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Although higher education is crucial for training future professionals to deal with environmental challenges, there have been few longitudinal studies exploring how university students' academic major influences their environmental literacy. This study identifies significant differences in environmental literacy among students from different colleges at a public comprehensive university in eastern Taiwan, both at the onset and towards the end of their studies. This analysis also shows how undergraduate students' environmental literacy changes over time. It was found that freshman students in different colleges had similar environmental literacy levels except for science and engineering students. But after four years the environmental literacy gap between seniors in management and non-management students became obvious. In addition, seniors' environmental literacy generally decreased or remained the same as that in their freshman year. The results suggest that to foster environmentally responsible citizens, educators in higher education should put more effort on cooperating with non-formal environmental education programs and connecting their teaching with environmental issues, action strategies, and inspiring visions. Finally, implications for program developers and policymakers in higher education are discussed.

Researcher-facing librarians in New Zealand are providing guidance across more of the research lifecycle than ever before in response to an increasingly complex scholarly ecosystem. This research explored the development of research support through survey responses from all eight New Zealand University Libraries. From the responses it was possible to ascertain the level of services offered or planned in the four key areas of research impact, Research Data Management, scholarly communication and Kaupapa Maori research. Skills gaps and barriers to service development were also identified. Comparison with an earlier study revealed that research impact and Research Data Management services have developed well over the last 6 years. A good level of maturity was identified in scholarly communication services but support for Kaupapa Maori research was identified as an area for development. Barriers to service development included lack of resourcing and low recognition of library value from the wider institution.

This study sought to measure risk perception and behavioral intention in rural and urban communities in Mississippi and Alabama when severe weather strikes. We developed an experiment testing how visual cues and media messages surrounding an impending hurricane could influence an individual's decision-making in the situation. Respondents were selected from six counties on Mississippi and Alabama coastlines and placed into one of three conditions, each of which described a hypothetical "Hurricane Farrah," which was near landfall nearby. Data were collected on 466 respondents and analysis determined that the live video was least likely to motivate respondents to take evacuation measures.

Libraries hold large amounts of data, which can contribute to improvements in the quality of library services. Data resources of modern library have the characteristics of big-data, where library can use big-data methods to achieve reform and innovation, including resource transferring, resource utilisation, social identity, thinking innovation. Librarians are well aware that big data can lead to better informed decisions and can transform the user's experience. This work investigates the concept of big data from the perspective of Information Technology department staff at three major university libraries in Jordan. This work attempts to uncover big data, analytics and challenges in academic libraries in Jordan. A review of research work on big data in libraries was conducted, and a summary of the applications and research directions in this field is presented. The status of big data in libraries in Jordan is discussed, and the challenges associated with it are also explored.

Information behavior is an important area of conceptual knowledge for reference service providers, as it provides structure for understanding users' information seeking and use. This study explores the extent to which information behavior theories, models, and concepts have been integrated into professional education for reference and information service (RIS) through a syllabus study and textbook review. In addition, the study identifies specific information behavior theories, models, and concepts used in introductory RIS courses. Syllabi for introductory RIS courses taught at North American library and information science programs were analyzed for information behavior content, as were the textbooks required by the syllabi. Results show that about two-thirds of introductory RIS courses include instruction in information behavior theories, models, and concepts. Overall, the most impactful information behavior theories and models from the literature are introduced.

Background: Bridging the research-practice gap in autism communication services is an identified priority for improving services. Limited research has investigated the views of practitioners regarding this research-practice gap. Investigation of the barriers experienced and facilitators used in clinical practice may assist to identify scalable and sustainable strategies to increase use of evidence-based practices (EBPs) in the delivery of communication services to children with autism. Aims: To elucidate how Australian speech pathologists engage with external evidence and how communication outcomes are measured to demonstrate the effectiveness of service provision to children with autism. Methods & Procedures: A total of 15 Australian speech pathologists, with experience ranging from less than 1 to more than 16 years, participated in three focus groups. Data from focus groups were analysed using reflexive thematic analysis within an interpretive phenomenological paradigm. Outcomes & Results: Seven themes were identified. Participants reported on the diversity of individuals with autism, their experiences of resource constraints, seeking collegial advice and accessing a diverse range of evidence sources, the role of clinical expertise in translating evidence to practice, the barriers experienced in outcome measurement and use of stakeholders to facilitate data collection to demonstrate outcomes. Conclusions & Implications: Individual practitioner skill and beliefs are facilitators to translating research to practice. Interventions to improve clinician use of EBP should address the skill and belief barriers, aiming to increase a clinician's EBP self-efficacy and increasing their expectation that investing in EBP activities will result in improved services for children with autism. Modelling and reflective practice are two strategies that may have an application as interventions to improve EBP use in clinical practice.

