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Typically, I keep looking for a little bit longer: Examining changes in students information behavior and emotional responses to research, pre- and post-COVID-19 shutdowns - Katie Blocksidge and Hanna Primeau

The study examined changes in students' information behavior and emotional responses to research before and after the COVID-19 pandemic shutdowns. Key findings include: 1) Students expressed more frustration with roadblocks to research and ambiguity in source reliability after the pandemic, but also showed more problem-solving persistence. 2) A positive correlation was found between frustration and passionate persistence pre-pandemic, but students displayed more detached, problem-solving persistence post-pandemic. 3) Students now use more sophisticated language around source evaluation, focusing on relevance, evidence-based resources, and identifying bias. The implications are that students struggle with mental health and an uncertain information landscape due to the pandemic. Educ

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Examining changes in students information behavior and emotional responses to research, pre- and post-COVID-19 shutdowns “Typically, I keep looking for a little bit longer”
Introduction Katie Blocksidge Library Director The Ohio State University at Newark Email: blocksidge.3@osu.edu Twitter: @Talis_B Blusky: @Bibliomancer Hanna Primeau Instructional Designer University Libraries The Ohio State University Email: primeau.8@osu.edu Twitter: @librarianYarns Blusky: @LibrarianYarns
Thinking about yourself pre/post pandemic shutdown... Menti.com Use code 54802828 ?
What to expect The Background Study Design & Results Looking Ahead How do we apply our results in practice? What we did and how we did it. Why is this interesting?
Students & the Pandemic (o_0) 01.
Students described a range of emotions throughout the research process going beyond anxiety. Emotions provided meaning and motivation. - Kirker & Stonebraker (2018) Pre-Pandemic Focus on strength-based frameworks, reducing roadblocks, and partnering with faculty and other departments to deliver information literacy. -Blocksidge & Primeau (2024)
“As a collective experience of trauma, the Pandemic led to increased rates of anxiety, stress, grief, depression and suicidality with long-term effects” -Blewett & Ebben (2021) During Pandemic “Intersectional differences compound students’ experiences of mental wellness as students of color, socioeconomically disadvantaged students, and LGBTQI+ students experience depression at higher rates” -Blewett & Ebben (2021)
Emergency Remote Teaching was and is distinct from online teaching. -Hodges et al. (2020) 2020 - Now Students were using more advanced strategies to evaluate information, “including determining the original source(s) of specific information, the types of sources that were cited, and who was conducting and funding particular research”. -Howard et al. (2023)
Study Design & Results ಠ_ಠ 02.
Students surveyed on Information Beliefs 2017 Covid-19 Emergency Teaching in Ohio 2020-~2022 Survey repeated with added Interviews 2019 Surveys & Interviews Repeated 2023
N=20 All born after December 31st 1993 All First-Year Students 2019 Interviews in
2019 Interviews in n % Gender Male 7 35 Female 13 65 Race White 13 65 African American 2 10 Asian American 2 10 Others 1 5 Multiple 2 10
N=18 All born after December 31st,1993 All First-Year Students 80% had experienced emergency remote teaching in the last 3 years 2023 Interviews in
2023 Interviews in n % Gender Male 4 22 Female 12 66 Non-binary 1 5 Self-Describe 1 5 Race White 9 50 African American 2 11 Asian American 4 22 Latinx/Hispanic 2 11 Prefer-not-to-state 1 5
Inductive Thematic Analysis 2019 Data •Initial codebook created from interviews​ •10 Themes​ •34 Codes​ •Authors independently coded the interviews​ •Compared and Normed responses 2023 Data •Utilized original codebook •Discovered 4 new Codes •Authors independently coded the interviews​ •Compared and Normed Responses
Confusion Persistence Giving up Self-doubt Frustration Disappointment Challenged Emotion Codes Web Above All What is credible? Indicators of Authority Time & Space & Stress Assignment Design Problem-Solving No Loyalty Finding Help Misc Top-Level Categories Passionate Persistence Problem Solving Persistence Time-related Frustration Frustration at Roadblocks
Frustrations at Roadblocks Ambiguously Reliable Passionate Persistence Problem-Solving Persistence Student describes source as credible but doesn't provide a clear explanation as to why. Frustration related to specific barriers that are not time-related. Student describes how they experimented to find a solution to their research project/struggle OR describing their persistence in identifying a source. Student describes searching for something because they needed to know the answer/wanted to find the answer. Can see a mentality that a student is determined to "make it work“.
information behavior and emotional responses to research What did we find?
