Strategies of students’ information behaviour in the context of lifelong learning

Research objective. The research objective was to identify and analyse the general trends, manifested in the information behaviour of students in terms of realising and taking advantage of lifelong learning in the digital society. The authors attempted to answer the question: What is the specificity of modern students’ information behaviour strategies? 

Materials and methods. The research was based on the concept of “information behaviour”, considered by the authors as a system of actions to implement the processes of interaction with the information environment. In the conditions of digital society development, the effectiveness of information strategies largely depends on the adoption of the values of lifelong learning. In the context of the activity approach, information behaviour includes the motivational aspect (acceptance of the lifelong learning paradigm, motives of educational activity, relations, interests and orientations within the current learning stage) and the activity aspect (general learning strategies, approaches to new information acquisition, self-management strategies in the learning process, as well as the possession of modern tools to implement these strategies – ICT tools). The research methods included a survey and statistical analysis. During the survey, Russian and Polish students were asked to relate the degree of information behaviour characteristics to a five-point scale. Statistical analysis comprised descriptive statistics, including the distribution of answers for all respondents, comparative statistics for Polish and Russian students, and correlation analysis.

Results of the study. The research results have showed that students understand the importance of lifelong learning and accept it as a value and requirement of the 21st century. However, their information behaviour is not always based on effective strategies. Educational activity is insufficiently supported by the use of ICT tools for self-management, goal setting, and construction of an individual educational route. Direct correlations were revealed between the readiness for lifelong learning and the development of initiative, responsibility, self-management, including the active use of specialised electronic tools. Information behaviour is associated with future professional activities. For example, for socially oriented professions, information behaviour comprises such features as openness and empathy.

Conclusion. Based on the results obtained, recommendations for lecturers can be formulated to support the process of mastering the advanced strategies of information behaviour by students. Firstly, it is necessary to encourage students to use open electronic resources, not only to access the newest information, but to join the processes of qualitatively new knowledge creation in collaborate work (self-directed learning, learning in partnership, collaborative learning). Secondly, it is important to create conditions for the expansion of professional experience through the strengthening of the practice-oriented assignments role, as well as the inclusion of students in project, competitive and grant activities.

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