Improving Student Information Search

<ul> <li>List of figures and tables <ul> <li>Figures</li> <li>Tables</li></ul></li> <li>Acknowledgments</li> <li>About the authors</li> <li>Summary of the study</li> <li>1: Overview of the study <ul> <li>Abstract</li> <li>Introduction</li> <li>Background – metacognition in information search</li> <li>Need</li> <li>Problem solving, literacy in research databases, and tutorial-based library instruction</li> <li>Research questions</li></ul></li> <li>2: Information research and the search process <ul> <li>Abstract</li> <li>Introduction</li> <li>Early research</li> <li>Dervin’s methodology, theory, and framework</li> <li>Information-seeking behavior</li> <li>Information retrieval researchers</li> <li>Summary of information search research</li></ul></li> <li>3: Research on metacognition <ul> <li>Abstract</li> <li>Introduction</li> <li>Early research</li> <li>Metacognitive instruction</li> <li>Summary of research on metacognition</li></ul></li> <li>4: Problem solving and metacognition <ul> <li>Abstract</li> <li>Introduction</li> <li>Problem solving and memory</li> <li>Problem solving and metacognition</li> <li>Metacognitive experiences and problem solving</li> <li>Metacognitive knowledge and problem solving</li> <li>Metacognition and problem solving on the web</li> <li>Metacognitive training and problem solving</li> <li>Idea tactics tutorial</li> <li>Summary of problem solving and metacognition</li></ul></li> <li>5: Information problem solving and metacognitive skills <ul> <li>Abstract</li> <li>Introduction</li> <li>Evolution of information problem solving and metacognition research</li> <li>Metacognition in information problem-solving research from the EU</li> <li>Improving students’ information problem solving</li> <li>Idea tactics tutorial</li> <li>Summary of information problem solving and metacognition</li></ul></li> <li>6: Education graduate students’ information-seeking skills <ul> <li>Abstract</li> <li>Introduction</li> <li>Early research</li> <li>Education graduate students’ research skills in the millennium</li> <li>Importance of instruction to provide “new skills, new knowledge”</li> <li>Library training for education graduate students</li> <li>Idea tactics tutorial</li> <li>Summary of education graduate students’ information behavior</li></ul></li> <li>7: Education students’ information seeking to support problem solving <ul> <li>Abstract</li> <li>Introduction</li> <li>Education students’ metacognition in information problem solving in hypermedia systems</li> <li>Metacognition in group problem solving</li> <li>Education students’ lack of computing skills</li> <li>Metacognition compensates for problem-solving deficiencies</li> <li>Idea tactics tutorial</li> <li>Summary of research on education students’ information seeking to support problem solving</li></ul></li> <li>8: Metacognitive skills and online search behavior <ul> <li>Abstract</li> <li>Introduction</li> <li>Difficulties with online search</li> <li>Need for skills instruction</li> <li>Importance of mental models in searching information systems</li> <li>Metacognitive techniques in online search</li> <li>Role of metacognition</li> <li>Idea tactics tutorial</li> <li>Summary of research on metacognitive skills in online search behavior</li></ul></li> <li>9: Promoting metacognition <ul> <li>Abstract</li> <li>Introduction</li> <li>Metacognition instruction</li> <li>Metacognitive scaffolds</li> <li>Metacognitive scaffolds to support information problem solving</li> <li>Prompts</li> <li>Importance of matching prompt type to individuals’ learning needs</li> <li>Idea tactics tutorial</li> <li>Summary of research on promoting metacognition</li></ul></li> <li>10: The metacognitive scaffold: the idea tactics tutorial <ul> <li>Abstract</li> <li>Introduction</li> <li>Research that informed the scaffold’s creation</li> <li>Bates’ idea tactics</li> <li>The tutorial’s tactics</li> <li>Database search techniques</li> <li>Creating the tutorial</li> <li>Pilot studies</li> <li>The