The study aims to investigate student’s attitudes and experiences of information retrieval on the Internet, as tools for learning. I have been interested of their own views about their own knowledge and experience in the subject, information seeking on the Internet. The focus is on what they perceive as problematic, what skills they consider they have and what needs they have in terms of teaching. Data were collected via questionnaires. About 200 students at the second year in high school have been asked about the problems and difficulties they have within seeking on the Internet. The study is especially framed within a sociocultural perspective of learning. The study aims to answer following questions: Do the students think that they, in a concentrated way, can orient themselves and seek information on the Internet? Do the students think that they had received education in information seeking on the Internet? Do the students think that they need more skills in information seeking on the Internet? The result shows that this millennial generation see themselves as competent users of the Internet, the World Wide Web (www). Young people are attracted by working with the computer as tool for learning, while teachers may feel that the boundary between school and leisure time is small. The students have a sense of success in every moment of internet seeking. Pupils and teachers have different skills on the Internet. This applies to teachers gain knowledge of it and how to teach the skills students need. Since the computer is a common tool in our workplaces in the community, is it important for the school to prepare the students for the future. It is important for all educators in the school, individually and jointly to reflect on the information that will contribute to the student's own knowledge creation and in what way.

The aim of this study is to understand the information seeking of undergraduate students and use of electronic resources at KTH Royal Institute of Technology (namely KTH RIT). Four research questions were developed to guide the study. Wilson’s 1996 model of information behaviour was adopted. The survey research design was adopted. A questionnaire was used to collect data, which was administered to a group of undergraduate students through a convenience sampling technique. A total of 122 undergraduate students were sampled from different departments in different years of study (first-to-third). Several statistical tools such as frequency, percentage and Pearson's product-moment correlation coefficient were used to analyse the data. The results obtained from the data analysis revealed that undergraduate students consider all types of information provided as important. Furthermore, books were identified as the most favoured information source that best supports undergraduate students information needs. Next are websites, databases, journals, YouTube and encyclopaedias in ascending order. The study found that what constitutes the information needs of undergraduate students were university study-related tasks, learning, personal roles and research in their order of importance.

De plus en plus d’environnements en ligne dédiés à la diffusion du savoir intègrent la vidéo dans leurs corpus multimédia. Par rapport au texte ou à l’image statique ou animée, la vidéo a encore peu fait l’objet d’études scientifiques en psychologie et ergonomie cognitive. La recherche de vidéo s’inscrit dans le contexte de la recherche d’information. Le cadre théorique de cette thèse est celui de l’Information Foraging (Pirolli & Card, 1999) qui conçoit la recherche d’information dans un environnement stochastique, fondée sur une fouille construite à partir de l’information intermédiaire de l’environnement. L’objectif principal de la thèse repose sur l’apport de connaissances sur les usagers, avec pour hypothèse initiale, la coexistence d’une diversité de buts de recherche de vidéos dont une meilleure connaissance permettrait de contribuer à l’amélioration de l’environnement. Une étude exploratoire utilisant une approche multi-méthodologique a été effectuée sur une plateforme audiovisuelle dont le corpus est ancré dans l’enseignement supérieur et la recherche et un musée virtuel dédié à l’histoire de la justice des crimes et des peines qui dispose d’un corpus multimédia. Les résultats montrent que les difficultés liées à la publication et aux conditions de mise en ligne des vidéos impactent directement la recherche de l’usager et qu’il s’avère pertinent de distinguer le média du document audiovisuel. La caractéristique commune aux deux dispositifs étudiés repose sur une fréquentation majoritaire représentée par des usagers cherchant à se cultiver qui questionne directement l’intérêt et l’usage de la vidéo en tant que véhicule de connaissances pour des buts spécifiques. / More and more online environments dedicated to the dissemination of academic knowledge are integrating videos into their multimedia corpus. Compared to static or animated text or graphics, video usability has not yet been the object of scientific studies in psychology and cognitive ergonomics. Video search is part of the information seeking process. The theoretical framework of this dissertation is the Information Foraging theory (Pirolli & Card, 1999), which describes information seeking in a stochastic environment, based on a search built on intermediary information. Our main goal is to provide knowledge about users, with the initial hypothesis that a variety of video-seeking goals can coexist among users. This knowledge can help improve the usability of online environments.An exploratory study using a multi-methodological approach was carried out on the usability of an audiovisual online platform for higher education and research and on a multimedia virtual museum dedicated to the history of crime justice and punishments. The results show that: (a) the difficulties related to online video publishing directly impact video search on the user side, (b) it is relevant to distinguish the video as a media from the audiovisual document. The characteristic common to both platforms is that a majority of users use the platform as a way to educate themselves, which directly questions the interest and use of video as a vehicle of knowledge acquisition for specific purposes.

