THE UNDERGRADUATE MODEL: AN INFORMATION SEARCH MODEL FOR UNDERGRADUATES IN THE ACADEMIC LIBRARY

Andrew Young Carrie Cornelius LI802 Emporia State University

WHY THE UNDERGRADUATE MODEL?

Undergraduates under-utilize their academic library services despite efforts made to orientate new students to their academic libraries.

Information Literacy courses Library scavenger hunts and other activities assigned in freshman courses.

Andrew is an expert! Andrew has three years experience as a reference librarian. Andrew knows which questions undergraduates ask and where do they need help in the Information Search Process. We wanted to create a model that identified the barriers and also provided strategies to overcome those challenging barriers.

THE FOUNDATION OF THE UNDERGRADUATE MODEL

A

random sample survey of undergraduate students utilizing electronic resources in Memorial Library at Kansas Wesleyan College. journals and texts focused on the general information Search Process and focusing on undergraduates in general. models of our pioneers of information science.

Research

Several

THE FOUNDATIONS OF THE UNDERGRADUATE MODEL

The actions and strategies of Carol Collier Kuhlthaus Six Stage Information Search Process. The successful strategies identified in the Eisenberg-Berkowitz Big Six Model. The Challenging Barriers of Nahyun Kwon study of undergraduates. The participating undergraduates from Kansas Wesleyan College.

THE UNDERGRADUATE SURVEY

The Super Model is based upon the undergraduates and their experiences with electronic resources in an academic library setting.
A random sample survey of undergraduate students utilizing electronic resources in Memorial Library at Kansas Wesleyan College. The survey was comprised of 5 questions about their information search process. The survey was randomly disseminated and by focus groups: physics, science, & nursing.

MODEL DESCRIPTION
The model is a four step vertical flow chart with one step which may be repeated. 1. Identify Need 2. Initiate Search 3. Evaluate Results (possibly repeating to step 2) 4. Fulfill information need The model has 3 layers to each tier:

Evidence Challenging Barriers Strategies for Success

The model may be seen also in a graph including the steps with their layers.
Model begins with identification of need and ends with fulfilling information need. Since the presentation of the product is seldom seen in the academic reference setting (Cottell, 339).

THE UNDERGRADUATE MODEL FRAMEWORK

Identify Need Initiate Search
Evaluate Results

Fulfill Information Need

EVIDENCE OF THE STEPS

Identify Need
Assignment given. Define the problem. Identify the information requirements of the problem.
Using the information. Build Background knowledge. Prioritizing sources. Finding information within sources
Extracting relevant information from sources. Determine if information is useful.

Initiate Search
Evaluate Results
Fulfill Information Need

Determining if the information need has actually been met effectively as determined by the final product.

Lack of critical thinking skills Mechanical Barriers

CHALLENGING BARRIERS: DIMINISHING BY

STEP
Identify Need Initiate Search
Evaluate Results
Fulfill Information Need
Lack of Critical Thinking Skills Affective Barriers: feelings of inadequacy, ineptness. Barriers with staff Comfort with the library Knowledge of the library Unknown keywords. Difficulty locating material (call numbers, special collections, interlibrary loan)

Mechanical Barriers

Diminishing barriers

IB: STRATEGIES FOR SUCCESS

Identify Need
Initiate Search
Evaluate Results
Fulfill Information Need
Clarify assignment. Clarify topic. Brainstorm possible sources of information. Consult with information experts.

Reading to learn about topic. Listing descriptors. Skimming online or print sources.

Printing full-text sources. Reading text. Evaluating text. Taking detailed notes with bibliographic citations. Discuss how sources will be used. Returning to library for summary search. Rechecking sources for information overlooked. Confirming information and bibliographic citations.

COMBINED LAYERS OF THE UNDERGRADUATE MODEL

Task Steps The First step: Identify Need Evidence Assignment given. Define the problem. Identify the information requirements of the problem. Picking databases. Gain Background knowledge. Evaluate sources. Prioritizing sources. Finding info within sources Extracting relevant information from sources. Determine if information is useful. Challenging Barriers Lack of knowledge of available resources. Barriers with staff Affective barriers Strategies for success
Clarify assignment. Clarify topic Brainstorm possible sources of information. Consult with information experts.

The second Step: Initiate Search

Comfort with the library Knowledge of the library Unknown keywords. Difficulty locating material (call numbers, special collections, interlibrary loan) Lack of critical thinking skills Mechanical Barriers

Reading to learn about topic. Listing descriptors. Skimming online or print sources.

The Third Step: Evaluate Results (Upon satisfaction continue

to 4th step. Upon dissatisfaction, return to 2nd Step.)

Reading text Evaluating text Printing full-text sources

The Fourth Step: Fulfill Information Need

Determining if the information need has actually been met effectively as determined by the final product. Rechecking sources for information overlooked Confirming information and bibliographic citations.

Diminishing Barriers

Organize information from multiple sources.

THE ANALYSIS
Our undergraduate model is based upon the survey and other founding models methods & criteria. The model is balanced between barriers and strategies. With the smaller number of steps, the layers of characteristics became more detailed. Kwons research allowed for an encompassing factor of lack of critical thinking skills for a variety of barriers.

LIMITATIONS

The main limiting factor is that our model is based upon one small private college. Our model ended up looking more like a graph than a flow chart with the added layers. Low number of steps. We could have used a processing step as step 3. We could have included more strategies, although that was not a primary focus.

REFERENCES

Ansari, Muneera Nasreen. (2008). Information seeking behavior models: A Review. Pakistan Library & Information Science Journal. 39(4). 316.(Retrieved from OmniFile Full text Mega database.) Case, Donald O. (2008). Looking for information: a survey of research on information seeking, needs and behavior. 2nd Edition. Cottrell, J., & Eisenberg, M. (2001). Applying an information problemsolving model to academic reference work: findings and implications. College & Research Libraries, 62(4), 334-47. (Retrieved from OmniFile Full Text Mega database.) Ge, Xuemei. (2010). Information-seeking behavior in the digital age: a multidisciplinary study of academic researchers. College & Research Libraries, 71(5), 435-55. Kahlthau, Carol Collier. (2004). Seeking meaning: a process approach to library and information services (2nd ed.). Westport, CT: Libraries Unlimited, Inc. Kwon, N. (2008). A mixed-methods investigation of the relationship between critical thinking and library anxiety among undergraduate students in their information search process. College & Research Libraries, 69(2), 117-31. (Retrieved from OmniFile Full Text Mega database).