Coursework-related information horizons of first-generation college students

Introduction. This study examines first-generation college students' information behaviour through Sonnenwald's theoretical framework of information horizons, a mental map upon which people place the information sources they use. Method. A web survey with 450 first-generation college students and 12 interviews were used to collect data. Interview participants were also asked to draw their information horizon maps to reflect the information sources they preferred to use. Analysis. Quantitative data were analysed using descriptive and inference statistics such as chi-square tests; qualitative data were analysed using the NVivo qualitative analysis program. Results. Results showed that students used different information and human sources across coursework-related settings, and family members were generally only consulted for coursework-related moral support. Students tended to use information sources prior to human sources. Conclusions. Learning the characteristics of first-generation college students' information horizons, including what they use as well as the reasons why, could help develop appropriate orientation programs and workshops for first-generation college students to support their adjustment and transition into college life.