Competency J
Introduction
Research with undergraduate students has indicated that most are not proficient in utilizing libraries (Kakai et al., 2004). They seem to not get the proper education before hitting the college level ranks. Furthermore, I would argue that most are not skilled in seeking out information from scholarly sources, or too lazy to make the effort. Again, there is no consistent reinforcement to make it become an automatic habit. In the past, I have given my high school students a small research paper to do. The go-to source is the first thing that pulls up from a Google search with no care in mind whether it is factual or not. Citing it becomes a disaster too. Is it a case of not being exposed enough to information to recognize it, not being able to interpret it, etc.?
It is noted that people’s requirements for information are not fixed and can change with time and location as they engage with, understand, and interpret information (Hirsch, 2022). An information need represents a deficiency in knowledge or understanding that an individual aims to address by acquiring facts, data, or ideas from a source. Information needs can emerge for various reasons, such as fulfilling curiosity, making decisions, finishing tasks or assignments, and resolving issues (South College). As noted in Hirsch (2002), O’Brien et al. points out that individuals who require information might not pursue it for several reasons: they may lack the skills to obtain it, not acknowledge a need recognized by others, doubt that their needs can be met through informational sources or their efforts, or believe that the risks of seeking information exceed the benefits (p. 54). Another point to note is that it is hard to see if people have needs sometimes and what course of action is best to take. Therefore, “information professionals must strive to meet information needs articulated by their users. This may involve balancing traditional, staff-led approaches with community-led approaches when developing and evaluating services” (p. 54).
Li (2014) says that “information seeking refers to the practical process of obtaining the information needed via specific information databases or information networks. We all know deep down that our problems for information retrieval have less to do with network issues and more to do with personal issues” (p. 127). Furthermore, information seeking behavior changes and becomes more pronounced the more individuals become more involved and knowledgeable within their field of study (p. 127). Kakai et al. (2004) convey that “most times students’ information seeking behavior involves active or purposeful information seeking as a result of the need to complete course assignments, prepare for class discussions, seminars, workshops, conferences, or write final year research papers.” Information behavior encompasses all human interactions with information sources and channels, covering both passive and active information seeking, as well as the use of information. This includes activities such as crafting questions, choosing sources, and extracting ideas through reading, skimming, etc. From this viewpoint, information needs not only drive these activities but can also be examined based on the information behaviors they trigger (Hirsch, 2022, p. 56). We have to remember as information professionals to pay attention to where information is sought out from the user. We must remember that behaviors may be seen from formal database research or from friends and family.
Evidence
My first artifact to prove my mastery in competency J comes from INFO 200. It comes from Blog # 5Links to an external site.. It addresses research on the information needs and behaviors of caregivers for dementia patients, initially focusing broadly and then specifically on family caregivers. Steiner et al. (2015) explore their needs related to managing patient behaviors and their own stress. Bangerter et al. (2019) and Pitts et al. (2015) identify that caregivers frequently use the Internet, smart devices, and other electronic devices to gather information and manage daily caregiving tasks, such as taking notes. The research highlights a gap in health science libraries, as noted by Howrey (2018), where family caregivers and their recipients are often overlooked as key audiences. Libraries and librarians are identified as crucial in providing resources to enhance the well-being of caregivers and dementia patients. Riedner (2015) and Kesley (2018) discuss the potential of libraries to offer meaningful activities and programs like storytelling, memory kits, therapy animals, and music programs, which not only aid in caregiving but also help in stimulating and engaging dementia patients.
My second artifact, instructional design strategies, comes from INFO 250Links to an external site. where I dive into Merrill’s Principles of Instruction in the development of a unit of instruction. These principles are used to design an educational experience where learners tackle real-world problems, allowing them to learn from mistakes and enhance their understanding through various forms of information presentation, such as storytelling. The process includes stages such as needs assessment and instructional analysis, where the educator identifies the learners’ needs and designs instructional levels that prepare them for more complex problems. The activation principle leverages prior knowledge to begin new learning phases, while the demonstration and application principles enable students to independently apply their skills and knowledge. This instructional approach emphasizes student-led learning and the integration of learned skills into other academic contexts, aiming to equip students with the ability to independently research and cite peer-reviewed sources. The principles also imply the use of diverse media tools to enrich learning, reflecting a comprehensive approach to addressing complex educational needs in a high school setting.
