Information behaviour of humanities PhDs on an information literacy course

Ronan Madden

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Library Science and Information Literacy Library Science and Information Doctoral Education Challenges and Solutions

Abstract

Purpose – The aim of this paper is to examine whether an information literacy course/module is an appropriate intervention during the initial months of a humanities PhD, and if there is more that can be learned from the course participants that might provide a better understanding of their information behaviour. Design/methodology/approach – A questionnaire was distributed to new humanities PhD students prior to their attending the course. A second questionnaire was distributed to those who had completed the course in full. Interviews were conducted with six participants to gain a richer understanding of how their information-seeking needs had evolved. Findings – Despite the relatively generic nature of the module, and the diversity of humanities research, the course had clear benefits for the participants. In their first year, scoping their topic and finding quality information can pose a challenge. The participants reported that the most appropriate time to attend the course is during the initial months. Some preferred to attend (or repeat) particular units later as workshops. The most valued elements were those that helped them bridge initial gaps. Face-to-face delivery is preferred. There is some potential for further one-to-one contact with librarians and additional follow-up workshops. Practical implications – This study can inform how librarians can better support PhD researchers in the humanities. Originality/value – The study is based around an established and accredited humanities PhD course that has already been adapted in various ways in terms of content and timing of delivery. Drawing on Kuhlthau's “Information Search Process”, the study seeks a deeper understanding of a specific humanities group during the initial months of their PhD research.

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References

2008The dark side of information: overload, anxiety and other paradoxes and pathologies 2003Serendipity and information seeking: an empirical study 1982HUMANITIES SCHOLARS: INFORMATION NEEDS AND USES 2002Accidentally Found on Purpose: Information-Seeking Behavior of Historians in Archives 2018Scholarly Use of Information: Graduate Students' Information Seeking Behaviour 2013Patterns of graduate students' information seeking behavior: a meta‐synthesis of the literature 2005The Information-Seeking Habits of Graduate Student Researchers in the Humanities 2008The Impact on University Libraries of Changes in Information Behavior Among Academic Researchers: A Multiple Case Study

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2019Understanding the Information Behaviors of Doctoral Students: An Exploratory Study 2017Promoting information literacy: perspectives from UK universities 2020To frame or not to frame: creating a metaliteracy course for online Ed.D. students 2015Information Behavior within the Humanities: Searching or Browsing, Recall or Precision? Researching the Information Needs of Academics: the Case Study of the Faculty of History of the University of Warsaw

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