This study identified online research and comprehension (ORC) performance profiles of 436 sixth-grade students (206 girls) aged 12-13 years. We included learner groups with different learning-related difficulties and explored how students' reading habits were represented in various performance profiles. First, students' ORC performance was examined with a validated web-based assessment measuring their skills in locating, evaluating, synthesizing, and communicating information. Second, reading fluency and teacher-rated attention and executive function (EF) difficulty scores were used to form learner groups: (1) students with reading difficulties; (2) students with attention and EF difficulties; (3) students with comorbid difficulties in reading as well as attention and EF; and (4) students without these identified difficulties. Third, students' reading habits were assessed with a questionnaire asking how often they read different kinds of texts. Seven ORC performance profiles were identified. Most of the profiles related to the students' ORC performance level, except the profile of the average performers with low questioning credibility scores. Students with learning-related difficulties were more likely to belong to the lower performance profiles, and all top performers were students without identified difficulties. However, 25.7% of students with reading difficulties and 16.2% of students with attention and EF difficulties performed at average or good levels of ORC. Finally, the frequency of reading longer texts, such as books and blog posts, was more clearly associated with students' online reading performance than reading shorter texts, such as comics and online forum posts.

This paper takes a multimodal conversation analytic approach to explore knowledge-in-interaction in a technology-mediated online environment (Skype videoconference) during a meeting between eight university students studying to become language teachers. The analysis considers the ways in which the student-teachers demonstrate their knowledge or understanding of telecollaborative project-based language learning while taking part in a telecollaborative exchange themselves. Given the growing predominance of online teaching and learning, it is increasingly relevant to have a deep understanding of the ongoing learner interaction that takes place in these environments, particularly considering that interaction can be understood as a trajectory of knowledge building. The study examines how the student-teachers make use of the different technological features of a videoconferencing platform to manage the assigned task, which is to complete a collaborative exam. These features include camera, shared links, parallel text chats and editing tools. Findings imply that the student-teachers sequentially organise their knowledge synthesis and co-construction of pedagogical understanding through technologically-supported mutually coordinated interaction. Although the analysis is contextually bound, the task-focused interaction that is highlighted is relevant to higher education teachers in a variety of contexts, apart from teacher education.

My aim in this paper is to examine the epistemic habits that agents develop through frequent social media usage. I point out that extensive social media usage is conducive to the development of closed-mindedness and unreflective thinking and accordingly argue that social media act as inadvertent educators of epistemic vices. I contend that understanding social media as generators of epistemic dispositions is of significant import to intellectual character education. It shows the urgency of incorporating in educational curricula pedagogical methods that eliminate the bad (disvaluable) epistemic habits that agents acquire through frequent social media usage. I propose character building through problem-solving as an effective educational method for efficiently offsetting such habits. Fostering intellectual virtues through problem-solving safeguards against intellectual vices commonly developed through extensive social media usage. At the same time such an educational approach trains students' information-seeking abilities.

The pandemic has left students feeling unmotivated and missing class collaboration, resulting in an opportunity to create community. Creating community often occurs when eating food with others. Building upon the need to create community and to help marketing educators create a lesson that easily conveys the nuances of the consumer behavior buying process, this article describes an innovation that teaches the consumer buying process by demonstrating it through a need the class has (hunger) and ordering a pizza during the class period to satisfy the need. The innovation is related to course learning outcomes for a Marketing Principles or Consumer Behavior class and includes specific steps for implementation. Empirical evidence through actual and perceived learning using both qualitative and quantitative research supports the effectiveness of the innovation. Adaption tips guide implementation across formats, class size, and other applicable classes. Potential issues are anticipated and addressed to aid educators in first-time use of the innovation.

Digitized learning materials are a core part of modern education, and analysis of the use can offer insight into the learning behavior of high and low performing students. The topic of predicting student characteristics has gained a lot of attention in recent years, with applications ranging from affect to performance and at-risk student prediction. In this paper, we examine students reading behavior using a digital textbook system while taking an open-book test from the perspective of engagement and performance to identify the strategies that are used. We create models to predict the performance and engagement of learners before the start of the assessment and extract reading behavior characteristics employed before and after the start of the assessment in a higher education setting. It was found that strategies, such as: revising and previewing are indicators of how a learner will perform in an open ebook assessment. Low performing students take advantage of the open ebook policy of the assessment and employ a strategy of searching for information during the assessment. Also compared to performance, the prediction of overall engagement has a higher accuracy, and therefore could be more appropriate for identifying intervention candidates as an early-warning intervention system.