My final artifact also comes from INFO 250 where I touch on my Instructional Design Planning WorksheetLinks to an external site.. I am only focusing on step one regarding the need assessment and instructional goals. This educational program targets high school sophomores, juniors, and seniors, equipping them with advanced research skills beyond basic internet searches and MLA citations. Over two weeks, students will learn to obtain a library card, access peer-reviewed academic resources through library databases, and cite their sources in APA format. They will apply these skills by composing a short research paper on a topic of their interest, using peer-reviewed articles to support their arguments. The course also aims to instill a deeper appreciation for meticulous research over convenience, preparing students for college and future scholarly pursuits. The teacher, experienced in using local library resources, will guide the students through this process with an engaging teaching style. The effectiveness of the lessons will be measured by the students’ ability to access appropriate resources and their understanding of academic research standards.
Conclusion
In my role as an educator, I am committed to developing lessons and providing resources tailored to my students’ specific needs. My objective is to cultivate their lifelong learning skills and align the coursework with their information-seeking habits. This is particularly important in encouraging them to access credible sources for accurately addressing accounting concepts and issues. I recognize the need to further explore information-seeking behaviors, especially within the financial education sector, where I feel my current understanding is inadequate. Additionally, there is a noticeable lack of engaging resources that make accounting appealing to high school students, which is an area I aim to improve upon. I’ve observed that students who are inherently interested in this field engage deeply, while others remain disinterested despite my efforts. This disparity underscores the challenge of making accounting compelling and accessible to all students.
References
Hirsh, S. (2022). Information Services today: An introduction. Rowman & Littlefield
Kakai, M., Ikoja-Odong, R., & Kigongo-Bukenya, I. M. (2004). A study of the information seeking behavior of undergraduate students of Makerere University, Uganda.
Library: Information literacy: Identifying your information need. Identifying Your Information Need – Information Literacy – Library at South College. (n.d.). https://library.south.edu/c.php?g=1209421&p=9300393
Li, L. (2014). Scholarly Information Discovery in the Networked Academic Learning Environment. Elsevier.
Introduction
Research with undergraduate students has indicated that most are not proficient in utilizing libraries (Kakai et al., 2004). They seem to not get the proper education before hitting the college level ranks. Furthermore, I would argue that most are not skilled in seeking out information from scholarly sources, or too lazy to make the effort. Again, there is no consistent reinforcement to make it become an automatic habit. In the past, I have given my high school students a small research paper to do. The go-to source is the first thing that pulls up from a Google search with no care in mind whether it is factual or not. Citing it becomes a disaster too. Is it a case of not being exposed enough to information to recognize it, not being able to interpret it, etc.?
It is noted that people’s requirements for information are not fixed and can change with time and location as they engage with, understand, and interpret information (Hirsch, 2022). An information need represents a deficiency in knowledge or understanding that an individual aims to address by acquiring facts, data, or ideas from a source. Information needs can emerge for various reasons, such as fulfilling curiosity, making decisions, finishing tasks or assignments, and resolving issues (South College). As noted in Hirsch (2002), O’Brien et al. points out that individuals who require information might not pursue it for several reasons: they may lack the skills to obtain it, not acknowledge a need recognized by others, doubt that their needs can be met through informational sources or their efforts, or believe that the risks of seeking information exceed the benefits (p. 54). Another point to note is that it is hard to see if people have needs sometimes and what course of action is best to take. Therefore, “information professionals must strive to meet information needs articulated by their users. This may involve balancing traditional, staff-led approaches with community-led approaches when developing and evaluating services” (p. 54).
Li (2014) says that “information seeking refers to the practical process of obtaining the information needed via specific information databases or information networks. We all know deep down that our problems for information retrieval have less to do with network issues and more to do with personal issues” (p. 127). Furthermore, information seeking behavior changes and becomes more pronounced the more individuals become more involved and knowledgeable within their field of study (p. 127). Kakai et al. (2004) convey that “most times students’ information seeking behavior involves active or purposeful information seeking as a result of the need to complete course assignments, prepare for class discussions, seminars, workshops, conferences, or write final year research papers.” Information behavior encompasses all human interactions with information sources and channels, covering both passive and active information seeking, as well as the use of information. This includes activities such as crafting questions, choosing sources, and extracting ideas through reading, skimming, etc. From this viewpoint, information needs not only drive these activities but can also be examined based on the information behaviors they trigger (Hirsch, 2022, p. 56). We have to remember as information professionals to pay attention to where information is sought out from the user. We must remember that behaviors may be seen from formal database research or from friends and family.
