Systematizing Web Search Through A Meta-Cognitive, Systems-Based, Information Structuring Model (McSIS)

This paper proposes a meta-cognitive, systems-based, information structuring model (McSIS) to systematize online information search behavior based on literature review of information-seeking models. The General Systems Theory’s (GST) prepositions serve as its framework. Factors influencing information-seekers, such as the individual learning styles of Field Independence and Field Dependence (FI/FD); Holist, Serialist (H/S), and Problem-Focused vs. Emotion-Focused (PF/EF) problem-solving approaches, and individual or personal domain knowledge, are incorporated in the model. An example demonstrating the model is presented along with recommendations for educators and researchers

Informacijsko ponašanje studenata: pregled literature

This literature review attempts to give an overview of the field of university students\u27 information behaviour. Students are generally one of the most investigated groups in the field of human information behaviour, but the field of students\u27 information behaviour is difficult to draw into a coherent knowledge base. There are many studies of different aspects of information behaviour conducted over different groups of students. This paper presents some of the key conclusions and perspectives of selected studies. Studies in this field are conducted from the beginning of 1970\u27s when the focus was on exploring the usage of library resources and services. During the last two decades the interest in students\u27 library use and information behaviour in general has increased and the focus of research expanded. This review presents the literature in the following main areas: disciplinary differences in information seeking and use, the impact of curriculum and wider context including learning and teaching, effects of personality attributes, and studies that focus on use of electronic information resources. This paper also highlights research problems that authors suggest as topics for further studies.U radu se daje pregled literature s područja informacijskog ponašanja studenata. Postoji velik broj istraživanja o različitim aspektima informacijskog ponašanja studenata te rad prikazuje samo neke od ključnih aspekata i pristupa. Istraživanja se provode od početka 1970-ih, kada su većinom bila usmjerena na kontekst korištenja knjižničnih usluga. Tijekom posljednja dva desetljeća broj istraživanja se znatno povećao te se proširio fokus istraživanja. Pregled se odnosi prvenstvo na sljedeće aspekte: traženje i korištenje informacija u različitim predmetnim područjima, utjecaj obrazovnog konteksta i osobina ličnosti na informacijsko ponašanje, te korištenje elektroničkih izvora u obrazovanju. U radu se također navode istraživački problemi koji su istaknuti kao moguće teme za daljnja istraživanja

Information Search Patterns in Complex Tasks

acceptedVersionPeer reviewe

The effects of specific support to hypothesis generation on the diagnostic performance of medical students /

The hypothetico-deductive method, which involves an iterative process of hypothesis generation and evaluation, has been used for decades by physicians to diagnose patients. This study focuses on the levels of support that medical information systems can provide during these stages of the diagnostic reasoning process. The physician initially generates a list of possible diagnoses (hypotheses) based on the patients' symptoms. Later, those hypotheses are examined to determine which ones best account for the signs, symptoms, physical examination findings, and laboratory test results. Hypothesis generation is especially challenging for medical students because the organization of knowledge in medical school curricula is disease-centered. Furthermore, the clinical reference tools that are regularly used by medical students (such as Harrison's Online, UpToDate, and eMedicine) are mostly organized by disease. To address this issue, Abduction, a hypothesis generation tool; was developed for this study. Sixteen medical students were asked to solve two patient cases in two different conditions: A (support of clinical reference tools chosen by the participant and Abduction ) and B (support of clinical reference tools chosen by the participant). In Condition A, participants were able to generate the correct diagnosis in all 16 occasions (100%) and were able to confirm it in 13 occasions (81.25%). In Condition B, participants were able to generate the correct diagnosis in three out of 16 occasions (18.75%) and were able to confirm it once (6.25%). The implications of this study are discussed with respect to the cognitive support that Abduction can provide to medical students for clinical diagnosis

Developing information literacy programmes for public university libraries in Tanzania : a case study of the University of Dar es Salaam