The codes "frustrations at roadblocks" and "passionate persistence" have statistically significant linear relations ( r= .594, p = .011). 2019 In There is a positive correlation to this relationship, meaning that when more frustrations with roadblocks are expressed, more passionate persistence is identified.
What does this look like? 2019 “And when we looked through it, a lot of the data was done by for profit companies that they collect data and they sell it to primarily marketing firms…And so what it was is it was $10,000 to get access to this data…Which, is insane cause it's done by the U.N so you'd think it'd be property of the public…so and that made it really difficult cause it was, if you don't even have the data, you know what I mean? And it's... It makes it really hard to do research, you know?” -Andy
The codes "frustrations at roadblocks" and “Ambiguously Reliable" have statistically significant linear relations ( r= -.151, p = .019). 2023 In There is a negative correlation to this relationship, meaning that Frustrations at Roadblocks and Ambiguously Reliable language decrease together.
What does this look like? 2023 “…it'll say like free. And then you get like you get to read the abstract and that's it. And then it's like you got to pay like $30 a month for this. Like, All right, well, that kind of does suck. But because you can kind of wonder, like, is this credible? Because are they are they paywalling it because it's credible or are they paywalling it because they can? And you don't even know because you don't really have the motivation to pay for it.” -Kevin
The codes “Problem-Solving Persistence" and “Frustration with Roadblocks" have statistically significant linear relations ( r= .164, p = .015). 2023 In There is a positive correlation to this relationship, meaning that when more Problem-Solving Persistence is identified, more frustration with roadblocks are identified.
What does this look like? 2023 “So I would modify the question a little bit, change the wording, change the words to see if any source had mentioned a specific word. I know when you search into Google, it says 'must include this certain word' or it comes up with searches that are a little bit different…And I would just make sure I would go through it and be like, I think, okay, is this mentioning my question, is it mentioning a keyword that I mentioned or is it not.” -Goose
Roadblock Frustration Ambiguously Reliable Passionate Persistence Problem Solving Persistence Give Up Find Completely Different Source Find Source a Different Way 32 35 28 59 22 15 7 2019 Roadblock Frustration Ambiguously Reliable Passionate Persistence Problem Solving Persistence Give Up Find Completely Different Source Find Source a Different Way 37 47 6 38 9 8 11 2023
Which have you identified in your student population? Menti.com Use code 54802828 ?
EVALUATION: Relevance  Students explicitly mention or describe relevance as it relates to source selection or deselection. Mis/Disinformation  Malicious Intent Evidence-Based  student mentions science, facts, evidence, etc. Bias  Explicitly Defining or Saying it New codes?! 2023
What does this look like? 2023 “Something that's backed by research, something that has facts and science behind it, something that doesn't have opinion or bias in it. And like: I think, I feel; things like that.” -October “But I try to see which one closely answers my research question. And even if I have a lot of sources, I want to use the sources that have the most reliable information and the most accurate information to what I'm talking about that's like, relevant.” -June
Looking Ahead How are student making sense of their information landscape? 03. IDK Vibes? ¯_(ツ)_/¯
Students in high school and college struggled with mental health challenges during the COVID-19 pandemic, impacting their learning experiences. (Hu et al., 2024, Jones et al., 2020). The COVID-19 Pandemic & Student Mental Health
Content wrapped around a feeling • Consciousness (self) • Context • Dynamic (Swanson, 2023) Knowledge as a Feeling Uncertainty & Relevance How do we know when we have read enough sources for a lit review? We no longer feel uncertain. How do we know if two articles or books are related? They feel relevant. What do you know? Do you know because you feel?
Passionate Persistence, persistence related to a student’s clear interests has shifted to a more emotionally disconnected Problem-Solving Persistence Passionate Persistance Problem-Solving Persistance Students have begun using more sophisticated language to describe the evaluation of sources. Students mention the need for evidence-based resources. Acquisition of Language Let’s look at two points of change
Identify where your students encounter roadblocks o Offer specific one-shots or workshops tackling common roadblocks o Create resources that pinpoint specific frustrations virtually when students may need the help off-hours Small changes can make large impacts, this doesn’t have to be a full web-redesign What can we do? Roadblocks & Frustration
What sort of roadblocks have your students encountered? Go.OSU.edu/ Lilac24Emotion s ?