Evidence
My first artifact to prove my mastery in competency J comes from INFO 200. It comes from Blog # 5Links to an external site.. It addresses research on the information needs and behaviors of caregivers for dementia patients, initially focusing broadly and then specifically on family caregivers. Steiner et al. (2015) explore their needs related to managing patient behaviors and their own stress. Bangerter et al. (2019) and Pitts et al. (2015) identify that caregivers frequently use the Internet, smart devices, and other electronic devices to gather information and manage daily caregiving tasks, such as taking notes. The research highlights a gap in health science libraries, as noted by Howrey (2018), where family caregivers and their recipients are often overlooked as key audiences. Libraries and librarians are identified as crucial in providing resources to enhance the well-being of caregivers and dementia patients. Riedner (2015) and Kesley (2018) discuss the potential of libraries to offer meaningful activities and programs like storytelling, memory kits, therapy animals, and music programs, which not only aid in caregiving but also help in stimulating and engaging dementia patients.
My second artifact, instructional design strategies, comes from INFO 250Links to an external site. where I dive into Merrill’s Principles of Instruction in the development of a unit of instruction. These principles are used to design an educational experience where learners tackle real-world problems, allowing them to learn from mistakes and enhance their understanding through various forms of information presentation, such as storytelling. The process includes stages such as needs assessment and instructional analysis, where the educator identifies the learners’ needs and designs instructional levels that prepare them for more complex problems. The activation principle leverages prior knowledge to begin new learning phases, while the demonstration and application principles enable students to independently apply their skills and knowledge. This instructional approach emphasizes student-led learning and the integration of learned skills into other academic contexts, aiming to equip students with the ability to independently research and cite peer-reviewed sources. The principles also imply the use of diverse media tools to enrich learning, reflecting a comprehensive approach to addressing complex educational needs in a high school setting.
My final artifact also comes from INFO 250 where I touch on my Instructional Design Planning WorksheetLinks to an external site.. I am only focusing on step one regarding the need assessment and instructional goals. This educational program targets high school sophomores, juniors, and seniors, equipping them with advanced research skills beyond basic internet searches and MLA citations. Over two weeks, students will learn to obtain a library card, access peer-reviewed academic resources through library databases, and cite their sources in APA format. They will apply these skills by composing a short research paper on a topic of their interest, using peer-reviewed articles to support their arguments. The course also aims to instill a deeper appreciation for meticulous research over convenience, preparing students for college and future scholarly pursuits. The teacher, experienced in using local library resources, will guide the students through this process with an engaging teaching style. The effectiveness of the lessons will be measured by the students’ ability to access appropriate resources and their understanding of academic research standards.
Conclusion
In my role as an educator, I am committed to developing lessons and providing resources tailored to my students’ specific needs. My objective is to cultivate their lifelong learning skills and align the coursework with their information-seeking habits. This is particularly important in encouraging them to access credible sources for accurately addressing accounting concepts and issues. I recognize the need to further explore information-seeking behaviors, especially within the financial education sector, where I feel my current understanding is inadequate. Additionally, there is a noticeable lack of engaging resources that make accounting appealing to high school students, which is an area I aim to improve upon. I’ve observed that students who are inherently interested in this field engage deeply, while others remain disinterested despite my efforts. This disparity underscores the challenge of making accounting compelling and accessible to all students.
References
Hirsh, S. (2022). Information Services today: An introduction. Rowman & Littlefield
Kakai, M., Ikoja-Odong, R., & Kigongo-Bukenya, I. M. (2004). A study of the information seeking behavior of undergraduate students of Makerere University, Uganda.
Library: Information literacy: Identifying your information need. Identifying Your Information Need – Information Literacy – Library at South College. (n.d.). https://library.south.edu/c.php?g=1209421&p=9300393
Li, L. (2014). Scholarly Information Discovery in the Networked Academic Learning Environment. Elsevier.
Areas of CompetencyPages