Mapping the relationship between genres and tasks: A study of undergraduate engineers.
This paper presents a study that explores the genres, tasks, and the relationship between them in the context of undergraduate engineering education. We build upon previous research on the information behaviors of engineers, by focusing on undergraduates' self‐reported information use in order to un...
| Publicado en: | Journal of the Association for Information Science & Technology Vol. 75; no. 12; pp. 1380 - 1398 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=181057775&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181057775 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 23301635 H6JN jtl: Journal of the Association for Information Science & Technology issn: 23301635 maglogo: N pubinfo: dt: Dec2024 vid: 75 iid: 12 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 181057775 176672306 181057775 181057775 10.1002/asi.24897 181057775 ppf: 1380 ppct: 18 formats: tig: atl: Mapping the relationship between genres and tasks: A study of undergraduate engineers. aug: au: Dodson, Samuel Sinnamon, Luanne Kopak, Rick affil: Department of Information Science, University at Buffalo, Buffalo New York,, USA sug: subj: Information Literacy Canada Task Performance and Analysis Students, Undergraduate Engineering Education Human Questionnaires Exploratory Research Cluster Analysis Learning Environment Course Content Professional Knowledge Teaching Methods Access to Information Canada Information Seeking Behavior Descriptive Statistics Data Analysis Software ab: This paper presents a study that explores the genres, tasks, and the relationship between them in the context of undergraduate engineering education. We build upon previous research on the information behaviors of engineers, by focusing on undergraduates' self‐reported information use in order to understand how they interact with genres and perform tasks. We compiled and validated genre and task repertoires using an online questionnaire with 103 undergraduates. To analyze the responses, we employed exploratory data analysis techniques, including correspondence analysis and cluster analysis. We interpreted three latent dimensions of the genre–task relationship: disciplinary versus education (Dimension 1); classroom versus independent coursework (Dimension 2); and conceptual versus procedural knowledge (Dimension 3). The distinction between the educational function of genres and tasks that support teaching and learning and those that support the socialization of students into the discipline and profession accounted for the majority of the variance in the dataset. The use of genres across tasks revealed that respondents prefer proximal and accessible information, and that personal and less formal genres are central to the learning experience. Findings provide insights into how undergraduates navigate complex information environments and interact with genres and tasks in their coursework. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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