This study analyzes the sociocultural factors that affect Saudi students in the U.S. as they seek information and explores to what extent these factors impact their everyday life information seeking (ELIS) behavior and their information technology behavior (ITB). The factors in this study illustrate the unique sociocultural values that distinguish Saudi students from other international student groups: gender segregation, emphasis on religion, social support, and utilization of the consultation concept. After collecting data from an online survey, the data from linear regression analyses revealed that only one culture factor (the language barrier) showed a significant impact on Saudi student ELIS in the U.S., while the other factors were not statistically significant. Also, the findings indicated that perceived usefulness (PU) and perceived ease of use (PEU) were statistically significant to the ELIS of Saudi students. Furthermore, the study showed that after academic information, food and drink, entertainment, and health were the top student needs, the top ranking sources for everyday life seeking information were social media and the Internet. The findings of the study help to shed light on a sizable user group. As the fourth largest group of international students in the U.S., Saudi students have been underrepresented in research. Also, the study's findings and recommendations provide a more profound understanding of Saudi students for both the hosting American university officials and stakeholders who provide scholarships.

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Denna uppsats undersöker informationssökningsprocessen hos en grupp utvalda ungdomar på Örnsköldsviks stadsbibliotek. Syftet har varit att undersöka och förstå unga biblioteksbesökares information seeking behavior i ett annorlunda bokuppställningssystem. Örnsköldsviks stadsbibliotek valde, efter KB:s beslut om nedläggning av SAB 2008, ett relativt nytt sätt att placera och ställa upp sina böcker på. Det nya systemet kallas Rainbow och det guidar besökaren genom tydliga ämneskategorier, klartext och färger. Med Carol. C. Kuhlthaus ISP- modell i sex steg som stöd, vilken beskriver tankar, känslor och ageranden under en informationssökningsprocess, undersöks hur de unga besökarna tog sig an sin informationssökning på Örnsköldsviks bibliotek. Genom intervjuer och observationer av de unga biblioteksanvändarna, samt ytterligare intervjuer med bibliotekets bibliotekarier, har material och information insamlats och analyserats kring hur ungdomarnas informationssökningsprocesser gått till. Resultaten från undersökningen visade att de intentioner som informationssökaren initialt bär med sig i sökprocessen påverkar sökresultatet. Det visade sig också att känslor, tankar och ageranden, som respondenterna förväntades att uppleva, till viss del skilde sig från de upplevelser som Kuhlthaus respondenter beskrivit vid sina informationssökningar, och vilka har legat till grund för ISP- modellen. I och med att studien behandlar folkbibliotek och ungdomarnas fritid var respondenterna på Örnsköldsviks bibliotek inte heller lika medvetna, något som tycktes tydligt redan från start, om sin egen sökproces som Kuhlthaus respondenter varit. Men denna undersöknings respondenter uppgav dock att bokuppställningen i sig fungerade bra för dem att söka information i.

The aim of this thesis is to investigate how Swedish young people’s information literacies are learned and enacted in different contexts. This study contributes to the information literacies research area by comparing information literacies across contexts rather than focusing on either the school context or everyday life, which most previous research has done. The study has a societal relevance linked to the library and education professions. Semi-structured interviews were conducted with seven Swedish students in their last year of secondary school. The study’s understanding of information literacies is based on sociocultural theory and practice theories. The empirical data was analysed from a sociocultural perspective. Concepts such as cultural tools, mastery and appropriation, cognitive value, cognitive authority, imposed questions, and infrastructural meaning-making were used in the analysis. The results illustrate that information literacies in school are affected by the students being judged and graded. Outside of school more information is passively encountered rather than actively searched for. Finding ways to minimise time and effort is part of the participants’ information literacies. Across contexts, information literacies are socially shaped and negotiated. How information literacies are conceptualised and learned in school affects what is considered searching for information and assessing credibility outside of that context. In school, credibility assessments are learned explicitly, while outside of school they are learned implicitly. The study also indicates the importance of educating students about search engines and algorithms.

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