga lends itself to the research problem for a number of reasons. Its social and economic characteristics throw into relief the critical issues highlighted in the literature review. It is one of South Africa's five "new'' provinces, having amalgamated two apartheid era "homelands". It is regarded as a "rural" province" with sprawling densely populated but underdeveloped areas. Only 18 percent of its schools have libraries. The study took place in a time of upheaval and restructuring of local government - the tier of government responsible for the day to day management of public libraries. The climate of uncertainty is found to play a significant part in the prevailing low morale of public library staff. The research project has a design structure of two interdependent phases. The overarching theoretical framework is interpretivist constructivism. The realities and meanings constructed by public library staff are central to the problem. However, it employs both qualitative and quantitative methodologies as each contributes to the understanding of the problem. The first phase is a broad survey of 46 public libraries in Mpumalanga, undertaken in March/April 2004, which gathers both qualitative and quantitative data by means of interviews with 57 staff members - based on a semi-structured questionnaire. The aim was to gather quantitative data on the resources and facilities within the libraries and their services to schools - and, by means of several open-ended questions, qualitative data on library staff views on the impact JV of the new curriculum and possible changes in their social role. The first phase leads into the next phase - a more focused participant observation case study of the information literacy programmes in two public libraries in one small town throughout October 2004. Three vignettes scaffold the case study, which serve both to give a sense of context and to highlight the theoretical issues. In this phase, an added perspective is school educators' use of the library - and their beliefs about learning and libraries. Twenty-seven interviews with Grade 7 and 8 educators and principals in the seven schools served by the public libraries were conducted. The analysis of the first phase data led to tentative findings. The second phase case study started afresh - open to alternative or contradictory interpretations. However, its findings are surprisingly convergent with those of the first phase. It seems that Mpumalanga public libraries are heavily engaged in serving school learners. The study indeed concludes that public libraries need school learners - given their low use by adults. Shortcomings in certain physical facilities, such as the lack of space and absence of retrieval tools, are inhibiting factors with the heritage of apartheid still impacting on the availability of and quality of service. The low level of professional education of public library staff is found to impede innovation in library and information service programming. The prevailing information literacy education largely comprises, at present, one-to-one support, although there is a fair amount of source-based group library orientation. Moving from library orientation towards information literacy education will depend on a shift in conceptions of the educational role of public libraries. In the absence of recognition of their curricular role by public library authorities and educationists, many public librarians are not sure that their services to school learners are legitimate. There is, at the same time, dawning recognition that present approaches are not meeting the needs of school learners and that more effective communication with educators is required. This recognition comes from public librarians' frustrating encounters with learners rather than from insight into information literacy education theory and experience. And educators' simplistic conceptions of project work and lack of cognizance of the demands of information seeking in the library do not allow for a more dynamic role for public libraries. The study makes recommendations for various role-players - the library profession, the governance structures of public libraries, public library staff, educators and educationists, and information literacy researchers. The fundamental conclusion is that sustainable information literacy education in public libraries will depend on more dynamic leadership and on a vision of a new model of public library

Information behaviour of medical faculty in the tertiary health institutions in Kwara State Nigeria.

