Identifying Information Behavior in Information Search and Retrieval Through Learning Activities Using an E-learning Platform - Abstract and Introduction

Oct 15, 2026

Uploaded by dawugda

Identifying information behavior in search and retrieval is examined through learning activities delivered on an e-learning platform for LIS education. Using an online learning system (LMS, Moodle) at the Interamerican School of Library and Information Science, the approach helps students recognize, compare, adapt, and improve their information behavior models. It draws on established information behavior models and information literacy standards, applying personalized and collaborative learning activities since 2007 with reported excellent results.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Introduction

Learning management systems (LMS) and learning design (LD)

Web 2.0, participatory cultures, and digital literacies

Implications for LIS education and information literacy

Identifying Information Behavior in Information Search and Retrieval Through Learning Activities Using an E-learning Platform Case: Interamerican School of Library and Information Science at the University of Antioquia (Medellín-Colombia) By Alejandro Uribe Tirado and Wilson Castaño Muñoz Abstract: This text presents the future of librarian education as exemplified by the Interamerican School of Library and Information Science at the University of Antioquia (Medellin-Colombia), using an online learning platformLMS (Moodle) and through different personalized and collaborative learning activities and tools that help students identify their own information search and retrieval models as well as compare, adapt and improve their own information behaviors, taking into account Information Behavior Models (Wilson, Ellis, Kuhlthau) and Information Literacy Standards (ACRL/ALA, CAUL, ANZIL) that have been established in the academic and scientific literature. This learning methodology has been applied to several academic courses since 2007 with excellent results. Introduction It is no surprise that the Internet is students’ basic and primary source of information for various personal and school-related reasons. This has created what Williams and Rowland called the“Google Generation” [1] . Students are using the Internet for almost everything from entertainment to scholarly activities and they need different literacies and competencies to interact properly with the constantly-changing digital environment. It is impossible for any individual to keep up with the Web [2] . But the tendency of today’s teens and young people is to use the Internet for entertainment purposes, performing different sorts of social media practices by sharing, creating, commenting, tagging and so forth with their peers in “Web 2.0”. In many cases, teens are actively involved in what Jenkins called “participatory cultures” where there are low barriers, artistic expression and civic engagement [3] . Huijser says Web 2.0 has had a great impact on learning. He mentions that if these “technologies indeed break down the boundaries between learning spaces, work spaces and private spaces, then learning itself needs to be conceptualized as far more fluid than it has hitherto been, and as more integrated into a lifelong learning journey, rather than confined in terms of time and space” [4]. Education should focus on lifelong strategies and strive to teach competencies and literacies beyond present-day tools, so students can switch from technology to technology easily. There is even more evidence by other authors who outline the importance of new technologies and social media that are affecting the way students behave. These authors document the technologies’impact on how students learn and how to incorporate new literacies to interact with digital content. These new literacies should be taught in early stages. However, in developing countries where digital divide issues affect a considerable proportion of the population, digital age literacies are typically first revealed to disadvantaged students in public universities [5] . So, public universities should teach new students how to interact in the global community, how to search, locate information, create, participate, interact, comment, upload, publish, share, cite, embed in both the educational environment and ordinary life. In library science professions, these competencies and skills should be “a must” so Library and Information Science (LIS) students must be well prepared not only to practice, but to teach these skills to other multidisciplinary students. In LISthe most important literacy is information literacy, which involves different sort of skills for students to interact with information in multiple formats. Universities responsible for LIS professionals need to make sure their students acquire the necessary skills for themselves and their future users, and these universities should

FAQs

How does the LMS-based learning methodology support students' information search and retrieval?

It uses Moodle and personalized plus collaborative learning activities to help students identify their own information search and retrieval models, then compare, adapt, and improve information behavior.

Which frameworks does the text use to guide the learning activities?

The methodology considers information behavior models (Wilson, Ellis, Kuhlthau) and information literacy standards (ACRL/ALA, CAUL, ANZIL) described in academic and scientific literature.

What role do learning design (LD) and blended learning play in LIS distance education?

LD principles and blended learning are recommended so courses combine face-to-face integration with pure online elements, supporting tailoring for learners and reuse, flexibility, and diverse learning conditions.

Oct 15, 2026

Uploaded by dawugda