International students' capacity to undertake a digital journey to embrace new digital resources has real life implications in terms of their ability to adjust to their new environment. This article explores links between international students' use of online social networking sites and their social networks, including drawing on digital resources beyond only those from their home country. Given the increased focus on online learning and engagement with students in higher education, there is an even greater need to examine students' digital journeys, in terms of their capacity to navigate both their academic worlds and everyday lives abroad. This article demonstrates that students continue to use a range of online sources from their home countries, even as they transition to their new lives in Australia. This has implications for the way institutions communicate with international students more broadly.

With the exponential growth of online information seeking by young people, it is imperative for health and sexual health educators to consider online information a resource young people will pursue. Access to accurate and comprehensive sexual health information is important, yet there is a scarcity of research evaluating the quality of this information. Using youth-direct search terms, this study examined the quality of online information accessed with respect to usability and reliability. The top three US-based websites with the highest return rates were the US Centers for Disease Control, Planned Parenthood, and WebMD. Each of these websites was assessed using the Health Information Website Quality Assessment (HIWQA) to examine the quality of sexual health information provided. Results indicated that the reliability of sexual health information was highest on the CDC website while usability was highest on the Planned Parenthood and WebMD websites. These findings signal the variability of website quality and stress the need for websites that have both high usability and reliability when providing sexual health information.

Increases in STD cases in Indiana communities have led to questions about the sexual health of adolescents. School-based sex education can help teenagers adopt healthy attitudes and behaviours. Effective sex education programmes should involve learning from adolescents and young people about their health needs. Student voice, however, is generally absent in curriculum development. This study explored rural young people aged 14-18 years' perceptions of current sex education; opinions about abstinence-only-until-marriage and comprehensive sex education (CSE) curricula; and preferences for future sex education development. Focus groups and surveys were used to elicit high school students' opinions. Constant comparative approach was used for data contextualisation and theme identification. Analysis revealed participants perceive that current sex education content does not relate to them; abstinence-only-until-marriage sex education is impractical either now or later; young people frequently resist abstinence-only-until-marriage education; students want information that helps keep them safe sexually. Taken together, study findings reveal ideal sex education curricula contain relevant, relatable and reliable information. Incorporating these '3Rs' can help students better engage with and apply sex education information.

The present study is part of a larger mixed methods project that investigated the speaking section of the Advanced Placement (AP) Japanese Language and Culture Exam. It investigated assumptions for the evaluation inference through a content analysis of test taker responses. Results of the content analysis were integrated with those of a many-facet Rasch analysis of the same speech data. This study found that most information-seeking prompts elicited a good sized ratable speech sample with relevant content, and the rating criteria seemed to fit with the nature of the interaction. Therefore, information-seeking prompts generally provided appropriate evidence of test takers' ability. In contrast, non-information-seeking prompts such as requests and expressive prompts tended to have issues with eliciting a good sized ratable speech sample with relevant content, and their response expectations realized in the rating criteria did not fit with the nature of the interaction. Thus, non-information-seeking prompts showed greater potential of becoming sources of measurement error with the current test design. This article discusses possible solutions to increase the validity of the evaluation inference. Findings from the present study would be useful for future test development of computer-based L2 tests that aim to assess interpersonal communication skills.

When creating information literacy instruction for distance learners; location, preferred use, technological skills, availability of online resources, and confidence in information-seeking skills and behaviors factor into providing service. This study established areas in which online, traditional, and hybrid nursing students displayed confidence and identified places where students might be weaker in their understanding of how to use library services. The objective was to create pedagogical opportunities whereby students could gain information literacy skills using the Association of College and Research Libraries Framework. These skills will strengthen students' understanding the use of and access to library resources, regardless of location.

Across Australia, students at regional, rural and remote high schools are considerably less likely to go to university than their metropolitan counterparts. One of the ways in which universities try to help to bridge this gap is to organise visits to such schools, with the purpose of familiarising students with the idea of university and encouraging them to consider going on to university after school. These visits range in purpose, from direct marketing to a genuine effort to widen access to university more generally. The key purpose of university visits is not always made explicit to the schools or the students, leading to a mismatch between university intentions and school and student expectations. Recent research with regional high schools in South Australia, using a mixed-methods approach, reveals the impact of this mismatch, with university visits being regarded by students and schools as, at best, disappointing and, at worst, as nothing more than marketing exercises and hence to be treated with suspicion. These research findings are discussed, and recommendations made for ways in which university visits may be more effectively geared towards meeting the needs of students, schools and parents. This paper recommends that universities work more closely with regional schools, parents and communities more broadly, with a greater emphasis on providing useful, practical information about what 'going to university' entails. We argue that, through this, more regional students may consider university as a viable post-school option.

