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Introduction: This study explored graduate students' information behaviour related to their process of inquiry and scholarly activities. Method: In depth, semi-structured interviews were conducted with one hundred graduate students representing all disciplines and departments from Carnegie Mellon University. Analysis: Working in pairs, we coded transcripts of interviews into meaningful categories using ATLAS.ti software. The combined use of quantitative and qualitative analysis aimed to reduce subjectivity. Results: Graduate students often begin with a meeting with professors who provide direction, recommend and provide resources. Other students help to shape graduate students' research activities, and university library personnel provide guidance in finding resources. The Internet plays a major role, although students continue to use print resources. Convenience, lack of sophistication in finding and using resources and course requirements affect their information behaviour. Findings vary across disciplines and between programmes. Conclusion: Libraries can influence students' information behaviour by reevaluating their instructional programmes and provision of resources and services. They can take a lead by working with academic staff to guide students.

Scholarly publishing in science and technology is facing opportunities and challenges. Numerous pressures in the marketplace for scholarly publishing create alternatives to conventional and commercial publishing. This new paradigm broadens the venues for disseminating and discovering research results. Scholars and researchers today seek to harness new technologies and to create alternatives to conventional information delivery. Despite the wave of new opportunities for publishing, barriers to change may impede the speed at which scientific and scholarly communication evolve. [ABSTRACT FROM AUTHOR]

Introduction. This study explored graduate students' information behaviour related to their process of inquiry and scholarly activities. Method. In depth, semi-structured interviews were conducted with one hundred graduate students representing all disciplines and departments from Carnegie Mellon University. Analysis. Working in pairs, we coded transcripts of interviews into meaningful categories using ATLAS.ti software. The combined use of quantitative and qualitative analysis aimed to reduce subjectivity. Results. Graduate students often begin with a meeting with professors who provide direction, recommend and provide resources. Other students help to shape graduate students' research activities, and university library personnel provide guidance in finding resources. The Internet plays a major role, although students continue to use print resources. Convenience, lack of sophistication in finding and using resources and course requirements affect their information behaviour. Findings vary across disciplines and between programmes. Conclusion. Libraries can influence students' information behaviour by re-evaluating their instructional programmes and provision of resources and services. They can take a lead by working with academic staff to guide students. [ABSTRACT FROM AUTHOR]