The Information-Seeking Behaviors of Undergraduate University Students: How an E-generation Uses the Academic Library Christine Edwards

I affirm that this is my own work, prepared in the spring semester 2013 for credit in the University of Oklahoma LIS5053 course.

Abstract The media has stereotyped modern undergraduate students as an e-generation, plugged-in at all times through social media devices and personal computers. Despite being grouped together in this manner, these academians illustrate a variety of different information seeking behaviors. Researchers have studied these behaviors in relation to both internal and external influences and can attribute them to race, sex, environment, personal preferences, or even field of study. There is also evidence that undergraduates as a group still mainly prefer printed texts instead of their digital counterparts. Discussions with a professional librarian and an undergraduate student reveal first-hand accounts of information seeking behaviors among this generation points of view that both agree with the research and at times, contrast it. Implications for the academic library are presented as well as questions for further study into the unique information seeking behaviors of these students.

Introduction In todays university environment it seems unlikely that students would still choose printed materials over their electronic counterparts. A generation that has been stereotyped by their use of social media, smart devices, and other techno-equipment shows information seeking behaviors converse to those expectations, however. Research has shown that this highly computer literate generation still prefers a print text to an eversion and conducts information searches in more traditional means than their techsavvy title would suggest. Studies have been conducted to look at both the internal and external influences on undergraduates information seeking and it is clear that this generations behaviors are just as diverse and broad as any generation before them. The use of the academic university library by undergraduate students and their information seeking behaviors are a reflection of several different factors including race, gender, background, academic discipline, and personal preferences rather than simply a result of being in a more technological environment than previous undergraduate groups.

Undergraduates as a Group University undergraduates are typically comprised of students aged 18-23 who have graduated high school and streamed directly into college. There are occasionally some outliers such as advanced younger students, late-entry older students, or students who take more time to finish than the average. All students are in the process, whether beginning, middle, or end, of pursuing an academic degree. These degrees are in several different disciplines including the sciences, the arts, the liberal arts, and others. The pursuance of these degrees requires attending relevant classes (whether online or in a

face-to-face environment) and completing coursework for those subjects. The library and the Internet are the main sources for information when researching for these assignments. Todays undergraduate student body is stereotypically illustrated as a generation engulfed by social media and the online, but wireless, e-environment. They are multitaskers who are constantly information-seeking and information-providing in their everyday lives. They are often described as a generation that is plugged-in. Lizah Ismails research into this generations information seeking behaviors suggests that while being technologically savvy applies to their preferences for searching at the library, the results of her study are counter to the expectations and students are not fond of the social media type options available in some libraries (like chat or Facebook) (2010). Instead, students actually show a preference for reading academic material in print rather than in a digital format (Mizrachi 2010; Berg 2010). In this case, Bucklands information-as-thing is still very applicable to the tangible document, which some have argued is more relevant to data in the modern technological environment (1991). One might think that such a highly computer literate group would migrate towards the more computer-designed options, such as e-books, but Berg finds that while there is some intuition to navigating a print book, they do not intuitively know how to navigate and use e-books effectively (2010, 523). Even articles accessed online are typically printed for reading and research purposes. Current undergraduates, as a group, use both print and electronic means for their information seeking.

Literature Review

There have been several studies regarding the information seeking behavior of undergraduates. These studies have been both very general and have also looked at academic library use in regards to specific characteristics such as race, gander, and academic discipline. Much of the research agrees with itself and there are cases of crossreferencing between the researchers, but there are also a few instances of disagreement among the results. Of those who have conducted research relevant to demographics, there is a consensus that gender does not weigh heavily in academic library use or in information seeking behavior within an academic library (Tella 2009; Whitmire 2001, 2003 ). It does however, play into the anxiety level experienced by the user while conducting a search, as females were found to have higher levels than their male counterparts in the research of Karim and Ansari (2011). Nationality also showed marginal differences in use and behavior (Karim 2011; Whitmire 2003). While these differences are not great, there was evidence that students of color are using the academic library at higher rates than White undergraduates (Whitmire 2003, 160). The choice of academic discipline plays a greater role in the use of the academic library as well as the information seeking behaviors of undergraduate students. A study by Whitmire in 2002 found that soft disciplines engaged in more information seeking activities than hard disciplines and the same was true of pure versus applied disciplines. Bridges results were similar in that they showed engineering students to be less likely to use virtual library resources than liberal arts students (2008). Tella also indicated differences in the behaviors of students dependent upon their area of study, but allows

