Information+Seeking+Behavior

=__Information Seeking Behavior__ =

Researchers seem to concur that there have been relatively few studies on the research behavior of teachers. Teachers primarily seek information to prepare to teach a designated subject area and grade level. They may conduct a search for information using specific criteria, including:
 * Subject (e.g., math, biology, science)
 * Topic (e.g., fractions, pollution)
 * Grade level (e.g., grade 6) or range (e.g., middle school)
 * Type of resource (e.g., lesson plan, curriculum, activity, handout, etc.)
 * Objectives or standards
 * Content description
 * Assessment (Small, et al 1998)

Teachers often consult and utilize information from several sources, including the Internet, textbooks, journals, and colleagues. Teachers are most likely to first consult a search engine like Google since it provides them immediate information at any time--even in the middle of a lesson. Search engines like Google produce fast, and in many cases, reliable information. Second, a teacher will most likely consult a colleague--someone in their department or on their grade level. If they still have not attained their desired information, they might try searching a more reputable resource like a curriculum recommended resource such as a book or a website. Finally, the teacher might inquire with the media specialist for any suggested resources. The working relationship between the medial specialist and teachers, as well as the precedence of helpfulness that media specialist has set, will determine how soon in their search teachers will opt to consult the media specialist.

How do professionals learn to search? -Blue Skunk Blog [|Blog]

Teachers will frequently adapt information to meet their specific instructional needs. Information overload can occur when using the Internet, causing teachers to end their search prematurely (Small, et.al, 1998). Reviewing large amounts of results from search engines is reported to be cumbersome and time-consuming, and having to jump from site to site is also cited as a frustration for teachers in using the Internet to find resources (Carlson, 2004).

Desired design features for educational resources websites include:
 * Searching capability
 * Ability to submit questions
 * Links to related resources
 * Reputability

<span style="background-color: transparent; color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%; text-decoration: none; vertical-align: baseline;">Educators typically become aware of Web-based web resources via:
 * <span style="background-color: transparent; color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%; text-decoration: none; vertical-align: baseline;">Professional development sessions and conferences
 * <span style="background-color: transparent; color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%; text-decoration: none; vertical-align: baseline;">Online sources
 * <span style="background-color: transparent; color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%; text-decoration: none; vertical-align: baseline;">Colleagues
 * <span style="background-color: transparent; color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%; text-decoration: none; vertical-align: baseline;">Professional journals, readings, and newsletters (Carlson, 2004).

<span style="background-color: transparent; color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%; text-decoration: none; vertical-align: baseline;">Accuracy of a website is cited as an important factor in selecting instructional resources, as well as currency for certain subjects (Ming-der, et al., 2005.) Attractiveness of a resource that will be used in the classroom is important to motivate student learning.