Information needs and behaviors of geoscience educators.

Abstract

Geoscience educators use a variety of resources and resource formats in their classroom teaching to facilitate student understanding of concepts and processes that define subject areas considered in the realm of geoscience. In this study of information needs and behaviors of geoscience educators, the researcher found that participants preferred visual media such as personal photographic and digital images, as well as published figures, animations, and cartoons, and that participants bypassed their academic libraries to meet these information needs. In order to investigate the role of information in developing introductory geoscience course and instruction, a grounded theory study was conducted through a qualitative paradigm with an interpretive approach and naturalistic inquiry. The theoretical and methodological framework was constructivism and sensemaking. Research questions were posited on the nature of geoscience subject areas and the resources and resource formats used in conveying geoscience topics to science and non-science majors, as well as educators’ preferences and concerns with curriculum and instruction. The underlying framework was to investigate the place of the academic library and librarian in the sense-making, constructivist approach of geoscience educators. A purposive sample of seven geoscience educators from four universities located in mid-western United States was identified as exemplary teachers by department chairpersons. A triangulation of data collection methods included semi-structured interviews, document reviews, and classroom observations. Data were analyzed using the constant comparative method, which included coding, categorizing, and interpreting for patterns and relationships. Contextual factors were identified and a simple model resulted showing the role of information in teaching for these participants. While participants developed lectures and demonstrations using intrapersonal knowledge and personal collections, one barrier was a lack of time and funding for converting photographic prints and slides to digital images. Findings have implications for academic librarians to provide more visual media or assistance with organizing and formatting existing outdated media formats and to create collaborative collection development through repackaging personal collections of geoscience participants to enhance teaching. Implications for library school educators include providing curriculum on information needs and behaviors from a user’s perspective, subject specialty librarianship, and internal collaborative collection development to complement external collection development.