This paper discusses a methodology designed to investigate the associations between credibility assessments and information use tasks with respect to document genres in the context of university teaching. The methodology comprised qualitative citation analysis and semi-structured interviews. It encompassed a bottom-up approach to identifying genres in use and eliciting naturally made credibility assessments and information use. Interviews were fully transcribed for qualitative content analysis and co-occurrence analysis. The methodology successfully transformed citation analysis from bibliographic records to research tools that engaged participants and ensured the accuracy of data. It is important that researchers consider the ways citations can be used to investigate different types of information behaviors and understand the contributions of information to task performance in different contexts.
Employing Qualitative Citation Analysis to Investigate the Associations Among Document Genres, Tasks, and Credibility Assessments in the Context of University.pdf
