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• W217121721 abstract "The Particular Case of Undergraduates Seeking Information for Course Assignments in the Humanities and Social Sciences To avoid overload, undergraduates seeking for course assignments in the humanities and social sciences might skip the necessary stages of topic definition and elaboration, as Kuhlthau describes in her six-stage Information Search Process (ISP). This tendency can be reinforced by professionals who seek to facilitate the users' searching of electronic databases with the suggestion that they limit their search so that the end result will be manageable. This strategy can lead to a focus: a focus that is induced so that it comes too soon and is ultimately incompatible with the need and interests of the user. We will examine the characteristics of false focus, and present a strategy that allows the reference librarian to identify the undergraduate's need and automatically attach the most appropriate electronic database search strategy for the satisfaction of that Thus, the construction of a search strategy becomes wholly dependent on the user's need, not the constraints posed by the accessing technology and the idea that the eventual output should be limited to thirty items or less. In an academic library, the undergraduate's purpose for approaching the reference desk is generally to ask for assistance in finding the necessary to complete his or her assignment or research paper. The student's purpose can be labeled as an information need. In two related articles on the subject, we divided the models of need currently in use into two camps: (1) where the need for is considered an absolute category; and (2) where the need is considered a secondary category need, dependent on the more fundamental affective, psychological, and physical needs associated with the problem situation or task that brought the patron to the library seeking information.(1) The two approaches to need above prescribe two very different approaches to how an professional should react to the undergraduate's request for help in finding for a course assignment. The first view suggests the student has the same need from start to finish, and that the professional's role is to uncover it and direct the student to that will fulfill the The undergraduate's lack of focus in asking for the can be attributed to this uncovering not being done, or not being done properly. The second view, on the other hand, looks at vague, unfocused information-seeking behavior quite differently. According to this view, the undergraduate's need is constantly evolving, so that each stage of the student's researching the term paper is in effect a separate need.(2) In the early stages of performing this task, the need requires that the undergraduate engage in explorative, undefined, or unfocused information-seeking behavior. For reasons described briefly below and more fully in the above-cited articles, we believe that the second position more accurately reflects the situation of undergraduates. In this article, we argue that any attempt to override the state of focus, or to push the student to a higher degree of focus merely to facilitate online searching, can be detrimental. The result for the seeker can be what we have called a focus. Since the patron has not mentally prepared the groundwork for achieving real focus by first seeking topic definition, a false focus can lead to shallow reasoning and errors in the assignment. The use of online resources can be an area particularly vulnerable to false focus, because the patron is pushed to a narrow search strategy too soon in the search process in order to conform to an image both the user and the technology have of what an ideal search output should look like. …" @default.
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• W217121721 title "The false focus in online searching : The particular case of undergraduates seeking information for course assignments in the humanities and social sciences" @default.
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