A Phenomenological Study of Undergraduates with Attention Deficit Hyperactivity Disorder and Academic Library Use for Research

Autor/in	Jones, Rhiannon
Titel	A Phenomenological Study of Undergraduates with Attention Deficit Hyperactivity Disorder and Academic Library Use for Research
Quelle	In: New Review of Academic Librarianship, 27 (2021) 2, S.165-183 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Rhiannon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-4533
DOI	10.1080/13614533.2020.1731560
Schlagwörter	Undergraduate Students; Students with Disabilities; Attention Deficit Hyperactivity Disorder; Learning Disabilities; Academic Libraries; Information Seeking; User Needs (Information); Users (Information); Access to Information; Emotional Experience; Online Searching; Time Management; Academic Achievement; Library Role; Foreign Countries; Canada (Calgary) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Informationserschließung; Benutzerbedürfnis; Benutzerprofil; Nutzer; Online-Recherche; Zeitmanagement; Schulleistung; Ausland
Abstract	Attention deficit hyperactivity disorder (ADHD) is a neurobiological disorder that is characterised by inattention, hyperactivity, and impulse control problems. Students with ADHD are entering higher education at an increased rate and although there is some research on this population in higher education, library specific literature on the topic is lacking. This research is an examination of how undergraduates with ADHD use the library to perform research for academic purposes. By employing observational task and phenomenological interview methods on three undergraduates with ADHD, we can begin to form a library user profile of students with attention disorders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01