I’m a Problem Solver! In Digital Resources or Course Sessions: o Discuss Strategies o Share that there are multiple ways to get to an answer and not one “right” way o We never get to stop being problem solvers in academia, normalize it by sharing personal experiences! o Facilitate discussions in courses among students on how they problem- solve a specific research need How can we encourage it? Problem-Solving Persistence
o Use more sophisticated language when creating content about evaluation o Connect language to behavior by encouraging students to describe how they determine a source is relevant or how they determine accuracy: what mental steps are they taking? “Evidence Based” How can we embrace it? Language shifts
How can you encourage students to embrace the problem-solving mindset? OR Knowing that students are evaluating in more nuanced ways, how can you support that while helping them grow? Go.OSU.edu/ Lilac24Emotion s ?
Our Role Emotions are a consistent and evolving part of the research process. Students are constructing their information environments. Where are students locating themselves within their context? The larger landscape
“Equity approaches acknowledge that students have vastly different experiences prior to college; they face different barriers, opportunities, and experiences while on campus, and they have different learning styles and psycho- emotional needs. Our pandemic experiences brought these differences to the fore” Equity A way to connect us all -Blewett & Ebben (2021)
How can we embrace an equity approach to support student growth? How are student’s emotional responses to research helping to locate themselves in an information environment? We ask you…
References Blewett, L., & Ebben, M. (2021). Post-pandemic anxiety: teaching and learning for student mental wellness in communication. In J. M. Valenzano III (Ed.), Post-Pandemic Pedagogy: A Paradigm Shift. Lexington Books. 978-1-7936-5221-8 Blocksidge, K., & Primeau, H. (In Press). Stepping away from anxiety: the emotional experiences of first-year students. Journal of Information Literacy. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching- and-online-learning Houtman, E. (2015). “Mind-Blowing”: Fostering Self-Regulated Learning in Information Literacy Instruction. Comminfolit, 9(1), 6. https://doi.org/10.15760/comminfolit.2015.9.1.178 Howard, H. A., Bochenek, A., Mayhook, Z., Trowbridge, T., & Lux, S. (2023). Student information use during the COVID-19 pandemic. The Journal of Academic Librarianship, 49(3), 102696. https://doi.org/10.1016/j.acalib.2023.102696
References Hu, K., Hu, Y., Godfrey, K., Li, Q., & Li, C.-S. R. (2024). A 2-year mental health follow-up study subsequent to COVID-19. Psychiatry Research, 333, 115684. https://doi.org/10.1016/j.psychres.2023.115684 Jones, S. E., Ethier, K. A., Hertz, M., DeGue, S., Le, V. D., Thornton, J., Lim, C., Dittus, P. J., & Geda, S. (2022). Mental Health, Suicidality, and Connectedness Among High School Students During the COVID-19 Pandemic — Adolescent Behaviors and Experiences Survey, United States, January–June 2021. MMWR Supplements, 71. https://doi.org/10.15585/mmwr.su7103a3 Kirker, M. J., & Stonebraker, I. (2019). Architects, Renovators, Builders, and Fragmenters: A Model for First Year Students’ Self-perceptions and Perceptions of Information Literacy. The Journal of Academic Librarianship, 45(1), 1–8. https://doi.org/10.1016/j.acalib.2018.10.009 Lloyd, A. (2010). Information literacy landscapes: information literacy in education, workplace and everyday contexts. Chandos. Swanson, T. A. (2023). Knowledge as a feeling: how neuroscience and psychology impact human information behavior. Rowman & Littlefield.
Thank you! Questions? Credits: SlidesCarnival for the presentation template Katie Blocksidge Library Director The Ohio State University at Newark Email: blocksidge.3@osu.edu Hanna Primeau Instructional Designer University Libraries The Ohio State University Email: primeau.8@osu.edu Go.osu.edu/NotionInfoBehavior https://go.osu.edu /lilacinfobehavior
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