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Information Behavior and Development of High School Students

Hailey Carrell

LIS 5053-995

Dr. Rubenstein

8 April 2018
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1. Introduction:

High school students represent a large and unique group of information seekers.

Information professionals must examine the behavior of this group in order to understand their

needs and support their growth and development. While electronic resources and social media

have become a vital part of high school students’ information behaviors, libraries are still

important to their learning.

Adolescents experience vital growth and development, and their information behavior

shows this. This demographic is developing along with technological innovations, thus their

information behavior is ever-changing. It is information professionals’ responsibility to continue

researching this demographic in order to provide them with the support they need to develop

their information seeking behavior. Today’s high school students are tomorrow’s information

professionals, thus it is vital that they receive the needed support.

2. Related Literature:

A common thread in the research on information behavior in high school students is the

focus on the use of internet resources. High school students tend to use more electronic resources

than print resources. Cherrie L. Moore cites a study from Weiler, which found that the Internet is

generally the first step for many students (2016, 140). While this may be the first step, print

items are still used, just not as often. In a study by Lois Barranoik, it was found that students in

both English and science classes listed using “both Internet and electronic databases…thirteen

times, and the use of books was mentioned only once” (2001, 33). Because of the ease of

electronic resources, many teens are drawn to this format.

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Another internet-based information source that has become common among adolescents

is social media. Social media has become a part of teens’ everyday lives. During a study on the

use of social network sites (SNSs) as sources of information, Aillerie and McNicol found that

“[m]ore than half the students used SNSs to seek information regularly and almost a further

quarter did so occasionally” (2018, 108). This could be information about friends, current events,

or many other topics. With the ease of checking Facebook, Twitter, and other sites, social media

has become an integral part of teens’ lives.

In addition to having access to more information in general, social media is beneficial to

the educations of high school students. Moore cites Weiler’s study, which found that through

social media, students can become “more connected to school and thus take academic risks”

(2016, 140). Although social media is often perceived as a mindless addiction, it actually has a

positive effect on the information behavior of teens. They encounter more information, and thus

are more likely to process information more regularly. This will benefit them in their school

work and research process.

Though electronic resources and websites are becoming more prominent, libraries still

play a large role in the research process, especially in high school. In a survey by Kovalik,

Yutzey, and Piazza, it was found that over half of the participants find all of the information they

need in the school library, where only one-third used exclusively online resources (2013, 10).

Developing information seeking behavior such as this is vital in the high school years. Ethelene

Whitmire found “how students used their high school library predicted their use of college

library facilities” (Kovalik, Yutzey, and Piazza 2013, 4). Adolescence is a time of growing and

developing, and information behavior is an important aspect of this period.

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As for research skills, many studies focused on this developmental stage of high school

students. Weiler stated that “students must go through a series of steps over a period of time

before they are able to seek information critically and reflectively” (Moore 2016, 140). Learning

research skills is a process, which is part of adolescent development. Jennifer L. Branch found

that during the research process, many students are rushed and they do not spend the needed time

on each of the stages of this process. This means they miss out on important reflection and

evaluation (2003, 35). It is vital that in depth research skills are taught to allow students to

expand and improve their critical thinking and information seeking behavior.

As for the role of teachers and librarians in the information behavior of high school

students, it varies depending on the environment. Branch found that very few students “actively

sought information from libraries and other information agencies” (2003, 39). Similarly,

Donham and Rehmke found that students were often afraid to approach a teacher or librarian

because it would mean that they need help (2016. 14). In fact, this insecurity is often so great that

the students will opt for a “safe” route instead (2016, 14). This can be detrimental to their

research skills. It is important for students to understand that it is okay to ask for help. This will

allow them to take more chances and further their learning.

However, in a social media setting, Weiler found that “students often cited human beings

as frequently cited sources of information, both people they knew and strangers as well” (Moore

2016, 140). While these seem conflicting at first, they actually complement one another and

reinforce the role of internet resources. Students are not only more likely to use electronic

resources, but also contact others online as well.

3. Expert’s Information:
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My information expert is a library associate in the Information Services Department of a

public library. Part of the library associate position is to provide outreach to schools in the

library’s service area. There is one high school in her service area, and she regularly visits to

promote library services and encourage literacy and research skills. It is important to show that

while the library is known mostly for its collection of books, movies, etc., it has much more to

offer. Some of the resources she always highlights are the online tools the library provides. With

their library card, these students have access to various online databases, homework help,

tutoring, and even an online writing center. These tools can make a drastic difference in the

students’ academic performance.

Even this expert seeks out information to help this group through online resources. She

uses resources from the Young Adult Library Services Association website and social media and

follows many other teen librarians on social media. Other teen librarians share their program

ideas and experiences, offering helpful tips to others who may want to try it at their library.