The aim of the research was to develop a training course that inculcated infonnation literacy that could be implemented by staff at the University of Dar es Salaam library (Tanzania), in order to provide students with appropriate infonnation literacy skills to meet their educational goals. The course was developed from an integration of knowledge from infonnation behaviour research and educational theory with current perspectives of infonnation literacy from Infonnation and Library Science (ILS). The ultimate goal of the research was to create a framework that would be used by public university libraries in Tanzania to teach infonnation literacy courses. The study was carried out in two parts. In the first implementation "pilot" programme, the course was tested by involving librarians who took the entire course, in order to see whether the same course structure could be used to implement to the Masters of Education students. Following adaptations made on the first course, a second course programme was implemented to Masters of Education students by two librarians who attended the first implementation "pilot" programme. Therefore, the success of the course was partly judged on whether it effectively enabled knowledge transfer from the librarians to students. Data collection methods were predominantly qualitative, although quantitative methods in tenns of diagnostic tests were also used. The tests were used to evaluate trainees' knowledge ofinfonnation literacy before and after the course to provide an indication of changes in knowledge. Qualitative methods used included semistructured interviews with librarians and academic staff at the University of Dar es Salaam in Tanzania in order to make sure that assumptions made about students' knowledge of infonnation literacy and the kind of problems experienced by students were correct. Other methods included quizzes, exercises, group reflection and presentations that related to each stage in the course. These methods served to indicate trainees' understanding of what was taught, reflections on the leaming process and provided feedback for improvements on the course. The major findings showed that there was a recognized need for infonnation literacy and that problems such as unfamiliarity with categories of infonnation sources, analysis, synthesis, evaluation and use, were experienced in Tanzania as was the case in other "Western" countries. In addition, librarians were able to transfer skills learned to students, who in turn used the same course materials to teach fellow students who did not participate in the course. Furthermore, the design of the course was facilitated by the integration of Information and library science (ILS) approaches to information literacy with the knowledge of information behaviour and pedagogic theory. The thesis provides recommendations for the library and information curricula to introduce information literacy, teaching information literacy in a holistic way and with librarians participating in teaching and research. In addition, the study recommended that librarians should facilitate the development of information literacy in primary and secondary schools.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Developing information literacy programmes for public university libraries in Tanzania : a case study of the University of Dar es Salaam

The aim of the research was to develop a training course that inculcated infonnation literacy that could be implemented by staff at the University of Dar es Salaam library (Tanzania), in order to provide students with appropriate infonnation literacy skills to meet their educational goals. The course was developed from an integration of knowledge from infonnation behaviour research and educational theory with current perspectives of infonnation literacy from Infonnation and Library Science (ILS). The ultimate goal of the research was to create a framework that would be used by public university libraries in Tanzania to teach infonnation literacy courses. The study was carried out in two parts. In the first implementation "pilot" programme, the course was tested by involving librarians who took the entire course, in order to see whether the same course structure could be used to implement to the Masters of Education students. Following adaptations made on the first course, a second course programme was implemented to Masters of Education students by two librarians who attended the first implementation "pilot" programme. Therefore, the success of the course was partly judged on whether it effectively enabled knowledge transfer from the librarians to students. Data collection methods were predominantly qualitative, although quantitative methods in tenns of diagnostic tests were also used. The tests were used to evaluate trainees' knowledge ofinfonnation literacy before and after the course to provide an indication of changes in knowledge. Qualitative methods used included semistructured interviews with librarians and academic staff at the University of Dar es Salaam in Tanzania in order to make sure that assumptions made about students' knowledge of infonnation literacy and the kind of problems experienced by students were correct. Other methods included quizzes, exercises, group reflection and presentations that related to each stage in the course. These methods served to indicate trainees' understanding of what was taught, reflections on the leaming process and provided feedback for improvements on the course. The major findings showed that there was a recognized need for infonnation literacy and that problems such as unfamiliarity with categories of infonnation sources, analysis, synthesis, evaluation and use, were experienced in Tanzania as was the case in other "Western" countries. In addition, librarians were able to transfer skills learned to students, who in turn used the same course materials to teach fellow students who did not participate in the course. Furthermore, the design of the course was facilitated by the integration of Information and library science (ILS) approaches to information literacy with the knowledge of information behaviour and pedagogic theory. The thesis provides recommendations for the library and information curricula to introduce information literacy, teaching information literacy in a holistic way and with librarians participating in teaching and research. In addition, the study recommended that librarians should facilitate the development of information literacy in primary and secondary schools.EThOS - Electronic Theses Online ServiceGBUnited Kingdo