Towards searching as a learning process : A review of current perspectives and future directions <s> Searching as a learning tool <s> Abstract Competency theory predicts a miscalibration between students' self-assessments of their information literacy skills and their actual skill level. This study investigates whether such a disparity is evident among incoming freshmen who test as non-proficient on a standardized test of information literacy. In addition, this study analyzes Information Literacy Test scores and library anxiety test scores to provide preliminary data on whether library anxiety is related to information literacy skill attainment. Findings reveal that the relationship between information literacy skills and self-assessments predicted by competency theory are evident in the domain of information literacy. This study did not find an association between information literacy skill scores and total library anxiety scores. However, a significant negative correlation between information literacy scores and the subscale “knowledge of the library” indicates that as information literacy scores rise, anxiety scores related to a lack of knowledge of the library fall. The findings suggest that traditional information literacy instruction may not be effective with non-proficient students, who are unlikely to see themselves as needing or benefiting from such instruction. <s> BIB001 </s> Towards searching as a learning process : A review of current perspectives and future directions <s> Searching as a learning tool <s> During a three-day workshop in February 2012, 45 Information Retrieval researchers met to discuss long-range challenges and opportunities within the field. The result of the workshop is a diverse set of research directions, project ideas, and challenge areas. This report describes the workshop format, provides summaries of broad themes that emerged, includes brief descriptions of all the ideas, and provides detailed discussion of six proposals that were voted "most interesting" by the participants. Key themes include the need to: move beyond ranked lists of documents to support richer dialog and presentation, represent the context of search and searchers, provide richer support for information seeking, enable retrieval of a wide range of structured and unstructured content, and develop new evaluation methodologies. <s> BIB002
Most previous research on searching and learning has been set within the perspective of either 'searching to learn' or 'learning to search' BIB002 . Studies on searching to learn investigate students' searching behaviour in learning contexts with respect to students' research process for school assignments   . On the other hand, studies on learning to search examine how students' search skills could be better developed and improved BIB001 . In both perspectives, however, searching is conceptualized as a tool for learning. The retrieval 'tool' is often designed to help people find information needed to further their learning goals. These perspectives take a position that information is the 'basic building block for human learning' [18: 2] and that 'developing expertise in accessing, evaluating, and using information is in fact the authentic learning that modern education seeks to promote' [19: 2] .