personalknowledge&informationbehaviour_students_marzena swigon_ isic conference 2014
TRANSCRIPT
Personal Knowledge and InformationManagement (PKIM) behaviour– in the light of the comparative studiesamong Polish and German students
Dr hab. Marzena Świgoń
University of Warmia and Mazury in Olsztyn, Poland
ISIC 2014: The Information Behaviour ConferenceUniversity of Leeds, UK
Outline
• PKIM concept*
• Results of the empirical studies
• Conclusion
*National Science Centre in Poland project no. 2011/03/B/HS2/04436
PKIM concept
• Personal Knowledge and Information Management (PKIM) is based on the overlapping areas of interest of three distinct concepts:
1. Information Literacy (IL),
2. Personal Information Management (PIM),
3. and Personal Knowledge Management (PKM).
The model of PKIM (based on the variety of IL, PKM and PIM models) consists of: 1) the components of knowledge and information (K&I) value chain – K&I acquire,
share and create;
2) the spectrum of associated competences – cognitive, functional and social; the central point of this model is metacompetences, e.g. creativity, critical thinking, analysis, reflection, making sense etc.
PKIM studies
• The PKIM empirical studies, started in Poland* and recently conducted in Germany**, were focused on students’ activities regarding knowledge and information management in the context of learning and studying.
*National Science Centre in Poland project no. 2011/03/B/HS2/04436
** DAAD scholarship January 2013
BTU - UWM
Research questions:
• How do Polish and German surveyed students perceive the self-assessment of management of personal K&I?
• What are the differences between both groups of respondents regarding demographic variables (gender and status: Bachelor and Master)?
The respondents group:
• in Germany - 135 students of the Brandenburg University of Technology, Cottbus (BTU).
• in Poland - 53 students of University of Warmia and Mazury, Olsztyn (UWM).
• Similarity of academic environments in Olsztyn and Cottbus:• number of inhabitants, economic and geographical situation (in the east
of both countries).
Results (5 tables)
• PKIM process:
1. knowledge and information gathering
2. organising
3. selecting
4. sharing
5. creating
• Questionnaire (6 statements in each section)
• 5-point Likert scale (from 1-strongly disagree to 5- strongly agree)
K&I gathering and searching
StatementAverage
BTUAverage
UWMp
1. I cope well with gathering information on subjects that interest me.
4.04 4.03 0.958
2. I know a variety of information resources and I can use them, I am familiar with them.
4.17 3.86 0.009
3. I know the deep Web and how to use this kind of resource.
2.55 2.88 0.112
4. I make lecture notes systematically. 3.54 4.16 <0.001
5. When I search for information, I try to find the people who have knowledge in this field.
3.12 3.26 0.460
6. I prefer learning from experts, professionals than reading the scientific literature.
3.14 3.45 0.096
1/5
K&I organising, keeping and securing
StatementAverage
BTUAverage
UWMp
1. I am trying to order, classify and sort gathered information to be able to find it later easily.
3.68 4.18 0.004
2. Usually I keep encountered information that I do not need now but might be useful in the future.
3.16 3.77 0.001
3. I keep information in both electronic (hard disk, USB drive) and paper forms (notes, binders).
3.91 4.58 <0.001
4. I keep information only in electronic form, without any paper copies, hand notes etc.
1.97 1.30 <0.001
5. I try to note spoken information that is interesting for me in order to keep it and add to my collection.
3.62 3.67 0.749
6. I care about making copies of kept materials and saving them.
2.98 3.64 0.002
2/5
K&I selecting, evaluating
StatementAverage
BTUAverage
UWMp
1. I know how to evaluate information on the Internet and I am able to select valuable information and webpages.
3.61 3.96 0.011
2. In case of large search results I have no problems with selecting high quality materials.
3.08 3.67 <0.001
3. If I use peer-reviewed journals and books, I have no problems selecting the publications that are the most important for the subject I am working on.
3.14 3.83 <0.001
4. Sometimes I browse documents that I am keeping and I throw away unnecessary and redundant materials.
3.41 3.56 0.449
5. I browse materials I have kept for the future, not only when I need them currently.
2.94 3.86 <0.001
6. I think that knowledge and skills I am gaining during my studies will be useful in my private and professional life.
3.91 3.79 0.482
3/5
K&I spreading, sharing
StatementAverage
BTUAverage
UWMp
1. I like sharing my lecture notes and other materials (photocopies, data) with other students.
3.83 4.03 0.241
2. I like sharing knowledge (spoken information) related to studying with other students.
4.15 4.33 0.235
3. Other students share their notes with me in case of my absence from classes.
3.67 4.11 0.004
4. Other students share their knowledge (spoken information about our studies) with me.
3.71 4.18 <0.001
5. Generally speaking, I am pleased with the ways and methods of teaching and knowledge sharing of my teachers and lecturers.
3.25 3.56 0.039
6. Our academic teachers are available and advise us cordially.
3.51 3.66 0.285
4/5
K&I creating, analysing, presenting
StatementAverage
BTUAverage
UWMp
1. I like preparing new subjects (writing tasks, speeches etc.) for classes.
3.25 3.11 0.424
2. I have no problems with preparing new subjects that are new to me, with deep analysis of the scientific subject literature.
3.32 3.75 0.002
3. I have no problems with searching for and forming new problem statements (analysis of literature, research questions, hypotheses) e.g. for Bachelor or Master’s thesis.
2.85 3.24 0.014
4. Conducting empirical studies (surveys, experiments) on my own would not be a problem for me, if that was necessary for my Bachelor/Master’s thesis.
3.25 3.39 0.355
5. I am familiar with basic office applications (Microsoft Office, OpenOffice) needed for typesetting a paper (computer presentation, essay, bachelor/master’s thesis).
4.17 4.24 0.649
6. I like public speaking (speaking on classes, conferences).
3.19 3.07 0.567
5/5
Conclusion
• Future PKIM studies should be focused on other majors, other types of academia (state vs. private), various countries; andother types of information users, e.g. high schools students, children, elderly people.
• PKIM research may be a contribution to the theory of some disciplines, e.g.: (1) Information Science (redefinition intoInformation and Knowledge Science?); (2) Education; (3) Knowledge Management and Intellectual Capital.
