Information Seeking Skills: Several Perspectives

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Table of Contents

Introduction
Perspectives of the two articles
How the different perspectives have applied to information skills course design
Conclusion
Reference List

Introduction

Information seeking is part of human information behavior whereby individuals use various methods in search of information related to their areas of interest. A lot of people are information seeking in day to day lives. Many of them spend much time in the libraries, internet as well as in the archives searching for information. Apparently, it is an area that requires skills and wide knowledge to get the necessary details (Francis & Fisher 1996, p. 493).

It is very crucial to look for vital information which includes locating as well as evaluating different sources in the academic research. These aspects are very essential for both completions of a particular course as well as in other areas in real-life situations. Information seeking usually enables the facilitators to ensure that the students develop the required skills and knowledge so that they can build their careers (Birks & Hunt 2003, p. 232).

In this paper, I am going to make an analysis of two articles that focuses on information-seeking skills. The two articles are, “Teaching information skills to large groups with limited time and resources” by Verlander, Paul and Scutt, Catherine and “Developing and evaluating an interactive information skills tutorial” written by Maria J. G et al in collaboration with the corroborative Research as well as the Institute for Health and Social Care Research from the University of Salford.

Perspectives of the two articles

An article by Maria Grant et al concerning the establishment and evaluation of interactive tutorials on information skills is one of the articles that are more elaborate in the discussion of the concept of information-seeking skills. Its aim was to establish and assess a web-based interactive process whereby information skills tutorials would be integrated into the curriculum. It was designed with an aim of determining whether the tutorials which were carried out were acceptable to the learners as well as exploring the utilization of skills evaluation tools in identifying whether those tutorials enhanced skills Grant et al, 2006, p 79).

This article is of views that effective information skills are crucial especially to healthcare students in order for them to ensure successful completion of their studies as well as enabling them to become knowledgeable and qualified evidence-based practitioners who would best serve the people. The article expresses the view that librarians are usually placed in a better position to deliver information skills education. The articles’ writers however feel that even if evidence shows that students often find the courses relevant, there is insufficient verification that tutorials on the information-seeking skills does improve the students’ skills as well as capacity to look for information to use it effectively in their practices. The article contends that difficulties that librarians encounter when conveying information skills education are inadequate resources, training numerous students, problems of choosing effective teaching approaches as well as having inadequate time that is allocated to teaching of those skills in the curriculum. From the previous literature, results had shown that, even if the students were very confident concerning their new skill during on training completion, the confidence seem to disappear once they individually try to put the skills into practice at a later date (Grant et al, 2006, p. 82).

The second article on the other hand discusses various interaction approaches that are utilized during large group during the sessions for information literacy. This is based on the sessions that were carried out in Liverpool Hope University. This article makes some evaluations on the significance of utilizing diverse interactive training techniques that helps in the delivery of information literacy knowledge and skills especially there is no any other option apart from teaching large group. This article is of the views that post-session follow ups can be used in order to ensure that students get hand-on practice utilizing various resources through the use of spreadsheets as well as quizzes as well as using online tutorials in order to enhance further support to the students who need it. The authors of this article feels that interactive teaching approaches usually enhance students understanding even if diverse methods at times may be more successful than others especially when applied to different groups of students ((Verlander and Scutt 2009, p. 33).

The writers therefore make recommendations that different interactive approaches should be used during the lectures. The article also expresses an opinion that students need to be given a platform where they could put what they are taught into practice after the lecture. This would ensure that students are well updated on the current learning and teaching styles (Verlander and Scutt 2009, p. 34).

How the different perspectives have applied to information skills course design

Scope of information literacy

According to the two articles, information literacy entails teaching different information skills to students so that the students can acquire knowledge which they can utilize in real life situation in order to enhance their performance during their practice. The two articles argue that information literacy should entail students searching for the necessary information through the various skills that are taught during the tutorials (Grant et al, 2006, p 84).