tutorial</li> <li>Resembles an instructional agent</li> <li>Summary of the idea tactics tutorial</li></ul></li> <li>11: Methodology: the think-aloud problem-solving activity and post-activity interview <ul> <li>Abstract</li> <li>Introduction</li> <li>Mixed methods research</li> <li>Guiding theory</li> <li>Think-aloud protocol</li> <li>Task-based usability study</li> <li>Research instrument</li> <li>The participants</li> <li>The activity</li> <li>Follow-up interviews</li> <li>Summary of the problem-solving activity and interview</li></ul></li> <li>12: Methodology: the data analysis <ul> <li>Abstract</li> <li>Introduction</li> <li>Concurrent triangulation design</li> <li>Legitimization and validity</li> <li>Reliability</li> <li>Transcripts of problem-solving activity using prefigured codes</li> <li>Transcripts of problem-solving activity and post-search interviews using open coding schemes</li> <li>QSR NVivo</li> <li>Participant searches</li> <li>IBM Statistical Package for Social Sciences (SPSS)</li> <li>Summary of the data analysis</li></ul></li> <li>13: The indexes <ul> <li>Abstract</li> <li>Introduction</li> <li>Bates and testing the tactics</li> <li>Relevance</li> <li>Relevance Index</li> <li>Narrowing and broadening search strategies</li> <li>Number Index</li> <li>Evaluation</li> <li>Evaluation Index</li> <li>Strategy</li> <li>Strategy Index</li> <li>Summary of the impact of the Indexes on participants’ problem solving</li></ul></li> <li>14: Overall effect of tutorial on search outcomes <ul> <li>Abstract</li> <li>Introduction</li> <li>Research questions</li> <li>Research question 1: What search techniques did participants demonstrate in their initial search?</li> <li>Research question 2: What general attributes were common among participants in their use of the tutorial?</li> <li>Research question 3: What search techniques did participants demonstrate in their final searches?</li> <li>Research question 4: How did the tutorial affect the outcome of the problem-solving activity?</li> <li>Search obstacles and participants’ satisfaction level</li> <li>Additional issues revealed in the post-search interview and during the think-aloud</li> <li>Summary of the tutorial’s impact on participants’ problem solving</li></ul></li> <li>15: The tutorial and idea generation and mental pattern breaking <ul> <li>Abstract</li> <li>Introduction</li> <li>Bates’ idea tactics</li> <li>Idea generation and mental pattern breaking</li> <li>Database search strategies</li> <li>Overcoming obstacles</li> <li>Tutorial enhances search outcomes</li> <li>Summary of the idea tactics’ role in idea generation and mental pattern breaking</li></ul></li> <li>16: The impact of the tutorial on participants’ metacognitive behaviors in problem solving <ul> <li>Abstract</li> <li>Introduction</li> <li>Metacognitive instruction</li> <li>Participants’ adoption of idea tactic’s metacognitive behaviors in problem solving</li> <li>Participants’ increased awareness of metacognitive abilities while problem solving</li> <li>Education students’ use of metacognitive skills</li> <li>Summary of the role of the tutorial in fostering metacognitive behaviors</li></ul></li> <li>17: Metacognition and information literacy <ul> <li>Abstract</li> <li>Introduction</li> <li>Early support</li> <li>Research on metacognition and information literacy</li> <li>Information literacy metacognition instruction</li> <li>Summary of information literacy and metacognition</li></ul></li> <li>18: Utilizing the tutorial <ul> <li>Abstract</li> <li>Introduction</li> <li>Importance of the tutorial as a reference tool</li> <li>Optimizing use of the tutorial</li> <li>Adapting the tutorial</li> <li>Employing the tutorial in different learning environments</li> <li>Tutorial improvements</li> <li>Summary of utilizing the tutorial</li></ul></li> <li>19: Conclusion and recommendations for future studies <ul> <li>Abstract</li></ul></li> <li>Appendix A: Search ratings</li> <li>Appendix B: Scatter plot diagrams and bar graphs</li> <li>References</li> <li>Index</li></ul>