What is it about?

This systematic literature review explores the observed research gap regarding teacher students’ affective information-seeking behaviours. Of specific interest is the research practice context. Searches were conducted in three key research databases and resulted in 1006 references. Abstracts and titles were screened and assessed using Rayyan software. After screening, 56 publications were chosen for the qualitative synthesis; 39 used quantitative and mixed methods and were thereby of interest for the review. The results were then analysed through thematic analysis. The results revealed a research gap regarding qualitative methods studies of non-normative and qualitative features of teacher students’ information-seeking behaviours, especially affective behaviours and in research practices.

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Why is it important?

This is the first systematic review of teacher students’ information-seeking behaviours using thematic analysis. Thus, a valuable contribution to information-seeking behaviour and information literacy research has been provided. In addition, teacher education instruction librarians and others teaching information literacy can also benefit from the review, informing their teaching practices with research evidence.


As an instruction librarian for over 10 years, teaching teacher students information literacy, I experienced the lack of an up-to-date literature review and thematioc overview of teacher students´information-seeking behaviours, including information literacies. The review, together with part 2, is part of my compilation dissertation thesis on teacher students´affective information-seeking behaviours.

Claes Dahlqvist
Abo Akademi

Read the Original

This page is a summary of: Information-seeking behaviours of teacher students: A systematic review of quantitative methods literature, Education for Information, August 2021, IOS Press,
DOI: 10.3233/efi-200400.
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