Universities have been spending money on the acquisition of information and communication technologies (ICTs) to enable online library research support platforms. Such acquisitions can be justified if they are effectively utilized for what they are intended for. A quantitative research approach was employed in the study to investigate the use of online research support platforms among undergraduate students at a university in Ghana. The results suggest that, even though there are online library research support platforms available for use, they are underutilized by undergraduates. The recommendation based on the results is that the university's library should consider new ways of creating awareness to encourage the use of online library research support platforms.

The primary purpose of this phenomenographic qualitative study is to identify a group of second-year undergraduate architecture students' conceptions of learning technology use. The secondary purpose is to examine students' learning experiences, perceptions, and feelings of technology use in an education course. Data were collected over a week by individually interviewing 15 architecture students, who were becoming teachers of architecture. Each 20-min individual interview was audio-recorded, transcribed verbatim, translated into English, and analysed to identify descriptive categories of the students' conceptions of learning technology use. The six descriptive categories were: learning online; searching for information and knowledge, defining social media connectivity, exploring a virtual place, designing a model house, and transferring knowledge and understanding. Most architecture students expressed the technology-integrated lessons were interesting. The architecture students perceived educational games as the most useful teaching tools in their future classrooms. The study implies phenomenography can be used as an assessment tool to identify students' conceptions and characterize their structural aspects, which may be used as curriculum frameworks to design content that moves architecture students from the periphery to the core of the subject.

We present in this article corpus analyses, two experiments, and a preliminary English-French comparison on children's acquisition of "wh"-in-situ. Our examination of 10,000 "wh"-questions from CHILDES reveals that the reported empirical picture of "wh"-question acquisition in English is incomplete: A type of "wh"-in-situ, probe questions (PQs), has been left out from most discussions despite its presence in child-directed speech. Unlike "wh"-in-situ echo questions (EQs), PQs are used to request new information, and parents frequently use PQs and fronted information-seeking questions in alternation. The fact that PQs share the pragmatic space with fronted "wh"-questions while involving fewer syntactic operations and exhibiting lower input frequency allows us to test both structure-based and frequency-based theories of syntax acquisition. Our comprehension task with 3;06-5;06-year-olds confirms that children accept and understand PQs as information seeking. On the other hand, results from a production task show a strong avoidance of "wh"-in-situ, which is in line with reported elicited data from French-speaking children. We reason that a structural economy-based approach alone is not sufficient to account for children's disfavor of "wh"-in-situ. Depending on the input frequency and consistency, as well as the number of variants licensed by the grammar of a given language, children may treat part of the input as uninformative and initially only learn from higher-frequent, more regularized input. Their intake is thus selective.

Evidence from usage-based studies of second language (L2) acquisition reveals that a main source of L2 learners' developing grammars is the L2 input to which learners are regularly exposed. What learners develop from their extended engagement in the sequences of actions comprising the input is not an acontextual system of grammatical units but rather thoroughly social, positionally sensitive grammars linked to the linguistic designs of the sequences. A growing body of research drawing on the theoretical framework and analytic methods of conversation analysis (CA) has identified the recurring interactional activities of L2 classrooms, which, for most adult L2 learners, are a major source of L2 input. Less examined are the linguistic designs of the interactional activities. This is the focus of the study reported here. Drawing on the shared theoretical and methodological framework of CA and interactional linguistics (IL), and building on previous work, the study examines the linguistic designs of information-seeking sequences by which whole-group instruction is accomplished. The focus is on teacher questions seeking factual information, the type of 'knownness' embodied in the questions, and both the actional types and linguistic designs of the student responses they engender. Findings show that while a great deal of opportunities for participation are made available to L2 learners in the information-seeking sequences, the linguistic quality of the sequences is fairly limited in that the questions are designed primarily to engender one word or multiword phrases. These findings suggest that the possible pathways that learners' developing L2 positionally sensitive grammars can take from their extended engagement in these sequences are also limited. For L2 teacher education, studies such as this one can enhance teachers' understanding of the links between classroom input and learners' developing L2 grammars, and the key role the teachers themselves play in designing the linguistic input of their L2 classroom contexts.