Librarians share their own successes and failures and support one another in their ventures.

This expert has also noticed that many of the teens know what they want, but not

necessarily what they need. They believe they do not need help, but that is not always the case.

However, while they may not ask questions during her presentations, they will often approach

her afterwards for individual help. They may be embarrassed or think that asking for help is not

allowed. She makes sure that the students understand that she is there to support them and help

them in any way she can. She also noted that many of these teens do not seek out the help of the

library, which is why outreach is vital. They may not consider the library a useful resource, but

after demonstrating the available resources, they see the importance of the library. The online
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resources are especially appealing to this group, which is not something most teens are aware the

library offers.

Her main priority is to provide support to these teens. She encourages them to seek out

college resources early, including scholarships. She promotes the online writing center, saying

they can submit scholarship essays for revision. She also works with local nonprofit

organizations, which helps her assess the community’s needs. If she sees that the community

needs more information on scholarships or other financial aid, she will find books on various

scholarships and tips on saving for college and bring them to outreach events. She also

understands that teens coming into the library may need information on topics that they are

afraid to ask about, such as mental health or sexual identity. She has informational bookmarks

that list the call numbers for these topics. In addition, she promotes educational resources from

the library and other sites, especially on mental health and support.

As for how teens use the internet and social media, this expert has noticed a strong

influence on their information seeking behavior. She notes that if students are not taught proper

research skills, they tend to simply use the first source they see. Rather than going in depth to

ensure they have valid information, they take the first one they find. She also mentions that

social media has seemingly taken over the lives of these students. They are almost constantly

connected through their various profiles, even if they are sitting right next to their friends. She

adds that teens also take the information they find on these sights at face value, rather than

checking the source. However, if they are taught good research skills, these daily encounters will

help them strengthen their abilities.

4. Discussion:
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My expert’s experiences with high school students reflect the research on this group’s

information behavior. As Branch found, not many students sought out information from libraries

(2003, 39). My expert has noticed this behavior as well, which has been a motivating factor in

incorporating outreach to the local high school. It is important to reach out to this group to show

them support.

Possibly the most popular topic in the research of the information behavior of this group

is the use of electronic resources and social media. Barranoik (2001), Moore (2016), and Aillerie

and McNicol (2018) all mention the importance of these resources in the information behavior of

this group. My expert has also noticed this and thus emphasizes the databases and online

resources that are available to this group. She also promotes the library’s social media accounts

and app. By emphasizing these sites, she is connecting to the group and providing them with

resources they can easily connect with and incorporate into their everyday life.

A common theory presented in the research on the information behavior of high school

students is Kuhlthau’s Information Seeking Process model. This model includes six stages of the

information seeking process: initiation, selection, exploration, formulation, collection, and

presentation (Kuhlthau 1991, 366-368). Throughout this process, individuals experience

uncertainty, optimism, frustration, confidence, and finally satisfaction (1991, 367). This process,

especially the beginning stages, can be seen in high school students’ research experiences.

Donham and Rehmke noted that students often reach the stage of uncertainty and find it so

“uncomfortable” that they “seek to avoid it and choose a ‘safe path’” (2016, 14). Donham and

Rehmke also cite Pitts’ research, which found that students preferred topics with which they

were previously familiar (2016, 13). High school students are still learning how to research and
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forming their own information behaviors, and the Information Seeking model illustrates this

well.

Kuhlthau’s theory emphasizes the normalcy of feeling uncertain or anxious during the

beginning of the research process (Kovalik, Yutzey, and Piazza 2013, 3). High school students’

uncertainty can be seen in their reluctance to seek out help. As my expert has noticed at school

visits, students are often hesitant to ask questions, but once they can approach her one on one,

they tend to be more open. It is important to emphasize the role this uncertainty play in the

research process. The beginning stages of Kuhlthau’s theory are “anxiety” and “self-doubt,” thus

it is important to let students know that it is normal to feel that way when beginning research

(Moore 2016, 141).

In these early stages, high school students may also find it difficult to begin the process.

Kuhlthau acknowledges that it might be “difficult to clearly identify a specific focus on their

research endeavors” (Kovalik, Yutzey, and Piazza 2013, 3). In a study, only 60.2% of teens

interviewed stated they had "often" or "almost always" had a set topic when beginning their

research (2013, 6). As my expert has found, students often know what they want, but not what

they need. Kuhlthau’s process also emphasizes how anxiety and uncertainty lead to confidence

as the search process progresses (Moore 2016, 141). As students continue to develop and grow,

they will gain confidence in their own skills and continue on to the satisfaction stage of the

Information Seeking Process model.

