Students' conceptions of information retrieval: Implications for the design of learning environments

Abstract

To design information retrieval (IR) learning environments and instruction, it is important to explore learners' conceptions of the domain to be examined. This article addresses the issue by investigating students' conceptions of IR know-how and its implications for designing learning environments for IR. This study focuses on the integration of research on IR instruction and constructive learning environments. The study of conceptions and constructive instructional design is a novel approach in library and information science. The article presents five qualitatively different conceptions of IR know-how and explores the connections between these conceptions and learning style, enrollment type, and major subject. In addition, the implications for learning environment design are discussed.