Information-seeking Skills Research Articles

DIGITAL TRANSFORMATION THROUGH COOPERATIVE LEARNING

In today’s complex world, a continuous upgrade of knowledge is crucial. Digital literacy, as one of the key competencies of the 21st century, is becoming more critical since it enables an efficient use of digital devices and tools. The European Union has set five key competencies for digital literacy, including informational and data literacy, digital content creation and communication and collaboration. In education, communication is widely accepted as a crucial skill for achieving common goals. Collaborative learning has proven to be a practical approach to teaching since it encourages the active participation of learners, provides many valuable and innovative solutions, and enables the development of key competencies. The collaborative workability can be further enhanced through cross-curricular integration, where learners are taught independent learning, information-seeking skills and critical thinking. In the school context, combining digital competencies, collaborative learning, and cross-curricular integration is key to preparing students for life in the modern world. This research presents an example of developing digital competencies in technology engineering lessons. The example above is offered in three stages and covers a period of ten school lessons. In addition to digital competencies, students are developing other competencies that will benefit their daily lives. Research is aimed at teachers who want to build digital competencies in their students through experiential learning, collaborative work, and cross-curricular integration, as well as prepare them for future challenges. Keywords: digital competences, digital literacy, cross-curricular approaches, cooperative learning, technology and engineering learning, technology and engineering literacy

Digital Literacy of Tuntungan I Village Youth In Utilizing Social Media As Learning Media

This research is a qualitative study which aims to measure the level of awareness of teenagers in Tuntungan I village regarding the importance of digital literacy in utilizing social media as a learning medium, and to analyze teenagers' dependence on social media which can influence the effectiveness of learning. The research was carried out from 03 to 13 June 2024 in Tuntungan I Village, Pancur Batu District, Deli Serdang Regency, North Sumatra. Data collection techniques use interview techniques and questionnaires. The number of samples taken was 30 teenagers who were classified based on their age level. The research results obtained were that teenagers in Tuntungan I Village had demonstrated proficiency in using digital media, such as PowerPoint and Infocus, to present discussion results. This reflects their skills in supporting technology as an important learning tool in the school environment. The social media platforms that are often used by teenagers in Tuntungan I Village to search for information are YouTube and Instagram. The information seeking skills of teenagers in Tuntungan I village show significant dependence on social media as a source of information. From the results of calculations with respondents, 87.3% of teenagers actively use this platform for the purpose of seeking information. However, only 60.7% succeeded in finding information that was relevant to their learning.

Unveiling the Dynamics of Blended Learning: The Interplay Between Lecturer Competencies and Students' Digital Experience on Student Subjectivity

This research aims to empirically examine the influence of lecturer competencies, students' digital experience, and self-regulated learning moderated by digital learning facilities on students' subjective perceptions of blended learning. The study employs an explanatory quantitative method involving a population of 328 students, with 273 respondents participating in lectures using the blended learning model at universities in Lampung Province. An analysis is conducted using the Moderated Regression Analysis (MRA) model, preceded by tests for normality and reliability. Simultaneous testing of students' subjective perceptions of blended learning indicates a significant value. Another finding in this research reveals that students' experiences, such as knowledge, usage, awareness, information-seeking skills, and information sharing, predominantly influence students' subjective views on blended learning, with a coefficient value approaching one, namely 0.975. Recommendations for future research could focus on evaluating the success of the blended learning model through a combination of face-to-face learning within the classroom and the utilization of Learning Management Systems (LMS), considering the social, cognitive, and affective environment that supports students.

