Dissertation defense:A descriptive phenomenological investigation of the academic information search process experience of remedial undergraduate students.Tuesday, March 31, 2015

Shelley BlundellCollege of Communication and InformationKent State University

Dissertation committee:Dr. Yin Zhang, Dissertation chair (SLIS, CCI) Dr. Pamela Takayoshi, Graduate Faculty Representative and Moderator (English, College of Arts and Sciences)Dr. Don Wicks (SLIS, CCI)Dr. Jodi Kearns (SLIS, CCI, Cummings Center for the History of Psychology, the University of AkronDr. Tricia Niesz (Foundations, Leadership & Administration, College of Education, Health, and Human Services)

Agenda [1 of 2] Rationale for the study Importance of the study Conceptual framework for the study

Theoretical model of the AISP of the Millennial undergraduate student

Methodology General overview Participants Data collection Data analysis Issues of trustworthiness & limitations of the study

Agenda [2 of 2] Findings

Emergent themes A thematic representation of study findings model of the

participants’ experience Key findings from the study

Conclusions Implications for practitioners and for targeted

information literacy instruction Recommendations for future research Final remarks

Rationale for the study Sound academic information search process

(AISP) = strong information literacy (IL) skills.*

IL skills “intertwined” with learning.** AISP of remedial undergraduates is

understudied; better understanding of experience = better understanding of information needs, and the implications of these needs for IL instruction.

*Boon, Johnston, & Webber (2007); **Salisbury and Karasmanis (2011), p. 43

Importance of the study Remedial undergraduate students (RUS) ± ¼ of

all incoming undergraduate students.

RUS have higher rates of course failure and institutional attrition than college-ready peers.

Knowing more about AISP = knowing more about IL skills.

Improving IL skills could promote academic progress andincrease RUS’ chances of persistence to graduation.*Bailey, Jaggars, & Scott-Clayton, 2013; Bettinger & Long, 2005; Buglear, 2009; Di

Tommaso, 2012; Hamilton, 2013; Mulvey, 2009; Parker, 2012; Roselle, 2009; Sparks & Malkus,

2013

Conceptual framework for the study Blair’s (1990) “Point of Futility” and (Patrick) Wilson’s

(1983; 1977) Personal Information Systems and Cognitive Authority theories.*

Breland & Breland’s (1961) “Instinctive Drift” theory.**

Kuhlthau’s (1991) “Information Search Process” model.*** Williamson’s (2005) Ecological Theory of Human

Information Behavior.****

(T. D.) Wilson’s (1999) Models of Information Behavior.*****

*Blair, 1990; Wilson, 1983; 1977; **Breland & Breland, 1961; ***Kuhlthau, 1991; ****Williamson, 2005; *****Wilson, 1999

Theoretical model of the AISP ofthe Millennial undergraduate student

Methodology: General overview

RQ: How do the study’s participants (traditional undergraduate students enrolled in a remedial English class) explain and describe their academic information search process (AISP) experience: During the process, and Once the process has concluded and the final product (i.e.

the research assignment) has been submitted for a grade?

Descriptive phenomenological methodology.*

*Colaizzi, 1978; 1973; Giorgi, 2009; 1997

Methodology: Participants [1 of 2] Enrolled in remedial English course “College

Writing Stretch I” at regional campus of MidState University.

Had to conduct an AISP to complete final assignment.

Incentives provided via University Bookstore gift cards.

Methodology: Participants [2 of 2]Gender

Second semester at Midstate (regional)

Intends to transition to main

campus of Midstate

Failed this course in the previous

semester

     

   

 

Methodology: Data collection Triangulation of data collection methods -

Epoché and bracketing. ‘Point of contact’ interviews. Observation of participants during class (IL

instruction taught by instructor) and lab AISP sessions.

Protocol writing (out-of-class AISP journals). Participants’ final assignments, prior to being

graded by instructor.

Methodology: Data analysis Phenomenological reduction. Modification of Colaizzi’s (1978) method of

analysis. Pre-analysis actions. Steps in analysis process.

Issues of trustworthiness & limitations of the study.

Findings: Emergent themesEMERGENT THEMES THEMATIC CLUSTERS

1. The AISP experience is affected directly by internal elements related to the experience.

Reported confidence in AISP skills/abilitiesAISP experience is simple/easyAISP experience is difficult/challengingHow AISP is conducted/implementedFeelings/emotions related to the AISP experience

2. The AISP experience is impacted indirectly by external elements related

to the experience.

Previous AISP experiencesRole of instructor assistance in AISP experienceRole of outside-class support in AISP experience

3. The AISP experience is influenced by ecological factors outside of the immediate experience.

General perspectives on course instructionFeelings/emotions related to the course overallPrevious course/college experiences

A thematic representation of study findings model of the participants’ experience

Key findings from the study Responding to the research question. AISP artifact review. Mapping findings to the conceptual framework.

Conclusions The concept of ‘academic hopelessness.’ How seeking assistance impacted AISP

experience. Influence of ecological factors on AISP

experience, and participants’ predicted academic outlook.

Implications for practitioners andfor targeted information literacy instruction Collaborative information literacy instruction.

Created through partnerships between remedial educators and academic librarians.

Presented contextually.

Multi-modal instruction. Perhaps IL should be self-instructed.

Recommendations for future research How academic hopelessness impacts information

behavior and future academic performance. Effective instructional support for remedial

undergraduate student information tasks. Blair (1990), Wilson (1983; 1977), and the

remedial undergraduate student. The influence of ecological factors on remedial

undergraduate student information behaviors. The impact of emotion on remedial

undergraduate student information behavior.

Final remarks

“If a child can’t learn the way we teach, maybe we should teach the way they learn.”

Ignacio Estrada

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