How do students and faculty differ in their approach to information seeking?

Everyone has time constraints and folks need information for a variety of reasons. It's not just a students/faculty binary. Again, I suggest you modify the "Library Services" group or whatever it is to include all types of libraries or to specifically name it "Academic Library Services" if that is the intended focus.

Students and faculty in library sciences had very different needs while still being in the same field. Students could potentially be taking multiple courses in various fields and have to divide their research to accommodate all topics, assignments and various papers. Whereas faculty, tend to have a more singular focus group or topic that they need information on. Therefor allowing the researcher more time and effort to dedicate to a specific topic.

Faculty tend to ask more directional and task step-by-step related questions. Much of their information need requests are about accessing the information itself. Students however have access questions, but the process of searching, boolean, and critical thinking questions tend to be more common.

The students I work with are often held back by the complexity of the library website: the design can be overwhelming, so they need help learning how to navigate to the areas of the site that are most useful to them. For example, they get poor search results by using a Summon/Search Everything bar on the homepage instead of making their way to the catalogue page. The faculty I work with know their way around the website, but they often rely on old links. I'm at a university that has changed its name in recent years, so that reliance on old links prompts frequent consultations.

A diferença nas necessidades de informação entre alunos e corpo docente reflete as diversas funções e responsabilidades dentro da academia. No entanto, a personalização dos serviços de biblioteca pode ser um diferencial no oferecimento de serviços que atendam às necessidades específicas de cada grupo, ou perfis, a exemplo: serviços de referência com temas direcionados.

En mi experiencia en una biblioteca universitaria podría decir que sin lugar a dudas la selección de fuentes de información de calidad es la diferencia principal entre un estudiante y un docente. El docente tiene la característica de ser más estricto con la calidad, tiene que ser fuentes auditadas por pares, las revistas tienen que tener reconocimiento o ser de una base digital especializada. Los estudiantes no suelen revisar si las fuentes utilizadas son fiables.

If you consider k-12 students, perhaps they use textbooks more, particularly if that's all they are given access to. Overall, the formats and types of materials a researcher seeks depends more on their discipline than whether they are student or faculty. In my experience, most folks are looking for the most current information and that is found in journal articles (via databases of course). History researchers rely on primary documents that are more likely to be found in books, however, that is not always the case. Many folks find it difficult to access information because the companies who create and package it don't always make it user-friendly. Librarians can help, of course, but it's not necessarily a student vs. faculty divide.

In the academic realm, students are much less likely to look into physical items. Students are often required to use peer-reviewed journal articles. Much of my time is spent assisting with access needs and linking their library access to Google Scholar. I have found that professors check out more physical items, and expect physical items to be available.

Por experiência com acadêmicos no contexto dos servições de informação, é notável que os professores tendem a buscar informações mais aprofundadas e especializadas, recorrendo frequentemente a fontes primárias, os alunos geralmente procuram informações mais gerais e podem depender mais de fontes secundárias.

I surveyed over 70% of our First year students in 2021 and discovered that 68% thought general internet resources were sufficient. That changed our approach to information literacy instruction and my team and I met them where they were and then pivoted them into to scholarly journals and articles, focusing on the limiter and keyword functions. While some students relied on physical books, a majority continue to favor digital articles. eBooks often appear to be a last resort among the students I have observed.

Students and staff often have more confidence in their information literacy skills than their observed practice suggests they warrant. I often begin through comparison with common information-seeking experiences users have had in the past; however, academic databases, library catalogues and ebook platforms are generally less flexible and accommodating than Amazon, Google and Kindle. The consumer web moves much faster than the academic platforms, meaning the gap between user search experiences extends more each year. AI-supported search may offer a sticking-plaster solution to this skills gap, but the reduced incentive to develop robust IL skills is likely to ultimately detrimental to the next generation of academics.

Students and faculty tend to have similar levels of information literacy skills when it comes to search bar language, and using newer technology and resources. Faculty tend to have the upper hand in more traditional physical research.

They don't have different patterns. And for the most part neither students nor researchers come to the library. Studies show only 10% choose the library (and it's systems) first; Googling instead. So the real question is how to over come this or meet them in their workflows.

Many students see the information cycle as transactional. This may be linked to the usage of google from a young age. Faculty tend to see the information cycle as cyclical, in a more scholarly communication form.

Students and faculty have both become more welcoming to blog posts, podcasts, and other non-traditional forms of information as they have become more broadly available. Many faculty, however, still require peer-reviewed journal articles and books for their assignments, with other sources being supplemental.

Whoever is managing this AI-generated content needs to consider that not all libraries have only "students and faculty" as their core users. This stuff reads like the only libraries that exist are academic or school libraries. Consider diversifying the language or title this "Academic Library Services" if that is the planned focus. Otherwise, the description of "services" is accurate.

Os serviços bibliotecários são fundamentais para atender às necessidades de informação tanto dos alunos como dos professores. Eles oferecem acesso a orientações sobre o uso eficaz desses recursos informacionais especializados.

People have a pre-conceived notion of what a library offers. Many have no clue that their local library or school library has so many resources to help with your studies or inquiries. My college library I work at, has writing services, math help, accessibility services, tech loan and tech workshops as well as books and over 100 databases covering so many subjects. We also have people, who are more than willing to show you the ropes if you're unsure how to search, need help with citing a paper, or help finding that perfect article you lost last night after clicking away.

Librarians can also collaborate with faculty in a variety of ways to include information literacy in their courses, including direct instruction, embedding digital learning objects into online learning platforms, and sharing a variety of resources.

O serviço de referência da Biblioteca pode capacitar os usuários na busca de recursos digitais, oferecer treinamento sobre como usar esses recursos de forma eficaz e fornecer suporte técnico para integrá-los ao ambiente de ensino.