Cognitive appraisals and information-seeking achievement emotions: a qualitative study of Swedish primary teacher students

PurposePrimary teachers play a vital role in fostering pupils' successful futures. Therefore, gaining knowledge of primary teacher students' learning processes, including the achievement of information-seeking skills, is crucial. The aim of this paper is to understand better the interplay between cognitive appraisals and emotions in the constructivist process of learning and achieving information-seeking skills.Design/methodology/approachIn-depth semi-structured interviews were conducted with six Swedish primary teacher students. The analysis of qualitative data was deductive and theory-driven, guided by Kuhlthau's information search process model, Scherer's semantic space of emotions and Pekrun's control-value theory of achievement emotions.FindingsAnger/frustration, enjoyment and boredom were identified as activity emotions and anxiety, hopelessness and hope as prospective outcome emotions. The retrospective outcome emotions found were pride, joy, gratitude, surprise and relief. The appraisals eliciting the achievement emotions were the control appraisals uncertainty/certainty (activity and prospective outcome) and oneself/other (retrospective), and value appraisals negative/positive intrinsic motivation (activity) and failure/success (prospective and retrospective). The interplay between appraisals and emotions was complex and dynamic. The processes were individually unique, non-linear and iterative, and the appraisals did not always elicit emotions.Originality/valueThe study has theoretical and methodological implications for information behaviour research in its application of appraisal theories and the Geneva affect label coder. In addition, it has practical implications for academic librarians teaching information-seeking skills.

Cognitive and motivational qualities of task instruction: Cognitive appraisals and achievement emotions of Swedish primary teacher students

Given the crucial role of primary teachers in shaping pupils' development, equipping primary teacher students with the necessary skills, including information-seeking skills, is fundamentally important. The aim of this study is to gain a better understanding of the process of achieving such skills by exploring the interplay between cognitive appraisals and achievement emotions and the way in which these are affected by the quality of instructions experienced. Instruction librarians' support in relation to instructions and how these can be designed to promote achievement are also investigated.Six Swedish primary teacher students were studied through in-depth semi-structured interviews over a period of 10 weeks. The methodological tool Geneva affect label coder was used for the mapping and categorization of appraisals and emotions. The analysis of the qualitative data was theory driven and deductively interpreted through the lens of Pekrun's control–value theory of achievement emotions, Scherer's semantic space of emotions, and Kuhlthau's information search process model.The cognitive appraisals identified were uncertainty, certainty, and negative and positive intrinsic motivation. The achievement emotions found in relation to cognitive quality were anger/frustration, anxiety, and hopelessness, and those linked to motivational quality were enjoyment and boredom. Uncertainty and negative intrinsic motivation/failure elicited emotions related to cognitive quality, and negative/positive intrinsic motivation and certainty determined emotions related to motivational quality. The interplay between appraisals and emotions was complex, involving feedback loops and reciprocal causation. The support from instruction librarians experienced was related to the students' ability to master the instructions and their cognitive qualities.The study has theoretical and methodological implications for information behavior and information literacy research in its application of appraisal theories and methodological tools. It also has practical implications for academic instruction librarians supporting students in the process of achieving information-seeking skills. By understanding how students experience support and the relations to the quality of task instructions, support can be designed in ways that promote positive achievement emotions and by implication achievement.

Uncovering the Factors That Influence the Public to Spread Infodemic in Indonesia

This study aims to explain factors that influence people to continue disseminating the infodemic even when they have a high level of education. This research uses a qualitative approach with data mined using interview techniques and literature studies. The qualitative research gathered data through in-depth online interviews and literature studies. Key informants, including experts in Communication Science, Religion, Social Media, and Health, were interviewed using semi-structured interviews, allowing for flexible yet focused discussions. The study's findings identify 12 factors contributing to the continued spread of the infodemic, including social media ownership, a critical attitude towards information, information-seeking skills, emotional maturity in processing information, the demands of daily life, the frequency of social media use, social media friend networks, efforts to enhance digital literacy, a tendency to avoid seeking information clarification, a narrow interpretation of religious teachings, belief in conspiracy theories, and specific underlying motives. This research contributes significantly by shedding light on this pressing issue, offering insights crucial for formulating evidence-based policies and interventions to enhance digital literacy and effectively counter the infodemic. Future researchers should concentrate on investigating motive aspects. Moreover, rigorous statistical tests in quantitative research can also be considered to enhance the depth of analysis, providing a quantitative measure of the influence exerted by each identified factor.

Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies

This study is purposed to implement and test a praxeological learning approach to enhance pre-service EFL teachers’ technological pedagogical content knowledge and online information-seeking skills. This study was conducted based on a convergent parallel mixed design involving thirty-seven sophomore pre-service EFL teachers. Multiple data collection tools were administered at the beginning and end of the course, and data were analyzed aligning with quantitative and qualitative methods complementarily. Active and decisive participation of the pre-service teachers shaped the course design following the sections of independent study, context orientation, and context-based study within the Technological Pedagogical Content Knowledge Framework. Findings showed that pre-service teachers’ technological pedagogical content knowledge and online information-seeking strategies of evaluation, selecting main ideas, and trial & error were significantly improved. Praxeological learning, following the Technological Pedagogical Content Knowledge Framework step-by-step and highlighting context-sensitivity, scaffolded pre-service teachers’ knowledge construction cumulatively and provided them with authentic learning experiences. The praxeological learning approach can support long-term motivation for technology integration knowledge and skills acquisition for pre-service teachers’ future careers.

Post-stroke experiences and health information needs among Chinese elderly ischemic stroke survivors in the internet environment: a qualitative study.

Elderly stroke survivors are encouraged to receive appropriate health information to prevent recurrences. After discharge, older patients seek health information in everyday contexts, examining aspects that facilitate or impair healthy behavior. To explore the experiences of older stroke patients when searching for health information, focusing on search methods, identification of health information, and difficulties faced during the search process. Using the qualitative descriptive methodology, semi-structured interviews were conducted with fifteen participants. Participants associated the health information they sought with concerns about future life prospects triggered by perceived intrusive changes in their living conditions. Based on the participants' descriptions, four themes were refined: participants' motivation to engage in health information acquisition behavior, basic patterns of health information search, source preferences for health information, and difficulties and obstacles in health information search, and two search motivation subthemes, two search pattern subthemes, four search pathway subthemes, and four search difficulty subthemes were further refined. Older stroke patients face significant challenges in searching for health information online. Healthcare professionals should assess survivors' health information-seeking skills, develop training programs, provide multichannel online access to health resources, and promote secondary prevention for patients by improving survivors' health behaviors and self-efficacy.

Does Mentoring Directly Improve Students’ Research Skills? Examining the Role of Information Literacy and Competency Development

This work proposes a structural model highlighting the research skills of undergraduate students. Due to the stages in their research project implementation, mentoring students becomes a crucial initiative in higher education institutions. Despite substantial progress in the literature linking mentoring and skills development, there is a lack of greater emphasis on research skills, especially for undergraduate students facing research work for the first time. Consequently, the direct relation between mentoring and research skills may not be straightforward. Thus, driven by social learning theory, the proposed model highlights the mediating effects of information literacy constructs and competency development on the relationship between mentoring and research skills. An empirical study of 539 participants via Partial Least Squares–Structural Equation Modeling supports six of the seven hypothesized paths. Three major theoretical contributions arise from the findings. Firstly, mentoring improves information-seeking skills and information-sharing behaviors and facilitates students’ competency development due to the technical knowledge transfer from the faculty mentor to student mentees. Secondly, information literacy constructs and competency development promote research skills, emphasizing that students with those behaviors and capacities will achieve enhanced research skills. Finally, our findings suggest that mentoring does not directly translate to improved research skills; instead, information-seeking and sharing behaviors and competency development fully mediate such a link. Thus, mentors must shape these behaviors for mentoring to develop students’ research skills. Theoretical and practical insights are outlined from these findings for university leadership to inform the design of mentoring initiatives for undergraduate students.

Individualistic Versus Collaborative Learning in an eHealth Literacy Intervention for Older Adults: Quasi-Experimental Study.

