Scholarly use of information: graduate students' information seeking behaviour.
C George, A Bright, T Hurlbert, EC Linke… - Information Research: An …, 2006 - ERIC
C George, A Bright, T Hurlbert, EC Linke, G St Clair, J Stein
Information Research: An International Electronic Journal, 2006•ERICIntroduction: This study explored graduate students' information behaviour related to their
process of inquiry and scholarly activities. Method: In depth, semi-structured interviews were
conducted with one hundred graduate students representing all disciplines and departments
from Carnegie Mellon University. Analysis: Working in pairs, we coded transcripts of
interviews into meaningful categories using ATLAS. ti software. The combined use of
quantitative and qualitative analysis aimed to reduce subjectivity. Results: Graduate …
process of inquiry and scholarly activities. Method: In depth, semi-structured interviews were
conducted with one hundred graduate students representing all disciplines and departments
from Carnegie Mellon University. Analysis: Working in pairs, we coded transcripts of
interviews into meaningful categories using ATLAS. ti software. The combined use of
quantitative and qualitative analysis aimed to reduce subjectivity. Results: Graduate …
Introduction
This study explored graduate students' information behaviour related to their process of inquiry and scholarly activities.
Method
In depth, semi-structured interviews were conducted with one hundred graduate students representing all disciplines and departments from Carnegie Mellon University.
Analysis
Working in pairs, we coded transcripts of interviews into meaningful categories using ATLAS.ti software. The combined use of quantitative and qualitative analysis aimed to reduce subjectivity.
Results
Graduate students often begin with a meeting with professors who provide direction, recommend and provide resources. Other students help to shape graduate students' research activities, and university library personnel provide guidance in finding resources. The Internet plays a major role, although students continue to use print resources. Convenience, lack of sophistication in finding and using resources and course requirements affect their information behaviour.
ERIC