clark - “time’s a factor here!” exploring the information-seeking experiences of mature...
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“Time’s a factor here!”
Exploring the Information-Seeking Narratives of Mature Students
Sarah ClarkLILAC 2013March 25, 2013
Sarah Clark, MLIS• Assistant Library Director
Rogers State University Claremore, Oklahoma
• Ph.D Student Oklahoma State University
• Research Interests• The role of the academic
library in the University• The role of information
literacy in student success• The growing significance of
mature students in higher education
• “OK and UK”—what we can learn from each other
Geddes Quadrangle, University of Dundee
Research Problem• Information literacy is a key skill,
especially for mature students• However, the uncertainties of
information-seeking may lead a mature student to believe they are incapable of academic success.
• Librarians can help mature students to navigate the information-seeking process—if we understand where they are coming from.
The Information Search Process
From: Kuhlthau, C.C. Seeking meaning: a process approach to library and information services. 2nd. ed. Westport, CT: Libraries Unlimited, 2004
Focus and Purpose
To discover themes within mature students’ lived information seeking experiences that may have implications for how we
educate them in information literacy
Northeastern State University
About the NSU Libraries
Methods and site
• Why narrative Inquiry?• Why Northeastern State
University?• Planning the Interviews
Iguana Café, Tahlequah, Oklahoma
Memorable Narratives• Research paper Paralysis• Issues outside the
classroom• Intimidation at the writing
lab, frustration at the library…
• A new relationship…a new support structure
Ashley’s Story
Caucasian
44 Years old
Married (as of interview 1)
3 adult children, all still at home
Lives within walking distance (and occasional wireless range) of campus
Common Themes• Feeling blocked and
overwhelmed• Challenges with rules• Technology
roadblocks• “Smart people
intimidate me”
Common Themes• Time• Passion for the topic
and a need for understanding keeps her motivated
• Social Connections are vital
• Hopes to help others via her writing
Veronica’s Story
Female
White/Native American
39
Left high school early, earned GED 6 years later
Single Mom (joint custody of 2 girls still at home)
Working part-time, 1 hour drive to campus
Memorable Narratives• Working with a Librarian• Human trafficking: A
paper topic she was passionate about
• Fitting information seeking “into the gaps” of her day
• Giving “love and attention and time” to her writing
Similarities
Technology travails
Citation Style struggles
Challenges with personal life
Managing TIME and outside
commitments
Contrasts
Supportive and unsupportive relationships
University as helper or obstacle
Feeling passionate vs. feeling blocked
Why such different
experiences?
Common Themes
Peering through the lensASHLEY Initiate Select Explore Formulate Collect Present Assess
Feelings
Thoughts
Actions
VERONICA Initiate Select Explore Formulate Collect Present Assess
Feelings
Thoughts
Actions
Green= Researcher and participant agree participant successfully handled emotions, gained knowledge, or performed actions related to step.Yellow=participant and researcher disagree or believe that results were mixedRed=participant and researcher agree step was not navigated successfully as defined by Kuhlthau (year)
Conclusions and further questions• What might these findings mean?• Library instruction and reference didn’t seem to influence the
affective domain.• Both students seemed to be driven (or blocked) by their feelings• Experiences outside the library influenced attitudes about
information-seeking and the library as a resource,• Why do these findings matter? • Students may not be as prepared as we think• Library instruction and the emotions of information seeking
• Question for you: How might these findings change your current understanding of Information seeking? Sequoyah: diplomat, scholar, and inventor of
the Cherokee syllabary (written language)
Implications and Limitations
• Limitations of the study• A changing Environment• Implications for all Instruction Librarians• Implications for the UK Context
Questions & conversation starters
• Questions, concerns, or confusion?
• Thoughts for conversation• What happens next
semester?• Where do we go next?
• Outside factors & the ISP• “the model” versus observed
behavior • What changes do we need to
prepare for?• Continuing the conversation:
www.infoliterate.com
