Document Type : Original Article

Authors

1 Ph.D candidate in Kowledge and information Science, faculty of litrature, Humanities & Social Science, saience and research branch,Islamic Azad University, Tehran, Iran

2 Associate Professor of Educaton Department of Yadegar-e Emam Khomeini (RAH) Shar-e Rey, Islamic Azad University, Tehran, Iran

3 Ph.D. in Knowledge and Information Science, Shahid Sadoughi University of Medical Sciences, Yazd, Iran

4 M.A in knowledge and information science, University of Qom, IRAN.

10.22054/dcm.2023.73370.1199

Abstract

The purpose of this study was to determine the role of socio-economic status (based on knowledge gap theory) on the information seeking behavior of faculty members and Educational staff affiliated to Qom University, Qom, Iran.

The study was an applied research in terms of purpose and was a correlational one in terms of method and data collection. The study population was 761 university employees. Based on Cochran’s formula the sample of the study were 255 employees. A researcher-made questionnaire was used to collect data.Spearman and X2 statistical tests were applied for analyzing data.

People who have a higher socio-economic status have a greater motivation to search and obtain information and there is a significant relationship between the components of individuals' socio-economic status and the type of the used information resources. Socio-economic status affects the criteria of evaluating information resources, and people with higher status use various evaluation criteria while assessing the information. People with socio-economic status use various and different channels to obtain information, so that there is a positive and significant relationship between the use of search-engines and meta-search engines, internal and external databases, conference papers, library RSS, specialized social networks, consultation with librarians and specialized blogs, and their socio-economic status.

The social and economic status explains and predicts the information seeking behavior of the staff and the results confirmed the theory of knowledge gap.

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