Affordance theory: A framework for graduate students' information behavior

E. Sadler, Lisa Given

Research output: Contribution to journalArticle

58 Citations (Scopus)
16 Downloads (Pure)

Abstract

Design/methodology/approach - In-depth, qualitative interviews with graduate students and academic librarians explored how the students perceived and used the library's various 'opportunities for action' (e.g. books, databases, instructional sessions, librarians, physical space, etc.) and compared these perceptions and behavior with librarians' intentions and expectations.Findings ' Findings indicate a disparity between expectations and experience and point to graduate students as an underserved population in this context, especially in terms of the library's outreach efforts. In addition, because graduate students are increasingly teaching introductory undergraduate courses, communication methods that bypass graduate students tend to miss undergraduate students as well.Originality/value ' This paper presents a unique perspective by using affordance theory to frame students and librarians' expectations about library services. The findings are particularly valuable for their implications for library-patron communication and information literacy.Practical implications ' Practical implications discussed in this paper include possible methods of improving communication channels between graduate students and academic librarians, and considerations for information literacy instruction.Purpose ' This study seeks to apply ecological psychology's concept of 'affordance' to graduate students' information behavior in the academic library, and to explore the extent to which the affordances experienced by graduate students differed from the affordances librarians were attempting to provide.
Original languageEnglish
Pages (from-to)115-141
Number of pages27
JournalJournal of Documentation
Volume63
Issue number1
Publication statusPublished - 2007

Fingerprint Dive into the research topics of 'Affordance theory: A framework for graduate students' information behavior'. Together they form a unique fingerprint.

  • Cite this