Logo of Humboldt-Universität zu BerlinLogo of Humboldt-Universität zu Berlin
edoc-Server
Open-Access-Publikationsserver der Humboldt-Universität
de|en
Header image: facade of Humboldt-Universität zu Berlin
View Item 
  • edoc-Server Home
  • Tagungs- und Konferenzbände
  • ISIC 2022 Konferenz
  • Longpaper
  • View Item
  • edoc-Server Home
  • Tagungs- und Konferenzbände
  • ISIC 2022 Konferenz
  • Longpaper
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.
All of edoc-ServerCommunity & CollectionTitleAuthorSubjectThis CollectionTitleAuthorSubject
PublishLoginRegisterHelp
StatisticsView Usage Statistics
All of edoc-ServerCommunity & CollectionTitleAuthorSubjectThis CollectionTitleAuthorSubject
PublishLoginRegisterHelp
StatisticsView Usage Statistics
View Item 
  • edoc-Server Home
  • Tagungs- und Konferenzbände
  • ISIC 2022 Konferenz
  • Longpaper
  • View Item
  • edoc-Server Home
  • Tagungs- und Konferenzbände
  • ISIC 2022 Konferenz
  • Longpaper
  • View Item
2022-09Konferenzveröffentlichung DOI: 10.18452/25255
'I’m just not sure': the persistence of uncertainty in the information seeking of undergraduate students with dyslexia
Beveridge, Lynne
MacFarlane, Andrew
Makri, Stephann cc
Philosophische Fakultät
As information seeking progresses, it is expected feelings of uncertainty surrounding, for example, the information need, what information will be useful to satisfy the need and how well the need has been satisfied will shift towards confidence and clarity. The six corollaries offered by Kuhlthau outline and explain areas where this shift can happen. However, does it happen for all groups of information-seekers? Undergraduate students with dyslexia often have lower information seeking-related self-efficacy than their peers and this can result in uncertainty persisting throughout information seeking. Retrospective naturalistic think aloud observations were held with 20 undergraduate students with dyslexia. After looking for information for one of their (self-chosen) assignments, participants were invited to explore their thoughts, feelings and actions with the researcher while watching a screen recording of their information seeking session. First, an inductive reflexive Thematic Analysis was conducted which revealed self-efficacy to be a key influence in the information seeking behaviour of undergraduate students with dyslexia. To investigate this further, a dedicated deductive analysis was conducted leveraging Kuhlthau’s six corollaries. The expected shift away from uncertainty towards clarity and confidence was found to be either delayed, disrupted or prevented by participants’ low self-efficacy surrounding selecting and spelling keywords and reading, interpreting and evaluating information online. Uncertainty persisted throughout information seeking and was rarely reduced or resolved. Key areas for additional support during information seeking for this user group are identified, including keyword selection and spelling, accurate reading and interpretation and confident evaluation of online information.
Files in this item
Thumbnail
Beveridge-I_m_just_not_sure_edoc.pdf — Adobe PDF — 192.5 Kb
MD5: 18b893de4782981651f8f9ee34e160a9
Cite
BibTeX
EndNote
RIS
(CC BY 4.0) Attribution 4.0 International(CC BY 4.0) Attribution 4.0 International
Details
DINI-Zertifikat 2019OpenAIRE validatedORCID Consortium
Imprint Policy Contact Data Privacy Statement
A service of University Library and Computer and Media Service
© Humboldt-Universität zu Berlin
 
DOI
10.18452/25255
Permanent URL
https://doi.org/10.18452/25255
HTML
<a href="https://doi.org/10.18452/25255">https://doi.org/10.18452/25255</a>