Student Technology Use in the Information-Seeking and Information-Gathering Process: A Critical Incident Approach for Benchmarking Performance

Abstract

This article is an exploratory study of student behavior using online tools to do project-based work for a library science course at a mid-sized Midwestern public university. The population was 22 net generation students aged 18–24, who were enrolled in an Introduction to Information Resources course. The study was designed to better understand challenges students face when performing online computer-mediated information work. The critical incident technique was used to describe and categorize problems encountered with technology use and information seeking and gathering relative to established information literacy and technology competency standards. The findings support that net generation students have differing levels of ability when using technology to find and display information, and that all students require training in the use of technology applications and search strategies in order to perform course-based information work effectively. Interaction at Iowa State University of Science and Technology. Current affiliations include the American Library Association, the Association of College Research Libraries, and the International Federation of Library Associations and Organizations.

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