1. The Information Seeking Behavior of Ph.D. Physics Students By Kevin McDonough Reference and Research Support Services Librarian Northern Michigan University

2. Important Questions v How does information seeking behavior of graduate students vary by role? – Precandidates, instructors, & candidates v What are the work demands associated with each role? v How do students use technology, people and the library to get information?

3. Existing Literature v Farid (1984) ; Parrish (1989a, 1989b) v Quantitative studies v Heavy emphasis on use of library resources and services v No exploration of technology v No integration with work demands

4. Methodology v Qualitative research – Structured interviews v Provides “rich” data and integrated account v Interview scripts – 18-26 questions

5. Core Interview Questions v Please tell me a little bit about the work involved. I am interested in any demands that teaching [or taking classes or conducting research] places on your time. v Describe your most successful means of getting information? v What roles do computers/technology play in how you get information? v What roles do people play in how you get information? v How do you use the library to meet the demands present in your role as a precandidate [or instructor or candidate]?

6. Population of Study v 17 graduate students - Department of Physics, University of Michigan – 5 precandidates – 5 instructors – 7 candidates v Men:14/89 =16% Women:3 /18 =17%

7. Precandidates v 3-4 classes a term v Basic courses – Theoretical principles – 1st year students v Advanced courses – Specialized courses – 2nd year students

8. Precandidates - Work Demands v Basic courses – Problem sets – Complex and time intensive v Advanced courses – Latest research – Problem sets, less theoretical – Paper/presentation

9. Precandidates - Info. Sources v Books, notes, and personal thought v Technology and library used very little v People are important – Graduate students – Faculty on occasion

10. Instructors v 1/4 time teaching assistant v 2 classes a term – Undergraduate laboratory sections v Content comes from lab manual

11. Instructors - Work Demands v Going over experiment v Handouts and quizzes v In class instruction – demonstrating experiment and explaining concepts – responding to questions v Grading v Office hours

12. Instructors - Info.Sources v Personal knowledge v Course and instructor manual v No use of library v Limited use of technology – E-mail

13. v Fellow graduate students are important v Quotation “I think collaboration on teaching is very essential...” v Previous instructors v Faculty supervisor Instructors - Info. Sources

14. Precandidates and Instructors v Seek information internally – Personal knowledge – Notes – Class/lab materials – Fellow classmates/instructors

15. Candidates v Difficult to fully understand – Demands and information needs change – Differences based on concentration – Impact of research group v More subjects were needed

16. Candidates - Work Demands v Learning and reading v Building and maintaining equipment v Collecting data v Analyzing data v Writing up results

17. Candidates - Most Productive v Departmental seminars/colloquia v Conferences v Advisor v Researchers v Books and journal articles v Internet and INSPEC

18. Candidates - Technology v Computers are integral to their work v E-mail for collaboration v WWW – quick information – journal citations/papers v Library’s online catalog and INSPEC

19. Candidates - People v Advisor v Fellow graduate students v Researchers

20. Candidates - Library v All reported using the library for books and journals v Library is storage facility v Use online catalog and INSPEC remotely v Brief stay in library

21. Interesting Points v No use of library by precandidates and instructors v Library used as storage facility by candidates v Need for outreach in electronic environment