Objective: This study examined the health literacy of international college students from Colombia visiting the United States. Participants: Thirty (30) students from a Colombian university completed the survey in October 2017. Methods: This pilot study surveyed international college students using the eHEALS and Newest Vital Signs (NVS) health literacy tools to determine the health literacy of this group. Although these students spoke English, a translator was provided. Results: The results show 63% of participants agreed they were confident with filling out health forms alone. In terms of finding helpful health resources on the Internet, 87% of participants felt they knew how to find health information, while 80% felt they knew where to find the resources. Conclusion: There was no association between the health literacy and the confidence of completing forms alone or the perception of using the Internet to answer health questions and knowing where to find helpful resources on the Internet.

This paper presents findings from a study into children's media and information literacy (MIL). The purpose of the study was to understand English primary school children's (ages 8-11) attitude toward the internet as well as their ability to find, use and evaluate information. This then informed the development of a MIL programme of learning for primary schools. Data analysis showed that the children demonstrated low levels of MIL, for example, when identifying bias and distinguishing between fact and opinion. In addition, working in a group did not lead to better MIL. There were limited strategies for successful co-operation and often the dominant group members' views were prioritised over evidence from the text. Therefore, working with the Digital Education Futures Initiative (DEFI) at Hughes Hall, University of Cambridge, we propose a MIL curriculum that focuses both on content but also collaborative dialogic skills such as listening to others and changing one's own point of view.

Objective: To assess preferred sources of information for seeking physical activity (PA), and how PA information seeking may contribute to participation in a campus PA program. Participants: Students attending a large, Western Canadian university between April 2015 and April 2018. Methods: Secondary analysis of an annual campus-wide survey. Results: Students sought PA information for general health. Females sought information about weight loss for appearances; males sought information for muscle gain for appearance. Internet and friends were primary sources of PA information. Regression analysis indicated females 2.49 (95% CI 1.98-3.13), domestic students 2.86, 95% CI (2.04-4.02), and first year students 24.88, 95% CI (18.12-34.17) were most likely to participate in a campus PA program. Only health reasons significantly contributed to participation 1.42, 95% CI (1.06-1.89). Conclusions: Emerging adults attending university may benefit from PA promotion that makes use of their preferred information sources.

While the impact of behavioural and cognitive processes on online information searching behaviours have been studied in some depth, little is known about the impact of procedural and metacognitive processes on online information searching behaviours. In addition, although the literature contains studies examining online information searching behaviours based on experience, cognitive styles, and task complexity separately, there is only a limited number of studies that investigate how online information searching behaviours vary depending on individual characteristics by taking task complexity as a basis. The aim of this study is to explore whether university students' information searching behaviours, task completion times, and task completion rates in simple and difficult tasks differ depending on information searching experience and cognitive style. The study was conducted with a sample of 20 university students. The results of this study indicated that in difficult search tasks, online information searching experience is influential on the exhibition of online information searching behaviours associated with the metacognitive domain. In simple and difficult tasks, experience and cognitive styles cause differentiation in online information searching behaviours. When task complexity is taken as a basis, the experience is more influential on task completion time and task completion rate compared to cognitive styles.

Purpose: Organizational learning (OL) has been conceptualized as a critical component in school change processes. Nevertheless, OL in the school context is still somewhat obscure and difficult to comprehend, thus it is rarely translated into operational structures and processes and later permanently sustained. The purpose of this study is to present the organizational learning mechanisms (OLMs) framework as an institutionalized arrangement for collecting, disseminating, analyzing, storing, retrieving and using information that is relevant to the performance of school systems. Design/methodology/approach: First, the authors examine the previous research on OLMs as a conceptual framework for OL in schools; then the authors present the various validated measures of OLMs in schools; and finally, the authors suggest implications for principals, as well as future explorations of the issue. Findings: While the literature on OL in schools acknowledges the mystification of the term and the difficulty in translating it into operative procedures in dynamic and complex contexts, OLMs, as an integration of structural and cultural frameworks, are conceptualized as scaffolding for the development of learning schools. Originality/value: The OLMs' (structural and cultural) framework of information processing may help schools develop and sustain learning communities aimed at fostering the continuous growth of students and faculty members alike.