Another theory widely discussed in the research on this group is that of Everyday Life

Information Seeking. Reijo Savolainen emphasized the importance of email and the internet in

individuals’ ELIS, noting the use of these services is “keeping in contact with others…and

participating in online discussions” (2010, 1782). This is even more relevant today, with the
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constant innovations in technology. Now, high school students have email and social media all at

their fingertips. My expert has noticed the change in high school students’ information behavior

with the advances in technology. She noted that the teens seem to be using various social media

platforms on their phones almost constantly. These sites have become an integral part of their

ELIS.

Savolainen also found that “…the Internet has become a highly popular source of

information, largely due to the availability of search engines such as Google” (Savolainen 2010,

1782). This is even more relevant now, with smart phones. Search engines such as Google are

now even more convenient than they were at the time of this article. This is reflected in my

expert’s observations, as teens will use their phones to find information.

Social media is often assumed to be solely for communicating or posting about one’s life,

but it is actually an important aspect of information seeking behavior. Aillerie and McNicol

emphasize how social media is at the center of high school students’ everyday life information

seeking. Their use of social media is “directly concerned with the sphere of everyday life” (2018,

106). Students use these sites regularly, and each time they are browsing, they consume

information, whether it is about friends or family, history, or current events. Social media has

made information much more accessible to this demographic. However, this can be problematic.

My expert noted that high school students tend to take the first source they find, without

checking its validity. While they are encountering more information, they may not necessarily be

processing it. It is vital that strong research skills are taught, so they do not accept false

information.

With the amount of information available at all times, it is easy to become overwhelmed.

To avoid this, Savolainen stated that “Web searchers tend to favor Web pages that provide
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sufficiently specific information” (2010, 1782). As mentioned above, my expert found, high

school students tend to use the first source they find. This also echoes Donham and Rehmke’s

findings that when high school students are uncertain, they choose the safest route (2016, 14).

This then becomes a habitual behavior, which is an important part of ELIS, as it is a daily habit

(Savolainen 2010, 1782). This also reflects my expert’s information, as she has noticed that high

school students are frequently on their phones.

5. Conclusion:

Much of the research on the information behavior of high school students has come to

similar conclusions. This group is reliant on internet sites and social media as sources of

information. In fact, these sources have become integral parts of individuals in this group’s

everyday lives.

It is important that information professionals who serve this demographic understand

their behaviors in order to effectively assist them. As my expert has found, emphasizing online

resources and databases encourages the students to seek out the library and other resources to

which they may realize they have access. It is also important to provide support to this group

because this is such an important stage for their development. The high school years are a vital

learning period, thus information professionals understand their needs in order to support their

growth and development.

With the constant innovation of technology, it is important to continue studying the way

high school students incorporate them into their lives. Information professionals must examine

these behaviors in order to effectively assist these students in developing and growing into

researchers and information professionals themselves.

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6. References:

Aillerie, Karine, and Sarah McNicol. 2018. "Are Social Networking Sites Information Sources?

Informational purposes of high-school students in using SNSs." Journal of Librarianship

and Information Science 50 (1): 103-114. Library Literature and Information Science.

Barranoik, Lois. 2001. "Research Success with Senior High School Students." School Libraries

Worldwide. 7(1): 28-45. Library Literature and Information Science.

Branch, Jennifer L.2003. "Instructional Intervention is the Key: Supporting Adolescent

Information Seeking. School Libraries Worldwide." 9(2): 47-61. Library, Information

Science & Technology Abstracts.

Donham, Jean, and Denise Rehmke. 2016. "High School to College Transition: Sharing

Research with Teachers." Teacher Librarian. 44(2): 13-17. Library Literature and

Information Science.

Kovalik, Cindy, Susan Yutzey, and Laura Piazza. 2013. "Information Literacy and High School

Seniors: Perceptions of the Research Process." School Library Research: Research

Journal of the American Association of School Librarians. 16: 1-26. Library, Information

Science & Technology Abstracts. http://www.ala.org/aasl/slr/volume16/kovalik-yutzey-

piazza

Kuhlthau, Carol C. 1991. “Inside the Search Process: Information Seeking from the User’s

Perspective.” Journal of the American Society for Information Science. 42 (5): 361-371.
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Moore, Cherrie L. 2016. "A Study of Social Media and its Influence on Teen Information

Seeking Behaviors." The Serials Librarian. 71(2): 138-145. Library Literature and

Information Science.

Savolainen, Reijo. 2010. “Everyday Life Information Seeking.” Encyclopedia of Library and

Information Sciences, Third Edition. 1(1): 1780-1789.