國立虎尾科技大學 |

Information Engagement : = How Social Science Doctoral Students Seek, Filter, Access, and Organize Information.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Information Engagement :/
其他題名:	How Social Science Doctoral Students Seek, Filter, Access, and Organize Information.
作者:	Mikitish, Stephanie.
面頁冊數:	1 online resource (297 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
標題:	Library science. -
電子資源:	click for full text (PQDT)
ISBN:	9780355552157

Information Engagement : = How Social Science Doctoral Students Seek, Filter, Access, and Organize Information.
Mikitish, Stephanie.

Information Engagement :How Social Science Doctoral Students Seek, Filter, Access, and Organize Information. - 1 online resource (297 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The government and society are increasingly questioning the value of libraries and higher education institutions (HEIs). While there is no one agreed upon standard of value or a way to measure it, both Library and Information Science (LIS) and Education research have suggested that library and educational resources and services should demonstrate their impact on individual student outcomes. Engagement studies in both areas suggest that by increasing student engagement, institutions can positively and significantly affect student outcomes. Although little work has been done in the area of information engagement (IE), engagement is a useful framework that can be defined and measured on behavioral, emotional, motivational, and cognitive dimensions.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355552157Subjects--Topical Terms:

561163
Library science.
Index Terms--Genre/Form:

554714
Electronic books.

Information Engagement : = How Social Science Doctoral Students Seek, Filter, Access, and Organize Information.
LDR:04643ntm a2200397Ki 4500 001 911618
005 20180529094436.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355552157
035 $a (MiAaPQ)AAI10753119
035 $a (MiAaPQ)rutgersnb:8014
035 $a AAI10753119
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Mikitish, Stephanie. $3 1183561
245 1 0 $a Information Engagement : $b How Social Science Doctoral Students Seek, Filter, Access, and Organize Information.
264 0 $c 2017
300 $a 1 online resource (297 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: Marie L. Radford.
502 $a Thesis (Ph.D.) $c Rutgers The State University of New Jersey - New Brunswick $d 2017.
504 $a Includes bibliographical references
520 $a The government and society are increasingly questioning the value of libraries and higher education institutions (HEIs). While there is no one agreed upon standard of value or a way to measure it, both Library and Information Science (LIS) and Education research have suggested that library and educational resources and services should demonstrate their impact on individual student outcomes. Engagement studies in both areas suggest that by increasing student engagement, institutions can positively and significantly affect student outcomes. Although little work has been done in the area of information engagement (IE), engagement is a useful framework that can be defined and measured on behavioral, emotional, motivational, and cognitive dimensions.
520 $a In order to explore, define, and measure IE, this dissertation study examines how social science doctoral students find, filter, access, and organize information. Doctoral students are an understudied population, despite their need for scholarly and often difficult to obtain information. Because little is known about doctoral student IE, samples from this population were drawn in a three part mixed methods study, which consisted of focus group interviews, individual interviews, and an online survey. Overall, 158 doctoral students from the United States participated in all three phases of this research.
520 $a Based on the analysis of qualitative data from the focus group and individual interviews, three factors emerged and were used to measure IE related behaviors in the online survey. The first factor was personality, and according to the quantitative analysis, participants who scored higher on an index based on this factor were more open to asking for help/clarification; less unhappy if they retrieved a large quantity of information, even if it was unexpected; and would be more likely to consider changing their research based on what they found. The second factor was confidence, and participants who scored higher on an index based on this factor believed that they had better searching abilities and felt less challenged by commonly encountered obstacles to finding information. The third factor was interest in library instruction, and participants who scored higher on an index based on this factor were more likely to prefer an instruction session over face-to-face help when they needed it, and think that library instruction would be beneficial to others in their program.
520 $a The index scores for these factors had statistically significant relationships to each other and information related behaviors, which included how much participants would pay for a book that they needed for their research and where they would start a search on an unfamiliar topic. The strength of these relationships increased for students in the dissertation writing stage of their program and for students who lived more than an hour away from campus. In addition to being the first study to identify these relationships, this dissertation's major contributions include identifying the critical factors that affect IE, doctoral student outcomes that information and libraries can support, and suggestions for educating this population on information related topics.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Library science. $3 561163
650 4 $a Information science. $3 561178
650 4 $a Higher education. $3 1148448
655 7 $a Electronic books. $2 local $3 554714
690 $a 0399
690 $a 0723
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Rutgers The State University of New Jersey - New Brunswick. $b Communication, Information and Library Studies. $3 1183497
773 0 $t Dissertation Abstracts International $g 79-05A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10753119 $z click for full text (PQDT)