People of all ages have difficulty interpreting the information they read online. The contemporary media environment grants the public access to an unprecedented amount of information, and virtual learning during the COVID-19 pandemic has necessitated a better understanding of that technology and students' utilization of such tools. It is widely known that students of today have access to a wealth of information on the internet, but a virtual school year has revealed that: (1) students at home using internet searches for school will often select the first answer they find when searching for information; and (2) students generally believe what they read on the internet and social media to be true, suggesting a need in secondary education for teaching media literacy and sourcing skills. This article will examine this necessity of teaching these skills in Health and Physical Education, starting in middle grades.

Refugees and immigrants have adverse health outcomes after arriving in the United States. These negative outcomes tend to be disproportionate to those of the general population, regardless of the person's health status upon entry to the country. Research has shown that strong health literacy skills can improve health outcomes in this group. This article reports the results of a pilot in which Library and Information Science Master's students deliver health literacy training to refugee and immigrant women. This training was created in consultation with experts and community partners. The participants were pre- and post-tested with the Short Test of Functional Health Literacy for Adults (STOFHLA) to assess the efficacy of this intervention. Following the completion of the course, the participants were interviewed and asked for comprehensive feedback on the relevance and helpfulness of the program to satisfy their health-related information needs. Their feedback was substantial and will be the basis of a future iteration of this pilot. The pre- and post-test scores of the group showed a statistically significant improvement, providing evidence that the course was effective in raising STOFHLA scores. This article provides insight into providing health literacy instruction for a highly vulnerable group that may be invaluable to library and information science professionals. The purpose of this work is to create a replicable curriculum targeting immigrant and refugee women to be delivered at libraries--and a program in which LIS students can get involved to prepare for dynamic community engagement.

The practice of reference and information service (RIS) should be based on an understanding of how users seek information to fill information needs and of what they do with that information once they have found it. RIS professional education, therefore, should provide students with a strong grounding in information behavior. This study explores if and how information behavior theories and models are integrated into basic RIS courses in North American Master's programs, building on the results of a previous syllabus study. Interviews with sixteen instructors, including full-time and adjunct faculty, revealed a range of opinions about the importance of information behavior theories and models in RIS coursework, as well as student receptivity to theories and models. The insights of the instructors and the rich detail provided by the interview method help to contextualize previous studies about information behavior content in RIS professional education.

We recorded 10 undergraduate law students responding to a research task at the University of York, UK. Analysing these videos was like observing research magpies: darting ruthlessly from source to source in search of the shiniest material to determine, as quickly as possible, the 'content' of the law. These students cast their search widely, using 'unofficial knowledge' -- largely from Google -- to supplement their use of 'official knowledge' signposted by Law School staff. They distinguish between 'normative' and 'substantive' legal research, neglecting the former in favour of the latter. And they prize efficiency, dismissing sources perceived as too unwieldly. After outlining these behaviours we make three arguments: (i) students do not engage with 'official knowledge' resources in the way that curriculum designers intend or expect, (ii) there is a tension between encouraging independent learning and the use of 'unofficial' knowledge, and (iii) normative sources are relegated in favour of 'substantive' ones.

This study analyzes the relationship between pre-service teachers' information search and information evaluation literacy and their information and communication technology (ICT) self-efficacy in teaching. Theoretical analysis confirmed a direct relation between information literacy and pre-service teachers' ICT self-efficacy in teaching. However, there is insufficient understanding regarding the effect that specific components of information literacy, i.e., information search and evaluation, have on teachers' ICT self-efficacy in teaching. Data were collected using an online survey of students in teacher training programs who were engaged as research participants. The analysis disclosed that perceived information evaluation literacy has a more strongly expressed indirect impact on teachers' ICT self-efficacy than a direct impact, while perceived information search literacy has a stronger direct impact on teachers' ICT self-efficacy in teaching. Therefore, for teacher educators, it is important to develop a sufficient level of information literacy and ensure a positive experience with information search and evaluation, which are related to higher pre-service teachers' ICT self-efficacy in teaching. This finding may help support calls for teacher training and/or professional development programs with a focus on information literacy, which might increase teachers' ICT self-efficacy in teaching and improve ICT use in teaching.

This article presents findings from an IRB- approved study about tutors' online information on writing center websites, scheduling systems, and social media. The study used surveys to investigate students' responses to tutors' online information and focus groups to investigate tutors' rationale for the information they shared. While many researchers have studied how writing centers are presented online, little research considers how tutors are represented. The authors argue that such representation merits attention, as tutor profiles can affect students' comfort with the writing center staff and their microdecisions about who to see and how to interact with them (Salem, 2016). The authors share advice for making decisions about how tutors are presented online and for using the process of creating meet the staff and similar pages to study and improve their centers.

