An investigation of information-seeking behaviour of geography teachers for an information service intervention : the case of Lesotho
Year: 2012
Type: article
Abstract: INTRODUCTION: This study investigates the information needs and information-seeking patterns of \nsecondary level geography teachers in Lesotho to guide the design and implementation of an information \nservice for these teachers. Leckie, Pettigrew and Sylvain's model of professionals' information-seeking \nserved as a theoretical framework but was overlaid with other models such as that of Savolainen and \nWilson. \nMETHOD: Data were collected from in-service teachers through focus group discussions, prospective \nteachers with a questionnaire, and key actors in Lesotho's secondary geography education context through \nindividual interviews. \nANALYSIS: The Statistical Package for Social Sciences was used to analyse the questionnaire responses. \nContent analysis was used to analyse the verbal responses as well as an open-ended question on the \nquestionnaire. Triangulation was applied through using three sets of participants and different data \ncollection techniques for each. It allowed comparative analysis of responses and data collection techniques \nused in the study. \nRESULTS: The work environment of in-service geography teachers is revealed including their work roles, \nassociated tasks, information needs and information-seeking patterns. An information service model for \nLesotho secondary level geography teachers (including possible interventions) is proposed. \nCONCLUSIONS: Lesotho geography teachers need information to fulfil their work related roles and tasks \nthat might be addressed through an information service. An implementation agency, information \nspecialist(s) and collaborative approach to service delivery are crucial for the implementation and \nsustenance of the proposed information service.
Authors: Constance Bitso, Ina Fourie
Language: English
Subfield: Library and Information Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: University of Washington
OpenAlex ID: W2154985862