Online information seeking and knowledge sharing practices of science teachers

Samia Khan, Eric Meyers, Elise Dian Gowen, Kendal Bergman

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Despite a preponderance of research into student online information seeking behaviors, we still know precious little about the online information seeking of their teachers. Yet teachersare the ones who shape thecurriculum in the classroom and shape the way Information and Communication Technology (ICT) is utilized in formal learning contexts. Online information resources are particularly important for science teachers, who require sound, up-to-date knowledge in a field where new breakthroughs are always emerging. To better understand the way science teachers use and share information online, the research team performed five casestudies, followingfive science teachers' online behaviors for their classroom practice over the course of three months,collecting initial data through aquestionnaire, two interviews, and longitudinal web histories. This study contributes to a broader understanding of information behavior of professional practice, and provides valuable information about an understudied group of users.

Original languageEnglish (US)
JournalProceedings of the ASIST Annual Meeting
Volume51
Issue number1
DOIs
StatePublished - Jan 1 2014

Fingerprint

teacher
science
knowledge
Acoustic waves
Students
Communication
classroom
information-seeking behavior
communication technology
information technology
history
interview
resources
learning
Group
student

All Science Journal Classification (ASJC) codes

  • Information Systems
  • Library and Information Sciences

Cite this

@article{1dc56abc153f487bb15c56540aff1bbb,
title = "Online information seeking and knowledge sharing practices of science teachers",
abstract = "Despite a preponderance of research into student online information seeking behaviors, we still know precious little about the online information seeking of their teachers. Yet teachersare the ones who shape thecurriculum in the classroom and shape the way Information and Communication Technology (ICT) is utilized in formal learning contexts. Online information resources are particularly important for science teachers, who require sound, up-to-date knowledge in a field where new breakthroughs are always emerging. To better understand the way science teachers use and share information online, the research team performed five casestudies, followingfive science teachers' online behaviors for their classroom practice over the course of three months,collecting initial data through aquestionnaire, two interviews, and longitudinal web histories. This study contributes to a broader understanding of information behavior of professional practice, and provides valuable information about an understudied group of users.",
author = "Samia Khan and Eric Meyers and Gowen, {Elise Dian} and Kendal Bergman",
year = "2014",
month = "1",
day = "1",
doi = "10.1002/meet.2014.14505101125",
language = "English (US)",
volume = "51",
journal = "Proceedings of the ASIST Annual Meeting",
issn = "1550-8390",
publisher = "Learned Information",
number = "1",

}

Online information seeking and knowledge sharing practices of science teachers. / Khan, Samia; Meyers, Eric; Gowen, Elise Dian; Bergman, Kendal.

In: Proceedings of the ASIST Annual Meeting, Vol. 51, No. 1, 01.01.2014.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Online information seeking and knowledge sharing practices of science teachers

AU - Khan, Samia

AU - Meyers, Eric

AU - Gowen, Elise Dian

AU - Bergman, Kendal

PY - 2014/1/1

Y1 - 2014/1/1

N2 - Despite a preponderance of research into student online information seeking behaviors, we still know precious little about the online information seeking of their teachers. Yet teachersare the ones who shape thecurriculum in the classroom and shape the way Information and Communication Technology (ICT) is utilized in formal learning contexts. Online information resources are particularly important for science teachers, who require sound, up-to-date knowledge in a field where new breakthroughs are always emerging. To better understand the way science teachers use and share information online, the research team performed five casestudies, followingfive science teachers' online behaviors for their classroom practice over the course of three months,collecting initial data through aquestionnaire, two interviews, and longitudinal web histories. This study contributes to a broader understanding of information behavior of professional practice, and provides valuable information about an understudied group of users.

AB - Despite a preponderance of research into student online information seeking behaviors, we still know precious little about the online information seeking of their teachers. Yet teachersare the ones who shape thecurriculum in the classroom and shape the way Information and Communication Technology (ICT) is utilized in formal learning contexts. Online information resources are particularly important for science teachers, who require sound, up-to-date knowledge in a field where new breakthroughs are always emerging. To better understand the way science teachers use and share information online, the research team performed five casestudies, followingfive science teachers' online behaviors for their classroom practice over the course of three months,collecting initial data through aquestionnaire, two interviews, and longitudinal web histories. This study contributes to a broader understanding of information behavior of professional practice, and provides valuable information about an understudied group of users.

UR - http://www.scopus.com/inward/record.url?scp=84961943380&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84961943380&partnerID=8YFLogxK

U2 - 10.1002/meet.2014.14505101125

DO - 10.1002/meet.2014.14505101125

M3 - Article

VL - 51

JO - Proceedings of the ASIST Annual Meeting

JF - Proceedings of the ASIST Annual Meeting

SN - 1550-8390

IS - 1

ER -