How the article says about information seeking and skills

Both articles have laid more emphases on teaching students various methods that would enhance information seeking skills. However, both differ in terms of methodologies to be used. For instance, an article by Maria Grant et al (2006, p 85) has put more emphasis on the students learning the knowledge and skills through web-based interactive tutorials. On the other hand, an article on teaching information skills to groups by Verlander and Scutt has major focused on sessions in classes. Verlander and Scutt have looked into details on the process of information seeking and they have postulated that in order to ensure that the students acquire enhanced trainings; they need to get hand-on practice after the lectures. This is in agreement with Grant’s et al views that students learn the skills in classes however; it becomes more difficult to apply the skills in the fields as individuals (Verlander and Scutt 2009, p. 36).

Through in-depth research on various methods of teaching and careful evaluation of their effectiveness, it has been proved in both articles that information seeking skills is very essential. For instance, Verlander and Scutt demonstrated that online tutorials equip the distance learners with skills and knowledge on how to access information at ease.

How information skills relate to definition of information literacy

Information seeking skills relates with information literacy. Information seeking is usually concerned with equipping the learners with the necessary knowledge that enables them to search information more effectively. According to the two articles, the overall outcome of effective skills acquisition is that students are able to gather the correct information that help them advance in their careers as well as help them in real life situation. This helps them acquire information literacy (Case 2007, p 103).

The necessity of information literacy definition

The standard definition as provided by the chartered Institute of Library and Information is that information literacy entails being able to know the particular moment and the reason when one requires information, knowing where to find that information and how to asses, use as well as communicate in away that is ethical. This definition seems not to hold at all. It seems to be an ideal situation in the information literacy which in most cases does not apply (Francis & Fisher 1996, p. 494).

Usefulness of information skills framework

Information framework usually helps the students to acquire the required knowledge in the academic fields as well as in life skills. Following a research that was carried as portrayed in the first article by Maria Grant et a, it was found out that thirteen students who participated in the information strategy were able to able to score highly during a test on how they would search for information using the search techniques that they were shown. The fact that the students who had been given subjective questionnaires agreed that the sessions they had that tested on their capability to search information were successful portray the usefulness of the information skills (Grant et al, 2006, p 85). The students had agreed that the sessions they heard greatly improved their skill on how to search for important information. Students having elicited positive response in self assessment quizzes clearly demonstrate that the framework bears fruits. In this article, it has been demonstrated that there deeper and long-term training on information skills had been accomplished especially when students were provided with the actual search practice (Rosenfeld, Salazar-Riera & Vieira 2002, P. 41).

Elements of information search

There are several elements of information search, the first one being the capability to recognize the need for information. Apparently this should be the first step to information literacy. Ones ability to identify a need for information should trigger the urge to look for the information. The second element is the ability to discern various ways in which information gap need to be addressed. Ability to construct various strategies that would help in location of information is also very critical in the search for information. Another important element of information seeking is the capability to locate as well as access information (Brettle 2003, p. 8). This is only possible if one has been trained on various ways of accessing information either through the library catalogue or using the digital form such as using search engines in order to locate the sources that would give a person useful information. It is also very important to be able to compare and make evaluations of the information that ids obtained from other sources. It is worth noting that not all the information that is accessed suits the particulars one want. Having that capability of quickly evaluating the whether the information is necessary allows an individual to save time during information search. People should also be capable of organizing, applying as well as communicating information to others in the most appropriate manner. The last element of information literacy is synthesizing as well as building upon the current information thus contributing to formation of new knowledge (Pickering 2004, p 176).

Reliance on the model

From both perspectives, there are various benefits that accrue from the use of these models. Information system has been found to be useful since the students are equipped with skills and they use these skills to improve their academics as well as real life situation during information search. Take for instance the study carried out in the Grant Maria J. et al. the feedback that students gave revealed that 85% of the students who took part in the study recorded improvements in the information skills acquisition. This proves that the model reinforces active learning and students learn various information search skills which have short run and long run benefits. Short run benefits are those that help them get the required information in their academic field and the long run benefits are those that help them in the information search even after they are done with their schooling. This proves that the models could be relied upon

Applicability

These models are widely applicable. The fact that both articles portray positive results from the studies carried out in different areas shows that the models on information seeking are widely applicable. One of the most applicable models according to my evaluation is the one demonstrated by Verlander and Scutt. The reason for this is that their framework focuses more on teaching the skills to a group as well as Making emphasis on the need to practice what has been learnt after the lectures. This enables the students to get in depth skills on how to go about information seeking holding various discussions and learning as a group allows brainstorming as well as consultations which makes the students learn the skills more effectively. The article has demonstrated that group work exercise is a very effective method. Students are usually asked to work in unison in order to complete a search strategy and this encourages them to explore several possible keywords that may be utilized to search information concerning a particular topic (Verlander and Scutt 2009, p. 39).

