Information search behavior in fragile and conflict-affected learning contexts

Abstract

This paper explores the ways in which higher education students search for information in fragile and conflict-affected contexts. Data for this study was drawn from verbal reports of nine participants engaged in retrospective think-aloud sessions to solve ten tasks each. The results of the thematic analysis revealed that the participants followed the pattern outlined in literature of connectivism and literacy frameworks. Namely, the participants proceeded with four interrelated steps: locating information, information use, remix and repurpose, and knowledge sharing. Some key themes were observed that differed from previous studies, including meta-search and the frequency of changing search keywords over time. Each difference deserves further consideration. Moreover, the results highlight extreme plagiarism among participants and their low-level competencies to innovatively evaluate and remix online content. This paper argues that critical and cyberliteracy are perhaps the nominated theoretical frameworks for developing information search mechanisms in oppressed societies. Implications for educational practices are discussed.