Scholarly use of information: Graduate students’ information seeking behavior (PDF; 21 pages)
By Carole George, Alice Bright, Terry Hurlbert, Erika C. Linke, Gloriana St. Clair, and Joan Stein

From the abstract:

Introduction. This study explored the graduate students’ information behavior as it informs their process of inquiry and scholarly activities. Method. In depth, semi-structured interviews were conducted with one hundred graduate students representing all disciplines and departments from Carnegie Mellon University.

Analysis. Working in pairs, we coded transcripts of interviews into meaningful categories using ATLAS.ti software. A combined use of quantitative and qualitative analysis reduced subjectivity.

Results. Graduate students often begin with a meeting with professors who provide direction and recommend and provide resources. Other students help to shape graduate students’ research activities, and university library personnel provide guidance in finding resources. The Internet plays a heavy role, although students continue to use print resources. Convenience, lack of sophistication in finding and using resources, and course requirements affect their information behavior. Findings vary across disciplines and between programmes.

Conclusion. Libraries can influence students’ information behavior by reevaluating their instructional programmes and provision of resources and services. They can take a lead by working with academic personnel to guide students.

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