This model has been widely applied in various universities. The research that has been done as portrayed in the article shows that various Universities such as Keele University and Cardiff University have applied this model. This shows that this framework was not only used in Liverpool Hope only but it was also common in other institutions. For example, the search grid tactics that Liverpool institution utilizes were established by information literacy group which was formed in another higher institution of learning..

It is however to note that the methods that are embraced by this model may not effectively work for all the groups. A good example that supports this argument is portrayed in Verlander and Catherine’s article on information literacy. The article shows subjective response that was given the librarians who were mandated to deliver subject-based tutorials concerning information literacy at diverse levels of study. It suggested that, those students who were training to be teachers were more receptive to the prose based approaches of training which were more interactive compared to students studying humanity as well as Arts Subjects. It is worth noting that this may not be true since there could be other aspects that contributed to this. Such factors would include interest in the teaching methods as well as knowledge that the trainee teachers have (Case2007, p 75). However, it’s very true that the methods may not be applicable to all groups especially when we compare the fresh undergraduates and the finalists. Therefore, diverse approaches may be suitable to use at assorted stages. Evaluation of Cephalonian style in this article has proved this. The styles were proved useful in teaching the first year undergraduate students. Group based tasks on the other hand were proved useful and popular with the students who were in their second and third year of training. At Liverpool hope, the method was considered more useful in ice breaking during the induction sessions but it was also found patronizing for students when they were at the advanced stage (Verlander and Scutt 2009, p. 38).

Appropriateness of the model popular model

The popular model has been proven to be more appropriate in the verge of information seeking. The model has shown potentials since follow up supports helps to monitor the progress of the learners allowing them to get an opportunity for guided practice at the information technology lab offers an ideal teaching approach and this allows students to fully understand what they are being taught. The teachers also provide post-session worksheet to students which significantly ensure that the students obtain hand-on practice in using the resources which are outside the lecture-based information literacy (Verlander and Scutt 2009, p. 40).

Conclusion

Information seeking skill is very essential both in the academic field and real life situations. Many institutions have been using various approaches in order to ensure that students acquire important skills which would enable them search for information more effectively. Making an analysis on the two articles presented, there are some similarities in the models presented in the information seeking tutorials. However, it is more apparent that it is essential for the tutors to use various methods while teaching the students on how to search for information.

Researches carried out in various places have shown that information seeking teaching bears fruits. Students have shows major improvements after been taken thorough various methods of looking for information. This helps them in their academic works as well as in real life.

Reference List

Birks, J. & Hunt, F 2003. Hands-on information literacy activities, Neal-Schuman, London.

Brettle, A, 2003, Information skills training: a systematic review of the literature. Health Information and Libraries Journal, 20 no. 1, pp. 3–9.

Case, D.O. 2007, Looking for information: a survey of research on information seeking, needs, and behavior, Academic Press, Amsterdam.

Francis, B. W. & Fisher, C. C, 1996, Multilevel library instruction for emerging nursing roles. Bulletin of the Medical Library Association, Vol. 83, pp. 492–8.

Grant Maria J. et al, 2006, Developing and evaluating interactive information skills tutorial, Health Information and Libraries Journal, Vol. 23, pp.79–86.

Pickering-Thomas, N 2004, Information literacy and information skills instruction: applying research to practice in the school library media center, Libraries Unlimited, London.

Rosenfeld, P., Salazar-Riera, N. & Vieira, D, 2002, Piloting an information literacy program for staff nurses: lessons learned, CIN Computers, Informatics, Nursing, Vol. 20, 236–41.

Verlander, Paul and Scutt, Catherine, 2009, ‘Teaching information skills to large groups with limited time and resources’, Journal of Information Literacy, vol. 3, no. 1, pp. 31-42.

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