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    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. 

    Mixed methods data collection using simulated Google results: reflections on the methods of a point-of-selection behaviour study

    16 December 2020

    Tara Tobin Cataldo, Amy G. Buhler, Ixchel M. Faniel, Brittany Brannon, Lynn Silipigni Connaway, Christopher Cyr, Kailey Langer, Erin M. Hood, Joyce Kasman Valenza, Rachael Elrod, Randy A. Graff, Samuel R. Putnam, and Summer Howland

    A multi-institutional, grant-funded project employed mixed methods to study 175 fourth-grade through graduate school students’ point-of-selection behaviour. The method features the use of simulated search engine results pages to facilitate data collection.

    Science and News: A Study of Students’ Judgments of Online Scientific News Information

    13 January 2020

    Tara Tobin Cataldo, Kailey Langer, Amy G. Buhler, Samuel R. Putnam, Rachael Elrod, Ixchel M. Faniel, PhD, Lynn Silipigni Connaway, PhD, Christopher Cyr, PhD, Brittany Brannon, Joyce Kasman Valenza, PhD, Erin M. Hood, Randy A. Graff, PhD

    This paper explores how students judge scientific news resources, as they might find through a Google search. The data were collected as part of an Institute of Museum and Library Services (IMLS) funded project. 

    Authority, Context and Containers: Student Perceptions and Judgments When Using Google for School Work

    7 May 2019

    Tara Tobin Cataldo, Kailey Langer, Amy G. Buhler, Samuel R. Putnam, Rachael Elrod, Ixchel M. Faniel, PhD, Lynn Silipigni Connaway, PhD, Christopher Cyr, PhD, Brittany Brannon, Joyce Kasman Valenza, PhD, Erin M. Hood, Randy A. Graff, PhD

    What really happens when student researchers meet a Google results page? How do students determine the authority behind each result? News, blogs, journals, Wikipedia, websites, e-books--with the vast array of online content available, how do students differentiate between them? Better still, do they differentiate between them or are these format agnostic students stymied by container collapse? The Researching Students’ Information Choices (RSIC) project is answering these questions.

    Container Collapse and the Information Remix: Students’ Evaluations of Scientific Research Recast in Scholarly vs. Popular Sources

    10 April 2019

    Amy G. Buhler, Ixchel M. Faniel, Brittany Brannon, Christopher Cyr, Tara Tobin Cataldo, Lynn Silipigni Connaway, Joyce Kasman Valenza, Rachael Elrod, Randy A. Graff, Samuel R. Putnam, Erin M. Hood, Kailey Langer

    A scientific communication life cycle publishes results in a variety of containers, formats, and genres to reach diverse audiences. This paper examines 116 students’ selection of scholarly and popular scientific content to compare how consumers use resources across the communication life cycle.

    Librarians' Perspectives on the Factors Influencing Research Data Management Programs

    9 January 2018

    Ixchel Faniel, Lynn Silipigni Connaway

    This study contextualizes librarians’ roles in campus research data management (RDM) programs at US academic libraries through their RDM experiences supporting research needs. Interviews with academic librarians surfaced five factors of influence that facilitate or constrain academic library RDM activity.

    Reordering Ranganathan: Shifting User Behaviors, Shifting Priorities

    30 June 2014

    Lynn Silipigni Connaway, Ixchel Faniel