| Title: |
Information Behavior in RIS Professional Education: Survey and Project Synthesis |
| Language: |
English |
| Authors: |
Amy VanScoy; Heidi Julien; Alison Harding |
| Source: |
Journal of Education for Library and Information Science. 2024 65(2):163-181. |
| Availability: |
Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis |
| Peer Reviewed: |
Y |
| Page Count: |
19 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Reference Services; Information Services; Library Science; Library Education; Library Schools; Courses; Graduate School Faculty; Introductory Courses; Information Seeking; Course Content; Behavior Patterns; Help Seeking; User Needs (Information); Librarians; Teacher Attitudes; Librarian Attitudes |
| DOI: |
10.3138/jelis-2023-0012 |
| ISSN: |
0748-5786; 2328-2967 |
| Abstract: |
This article reports on the third phase of a project studying the integration of information behavior theories and concepts into professional education for reference and information service (RIS). It also provides a synthesis of the results of all studies in the project, including a syllabus study, an interview study, and the survey. Results of the project show that Kuhlthau's information search process model, along with several other key theories, models, and concepts, is perceived by instructors of introductory RIS courses in North America as important for RIS practice. Instructors feel that students are generally receptive to conceptual content in the course, although most teach a more practice-focused course or a course with a balance of conceptual and practical content. Still, 10-31% of introductory RIS courses do not include any information behavior content, suggesting that the relevance of theory to practice remains an ongoing debate. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1422049 |
| Database: |
ERIC |