Exploring students' hypertext reading behaviour and social media use in their learning

Abstract

The impetus to explore hypertext reading as part of information seeking behavior was borne out of the findings of a study which highlighted many problematic characteristics of the students’ information search process and attributed these tendencies to hypertext reading and multitasking. Other studies have shown that students display a tendency to compromise aspects of information seeking when done in haste and the need for information literacy efforts to be more cognizant of students’ increasingly networked learning environment. This study continues this line of inquiry by exploring students’ hypertext reading behaviour and the use of social media in their learning. Specifically, the research addresses these questions: (1) How do students use social media to find/acquire information for lesson purpose? (2) What is the level of hypertext reading behavior? (3) How is social media use correlated with hypertext reading behaviour? (4) How does experience as a wiki contributor affect students’ hypertext reading behaviour? This study offers insights on how information literacy standards are realised amidst social media use for academic purpose. While past studies have looked at students as mere consumers of information, this time, this study focuses on students as contributors of information on a wiki page to see how this associates with the process of hypertext reading. This is the first time that hypertext reading is studied on a bigger group and within the context of information seeking behaviour. The level of hypertext reading behaviour needs intervention, as seen by the rare occasions students evaluate information based on verification or refrain from being distracted. It is found that students in general frequently use social media for their schoolwork and that the more frequent their use, the more frequently they will conduct certain information literacy practices. In particular, low level of social media use for academic purpose shows less effort in certain evaluation practices.