Ph. D. University of KwaZulu-Natal, Pietermaritzburg 2016.The study investigated the information behaviour of medical faculty in the tertiary health institutions in Kwara State, Nigeria. The study sought to determine the information needs, information sources used, information utilisation, information sharing and information for collaboration of medical faculty in the health tertiary institutions in Kwara State, Nigeria. Wilson's (1994) and Leckie et al.'s (1996) models of information behaviour underpinned the study. The study also used the post-positivist research paradigm as the theoretical lens to illuminate the research problem. A combination of quantitative and qualitative methods were used as the study design. The population of the study comprised of management staff, deans of faculties, heads of departments, faculty and medical librarians. A purposive strategy was used to select the samples from the respective populations. Data was collected through a survey questionnaire and interviews. To ensure the reliability and validity of the results, an Explorative Factor Analysis (EFA) was performed on the findings of a pre-tested questionnaire. The results of the pre-test indicated that the observed variables in the research instruments were reliable and valid. The quantitative and qualitative data obtained from the main study were analysed using SPSS (Statistical Packages for Social Sciences) software and thematic analysis respectively to generate descriptive and inferential statistics. Findings revealed that 99 (61.1%) of males in the age range of 31 - 40 had BSc degrees. The findings showed that a majority, 85 (52.5%) of respondents were affiliated to the College of Health Sciences, University of Ilorin, and 47 (29.0%) to Nursing Services. In addition, 147 (90.7%) of respondents were full-time faculty in the institutions surveyed. There were 31 (19.1%) consultants among the respondents of which 40 (24.7%) had served the institutions for 6-10 years and 63 (38.9%) had spent between 1-5 years in their present institutions. The findings generally indicated that 106 (65.4%) of respondents sought information from senior colleagues. The findings further revealed that 55 (34%) of respondents consulted information sources fortnightly and another 106 (65.4%) indicated that they received information through faculty board and departmental meetings. Furthermore, 62 (38.3%) of respondents spent 41% - 60% of their time seeking information while 103 (63.6%) indicated that books were their most sought after information source from the library. In addition, 52 (32.1%) of respondents preferred reader services to any other services provided by medical libraries. The findings showed that the most frequently used tools by faculty to access information were library catalogues 60 (37.0%). The findings also revealed that 86 (53.1%) of respondents used their institutional library to access information while 144 (88.9%) used the internet for accessing information. The findings showed that information for collaboration, information utilisation and information sharing were reasons why faculty sought information to fulfil teaching, research and patient care information needs. Findings further showed that 61 (37.7%) respondents visited the library to access information while 90 (55.8%) asked for second opinions from colleagues. The respondents identified several challenges they faced in seeking information which included inadequate resources, lack of qualified staff, limited funding, high cost of journal subscriptions, limited library space and limited opening hours of the library. The study recommended education and training, to create awareness for both medical librarians and medical faculty about the diversity of, and use of information resources (in both print and electronic formats) available, and continuing professional development through workshops, seminars and an academic community of practice as part of capacity building of medical faculty in the quest to fulfil their information needs. The study further recommended the need to provide an adequate budgetary allocation that would enable the provision of information resources to support the needs of medical faculty in the tertiary health institutions in Kwara State, Nigeria. Emphasis should also be given to the information infrastructure for development, improving Internet access, information literacy programmes, and a mentoring plan for junior medical faculty to become independent information seekers and users. In addition, library opening hours in the institutions should be made flexible and extended so that information can be accessed beyond working hours; coordinated information sharing and collaboration programmes such as the community of practice should be encouraged among medical faculty. Tertiary health institutions should also strive to strengthen the collection of up to date and relevant medical books to satisfy the demand for this preferred information source by the faculty. Skills training for catalogue use, databases access, computer literacy skills, Internet access and Medline materials access skills should be provided

On the other side of the reference desk: Exploring undergraduates' information search mediation experiences through the ACRL Framework

Information seeking, a key aspect of information literacy, is relevant to student academic success as well as to leadership, organizational and public policy issues within higher education. Although librarians contend that students should consult formal mediators for help during an information search, students are much more likely to prefer consulting what are defined in the literature as informal mediators. This contradiction suggests the current literature of information seeking may not fully depict the aspects of search mediation that are actually the most important to student information seekers.Purpose and Questions: The purpose of my study was to explore lower-division undergraduates thoughts, feelings, and actions as they engage in and reflect on their information search mediation encounters over the course of an information search process. My study was guided by two central questions:1. What are the characteristics of information search mediation encounters as experienced by lower-division undergraduate students?2. How do students use search mediation encounters to navigate the information search process?Methods and Theory: To explore these questions, I employed Stake's (2006) multiple case study methodology. Each student's assignment-related experiences of information search mediation and information seeking were considered a case for the purposes of this study. After analyzing individual cases in isolation for key findings, I considered them as a set to identify cross-case assertions that describe the essence of the topic under investigation. I then examined and discussed the cross-case through the lens of the Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education, the primary theoretical framework for the study.Findings: Six cross-case findings emerged from the data. These findings describe aspects of mediator selection, the mediation encounter, the role of information search mediation in the information search process, the influence of lessons learned via mediation on the final research assignment, and the ways that mediation encounters influenced later information searches, as well as search mediation as a whole. These provocative findings both support and problematize the ACRL Framework for Information Literacy, and have important implications for information literacy theory, research, and practice