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DEMOGRAPHIC
FACTORS INFLUENCING THE INFORMATION SEEKING BEHAVIOUR OF TEACHERS IN UNIVERSITY
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study Information is a stimulus that reduces uncertainty. It
plays a significant role in our professional and personal lives (Ikoja-odongo
& Mostert, 2006).The need to become informed and knowledgeable individuals
leads to the process of identifying information needs. Information needs
signifies a consciously identified gap in the knowledge available to an actor.
Information need may lead to information-seeking and formulation of request for
information (Ingwersen &Jarvelin, 2005). One of the concerns for
information science is the information behaviour of different target groups as
users of information (Wilson, 2000) because an effective information service
depends largely on understanding user’s information behaviour (Hepworth, 2007).
According to Ingwersen and Jarvelin (2005) information behaviour is the human
behaviour dealing with the generation, communication and use of information and
other activities concerned with information, such as information-seeking
behaviour interactive information retrieval. Information-seeking behaviour
therefore is the purposive seeking for information by individuals as a
consequence of a need to satisfy goals. It is a broad term encompassing the
ways individuals articulate their information needs, seek, evaluate, select and
use information (Mustaffa, Ahmad & Baqi, 2012). Information-seeking is part
of information behaviour as well as the totality of other unintentional or
passive behaviours towards information (Case, 2007).Information-seeking may
occur with a specific purpose in mind in order to address the information need.
According to Johnson (2003) Information-seeking is described as the purposive
acquisition of information from selected information carriers; these include
information sources and channels for communication information. Al-suqri (n.d.)
opined that majority of studies of information-seeking have only investigated
different disciplines but only few has been given to the relationship between
information-seeking and a diverse range of demographic and professional
variables. Bitso (2012) revealed that demographic factors such as age, gender,
profession, specialization, career stage and geographical location can
influence teachers’ information-seeking behaviour. He further stated that it is
important to establish the age of these teachers’, their teaching experience
and the geographical location of their school. This is because older teachers
rely on younger teachers to help them seek information from the internet; the
inexperienced teachers rely on the experienced teacher to show them how and
where they can easily gather information, since they have long enough in their
area of specialisation; the teachers’ in urban schools have different
information needs from teachers’ in rural school and this will affect their
information-seeking behaviour. The demographic factors of this study comprise
of the selected characteristics of the teachers in Delta and Rivers States such
as gender, age, work experience and state. The need for information cuts across
all spheres of life but the relevance of information in the education of young
minds and their teachers cannot be overemphasised. Consequently,
information-seeking is a primary activity of life and people seek information
to deepen and broaden their understanding of the world around them (Karunarathna,
2008) .Teachers are constantly in dire need of information to build up or
develop relevant knowledge. Haki Elimu (2008) stated that teaching is a special
career as it gives rise to other profession. All other profession originate
from the teaching profession as one cannot acquire knowledge and specific field
skills without a teacher. He further explained that a “teacher” is an expert,
who is capable of imparting knowledge that will help learners to build,
identify and to acquire skills that will be used to face the challenges of
life. This study regards teachers in University demonstration Secondary as
experts who are employed with the sole aim of imparting knowledge on students
in Secondary Schools that are operated in association with a University and may
be owned by Federal government, state government and private organisation.
According to Leckie, Pettigrew and Sylvain (1996) teachers are professionals
and require the necessary information to carry out their work roles and tasks.
They further stated that information needs arise from situations pertaining to
specific tasks that are associated with one or more of the professionals work
roles. Teachers task such as assessing students, preparing for lesson plan
,acquiring teaching aids and finding teaching methods can trigger their
information need (Bitso,2012).Teachers information need are not constant and
they can be influenced by factors such as age, gender, experience and context
of the need (Haraittai & Hinnant,2006) and (Courtright,2007). Williams and Cole
(2007a) found that teachers consult in service events, newspapers and reports
and colleagues during their information-seeking. They rely on the sources that
are within the school in other to save time. The main barrier of
information-seeking from William and Cole (2007a) study was limited time. It
was evident from Bitso and Fourie (2011) study that teachers were generally
aware that they had a shortage of information and lacked various sources of
information and they therefore made an effort to access it. Teachers’ awareness
of the information source and the criteria they consider in selecting the
information sources has a great effect on their information-seeking process.
Teachers often check the contents of the book and the language of the book before
using it. They also use their personal knowledge and experience to assess the
authencity of the information from the sources that are familiar with and
sources that they know will deliver the information on time and are accessible
in terms of distance and cost. Teachers desired outcome is for the students to
understand the topic, acquire knowledge and master the necessary skills they
are been taught. Some teachers outcome the final result at the end of national
examinations (Bitso & Fourie, 2011). The importance of understanding users`
information needs and information-seeking behaviour in order to point the way
to innovations in information services(Hepworth,2007) led to an investigation
of the demographic factors influencing information seeking behaviour of
teachers in university demonstration Secondary School in Delta and Rivers
states.
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