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Introduction: Social media are increasingly popular and emerging as important information sources. The study investigates how users' sex and problem-solving style affect their use and evaluation of social media in two contexts. Method: A Web survey including the problem solving inventory (problem solving inventory) was used to collect data. Over 1,000 undergraduates in the United States participated. Analysis: For each context, two-way ANOVAs were conducted with sex and problem solving inventory score as independent variables and the frequency of using different social media platforms and the frequency of taking different evaluative actions as dependent variables. Results: In academic contexts, significant sex effects were found in the use of wikis, blogs and internet forums. Significant effects of problem-solving style were found in the use of social networking sites, user reviews, blogs and microblogs. An interaction between sex and problem-solving style was found in the use of social networking sites and microblogs. In everyday life contexts, sex effects were found. Males used wikis and internet forums whereas females used social networking sites and microblogs frequently. As for problem-solving styles, ineffective problem-solvers used internet forums frequently. Regarding the use of evaluation strategies, females with effective problem-solving styles checked other users' reactions frequently while males with ineffective style did so in academic contexts. In everyday contexts, effective problem-solvers used most of the evaluation strategies frequently. Conclusions: Social media use and evaluation behaviours varied depending on contexts. sex effects remained significant when problem-solving style has been taken into account. Findings suggest that effects of sex on information behaviour may need to be examined along with other psychological and sociocultural factors. [This paper was published in: "Proceedings of ISIC: The Behaviour Conference" (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic24.]

Introduction: This paper discusses the person-in-environment framework, which proposes the inclusion of environmental factors, alongside personal factors, as the explanatory factors of individual-level information behaviour and outcome. Method: The paper first introduces the principles and schematic formulas of the person-in-environment framework. It then presents the findings of an empirical verification study. Analysis: A multi-way ANOVA test was conducted to verify the person-in-environment framework. The main and interaction effects of eight individual and information environment variables on individual academic performance were tested. Results: Four main effects (baseline academic grade, outcome expectation, home computer resources, and public library usage) and two interaction effects (home computer resources x public library usage; public library usage x neighbourhood public library resource level) were significant. Conclusions: The person-in-environment framework framework can help identify significant environmental interaction effects that would have been missed in studies that included only personal factors. [This paper was published in: "Proceedings of ISIC: The Behaviour Conference" (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic19.]

Social media have become increasingly popular among different user groups. Although used for social purposes, some social media platforms (such as Wikipedia) have been emerging as important information sources. Focusing on undergraduate students, a survey was conducted to investigate the following: (1) which social media platforms are used as information sources; (2) what are the main reasons for using these social media platforms for information seeking; and (3) what kinds of actions are taken to evaluate the quality of the information gained from such sources. The study provides a snapshot of current trends in terms of the use of social media as information sources. It also sheds lights on the actions that the undergraduate students took to evaluate information from social media, including social networking and video sharing sites that have rarely been studied previously. Based on the findings, suggestions are made for information literacy programs and roles of librarians and educators.

The proportion of ethnic minorities in the LIS school student population has remained significantly lower than in the U.S. population: in 2002, ethnic minorities constituted only 11.3 percent of the LIS student population, compared to 31.3 percent of the U.S. population. Despite efforts by LIS schools and associations in recruiting and retaining more students of color, the underrepresentation of ethnic minorities continues. This study aimed at assessing what LIS schools and other library and information professional associations have done for the recruitment and retention of students of color and identifying effective strategies for the recruitment and retention from the perspective of librarians of color. A nationwide, Web-based survey was conducted to collect input from librarians of color who already have experience with LIS schools and the librarianship. Based on the findings, suggestions were made to improve the recruitment and retention of students of color, which will ultimately contribute to the ethnic/cultural diversity in librarianship.

A survey of undergraduate students examined how students' beliefs about their problem-solving styles and abilities (including avoidant style, confidence, and personal control in problem-solving) influenced their perception and selection of sources, as reflected in (1) perceived characteristics of sources, (2) source characteristics considered important as selection criteria, and (3) frequency of source use. The findings can be helpful in designing bibliographic instruction and information literacy programs.