that this could be attributed to the projected search strategies of the faculty members within that discipline rather than the discipline itself (2009). Much of the literature focuses on behaviors regarding print versus online formats. Lee has discussed the importance of the structure of information in helping guide undergraduates to successful searches (2008). From his research he found two common themes to their information seeking behaviors: the fact that they face enormous challenges in finding adequate information to satisfy their needs and that they want to use the least possible effort in those searches (Lee 2008, 212). This could be due to the fact that there is an overlap between the academic and the everyday in undergraduate life (Given 2002). Savolainens everyday life seeking model with both its passive and active information seeking behaviors lends itself to the academic lifestyle where job and nonwork as a student are sometimes synonymous (2009). Given explains in her research how not only does the academic lifestyle influence undergraduates everyday, but the everyday experiences also informed their academic work (2002, 25). There is agreement that the technological intellect of these students influences how they seek information. There is also, however, a large body of data that supports the notion that undergraduates still largely prefer print texts to online formats (Berg 2010; Ismail 2009; Mizrachi 2010). Bergs study of e-books revealed a discrepancy between the navigation of an e-book versus a print book (2010). The intangible nature of the volume caused students to leave their linear method of searching through the text and overlook things such as reference sections and indexes. Ismail suggests asking not which new technologies should we implement at the library but rather what new technologies and services will be most desired (2009, 21). Because despite the fact that they have the

technical knowledge and the equipment, these digital natives still have a diversity of preferences when working with academic information (Mizrachi 2010, 579).

According to an Expert Dr. Samantha McCray (name changed for anonymity) has been an academic librarian at a four-year university for almost twenty years. She has witnessed first-hand the invasion of modern technology into the academic library. She sees the benefits of online cataloging, article access, databases, etc. but disparages against cell phones in the library and students who think Wikipedia is a reliable source. When asked about the information seeking behavior of undergraduates she echoed the thoughts of Diane Mizrachi who found the behaviors displayed are of a broad diversity and go beyond the stereotypical lifestyles of this age group as presented in popular media (2010, 571). She could not say for certain whether one academic discipline made more use of the physical library than another or whether one gender was more prevalent, but did comment that minorities spend more time in the library (comparatively) than the Caucasian majority. When asked why she thought this, she divulged that it probably had something to do with their upbringing implying that the educational background of Asian communities was the likely reason. This does not line up with Whitmires study on cultural diversity where she found no large gap between the races and the amount of library use (2003). It should be noted, however, that Whitmires study looks at Asian Americans and the experts university is likely comprised of more foreign born students due to their popular exchange program.

It is also possible that Dr. McCrays observations reveal a pattern of anxiety rather than educational background. Karim and Ansari discovered in their research that the non-ethnicity experiences less anxiety with staff and other affective barriers than their majority counterpart. While this research was specifically with Malaysian and nonMalaysian students, their theories were based on previous research with other nationalities (2011). Thus, the idea that the Asian library patrons are less anxious about using the library may simply make their appearance in the library more noticeable to Dr. McCray. When prompted to comment on other minorities, Dr. McCray had no strong opinions. She did, however, address similar feelings of anxiety in a statement that patrons often appear uncomfortable when asking for assistance. Her personal theory is that they are overwhelmed by the size of the building and the amount of books shelved there. She also mentioned a fear of getting lost. This is directly in line with Carol Kuhlthaus central premise that the uncertainty which initiates the information search process causes confusion and doubt and is likely to be accompanied by feelings of anxiety (1991, 369-70). This discomfort is likely compounded by the size and berth of the librarys collection and the way in which it is organized (Lee 2008). Dr. McCray offers the opinion that most library searching failures are a result of not understanding the classification system. This could also explain undergraduates preference to use the internet for its convenience and instant availability of text (Lee 2008).

From an Undergraduates Point of View

An undergraduate anthropology major, anonymously called Nathan for this paper, shared his personal experiences using the academic library. He is 20 years old, currently a sophomore, and entered the physical university library for the first time in his fourth semester of school. Up to this point, he chose to conduct his research through online methods. This fits with the results of Bridges research regarding the link between academic discipline and library use since Nathan is in a liberal arts field, as opposed to a more scientific practice such as engineering (2008). It would be more likely, however, as Whitmires research suggests, that this is due to his educational background since he comes from a small school with a little library and relied on Wikipedia for his main scholarly information source (2001, 2003). The discussion with Nathan further reveals how his information seeking behavior lines up with the topics addressed earlier in this paper. For example, he talks about being overwhelmed and feeling uncomfortable in asking for help. He explains that he is supposed to be a capable college student and this prevents him for asking for assistance unless he really cannot complete the task on his own. These feelings of anxiety illustrate how significant self-efficacy is in successful searching, as determined by Tellas studies in undergraduate information seeking behavior (2009).