Although questions fuel children's learning, adult "cell phone use" may preoccupy parents, affecting the frequency of questions parents and children ask and answer. We ask whether parental cell phone use will lead to a decrease in the number of questions children and parents ask one another while playing with a novel toy. Fifty-seven parent-child dyads (M[subscript age] = 48.72 months, SD = 6.53, 28 girls; 84.2% White) were randomly assigned to a cell phone, paper, or control condition. As children played with a novel toy with hidden functions, parents in the cell phone condition completed a survey about reading on their cell phone, while parents in the paper condition did it on paper. Parents in the control condition did not complete the survey. Results suggest that children asked fewer questions in the cell phone than in the control condition. However, no other condition differences emerged. Parents' information-seeking questioning, however, differed in all three conditions: they asked more in the control than in the cell phone and paper conditions and, critically, asked more in the paper than cell phone condition. Possible explanations and implications for parents' cell phone use are discussed.

Children with intellectual and developmental disabilities have historically been at high risk for social exclusion and other vulnerabilities. The Western world has shifted away from institutionally-based services and toward community-based services that allow for greater social inclusion as well as for meeting individual developmental needs, and China is beginning the process of exploring how to make this shift. In 2014 and 2015, a situation analysis examining the lived experiences of parents of children with disabilities in Zhengzhou, Henan, China, was undertaken. Perceptions of strengths, needs, opportunities, and barriers experienced by parents of children in intact families (i.e. families where children with disabilities remain in their birth families) were explored by means of parent interviews and focus groups. Families identify experiences of stigma and acceptance related to traditional and alternative social constructions of intellectual and developmental disabilities, and how they use social networks and information-sharing to help develop community-based services.

How do people use information from others to solve complex problems? Prior work has addressed this question by placing people in social learning situations where the problems they were asked to solve required varying degrees of exploration. This past work uncovered important interactions between groups' "connectivity" and the problem's "complexity": the advantage of less connected networks over more connected networks increased as exploration was increasingly required for optimally solving the problem at hand. We propose the Social Interpolation Model (SIM), an agent-based model to explore the cognitive mechanisms that can underlie exploratory behavior in groups. Through results from simulation experiments, we conclude that "exploration" may not be a single cognitive property, but rather the emergent result of three distinct behavioral and cognitive mechanisms, namely: (1) breadth of generalization; (2) quality of prior expectation; and (3) relative valuation of self-obtained information. We formalize these mechanisms in the SIM, and explore their effects on group dynamics and success at solving different kinds of problems. Our main finding is that broad generalization and high quality of prior expectation facilitate successful search in environments where exploration is important, and hinder successful search in environments where exploitation alone is sufficient.

Self-regulated learning rarely happens in isolation and although there is a wide range of evidence that socio-cognitive information may impact decision making and learning, its role in metacognitive self-regulation remains understudied. Thus, we investigated how socio-cognitive information on assumptions and confidence in assumptions of an unknown other in a learning setting affects (1) changes in assumptions (i.e., convergence towards other), (2) perception of the other's competence, and (3) the search for information (i.e., metacognitive and conflict-based regulation). In our empirical study, N = 60 students first read texts, then judged statements as being true or false and stated their confidence in these assumptions on an integrated confidence/answer scale, were then confronted with bogus information on the supposed answers of another learner (computer generated), and were then asked to (1) re-state their assumptions including confidence judgment, (2) judge the other's competence, and (3) decide what statements they wanted additional information on. Results showed that learners (1) converged towards the other learner, (2) judged the other's competence in accordance with the other's stated confidence, and (3) regulated their learning based on their own (adjusted) confidence rather than on the presence or absence of socio-cognitive conflicts. This suggests that socio-cognitive information can affect how learners metacognitively evaluate own assumptions and thus impact self-regulatory processes, but also that confidence of others affects their perceived competence. Although the direct impact of socio-cognitive conflicts on regulatory processes remains unclear, this study fosters our understanding of self-regulated learning processes within social contexts.

The aim of the large-scale research entitled "Exploring Documentary Heritage for Building Synergies between Research and Society" is to investigate previously unexplored aspects of the documentary heritage, including the part of the legacy that has previously been subject to censorship and has therefore not been studied in depth. In order for these layers and stories to reach the public, it should initially be informed of the existence of such information, which, in turn, could create awareness and encourage action. As part of the large-scale research, the present article, using an eye tracking tool, reveals how target groups search for information on the Internet. The usability test indicates that respondents do not go to a specific information resource to search for specific information, but search is primarily started using one of the Internet search engines. The main conclusion is that, in order to ensure the availability of reliable high-quality information to the public, which is one of the key conditions for sustainable development, databases of the National Library of Latvia (NLL) should be designed in such a way that Google search engine can easily index the information contained in them.

