The Information Search Process of High-, Middle-, and Low-Achieving High School Seniors.

Abstract

Traditionally, library instruction has been based on the sources in the library and not on the process of seeking information. A new approach to library skills may be needed to enable students to become effective information users. This study investigated the information search process of 140 high school seniors in six high schools. Subjects were identified as high, middle, and low achievers from homogeneously grouped English classes. Findings verify a six-stage model of thoughts, actions, and feelings in the information search process. There was a significant change in students' thoughts, actions, feelings, and confidence during an information search which correlated with the teachers' assessment of focus in the students' papers and grades on the papers. Five tables are appended. (11 references) (Author/SD) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. ***************************%******************************************* U I DEPARTIM.' OF EDUCATION °Arco d Educabonal R4111th and IrnprOvernent EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Ifi.Ths document has been reproduced as ,ece.ved ',on, the person Of organttation Orictortafing4 rMnOrChOngeSilawebeffornafttorn,WOOF ,rtnuth.tn.W,1.1.4, POtntS of oe. Or OptnOnSStted i n thiS [loco ment do not necessaov represent ottic(al OEFIIposdonn(mhcy PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Carol C.Kuhlthau TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). THE INFORMATION SEARCH PROCESS OF HIGH, MIDDLE, AND LOW ACHIEVING HIGH SCHOOL SENIORS Traditionally, library instruction has been based on the sources in the library. One of the underlying problems resulting from this approach is the apparent inability of incoming college students, even those who have had prior library instruction, to use academic libraries. In addition, information industries are noting that people are not able to take full advantage of emerging information technologies because of a lack of information literacy. A new approach to library skills instruction maybe needed to enable students to become effective information users. Some theorists attribute difficulty in the transference of library skills to the heavy emphasis in instructional programs to source orientation and to a lack of attention to the process of information seeking. A process approach to library instruction requires an understanding of different stages of information need as a search progresses and strategies for using information to learn within each stage. The investigation of the process approach to library instruction builds on my dissertation study. In an initial, exploratory study a six-stage model of the thoughts, actions and feelings common in the search process was developed which is described in my book, Teaching the Library Research Process and in an article in SLMQ Winter 1985. In 1986, two longitudinal studies explored changes in perceptions of library research of 26 students from high school through college and the characteristics six successful searchers using the case study method over a four year period. Two large scale studies were conducted in 1988 to verify the results of these small, more qualitative studies. This study investigated the information search process of 140 high school seniors in six high schools. Subjects were identified as high, middle, or ,ow achievers by their scores on national standardized tests, grade point average and assignment to hcmoganeously grouped English classes. Findings confirmed the model and showed that there was a significant change in students' thoughts, feelings and confidence during the information search process. There was no significant lifference between the search process of the high and middle achievers. However, data collected from the low achieving students was incomplete and could not be statistically analysed. This study has been funded by the Rutgers Research Council. Carol C. Kahlthau School of Communication, Information, and Library Studies Rutgers, the State University of New Jersey New Brunswick, New Jersey 08903 2 AST COPY AVAILABL

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