Purpose -The purpose of this review is to draw out patterns of information seeking behavior of graduate students as described in the empirical research published from 1997 to the present. Design/methodology/approach -A systematic search of databases for studies on information behavior and graduate students was employed in order to retrieve studies for a systematic review. Common themes that emerged from the literature were synthesized into a discussion of behavior patterns. Additionally a study quality analysis was conducted for all retrieved studies using a critical appraisal checklist for library and information research.Findings -This review revealed that graduate students begin their research on the internet much like any other information seeker, consult their faculty advisors before other people, and use libraries in diverse ways depending on the discipline studied. Additionally differences were noted between international and home students, and doctoral and master's students. Practical implications -The findings of this review indicate that information behavior research conducted on graduate students should delineate between masters' and doctoral students. Further, the findings may inform both academic librarian and faculty practice as to how to assist students with their research by helping them to understand how students typically approach research and how other institutions address common issues with special populations, such as non-native speakers and distance learners. Originality/value -No comprehensive review of information behavior studies, encompassing only the behaviors of graduate students has been conducted to date. IntroductionGraduate students have information needs that are often very different than those of undergraduates. Their needs can be more sophisticated and complex. Understanding the information seeking behaviors of graduate students may better equip librarians, faculty, doctoral supervisors and administration to help shape those behaviors by offering appropriate and needed services and instruction.Wilson (1999) defined information behavior as "Those activities a person may engage in when identifying their own need for information, searching for information and using or transferring that information." Graduate students have described themselves as being more confident and vested in the materials that they produce as a result of their research (e.g. Vezzosi, 2009). They should know their disciplines and how to engage in the research process far more adeptly than undergraduate students. Conversely, Kuhlthau (2004; cited in Barrett, 2005) states that undergraduate students cope more than seek information.

No abstract

PurposeThe novel coronavirus, COVID-19, which emerged in 2019 and quickly spread to the United States, resulted in widespread closure of PreK-12 schools and universities and a rapid transition to online learning. There are concerns about how students in high-needs school districts will engage with online learning, given the limited access many disadvantaged students have to Internet and computers. Accordingly, the purpose of this study is to determine teacher perceptions of students' access and participation to online learning, as well as concerns about educational outcomes among different groups of learners.Design/methodology/approachThe authors surveyed 300 K-12 teachers in NY state about the tools and accommodations they employed in their online teaching, whether their students were participating in the online learning and the reasons for their lack of participation.FindingsRespondents reported that nearly 30% of all of their students were not regularly completing their assignments. Students in high-needs districts were significantly more likely to not complete their work. Teachers reported being very concerned about their students' educational outcomes, particularly students with disabilities (SWDs) and English language learners (ELLs). Respondents also provided suggestions for improving educational access to online learning in the future.Originality/valueNo published research has yet examined student compliance in online learning during an emergency and, in particular, during this unprecedented time of the COVID-19 pandemic and months-long stay-at-home orders.

No abstract

No abstract

No abstract

the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/by-ncsa/2.5/ca/ ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -This study investigates the information literacy of graduate education students, including those in doctoral cohorts. The Association for Research and College Libraries Information Literacy Standards were used a baseline for measurement.Methods -A survey was sent to all graduate students in the School of Education; it asked a combination of questions measuring students' perceptions of their information literacy skills and testing their knowledge of information literacy.Results -A total of 172 surveys were returned. The results indicated that while there is a heavy reliance on internet sources, many students were able to determine which sources were reliable and which were not. After attending information instruction sessions, students were more familiar with library services and more inclined to use them.Conclusion -It was determined that a one credit course or multiple sessions of library instruction would better serve graduate students completing capstone projects.

Abstract:With developmental bibliotherapy frequently used in schools, this article addresses the necessity of educating future teachers in the proper implementation of bibliotherapy so that their students may reap the benefits and avoid inadvertent harm. The purpose of this article is to discuss the benefits and use of developmental bibliotherapy in the classroom and to promote the same. The article also reviews the role of the education librarian in a Curriculum Materials Center (CMC).