Recent evidence suggests a mental health crisis among graduate students, particularly with regard to anxiety. To manage anxieties, graduate students can employ coping strategies. Coping is an individual's response(s) to external stressors, often with the goal of reducing or tolerating the stress; these strategies are generally considered adaptive or maladaptive. Adaptive coping strategies advance individuals through problems, while maladaptive strategies prevent stressors from being resolved. We previously identified differences between teaching and research anxieties in a sample of biology graduate teaching assistants (GTAs). This study investigated whether coping with these anxieties differed in this population as well. We interviewed 23 biology GTAs twice over one year. Interview data were qualitatively analyzed using Skinner and colleagues' major coping families as categories. Biology GTAs most often used adaptive coping strategies, such as problem solving and information seeking, to manage both teaching and research anxieties. However, other coping strategies were preferentially employed for either teaching or research, suggesting differences in these aspects of graduate student life. Over one year, GTAs reduced the number of coping strategies they employed. Understanding how GTAs cope with teaching and research anxieties may inform the types of support faculty and professional development leaders can provide to graduate students.

Introduction: This study proposes a theoretical framework for the complex interplay between knowledge gap and perceived risk as motivators of information seeking. Given the shortage of studies that use quantitative research methods to support theory-building in information behaviour research, the survey method is adopted and two models with alternative configurations are examined. Method: Since the two proposed models involve relationships between latent constructs, survey items were developed to operationalise the constructs and statistical tests were performed to examine the associated hypotheses. Data were collected from a large public university through a scenario-based online survey. In order to avoid confounding effects, participants were recruited from a variety of educational levels, age groups, and socioeconomic backgrounds. Eight scenarios were randomly assigned across the participants. A total of 289 responses were used for analysis. Analysis: The two models were tested using partial least squares structural equation modelling (PLS-SEM), a commonly used method for theory development in exploratory social sciences research. Results: In model one, where perceived risk and knowledge gap are assumed to have direct effects on motivation to seek information, both direct effects are significant. In model two, where perceived risk is assumed to have a moderating effect on the relationship between knowledge gap and motivation to seek information, knowledge gap interacts with perceived risk to motivate information seeking. Given that model two has a better fit than model one, the results indicate that perceived risk and knowledge gap play a rather complex role in information-seeking behaviour. Model two proposes the risk-gap interaction hypothesis (RGIH), which states that risk perceptions interact with knowledge gap to motivate information seeking. Conclusions: The findings suggest that, in the presence of the interaction between perceived risk and knowledge gap, as suggested by the risk-gap interaction hypothesis, the well-established direct effect between knowledge gap and motivation to seek information becomes insignificant. Therefore, the interaction between perceived risk and knowledge gap is of primary importance in motivating information seeking.

Introduction: The relational characteristics of an answerer on a social networking site can be used as cues to assess the credibility of an answer. This study examined the effects of different numbers of followers and friends of an answerer on readers' perceived credibility of an answer posted by the answerer in the context of Facebook. Method: We conducted two experiments to examine the effects of different numbers of followers and friends on the credibility perceptions of an answer on Facebook, respectively. Their influences on three dimensions of credibility were examined, namely: believability, trustworthiness, and accuracy. Analysis: The data were analysed using t-tests and two-way ANOVAs (analysis of variance). Results: We found that participants perceived an answer posted by an answerer with more followers or friends as more believable and trustworthy, but not necessarily more accurate. Conclusion: Despite the popularity of social networking sites as a place for information seeking, the effects of relational characteristics of an information provider have been little examined. Results of this study show that system-generated relational cues (i.e., number of friends and followers) likely exert a larger influence on certain dimensions of perceived credibility of an answer (i.e., believability and trustworthiness).

We applied a user interface (UI) design approach based on a constructivist perspective for web-based learning that conceptualizes interactions between learners and websites as conversations. Hyperlinks on the UI of a distributed interactive learning environment were treated as invitations for interaction to encourage learners' active exploration. An experiment for examining the effects of two UI features, namely, additional cues attached to hyperlinks and indication of the website owner, was conducted on the basis of the literature on invitation designs for web surveys. Results reveal that, on a website owned by someone with a high-power status, learners explore further when additional cues are present on the UI. Such effects indirectly enhance learning outcomes.