"Students' information needs have not been met."

The main reason students are not adequately provided with academic information is their lack of initiative in seeking it out. This is the conclusion reached by students Nguyen Thi Van Anh and Nguyen Minh Nguyet (K51 Information - Library Science) - authors of the research topic "Information Needs of Credit-Based Students at the University of Social Sciences and Humanities, Vietnam National University, Hanoi".

- Reporter:Could you briefly introduce your topic?

- Student Group (NSV)This is a new and practically significant topic, directly related to the learning process of students at our university. The study uses students from cohorts K51 and K52 – two cohorts currently implementing the credit-based training system – as the sample for the survey.

Information is crucial for students, especially academic information, particularly as they begin studying under the credit-based system. We conducted this study to understand students' information needs and, based on that understanding, propose recommendations to help students meet their resource requirements for effective learning and improved life skills.

- PV:Can you specify the types of information that students currently need for their studies?

- NSVIn this study, we summarize the information content of students in two areas: information for classroom learning and entertainment information. Of these, information for learning is particularly important and abundant, specifically including: textbooks, lecture outlines, reference books, other learning materials, information about classes, exam schedules, etc. Information for students' learning comes from many different sources, from official materials students receive from teachers and the school, online information, and other sources students find themselves...

- PV:In your opinion, what are the current information needs of students for their studies? To what extent are these needs being met?

- NSVIn our assessment, students' current information needs are vast, diverse, and multifaceted, yet remain largely unmet.

Our survey shows that 34% of students obtain their materials primarily through the library, 26% through lecturers, 20% through the internet, 11% through self-purchase, 7% through friends, and the remainder through other sources. Regarding the types of materials students need, 41% are books, 41% are information from the internet, 9% are from magazines, 7% from newspapers, and 2% from audio/video materials. Thus, it can be seen that students are still searching for learning information in a traditional way, mainly from official sources such as teachers, the school, and published books and textbooks. In addition, the internet is increasingly becoming a very valuable source of information and is attracting much attention for research and learning.

In reality, students face considerable difficulties in finding materials. Among students who believe that materials are primarily obtained through the library, 37% of respondents found only 10-20% of their needs; 24% found only 21-40%; 11% found only 61-80%; and only 5% found 81-100%. This indicates that the library has not met the material needs of the majority of students. Up to 60% of students surveyed believe that library materials are outdated. Thus, high demand coupled with low supply leads to some students lacking sufficient materials, even for required courses, let alone reference materials.

Most students only read the required learning materials. Reference materials are either lacking or, even when available, few students pay attention to them. The reasons students don't read the materials are: lack of available materials; inability to read materials (especially those written in foreign languages); and a lack of awareness of the importance of studying reference materials, thus only reading the required materials.

- PV:Given that 31% of the students surveyed did not have complete course outlines for the subjects included in their research project, what are your observations? What are the main reasons for this phenomenon?

- NSVThis is a surprisingly large number, even for us, when we compiled the statistics. Because if that's the case, you'll face many difficulties in your studies. Without an outline, you won't know which materials to read, you won't be able to prepare for each lesson, leading to low teaching effectiveness.

The reasons we found were: 45% because the teacher did not provide it; 19% because the class did not provide it; 16% because individuals lost it and did not bother to look for it; and 3% because students were unaware of the importance of the syllabus and therefore did not take it.

- PV:In your opinion, what is the main reason why students are not receiving satisfactory academic information?

- NSVThe causes stem from many sources.

One reason is that the library's resources are outdated and there aren't enough books to meet the needs of students.

Secondly, students may lack the awareness to seek out materials, have limited foreign language skills, or face financial constraints...

Thirdly, on the part of the faculty and teachers, the course syllabus information provided is sometimes outdated and does not provide students with the necessary resources.

However, in our opinion, the main and most culpable cause is the students' lack of initiative in seeking information.

- PV:What suggestions do you have to help students be more proactive and have greater access to information related to their studies?

- NSVFor students, it's crucial to recognize the importance of information for learning. You shouldn't rely solely on official sources, but should actively seek out diverse options. You need to equip yourselves with information-searching skills, information verification skills, and foreign language proficiency to access international materials.

For teachers, it is necessary to provide students with complete course outlines, materials, and addresses for additional reading resources. Rare and long-published materials should be photocopied and provided to students. Materials that are journal articles or parts of published books should include both the cover and table of contents. For foreign language materials, unless their use is mandatory within the framework of teaching in a foreign language or requires students to translate them, both the original and translated versions should be available. Otherwise, abridged or summarized versions of the main points can be provided to encourage students to explore further.

For schools and faculties, it is necessary to strengthen courses on network exploration, library use, online open educational resources, computer skills, and foreign language proficiency. Faculty resource rooms should open more often to allow students access to books and specialized knowledge.

For the library, a highly specialized staff is needed. The library should continuously update and expand its collection to create a rich and up-to-date resource for students; and invest in equipment to facilitate quick and accurate information retrieval. In particular, given the current service hours, many students suggest extending the service time and increasing the number of reference books that can be borrowed at one time.

•Thanh Ha (perform)