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Science and health web information utilization: an investigation into knowledge building by everyday life information seekers
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Science and health web information utilization: an investigation into knowledge building by everyday life information seekers
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Investigation into knowledge building by everyday life information seekers
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Bird
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Nora J.
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Nora J. Bird
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author
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McInerney
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Claire
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Advisory Committee
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Claire R. McInerney
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chair
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Todd
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Ross
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Advisory Committee
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Ross J. Todd
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internal member
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Radford
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Marie
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Advisory Committee
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Marie Radford
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internal member
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Heinstrom
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Jannica
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Advisory Committee
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Jannica Heinstrom
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outside member
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Rutgers University
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Graduate School - New Brunswick
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theses
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2008
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2008-01
Language
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English
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electronic
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xv, 191 pages
Abstract
Two studies examined information utilization by adult everyday life information seekers in the context of science and health information. A coding scheme developed by Todd (2006) was applied to a one group pre-test post-test protocol where Web users served as their own controls in non-random groups and were asked to describe the knowledge that they have about one of two topics: genetically modified food in the first study and food safety concerns in the second study. After Web searching and choice of sites, they were asked to state what they knew about the topic again. The coding structure was used to compare the before and after statements as to structure, accuracy, and extent of knowledge. In addition, an instrument devised by McInerney (2000) and refined by further research (McInerney & Bird, 2005) was used by the participants to judge the quality of the Web resources that they encountered. Web quality factors included in the tool were investigated to see which, if any, helped the participants build knowledge structures.
In both studies, there was an increase in the total number of relational statements made by the participants at the post-test stage. The increases were in both Facts and Implications type statements. The detected knowledge structure changes mirrored an increase in the extent of topic knowledge, but accuracy actually decreased or stayed the same. In the first study, University affiliates produced significantly more total relational statements on the post-test. In the second study, participants who had more food preparation experience and were more educated produced more Implications statements than other groups. Only the graphics quality ratings were shown to have an effect on quantity of relational statement production in the first study. In the second study, utilization of low quality rated Websites was associated with production of Facts statements, while high quality Websites was associated with Implications statements. Credibility and overall quality were correlated with each other in the second study. Results suggest avenues for future research.
In both studies, there was an increase in the total number of relational statements made by the participants at the post-test stage. The increases were in both Facts and Implications type statements. The detected knowledge structure changes mirrored an increase in the extent of topic knowledge, but accuracy actually decreased or stayed the same. In the first study, University affiliates produced significantly more total relational statements on the post-test. In the second study, participants who had more food preparation experience and were more educated produced more Implications statements than other groups. Only the graphics quality ratings were shown to have an effect on quantity of relational statement production in the first study. In the second study, utilization of low quality rated Websites was associated with production of Facts statements, while high quality Websites was associated with Implications statements. Credibility and overall quality were correlated with each other in the second study. Results suggest avenues for future research.
Note
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Ph.D.
Note
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Includes bibliographical references (p. 181-190).
Subject
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Topic
Communication, Information and Library Studies
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Topic
Information literacy
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Electronic information resource literacy
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17101
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ETD_656
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doi:10.7282/T3KP82HV
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ETD doctoral
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Rights
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The author owns the copyright to this work.
Copyright
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Copyright protected
Availability
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Open
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Nora Bird
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Affiliation
Rutgers University. Graduate School - New Brunswick
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Non-exclusive ETD license
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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