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Clark - “Time’s a factor here!” Exploring the information-seeking experiences of mature learners

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Clark - “Time’s a factor here!” Exploring the information-seeking experiences of mature learners

  1. 1. “Time’s afactorhere!”Exploring theInformation-SeekingNarratives ofMature StudentsSarah ClarkLILAC 2013March 25, 2013
  2. 2. Sarah Clark, MLIS• Assistant Library Director Rogers State University Claremore, Oklahoma• Ph.D Student Oklahoma State University• Research Interests • The role of the academic library in the University • The role of information literacy in student success • The growing significance of mature students in higher education• “OK and UK”—what we can learn from each other Geddes Quadrangle, University of Dundee
  3. 3. Research Problem• Information literacy is a key skill, especially for mature students• However, the uncertainties of information-seeking may lead a mature student to believe they are incapable of academic success.• Librarians can help mature students to navigate the information-seeking process—if we understand where they are coming from.
  4. 4. The Information Search ProcessFrom: Kuhlthau, C.C. Seeking meaning: a process approach to library and information services. 2nd. ed. Westport, CT: Libraries Unlimited, 2004
  5. 5. Focus and PurposeTo discover themes within mature students’ lived information seeking experiences that may have implications for how we educate them in information literacy
  6. 6. Northeastern State University
  7. 7. About the NSU Libraries
  8. 8. Methods and site • Why narrative Inquiry? • Why Northeastern State University? • Planning the InterviewsIguana Café, Tahlequah, Oklahoma
  9. 9. Common Themes• Feeling blocked and Ashley’s Story overwhelmed• Challenges with rules• Technology Memorable Narratives roadblocks • Research paper Paralysis• “Smart people • Issues outside the intimidate me” classroom Caucasian • Intimidation at the writing 44 Years old lab, frustration at the library… Married • A new relationship…a (as of interview 1) new support structure 3 adult children, all still at home Lives within walking distance (and occasional wireless range) of campus
  10. 10. Common Themes• Time Veronica’s Story• Passion for the topic and a need for understanding keeps Memorable Narratives her motivated • Working with a Librarian• Social Connections • Human trafficking: A are vital Female paper topic she was• Hopes to help others via her writing White/Native American passionate about • Fitting information 39 seeking “into the gaps” Left high school early, of her day earned GED • Giving “love and 6 years later attention and time” to Single Mom (joint custody of her writing 2 girls still at home) Working part-time, 1 hour drive to campus
  11. 11. Similarities Contrasts Technology travails Supportive and unsupportive relationships Citation Style struggles University as helper or obstacleChallenges with personal life Feeling passionate vs. feeling blocked Managing TIME and outside Why such commitments different experiences? Common Themes
  12. 12. Peering through the lensASHLEY Initiate Select Explore Formulate Collect Present AssessFeelingsThoughtsActionsVERONICA Initiate Select Explore Formulate Collect Present AssessFeelingsThoughtsActions Green= Researcher and participant agree participant successfully handled emotions, gained knowledge, or performed actions related to step. Yellow=participant and researcher disagree or believe that results were mixed Red=participant and researcher agree step was not navigated successfully as defined by Kuhlthau (year)
  13. 13. Conclusions and furtherquestions• What might these findings mean? • Library instruction and reference didn’t seem to influence the affective domain. • Both students seemed to be driven (or blocked) by their feelings • Experiences outside the library influenced attitudes about information- seeking and the library as a resource,• Why do these findings matter? • Students may not be as prepared as we think • Library instruction and the emotions of information seeking• Question for you: How might these findingschange your current understanding ofInformation seeking? Sequoyah: diplomat, scholar, and inventor of the Cherokee syllabary (written language)
  14. 14. Implications and Limitations• Limitations of the study• A changing Environment• Implications for all Instruction Librarians• Implications for the UK Context
  15. 15. Questions & conversation starters• Questions, concerns, or confusion?• Thoughts for conversation • What happens next semester? • Where do we go next? • Outside factors & the ISP • “the model” versus observed behavior • What changes do we need to prepare for?• Continuing the conversation: www.infoliterate.com
  16. 16. ᏩᏩ ! (Thank You!)OKLibrarian@gmail.com Blog: www.infoliterate.comsarah.clark10@okstate.edu Twitter: @oklibrarian

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