Information seeking behavior of national minorities’ secondary school students for scientific...
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Viktorija MoskinaInformation seeking behaviour of national
minorities’ secondary school students for scientific research purposes
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Republic of Latvia
Established in 1918Member state of the EU
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Libraries & Internet connection
Bill and Melinda Gates foundation grant Latest IT tools and free Internet access
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Case study
Master’s thesis, year 2012
Six interviews with secondary school students
Theoretical framework - Carol Collier Kuhlthau’s model of Information Search Process
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Initiation Selection Exploration Formulation Collection Presentation Assessment
Feelings(affective)
Uncertainty Optimism Confusion, frustration, doubt
Clarity Sense of direction/ confidence
Satisfaction or disappointment
Sense of accomplishment
Thoughts (cognitive)
vague
focused increased interest
Increased self-awareness
Actions (physical)
seeking
relevantExploring
information
seeking
pertinentDocumenting
information
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Place
Riga Classical Gymnasium Language learningScientific research subject
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Research question
1How secondary school students are searching and selecting information resources for scientific research purposes?
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Information search process description
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Research question
2What information channels secondary school students use for scientific research purposes; what information resources are selected, and in what language are these information resources?
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“Internet. There is easier to find; easier than delving into books. Of course, in the books you can find more useful information, but on the Internet everything is at hand.”
“I use libraries, but in the beginning [of the information search process] – Internet. Internet helps to outline the objectives. Internet helps to refine research objectives, and for further nuances I am visiting libraries.”
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Research question
3Do secondary school students use products and services of the school library and/ or other Latvian libraries for scientific research purposes?
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“The library is a richer source of information than any search engine. I believe that library is something more ...”
“Once a month I am going to the library to verify the information that I have gathered.”
“The great role, because I went to the library, opened the book on […] and started to read. I did not find such information on the Internet.”
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Research question
4What are the criteria for evaluation of the information resources?
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Most respondents avoid anonymous information resources.
They also try to avoid unpopular publishers or websites.
Reposts or information without references seems doubtful to them.
Complex information, resources with a large amount of text and terms, as well as texts with a low amount of content are excluded for effort minimization.
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Research question
5What secondary school students feel in the beginning and in the end of the information search process?
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“[...] an element of uncertainty still remains, because it is always possible to learn something new today or tomorrow; something that will lead me to the new ideas, encourage to reconsider some aspects of the research and to modify my paper.”
“New information appears every day, so I cannot find everything. A week ago I read one resource and now I have found another. Information will complement and supplement. It is the Internet!”
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Conclusions
Students’ ISP Model
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