Where Students Start and What They Do When They Get Stuck: A Qualitative Inquiry into Academic Information-Seeking and Help-Seeking Practices
This study investigates two questions key to academic library resources and services: Which sources are students most likely to use to begin their academic work? Whom do students tend to consult for research assistance? In-depth interviews conducted with 15 undergraduate and graduate students were t...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Susan Thomas [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2017 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: The journal of academic librarianship - San Diego, Calif. : Elsevier, 1975, 43(2017), 2, Seite 224 |
|---|---|
| Übergeordnetes Werk: |
volume:43 ; year:2017 ; number:2 ; pages:224 |
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Where Students Start and What They Do When They Get Stuck: A Qualitative Inquiry into Academic Information-Seeking and Help-Seeking Practices |
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This study investigates two questions key to academic library resources and services: Which sources are students most likely to use to begin their academic work? Whom do students tend to consult for research assistance? In-depth interviews conducted with 15 undergraduate and graduate students were thematically analyzed through a three-step process. The findings indicate that students are most likely to consult faculty and peers for assistance and are largely unaware of librarians' roles, while they tend to begin research using library databases and do not necessarily start with Google. In addition, student use of small study groups as learning networks and reliance upon alternate sites to conduct research emerged as unanticipated themes. |
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This study investigates two questions key to academic library resources and services: Which sources are students most likely to use to begin their academic work? Whom do students tend to consult for research assistance? In-depth interviews conducted with 15 undergraduate and graduate students were thematically analyzed through a three-step process. The findings indicate that students are most likely to consult faculty and peers for assistance and are largely unaware of librarians' roles, while they tend to begin research using library databases and do not necessarily start with Google. In addition, student use of small study groups as learning networks and reliance upon alternate sites to conduct research emerged as unanticipated themes. |
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This study investigates two questions key to academic library resources and services: Which sources are students most likely to use to begin their academic work? Whom do students tend to consult for research assistance? In-depth interviews conducted with 15 undergraduate and graduate students were thematically analyzed through a three-step process. The findings indicate that students are most likely to consult faculty and peers for assistance and are largely unaware of librarians' roles, while they tend to begin research using library databases and do not necessarily start with Google. In addition, student use of small study groups as learning networks and reliance upon alternate sites to conduct research emerged as unanticipated themes. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a2200265 4500</leader><controlfield tag="001">OLC1994305509</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220217050736.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">170721s2017 xx ||||| 00| ||eng c</controlfield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">PQ20170901</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC1994305509</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBVOLC1994305509</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PRQ)p579-420edcbde054b5272b05aec4b001d5932c2ccd5e36f3d139d872cc4199a817860</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(KEY)0039211120170000043000200224wherestudentsstartandwhattheydowhentheygetstuckaqu</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">020</subfield><subfield code="q">DNB</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">06.00</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Susan Thomas</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Where Students Start and What They Do When They Get Stuck: A Qualitative Inquiry into Academic Information-Seeking and Help-Seeking Practices</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This study investigates two questions key to academic library resources and services: Which sources are students most likely to use to begin their academic work? Whom do students tend to consult for research assistance? In-depth interviews conducted with 15 undergraduate and graduate students were thematically analyzed through a three-step process. The findings indicate that students are most likely to consult faculty and peers for assistance and are largely unaware of librarians' roles, while they tend to begin research using library databases and do not necessarily start with Google. 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