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Erschienen in:
Workplace Information Literacy: Co-designed Information Experience-Centered Systems and Practices Kapitel lesen Erstes Kapitel lesen

2018 | OriginalPaper | Buchkapitel

Information Overload in a Disciplinary Context

verfasst von : Sirje Virkus, Sigrid Mandre, Elise Pals

Erschienen in: Information Literacy in the Workplace

Verlag: Springer International Publishing

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Abstract

The purpose of this paper is to present the results of a study that explored how students from four different disciplines perceive information overload and cope with this phenomenon. We have formulated three research questions: How do students perceive information overload? How do students cope with information overload? What are the disciplinary differences in coping with information overload? The research involved a mixed methods research strategy, using both quantitative and qualitative methodologies, built into a two-stage research design. The first stage was a small-scale questionnaire survey among students from four disciplines: psychology, mathematics, informatics, and information science. The second stage involved the collection of qualitative data. In-depth interviews with students were conducted from four disciplines (psychology, mathematics, informatics, and information science). In this paper the authors will present the results of this study.

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Vorheriges Kapitel Information Culture of Students in the Academic Environment – Finding One’s Way Through Studies
Nächstes Kapitel Information Literacy and Learning in Higher Education: A Thought Experiment
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Metadaten
Titel
Information Overload in a Disciplinary Context
verfasst von
Sirje Virkus
Sigrid Mandre
Elise Pals
Copyright-Jahr
2018
Buch
Information Literacy in the Workplace

Print ISBN: 978-3-319-74333-2

Electronic ISBN: 978-3-319-74334-9

Copyright-Jahr: 2018

DOI
https://doi.org/10.1007/978-3-319-74334-9_63

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