User preferences for research topic: Please provide a specific empirical study topic in Library and Information Science suitable for MSc, with a concise title (max 12 words).

Thesis Abstract

This study investigates user preferences for scholarly information-seeking behaviors within academic libraries, addressing the gap in understanding how graduate students prioritize source types, search strategies, and interface features when conducting empirical literature reviews in Library and Information Science. The aim is to identify how demographic characteristics, disciplinary affiliation, and information literacy levels influence preferences for search interfaces, library services, and evidence quality. Specific objectives include (1) delineating preferred information sources (peer-reviewed journals, theses, grey literature) across LIS and related disciplines, (2) examining preferred search tools and query strategies among master's and doctoral students, (3) assessing perceived usability and trust in library discovery systems, (4) evaluating the relationship between information literacy competencies and selection criteria for sources, and (5) proposing a model linking user characteristics to information-seeking preferences to inform interface design and service provisioning. The methodology adopts a convergent mixed-methods design. The population comprises graduate students enrolled in LIS and allied social science programs at three metropolitan universities. A stratified random sample of 420 students will be invited to participate, with an anticipated response rate of 70%, yielding approximately 294 completed surveys for quantitative analysis and 28 in-depth interviews for qualitative insights. Data collection instruments include a structured online questionnaire assessing source preferences, perceived usability of library interfaces (measured via a validated System Usability Scale), trust in information sources, and information literacy self-efficacy (using the Information Literacy Self-Efficacy Scale). Complementary semi-structured interviews will explore nuanced preferences, contextual factors, and decision-making processes. Validity will be enhanced through pilot testing, expert review, and triangulation of survey and interview data; reliability will be established via Cronbach’s alpha (? ? .70) for multi-item scales. Data analysis will proceed in two streams. Quantitative data will be analyzed using descriptive statistics to profile preferences and inferential techniques including multiple regression to test predictors of source choice, and multivariate analysis of variance (MANOVA) to examine differences across programs, level of study, and information literacy competence. A structural equation model (SEM) will be estimated to test the hypothesized relationships among user characteristics, perceived usability, and information-seeking preferences. Qualitative data will be analyzed thematically using a framework approach, with coding guided by the Theorie der Informationsverhalten (Information Behavior Theory) and the Technology Acceptance Model (TAM). Integration of results will be conducted at the interpretation stage to triangulate findings and compare quantitative trends with qualitative themes. Expected findings include (a) a predominance of peer-reviewed journal articles as primary sources for LIS students, with growing use of grey literature among doctoral researchers; (b) a strong preference for advanced search features and relevance-ranked results, but variability in interface usability across institutions; (c) information literacy self-efficacy positively predicting breadth of source selection and trust in higher-quality sources; (d) program- and level-specific differences in search strategies and source evaluation criteria; and (e) a parsimonious model linking user demographics and literacy competencies to preferences for search interfaces and services. The study contributes to knowledge by articulating a population-specific model of user preferences for research information in LIS, informing library interface design, discovery system customization, and targeted information literacy instruction. It will provide empirical evidence on how graduate users evaluate source quality, usability, and trust, enabling libraries to tailor services to disciplines and study levels. The recommendations include (1) refining discovery interfaces to balance advanced search capabilities with intuitive usability, (2) developing discipline-tailored information literacy modules that emphasize source evaluation and credibility assessment, (3) prioritizing access to grey literature repositories for doctoral students, and (4) implementing adaptive search support and personalized recommendations within library portals. The conclusion emphasizes the need for ongoing assessment of user preferences in dynamic research ecosystems and suggests future work to explore cross-cultural comparisons and longitudinal changes in information-seeking behavior.