Older adults tend to have insufficient health literacy, which includes eHealth literacy-the ability to access, assess, and use digital health information. Interventions using methods such as collaborative learning (CL) and individualistic learning (IL) may be effective in addressing older adults' low eHealth literacy, but little is known about the short- and long-term effects of CL versus IL on older adults' eHealth literacy. The objective of this study was to use a 3 × 2 × 3 mixed factorial design to examine older adults' learning with CL versus IL for eHealth literacy. Older adults (N=466; mean age 70.5, SD 7.2; range 60-96 years) from diverse racial and ethnic groups were randomly assigned to either the CL or IL group (233/466, 50% in each). The intervention consisted of 4 weeks of training in 2-hour sessions held twice a week. Using ANOVA and multiple regression, we focused on the main effects of learning condition and interaction between learning condition and previous computer experience. Learning method (CL or IL) and previous computer experience (experienced, new, or mixed) were between-subject variables, and time of measurement (pretest measurement, posttest measurement, and 6-month follow-up) was the within-subject variable. Primary outcome variables were eHealth literacy efficacy, computer and web knowledge, basic computer and web operation skills, information-seeking skills, and website evaluation skills. Control variables were age, sex, education, health status, race and ethnicity, income, primary language, and previous health literacy. eHealth literacy efficacy, computer and web knowledge, basic computer and web operation skills, information-seeking skills, and website evaluation skills improved significantly (P<.001 in all cases) from before to after the intervention. From postintervention measurement to 6-month follow-up, there was a significant interaction between learning condition and previous computer experience based on 1 outcome measure, computer and web operation skills (F2,55=3.69; P=.03). To maintain computer and web operation skills 6 months after the intervention, it was more effective for people with little to no previous computer experience to learn individually, whereas for people with more previous computer experience, it was more effective to learn collaboratively. From postintervention measurement to 6-month follow-up, statistically significant decreases were found in 3 of the 5 outcome measures: eHealth literacy efficacy, computer and web knowledge, and basic computer and web operation skills (P<.001 for all 3 cases). Older adults' eHealth literacy can be improved through effective intervention, and the IL or CL condition may have little effect on short-term outcomes. However, to maintain long-term benefits, it may be best to learn collaboratively with others who have similar previous computer experience. eHealth literacy is multidimensional, with some components retained better over time. Findings suggest a need for resources to provide continuous training or periodic boosting to maintain intervention gains.

Understanding information-seeking achievement emotions - exploring a cognitive appraisal theory framework

Given the limited body of literature on information-seeking emotions in library and information science research in general and relative to appraisal theories in an educational context, the findings of this paper will make a valuable conceptual and theoretical contribution to the field. The paper explores a proposed appraisal theory framework for understanding the information-seeking emotions of higher education students in learning and achieving information-seeking skills. Studying this process is crucial for academic success and future research-informed practice. The relevance of applying the framework, Scherer's (2005) semantic space of emotions and Pekrun's (2006) control-value theory of achievement emotions, is presented, elucidated and discussed. Concepts, elements, structure and dynamics of the theories are presented. The framework offers an understanding and explanation of the nature of information-seeking emotions and their interplay with cognitive appraisals in the complex constructivist learning process of achieving information-seeking skills. Viewed together, the framework has the potential to be an appropriate analytical tool to investigate information-seeking emotions in the process of learning and achieving information-seeking skills.

Developing SIPCaR projects utilizing modern technologies

Due to the onset of the COVID-19 pandemic, the education sector responded quickly to change the mode of delivering instructions to students in hybrid learning. Since in-school learning is no longer feasible, schools are devising teaching-learning pedagogies that are practical to achieving positive students' learning and quality instruction. This study aims to find out the impact of science investigatory projects, capstone projects, and robotics (SIPCaR) to students' engagement, and research and development (R&amp;D) skills, and learning outcomes. Using purposive sampling and mixed-method research design, results revealed that students were very engaged, their R&amp;D skills and learning outcomes proficiency are highly evident. Students were very cognitively engaged, behaviorally engaged, socially engaged, and moderately emotionally engaged, with means 4.27, 4.16, 4.41, and 3.44, respectively. Their R&amp;D skills consist of analytical skills, information seeking skills, problem-solving skills, communication skills, and methodology skills are proficient with means 4.10, 4.06, 3.80, 4.30, and 3.78, sequentially. The findings of the study prove that, if appropriately implemented, SIPCaR projects open countless opportunities for students to achieve high-level learning outcomes, collaborate and innovate modern technologies that could potentially help emerging societal problems. Despite the challenges posed by the health crisis, STEM educators may formulate activities that result in students' holistic development in a remote classroom setting.

