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When searching for information on the Internet, it can be stored in a bookmarking system. The ability to organize this information in such a system depends on one’s own prior knowledge to create an appropriate classification scheme. Providing a classification system for bookmarks might support people with low prior knowledge. Even though different bookmarking systems exist, hierarchical menus and tagging are being most widely used. In the current exploratory study with 95 ninth-grade students, a 2 × 2 between-subjects design was used to investigate the influence of providing classification support (or not) for either a tagging or a hierarchical system. Results showed that despite the low familiarity with tagging systems, using a hierarchical system is not necessarily a better approach than using a tagging system to organize previously found information. Rather, a tagging system seems to yield storage of fewer but higher-quality information sources. The most important conclusion is that, despite the low familiarity with tagging systems, using a hierarchical system was not beneficial over using a tagging system to organize previously found information.Tras una búsqueda de información en Internet, ésta se puede alma- cenar en un sistema de marcadores. La capacidad de organizar la información en algún tipo de sistema depende de los conocimientos previos para poder crear un plan de clasificación apropiado. La dis- ponibilidad de un sistema de clasificación de marcadores podría ayudar a las personas con escasos conocimientos previos. Aunque existen distintos sistemas de marcadores, los menús jerárquicos y las etiquetas son los más utilizados. En el presente estudio exploratorio, con 95 estudiantes de Grado 9 (14-15 años), se aplicó un diseño de investigación inter sujeto 2 × 2 para analizar la influencia de la disponibilidad (o no disponibilidad) de un sistema de clasificación propuesto para etiquetar o clasificar jerárquicamente los marcadores. Los resultados demuestran que, a pesar de la escasa familiaridad de los participantes con los sistemas de etiquetas, el uso de un sistema jerárquico no es necesariamente mejor que el uso de etiquetas para organizar información previamente identificada. Por el contrario, el sistema de etiquetas parece incentivar el almacenamiento de un número menor de informaciones, pero de mayor calidad. La conclusión más importante es que, a pesar de los escasos conoci- mientos de los participantes con los sistemas de etiquetas, el uso de un sistema jerárquico no resultó ventajoso frente al sistema de etiquetas para organizar la información obtenida.

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.