In this thesis, teaching and learning issues involved in end-user information
retrieval from electronic databases are examined. A two-stage model of the
information retrieval process, based on information processing theory, is
proposed; and a framework for the teaching of information literacy is
developed.
The efficacy of cognitive psychology as a theoretical framework that enhances
the understanding of a number of information retrieval issues, is discussed.
These issues include: teaching strategies that can assist the development of
conceptual knowledge of the information retrieval process; individual
differences affecting information retrieval performance, particularly problemsolving
ability; and expert and novice differences in search performance.
The researcher investigated the impact of concept-based instruction on the
development of information retrieval skills through the use of a two-stage
experimental study conducted with undergraduates students at the
University of Canberra, Australia. Phase 1 was conducted with 254 first-year
undergraduates in 1997, with a 40 minute concept-based teaching module as
the independent variable. A number of research questions were proposed:
1. Wdl type of instruction influence acquisition of knowledge of
electronic database searching?
2. Will type of instruction influence information retrieval effectiveness?
3. Are problem-solving ability and information retrieval effectiveness
related?
4. Are problem-solving ability and cognitive maturity related?
5. Are there any differences in the search behaviour of more effective and
less effective searchers?
Subjects completed a pre-test which measured knowledge of electronic
databases, and problem-solving ability; and a post-test that measured changes
in these abilities. Subjects in the experimental treatment were taught the 40
minute concept-based module, which incorporated teaching strateges
grounded in leaming theory. The strategies included: the use of analogy;
modelling; and the introduction of complexity. The aims of the module were
to foster the development of a realistic concept of the information retrieval
process; and to provide a problem-solving heuristic to guide subjects in their
search strategy formulation. All subjects completed two post-tests: a survey
that measured knowledge of search terminology and strategies; and an
information retrieval assignment that measured effectiveness of search design
and execution.
Results suggested that using a concept-based approach is significantly more
effective than using a traditional, skills-demonstration approach in the
teaching of information retrieval. This effectiveness was both in terms of
increasing knowledge of the search process; and in terms of improving search
outcomes. Further, results suggested that search strategy formulation is
significantly correlated with electronic database knowledge, and problemsolving
ability; and that problem-solving ability and level of cognitive
maturity may be related.
Results supported the two-stage model of the information retrieval process
suggested by the researcher as one possible construct of the thinking
processes underlying information retrieval.
These findings led to the implementation of Phase 2 of the research in 1999.
Subjects were 68 second-year undergraduate students at the University of
Canberra. In this Phase, concept-based teaching techniques were used to
develop four modules covering a range of information literacy skills,
including: critical thinking; information retrieval strategies; evaluation of
sources; and determining relevance of articles. Results confirmed that subjects
taught by methods based on leaming theory paradigms (the experimental
treatment group), were better able to design effective searches than subjects
who did not receive such instruction (the control treatment group). Further,
results suggested that these teaching methods encouraged experimental
group subjects to locate material from more credible sources than did control
group subjects.
These findings are of particular significance, given the increasing use of the
unregulated intemet environment as an information source.
Taking into account literature reviewed, and the results of Phases 1 and 2, a
model of the information retrieval process is proposed.
Finally, recognising the central importance of the acquisition of information
literacy to student success at university, and to productive membership of the
information society, a detailed framework for the teaching of information
literacy in higher education is suggested.
| Identifer | oai:union.ndltd.org:ADTP/218705 |
| Date | January 2002 |
| Creators | Macpherson, Karen, n/a |
| Publisher | University of Canberra. Information Management & Tourism |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Karen Macpherson |
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