Measuring Online Health Information Seeking Skills and its Related Factors in a Middle-Aged Population

Measuring Online Health Information Seeking Skills and its Related Factors in a Middle-Aged Population

Health Information Literacy Confidence and Behavior among Online, Hybrid, and Traditional Nursing Students: A Survey to Inform Future Virtual Instruction

When creating information literacy instruction for distance learners; location, preferred use, technological skills, availability of online resources, and confidence in information-seeking skills and behaviors factor into providing service. This study established areas in which online, traditional, and hybrid nursing students displayed confidence and identified places where students might be weaker in their understanding of how to use library services. The objective was to create pedagogical opportunities whereby students could gain information literacy skills using the Association of College and Research Libraries Framework. These skills will strengthen students’ understanding the use of and access to library resources, regardless of location.

HIV/AIDS community information outreach program (ACIOP): A landmark NIH conference and an enduring NLM role in meeting the affected community's need for information access.

In June 1993, the National Library of Medicine (NLM) joined with the National Institutes of Health’s (NIH) Office of AIDS Research (OAR), and the National Institute of Allergy and Infectious Diseases (NIAID) to host a conference at a pivotal time in the HIV/AIDS epidemic to understand better the information needs of five major constituency groups: clinical researchers; clinical providers; news media and the public; patients; and the affected community. NLM’s director, Donald A.B. Lindberg M.D., and staff sought to identify new program possibilities benefitting from the input of current and potential users of the Library’s information services. Conference recommendations led to a key NLM policy change providing cost-free access to all AIDS data, and the establishment of the HIV/AIDS community information outreach program (ACIOP), which enabled new partnerships with local community-based organizations serving the affected community. Uniquely funded and long running, more than 300 ACIOP projects have been supported to-date. These projects have improved awareness and use of national HIV/AIDS information resources; enhanced information seeking skills; developed locally generated information resources; and enhanced the capacity of community-based organizations to use new information and computer technologies providing access to essential information resources and services.

HIV/AIDS Community Information Outreach Program (ACIOP): A Landmark NIH Conference and an Enduring NLM Role in Meeting the Affected Community's Need for Information Access.

In June 1993, the National Library of Medicine (NLM) joined with the National Institutes of Health's (NIH) Office of AIDS Research (OAR), and the National Institute of Allergy and Infectious Diseases (NIAID) to host a conference at a pivotal time in the HIV/AIDS epidemic to understand better the information needs of five major constituency groups: clinical researchers; clinical providers; news media and the public; patients; and the affected community. NLM's director, Donald A.B. Lindberg M.D., and staff sought to identify new program possibilities benefitting from the input of current and potential users of the Library's information services. Conference recommendations led to a key NLM policy change providing cost-free access to all AIDS data, and the establishment of the HIV/AIDS Community Information Outreach Program (ACIOP), which enabled new partnerships with local community-based organizations serving the affected community. Uniquely funded and long running, more than 300 ACIOP projects have been supported to-date. These projects have improved awareness and use of national HIV/AIDS information resources; enhanced information seeking skills; developed locally generated information resources; and enhanced the capacity of community-based organizations to use new information and computer technologies providing access to essential information resources and services.

Entrepreneurial Competencies of Accountancy, Business, and Management Students in a Private Institution

Entrepreneurial competencies are considered a vital piece for aspiring entrepreneurs to pursue entrepreneurial ventures. The research aimed to examine the personal entrepreneurial competencies scores of accountancy, business, and management (ABM) students in a private institution. A quantitative method engaging in descriptive research was employed in the study. The study utilized Slovin's formula, with 187 ABM students responding. The data were analyzed using mean and ranking. The findings revealed that goal-setting and information-seeking garnered high scores and were rated first and second, respectively, with an interpretation of ‘strong traits’ and their strengths among the identified entrepreneurial competencies. Persuasion and networking and risk-taking obtained moderate scores and were ranked 9th and 10th, respectively, and accordingly labeled as inferior characteristics. The researchers concluded that a plethora of inside and outside-of-school activities related to entrepreneurship could enhance the information-seeking skills of students. It was also determined that students' self-awareness should be strengthened since taking risks is a key component of being a successful entrepreneur. Furthermore, the study suggested that increasing entrepreneurial activities both within and outside the campus will be valuable to ABM students in developing entrepreneurial competencies, particularly for characteristics belonging to the moderate level.