Conclusion It is important as librarians that this generation is recognized not for the stereotypical way the media has portrayed them, but as students and library patrons whose information needs are just as relevant and important as those from generations prior. It cannot be assumed that they know how to conduct proper searches or even know

how to use the computers and other technologies within the library. It should not be a burden to teach them how the library is structured or how to read a classification label. There are still many questions to be answered as well: How can the library be restructured to better serve undergraduates needs? Are online versions really an adequate replacement for physical copies? What will the library look like in twenty years if librarians allow web access to continue to trump the physical building in the eyes of media and administration? It is only by continuing to study the information seeking behaviors of students that these questions will be answered. One possible way to research these questions would include surveying the underclassmen at regular intervals (perhaps every four years) to ascertain whether their information seeking preferences undergo any changes. As each generation grows up more ingrained in computers, smart phones, e-readers, and other technologies, the pendulum might eventually swing more towards the digital side. It is also important, as Mizrachi indicates, not to over-generalize the findings and think that they apply to all student bodies at all institutions (2010, 579). Libraries should conduct their own research with their own student population before adopting the research of others. Forming focus groups or student advisory councils for the library could be useful methods for obtaining this information. Using these methods, in addition to more elaborate research into student information behaviors, can also be beneficial in determining what new and future technological developments academic libraries should adopt. Take for example the continuing evolution of the e-book. Berg, Hoffman and Dawson found that undergraduates were unclear about both the structure and functionality of e-books (2010, 524). In light of this circumstance, should the university library have an e-reader

loan program? If they choose to install such a program, will they need to offer instructional courses or pamphlets? Will the program be worth the cost for installation and upkeep? While the undergraduate e-generation is influenced by their high level of computer literacy, their current information seeking behaviors still include more traditional and typical forms and sources. Much like previous generations before them, their individual searches are based upon several factors including environment, background, academic discipline, and personal preferences. These internal and external factors are more important in determining those behaviors than the fact that they are a more tech-savvy student body than those who attended university before them.

References Berg, Selinda Adelle, Diane Dawson, and Kristin Hoffman. 2010. Not on the same page: Undergraduates information retrieval in electronic and print books. The Journal of Academic Librarianship 36 (6): 518-525. Bridges, Laurie M. 2008. Who is not using the library? A comparison of undergraduate academic disciplines and library use. Libraries and the Academy 8 (2): 187-196. doi: 10.1353/pla.2008.0023. Buckland, Michael K. 1991. Information as thing. Journal of the American Society for Information Science 42 (5): 351-360. Given, Lisa M. 2002. The academic and the everyday: Investigating the overlap in mature undergraduates information-seeking behaviors. Library & Information Science Research 24: 17-29.

Ismail, Lizah. 2010. What net generation students really want: Determining library helpseeking preferences of undergraduates. Reference Services Review 38 (1): 10-27. doi: 10.1108/00907321011020699. Karim, Noor Harun Abdul and Novera Afaq Ansari. 2011. Examining the effects of gender, nationality and bibliographic instruction on library anxiety. Malaysian Journal of Library & Information Science 16 (2): 141-154. Kuhlthau, Carol C. 1991. Inside the search process: Information seeking from the users perspective. Journal of the American Society for Information Science 42 (5): 361371. Lee, Hur-li. 2008. Information structures and undergraduate students. The Journal of Academic Librarianship 34 (3): 211-219. Mizrachi, Diane. 2010. Undergraduates academic information and library behaviors: Preliminary results. Reference Services Review 38 (4): 571-580. doi: 10.1108/00907321011090737. Savolainen, Reijo. 2009. Everyday life information seeking. Encyclopedia of Library and Information Sciences, Third Edition 1 (1): 1780-1789. Tella, Adeyinka. 2009. Correlates of undergraduates information-seeking behavior. College & Undergraduate Libraries 16 (1): 1-19. Whitmire, Ethelene. 2001. The relationship between undergraduates background characteristics and college experiences and their academic library use. College & Research Libraries 62 (6): 528-540.

Whitmire, Ethelene. 2002. Disciplinary differences and undergraduates informationseeking behavior. Journal of the American Society for Information Science and Technology 53 (8): 631-638. Whitmire, Ethelene. 2003. Cultural diversity and undergraduates academic library use. The Journal of Academic Librarianship 29 (3): 148-161.