Assessing information-seeking behavior of computer science and engineering faculty

Abstract

This study, the first phase of a multi-phase effort, was undertaken to assess and provide for the information needs of the Faculty of the Schools of Science and Engineering at The College of New Jersey (TCNJ) in the digital age. The objectives of this phase were to: 1) gain an in-depth understanding of how computer science and engineering faculty members currently obtain information and thus influence students, 2) determine changes needed in the collection/services of the library to facilitate this information flow and implement desired change and 3) share this experience so other librarians may question whether their faculty members also feel misunderstood and 4) initiate a dialogue with faculty members to obtain their perspective and insight. Focus Group standardized protocol with a trained facilitator and recorder was employed to gather qualitative data from 47% of the computer science and engineering faculty. The facilitator employed a pre-designed guide to elicit responses about current and desired library collections and services. Nine major information behaviors or issues were identified as needing to be addressed. From this feedback, collection/services changes were implemented to support the positive information behaviors and to overcome barriers to enhancing students' information literacy and life-long learning skills while assuring faculty members that their needs were heard and understood.