Undergraduate Students' Online Health Information-Seeking Behavior during the COVID-19 Pandemic.

As the COVID-19 pandemic has swept across the world, the amount of health-related information available has skyrocketed. Individuals can easily access health information through the internet, which may influence their thoughts or behavior, causing potential technological risks that may affect their lives. This study examined the online health information-seeking behavior of undergraduate students. Taking health issues as a guiding framework, content analysis was adopted to assess participants’ online health information-seeking behavior using a computer screen recording software, and coding analysis was conducted. The study was conducted during the COVID-19 pandemic with a formal sample of 101 participants. In terms of online health information-seeking behavior, 59% of the study participants used nouns as keywords, only 27% used Boolean logic retrieval techniques, 81% paid attention to the date of the data, and 85% did not consider the author’s professionalism. The results indicate that health information-seeking behavior and outcome judgments may be a missing piece of the puzzle in higher education. Consequently, the development of online health information-seeking skills through programs for undergraduate students is suggested to ensure that online readers have access to appropriate health information.

A Model of Doctor-Patient Communication and Information Seeking a Study Among Trainee or Junior Doctors in Malaysian Hospital

The purpose of this study is to evaluate the doctors-patients communication style and their information seeking practiced among doctors under training or junior doctors in Malaysian hospital. Two types of communication styles evaluated are doctor centered and patient centered communication. Meanwhile, elements of information seeking practice evaluated are exploration of the reason for encounter, history taking, concrete solutions, structuring the interview, interpersonal skills and communicative skills. These six elements were categorized into interview skills and process skills. This information seeking skills have been derived from meta-analysis conducted by Stewart and Roter (1989). We combined the doctors-patients communication style and information seeking practice to develop a model based on four quadrants namely doctors-interview, doctors-process, patient-interview and patient-process. The subjects for this research are doctors under training or junior doctors in Malaysia. This explorative research distributed a set of questionnaires in order to collect data for analysis. The result show that the doctors under training or junior doctors tend to practice doctor-centered styles compare to patient-centered. Meanwhile, most of them demonstrate all the information seeking practice at a high level. Based on four quadrants developed by researcher, research shows that the doctors mostly categorized in doctor-centered communication style and interview information-seeking skills. We suggested that doctors should be more patient-oriented rather than doctor oriented. We also suggested the model that we developed can be used as a model of communication pattern of the doctors and can be used for future research.

A Qualitative Analysis of Young Adults’ Health and Wellness Perceptions, Behaviors, and Information Seeking

Access to health- and wellness-related resources is unprecedented, and the desire to attain and use that information is high. However, the information is not always accurate, and individuals may be selectively choosing the information they read and follow. Additionally, although Americans have access to more health and wellness information than ever before, rates of obesity, hypertension, and sedentary lifestyles are still high. This study investigated information seeking for health and wellness-related resources by healthy, educated, young adults and their health and wellness perceptions and behaviors. Five focus groups were conducted with 35 young adults to gather information about diet, exercise, sleep, and stress management. The information-seeking skills and skepticism of information were high for this sample. They were more informed and practiced healthier behaviors related to nutrition and exercise than expected. However, they were less knowledgeable about good sleep hygiene and had varying sleep behaviors. The stress management techniques employed were a balance of healthy and unhealthy behaviors. This study’s findings imply that it would be useful for family and consumer sciences educators and Extension professionals to add educational programming about good sleep hygiene and stress management techniques in addition to nutritional and healthy activity education.