1. “Time’s a
factor
here!”
Exploring the
Information-
Seeking
Narratives of
Mature Students
Sarah Clark
LILAC 2013
March 25, 2013

2. Sarah Clark, MLIS
• Assistant Library Director
Rogers State University
Claremore, Oklahoma
• Ph.D Student
Oklahoma State University
• Research Interests
• The role of the academic
library in the University
• The role of information
literacy in student
success
• The growing significance
of mature students in
higher education
• “OK and UK”—what we
can learn from each other Geddes Quadrangle, University of Dundee

3. Research Problem
• Information literacy is a key skill,
especially for mature students
• However, the uncertainties of
information-seeking may lead a mature
student to believe they are incapable of
academic success.
• Librarians can help mature students to
navigate the information-seeking
process—if we understand where they are
coming from.

4. The Information Search
Process
From: Kuhlthau, C.C. Seeking meaning: a process approach to library and information
services. 2nd. ed. Westport, CT: Libraries Unlimited, 2004

5. Focus and Purpose
To discover themes within mature students’ lived information
seeking experiences that may have implications for how we
educate them in information literacy

6. Northeastern State University

7. About the NSU Libraries

8. Methods and site
• Why narrative Inquiry?
• Why Northeastern State
University?
• Planning the Interviews
Iguana Café, Tahlequah, Oklahoma

9. Common Themes
• Feeling blocked and
Ashley’s Story
overwhelmed
• Challenges with rules
• Technology Memorable Narratives
roadblocks • Research paper Paralysis
• “Smart people • Issues outside the
intimidate me” classroom
Caucasian
• Intimidation at the writing
44 Years old lab, frustration at the
library…
Married • A new relationship…a
(as of interview 1)
new support structure
3 adult children, all
still at home
Lives within walking distance (and
occasional wireless range) of campus

10. Common Themes
• Time
Veronica’s Story
• Passion for the topic
and a need for
understanding keeps Memorable Narratives
her motivated • Working with a Librarian
• Social Connections • Human trafficking: A
are vital Female
paper topic she was
• Hopes to help others
via her writing White/Native American passionate about
• Fitting information
39
seeking “into the gaps”
Left high school early, of her day
earned GED • Giving “love and
6 years later
attention and time” to
Single Mom (joint custody of her writing
2 girls still at home)
Working part-time,
1 hour drive to campus

11. Similarities Contrasts
Technology travails Supportive and unsupportive
relationships
Citation Style struggles
University as helper or obstacle
Challenges with personal
life Feeling passionate vs. feeling
blocked
Managing TIME
and outside Why such
commitments different
experiences?
Common Themes

12. Peering through the lens
ASHLEY Initiate Select Explore Formulate Collect Present Assess
Feelings
Thoughts
Actions
VERONICA Initiate Select Explore Formulate Collect Present Assess
Feelings
Thoughts
Actions
Green= Researcher and participant agree participant successfully handled emotions,
gained knowledge, or performed actions related to step.
Yellow=participant and researcher disagree or believe that results were mixed
Red=participant and researcher agree step was not navigated successfully as defined by
Kuhlthau (year)

13. Conclusions and further
questions
• What might these findings mean?
• Library instruction and reference didn’t seem to influence the affective
domain.
• Both students seemed to be driven (or blocked) by their feelings
• Experiences outside the library influenced attitudes about information-
seeking and the library as a resource,
• Why do these findings matter?
• Students may not be as prepared as we
think
• Library instruction and the emotions of
information seeking
• Question for you: How might these findings
change your current understanding of
Information seeking?
Sequoyah: diplomat, scholar, and inventor of
the Cherokee syllabary (written language)

14. Implications and Limitations
• Limitations of the study
• A changing Environment
• Implications for all Instruction Librarians
• Implications for the UK Context

15. Questions & conversation starters
• Questions, concerns, or
confusion?
• Thoughts for conversation
• What happens next
semester?
• Where do we go next?
• Outside factors & the ISP
• “the model” versus observed
behavior
• What changes do we need to
prepare for?
• Continuing the conversation:
www.infoliterate.com

16. ᏩᏩ
! (Thank You!)
OKLibrarian@gmail.com Blog: www.infoliterate.com
sarah.clark10@okstate.edu Twitter: @oklibrarian