Researching Students’ Information Choices:
Determining Identity and Judging Credibility in Digital Spaces
In the information overload of today’s digital world, determining the purpose, quality, and trustworthiness of resources is essential to finding good information. By studying how STEM students identify resource types and judge credibility in online spaces, this project will help to develop meaningful strategies for teaching the information literacy skills that will allow students to successfully navigate the ever-evolving online landscape.
Full project website (University of Florida)
- Study the online information-seeking behaviors of two under-studied groups:
- Late elementary and middle school students
- STEM students
- Determine whether students are format agnostic in online environments
- Inform practical, effective approaches to information literacy instruction
For this research project, we consider whether students are format agnostic. First coined by Abram and Luther (2004), the term refers to students who either cannot or do not identify the container (i.e. document type) when making judgments relating to use of digital resources. Judging the container can be difficult in an online environment, however, given what the researchers call container collapse, meaning that the visual context and cues that print containers used to provide to help individuals identify documents’ origins are now obscured or are more difficult to discern. In digital format, a document is “decanted” from its original container and must be carefully examined to determine the journey it took to reach the individual.
Soules (2009) goes so far as to say “E-book, e-journal? Users don’t care; in fact they never cared, and many only understood book vs. journal in the print world because of the difference in their physical structures. What they want is relevant content” (pg. S4). But how do students distinguish whether relevant digital content is also credible digital content?
There is limited published research on how late primary, secondary, community college, and undergraduate STEM students identify and determine credibility. We collected data from almost 180 STEM students from grade 4 through graduate school as they participated in a simulation. They selected resources for a hypothetical school assignment from search engine results, and judged the credibility and container of the resources.
The findings from these simulations can be used to help create better information literacy and digital literacy instruction, and improve students’ ability to effectively discover, access, and use online resources. New publications and presentations will be posted here and on the University of Florida site.
What is “container collapse” and why should librarians and teachers care?
Blog post | 20 June 2018
By Lynn Silipigni Connaway
Connaway provides an update to the work being done as part of the study Researching Students’ Information Choices (RSIC): Determining Identity and Judging Credibility in Digital Spaces. She focuses on initial results and defining the concept of container collapse.
Posted on the OCLC Next Blog.
How real is real enough? Participant feedback on a behavioral simulation used for information-seeking behavior research
12 January 2022
This paper assesses the realism of a behavioral simulation used to study the evaluation behavior of 175 students from fourth grade through graduate school. We assess realism through the examination of targeted participant feedback about what would have made the simulated environment and tasks more realistic to these participants. Based on this feedback, we reflect on decisions made in designing the simulation and offer recommendations for future studies interested in incorporating behavioral simulation in their research design.
26 October 2021
Brittany Brannon, Amy G. Buhler, Tara Tobin Cataldo, Ixchel M. Faniel, Lynn Silipigni Connaway, Joyce Kasman Valenza, Christopher Cyr
Prior studies have shown high-level differences in people's perception and use of various information formats. However, the lack of a coherent and theoretically informed framework of elements of format has inhibited a nuanced understanding of the role that formats play in information behavior. This paper draws on theories from the field of rhetoric and composition to ground the study of information format in a social constructivist perspective that foregrounds action in context.
Backgrounds and behaviors: Which students successfully identify online resources in the face of container collapse
15 February 2021
Christopher Cyr, Tara Tobin, Brittany Brannon, Amy G. Buhler, Ixchel M. Faniel, Lynn Silipigni Connaway, Joyce Kasman Valenza, Rachael Elrod, Samuel R. Putnam
This study of students from primary through graduate school looks at their ability to identify the containers of information resources, and how this ability is affected by their demographic traits, the resource features they attended to, and their behaviors during a task-based simulation.
Active Team Members
- Amy Buhler, MSLS, Principal Investigator, University of Florida
- Tara Tobin Cataldo, MLS, Co-Principal Investigator, University of Florida
- Ixchel M. Faniel, Ph.D., Co-Principal Investigator, OCLC
- Lynn Silipigni Connaway, Ph.D., Co-Principal Investigator, OCLC
- Brittany Brannon, M.A., Research Assistant, OCLC
- Samuel R. Putnam, MLS, University of Florida
Former Team Members
- Joyce Kasman Valenza, Ph.D., Co-Principal Investigator
- Randy Graff, Ph.D., Investigator
- Rachael Elrod, M.Ed., MSLS, Investigator
- Christopher Cyr, Ph.D., Investigator
- Erin M. Hood, M.L.I.S., Investigator
- Christine Towler, Research Assistant
- Robin Fowler, MSLIS, Program Assistant
- Summer Howland, Instructional Designer
- Shakiyl Kirlew, Research Assistant
- Kailey Langer, Research Assistant