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Abstract

Reports results of a study of the interaction between information use and learning outcome, when high school students work at an assignment implying independent use of information. Discusses elements involved in information seeking behaviour and some aspects of information use related to the contextual aspects of group interaction and students' understanding of assignment goals. The project was conducted using 25 Swedish high school students working on a social studies assignment about the implications of Swedish membership of the European union

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Date

22. 5.1999 18:43:51

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Abstract

The dissertation summarized here aimed to study information seeking by investigating the interaction between information seeking and use and learning outcome. Gives an overview of relevant research, which shows differences between user studies and phenomenographic studies. The empirical study involveld interviewing 25 senior high school students about how they sought and used information to learn about the subject content of an assignment. Aspects chosen for analysis were: students' conceptions of relevance criteria, ways of experiencing information overload, criteria for judging when they had enough information, and ways of experiencing the cognitive authority and bias of information sources. 3 categories of conceptions of information seeking were and use were developed. Discussion focuses on questions regarding implications of the variations in the ways of experiencing information seeking and use; about the fact that their conceptions of seeking and use interact closely with those of content; and implications for further research

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Date

22. 3.2002 9:53:10