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Information engagement

Descriptive

TitleInfo
Title
Information engagement
SubTitle
how social science doctoral students seek, filter, access, and organize information
Name (type = personal)
NamePart (type = family)
Mikitish
NamePart (type = given)
Stephanie
NamePart (type = date)
1986-
DisplayForm
Stephanie Mikitish
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Radford
NamePart (type = given)
Marie L.
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Marie L. Radford
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
O'Connor
NamePart (type = given)
Daniel O.
DisplayForm
Daniel O. O'Connor
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Todd
NamePart (type = given)
Ross J.
DisplayForm
Ross J. Todd
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Connaway
NamePart (type = given)
Lynn S.
DisplayForm
Lynn S. Connaway
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2017
DateOther (qualifier = exact); (type = degree)
2017-05
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2017
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The government and society are increasingly questioning the value of libraries and higher education institutions (HEIs). While there is no one agreed upon standard of value or a way to measure it, both Library and Information Science (LIS) and Education research have suggested that library and educational resources and services should demonstrate their impact on individual student outcomes. Engagement studies in both areas suggest that by increasing student engagement, institutions can positively and significantly affect student outcomes. Although little work has been done in the area of information engagement (IE), engagement is a useful framework that can be defined and measured on behavioral, emotional, motivational, and cognitive dimensions. In order to explore, define, and measure IE, this dissertation study examines how social science doctoral students find, filter, access, and organize information. Doctoral students are an understudied population, despite their need for scholarly and often difficult to obtain information. Because little is known about doctoral student IE, samples from this population were drawn in a three part mixed methods study, which consisted of focus group interviews, individual interviews, and an online survey. Overall, 158 doctoral students from the United States participated in all three phases of this research. Based on the analysis of qualitative data from the focus group and individual interviews, three factors emerged and were used to measure IE related behaviors in the online survey. The first factor was personality, and according to the quantitative analysis, participants who scored higher on an index based on this factor were more open to asking for help/clarification; less unhappy if they retrieved a large quantity of information, even if it was unexpected; and would be more likely to consider changing their research based on what they found. The second factor was confidence, and participants who scored higher on an index based on this factor believed that they had better searching abilities and felt less challenged by commonly encountered obstacles to finding information. The third factor was interest in library instruction, and participants who scored higher on an index based on this factor were more likely to prefer an instruction session over face-to-face help when they needed it, and think that library instruction would be beneficial to others in their program. The index scores for these factors had statistically significant relationships to each other and information related behaviors, which included how much participants would pay for a book that they needed for their research and where they would start a search on an unfamiliar topic. The strength of these relationships increased for students in the dissertation writing stage of their program and for students who lived more than an hour away from campus. In addition to being the first study to identify these relationships, this dissertation’s major contributions include identifying the critical factors that affect IE, doctoral student outcomes that information and libraries can support, and suggestions for educating this population on information related topics.
Subject (authority = RUETD)
Topic
Communication, Information and Library Studies
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_8014
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xvii, 277 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Information behavior
Subject (authority = ETD-LCSH)
Topic
Social sciences--Research
Note (type = statement of responsibility)
by Stephanie Mikitish
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3VQ35JG
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Mikitish
GivenName
Stephanie
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2017-04-13 14:52:29
AssociatedEntity
Name
Stephanie Mikitish
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
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.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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ETD
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windows xp
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2017-04-13T14:46:52
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2017-04-13T14:46:52
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Microsoft® Word 2016
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