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Abstract The study sought to (1) investigate whether international students differ from domestic students in their information needs and barriers encountered, and (2) test the relative importance of students' domestic/international status against their gender and level of study. A survey was used to collect data from international and domestic undergraduate and graduate students in a US public university. The study collected 1259 responses. Regression analysis was used for analyzing the data. International and domestic students were found to be similar in their top-ranked needs (e.g., career information) and barriers (e.g., irrelevant and non-credible information). Compared to their gender and level of study, students' domestic/international status resulted in fewer significant differences in their needs and barriers. However, for the areas where domestic/international status was significant, its effect size was often prominent. Differences between domestic and international students are more notable in the barriers than in the information needs. Based on the findings, six propositions were developed. The implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Recent research shows that some types of social media such as wikis and social networking sites have emerged as important sources of information. While social media are becoming increasingly popular, the quality of information available through them varies widely and is difficult to assess. This study examined the main purposes behind undergraduate students' use of different social media platforms in information-seeking and the strategies they use for evaluating information from social media in academic contexts. The results were then compared with what academic librarians deem useful. The comparison helped identify gaps between students and librarians regarding the use and evaluation of information from social media. Two web surveys were conducted: one for undergraduates (n = 1355), and the other for academic librarians (n = 189). The study found the two groups similar in terms of social media platforms used for information-seeking, and also the main purposes for using them. However, a significant gap was detected in the strategies that students used, and those that librarians found useful, for evaluating information from social media. Based on the findings, suggestions were made for information literacy education and future research. [ABSTRACT FROM AUTHOR]

This study investigated which social media platforms are used as information sources, and for what purposes. It also examined how user characteristics are related to the use of different platforms. A Web-based survey was used to collect data from undergraduate students. Responses from more than 800 students showed that most of the social media platforms are used as information sources, where wikis, user reviews, and media-sharing sites emerged as the top platforms. The purpose of use varied across platforms. T-test and ANOVA results also revealed individual differences. Significant differences in gender, class level, academic discipline, and Big Five personality traits were found in the frequency of information seeking using different platforms and also in the purpose of use. Study findings have implications for information literacy (IL) education and information services. Because many students are actively using social media platforms for a variety of information-seeking purposes, it is suggested that IL programs embrace social media as potential information sources and offer effective strategies for using and evaluating these increasingly popular social media sources. [Copyright &y& Elsevier]

The article examines on how undergraduate students beliefs underlying their problem solving ability and style plays a role in influencing their perception and selection of information sources. It relates that evaluating and selecting quality information resources are essential and become key components in bibliographic instruction and information literacy training. The study indicates that students prefer to use sources that are not necessarily reliable and accurate, however, it suggests that users frequently turn to information sources they choose rather than those suitable for their tasks. In addition, the study helps to explain how students users with different characteristics view sources differently and help identify key factors and their influence on the source selection behavior.