The study examines two aspects that relate to undergraduates’ selection and use of information sources for their academic assignments: (1) sources perceived useful vs. sources frequently used, and (2) source characteristics considered important as selection criteria vs. selection criteria used as reflected in characteristics of frequently used sources. A survey of 251 undergraduate students attempted to address the gaps between what students think they should do and what they actually do with regard to source selection. Characteristics of frequently used sources were analyzed to find out the criteria used for source selection. Friends/family were among the frequently used sources although they were not perceived as useful. Unlike other sources suffering gaps between the perceived usefulness and the use behavior, Web sources were the ones not only perceived most useful but also used most frequently. When the important selection criteria were compared with the characteristic of sources used often, students did not seem to actually use the selection criteria they thought important. While students considered some characteristics related to information quality (e.g., accuracy, comprehensiveness) as important criteria for source selection, the actual criteria they applied for choosing information sources could be described as ‘convenient’ or ‘accessible’ (e.g., efficient/time saving, easy to use, familiar, accessible). Based on the findings, suggestions were made to help bridge such gaps through information literacy programs and information systems design.
Burton, V.. (2000). Investigating the practices of student researchers : Patterns of use criteria for use of internet and library sources. Computers and Composition, 17(3), 309-328.
Cox, C.. (2007). Hitting the spot : Marketing federated searching tools to students and faculty. Serials Librarian, 53(3), 147-164.
Davis, P.. (2003). Effect of the web on undergraduate citation behavior : Guiding student scholarship in a Networked age. Portal : Libraries and the Academy, 3(1), 41-51.
Gardner, S.. (2005). What students want : Generation Y and the changing function of the academic library. Portal: Libraries and the Academy, 5(3), 405-420.
Generation Y.. Ad Age.
Gerstberger, P.. (1968). Criteria used by research and development engineers in the selection of an information source. Journal of Applied Psychology, 52(4), 272-279.
Hamilton, L.. (2008). Embedding information literacy into the prehospital care curriculum. Journal of Emergency Primary Health Care, 6(1), -.
Head, A. J.. (2009). Lessons learned: How college students seek information in the digital age. University of Washington’s Information School.
Head, A. J.. (2010). How today’s college students use Wikipedia for course-related research. First Monday, 15(3), -.
Head, A. J.. (2010). Truth be told: How college students evaluate and use information in the digital age. University of Washington’s Information School.
Himmelfarb, S.. (1993). The measurement of attitudes, In Psychology of Attitudes:Thomson/Wadsworth.
Holiday, W.. (2004). Understanding the Millennials : Updating our knowledge about students. Reference Services Review, 32(2), 356-365.
Kim, K.. (2007). Perception and selection of information sources by undergraduate students: Effects of avoidant style, confidence, and personal control in problem-solving. Journal of Academic Librarianship, 33(6), 655-665.
Kuhlthau, C.. (2008). ISP revisited: Is the ISP-model still useful. Information Research, 13(4), 355-.
Lee, H. -L.. (2008). Information structures and undergraduate students. Journal of Academic Librarianship, 34(3), 211-219.
이정미. (2010). 대학생의 일상생활 및 선거 시기 정보원 이용 행태 비교 분석. 한국문헌정보학회지, 44(3), 117-135.
Lim, S.. (2009). How and why do college students use Wikipedia?. Journal of the American Society for Information science and Technology, 60(11), 2089-2202.
Mann, T.. (1987). A guide to library research methods:Oxford University Press.
Nagy, A.. (2011). Analyzing the next-generation catalog. Library Technology Reports, 47(7), 5-28.
OCLC. (2005). Perceptions of libraries and information resources. http://www.oclc.org/reports/pdfs/Percept_all.pdf.
Osgood, C. E.. (1962). Studies of the generality of affective meaning systems. American Psychologist, 17, 10-28.
Osgood, C. E.. (1957). The measurement of meaning:University of Illinois Press.
Rockman, I. F.. (2004). Information literacy into the higher education curriculum : Practical models for transformation:Jossey-Bass.
Rogers, J.. (2010). Some thoughts on federated search. Posted in attempting elegance. http://rogersurbanek.wordpress.com/2007/12/04/some-thoughts-on-federated-search/.
Ruddock, B.. (2010). How UK academic libraries choose metasearch systems (85-105). Aslib Proceedings.
Scoyoc, A.. (2006). The electronic academic library : Undergraduate research behavior in a library without books. Portal: Libraries and the Academy, 6(1), 47-58.
Tang, R.. (2007). User perceptions of metaLib combined search: An investigation of how users make sense of federated searching Internet. Reference Services Quarterly, 12(1), 211-236.
Tomeo, M. L.. (2012). Adding users to the Website design process. Public Services Quarterly, 8(4), 350-358.
Tversky, A.. (2000). Weighing risk and uncertainty. In Choices, values and frames:Russell Sage Foundation.
University of Chicago. (2013). Library’s online catalog. http://lens.lib.uchicago.edu/.
Valentine, B.. (1993). Undergraduate research behavior : Using focus groups to generate theory. Journal of Academic Librarianship, 19(5), 300-304.
Warwick, C.. (2009). Cognitive economy and satisficing in information seeking : A longitudinal study of undergraduate information behavior. Journal of the American Society for Information Science and Technology, 60(12), 2402-2415.
윤정옥. (2004). 맥락에 따르는 정보추구 : 대학생의 과제 관련 정보탐색의 내용분석. 한국도서관·정보학회지, 35(2), 199-218.
Young, N.. (2001). General information seeking in changing times. Reference & User Services Quarterly, 41(2), 159-169.
Zipf, G.. (1949). Human behavior and the principle of least effort:Addison-Wesley.