Human Information Interaction

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Background and Aim: The objective of this study is to find how the properties of process of developing the critical thinking are in the male students, ages 6-12, in Awareness of Violence and Social- Gender Stereotypes by Using P4C.

Method: the framework that emerged from these findings is defined by two thinking styles and six views of epistemology. The participants were 48 male pupils aged 6 to 12 years, from different preschools and schools in Dezfoul, who were randomly selected using random clustering sampling, out of From north and south and east and west of Dezfoul. Gaining the goals, we used the qualitative methodology of Grounded Theory. Observations, interviews, and providing a checklist are the tools for collecting data in this research. Two groups discussed on two aspects (awareness of violence and gender, social stereotypes) during 20-week sessions, each for 1 hour.

Results: In the model, critical thinking is defined as multimodal (logical, creative, responsible and metacognitive thinking)and The model the authors propose is developmental in that it illustrates a “progression in reflection” that is, an increasing sophistication in the manner in which the pupils’ representations and meanings are coconstructed during exchanges within a community of in quiry and In the model, the development of Critical Thinking is a “recursive” process in that it is not linear; it is revisited, revised, re-utilized during all grades of elementary school.

Conclusion: According to the analyses of the results, it may be said that developments the children’s critical thinking in Awareness of Violence and Social- Gender Stereotypes media  occur through processes including elimination, attributing, transferring or transiting in different ages in a special form.

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Background and Aim: This study aims to introduce a developed conceptual model of problem finding.
Methods: This article is carried out by utilizing qualitative directed content analysis. The researcher used this method to gather new knowledge on the four features of problem finding. In total, 17 scientific sources were analyzed.
Results: This research revealed 182 codes, 22 themes that outline issues related to the research problem finding. Personality feature extended in five dimensions; psychological  feature extended in four dimensions; thinking feature (creative thinking) extended in six dimensions and (critical thinking) extended in two dimensions; and educational feature extended in five dimensions.
Conclusion: Based on available data, the number of factors identified in this study is greater and more comprehensive than that of any previous research. It could provide an added value to the current researches about problem finding. This study has also developed the previous conceptual model and utilized a directed content analysis method that has never been conducted to date in the field of problem finding.
 

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Background and Aim: Thinking is an active, purposeful, organized cognitive process which is used to mean the world. Successful thinking will solve the problems that we face with them constantly, make clever decisions, and achieve the goals we determin in our lives. Critical thinking is a process in which we examine our thoughts and opinions, and get a better understanding. Asking, analyzing and meaning are three processes that we examine our own thoughts and others, and, based on that, we make the best decisions that are in the subcategory of critical thinking, and there are several factors that can be applied to it. The purpose of this study was to investigate the effect of emotional intelligence on the critical thinking of librarians in the National Library of Iran.
Methods: 229 librarians from the National Library of Iran were selected by simple random sampling method and included the standard questionnaire of California's Contemporary Thinking Skills (1990) and the emotional intelligence of Nokia and Ayazo (2009).
Results: Data were analyzed by two-variable linear regression and Friedman tests. The results showed that emotional intelligence and its dimensions on the critical thinking of librarians from the National Library of Iran had a significant effect (p<0.01). The results also showed that among the effective dimensions of emotional intelligence, management of relations (with a mean score of = 3.05) in the first rank, self-awareness (with an average rating = 2.79), self-management (with a mean of = 2.12) ranked fourth in the third place and social awareness (with an average rating of = 2.04).
Conclusion: To mprove critical thinking Natioal Library staff require to enhance their emotional intelligence and social awareness factors.

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Objective: This research was a synthesis research approach to the concept of critical information literacy.
Methodology: This research was a qualitative method using a five-stage interpretive-critical approach. The statistical population of this research focused on primary sources close to the field of the present study. The criterion for selecting the studies under study was alignment and coherence with the purpose, title, and variables of the present study. In this regard, the search for sources was carried out according to the research question and based on the knowledge gained from reviewing the theoretical background. The keywords entered in scientific search engines and databases such as Web of Science, Google Scholar, Science Direct, Elsevier, Scopus were: synthesis research approach, media literacy, critical literacy, critical information literacy, and information news. After the collected data reached a saturation point and the need to select studies was no longer needed, the review and interpretation process began. The findings obtained from the analysis and synthesis of research reports related to critical information literacy were categorized into three main themes: "Scientometrics of Information Literacy", "Correlation of Information Literacy and Critical Thinking", and "Media Information Literacy".
Conclusion: In fact, a necessary knowledge, awareness, and skills with a standard framework of information and critical literacy can independently provide a suitable infrastructure and foundation for the interaction of information literacy and critical literacy, which will create a balance and interaction between the capacities and abilities of curiosity, creativity, and judgment in individuals.

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Purpose: This study aimed to investigate whether critical thinking mediates the relationship between mindfulness and online information-seeking behavior among high school students in Khorramabad.
Methods: The present study was applied in terms of purpose and descriptive-correlational in terms of data collection method. The statistical population of the study included all male and female students of the second high school level in Khorramabad city in the academic year 2023-2024, totaling 11,000 people, of whom 386 were selected as samples by cluster random sampling. The research tools were the Ricketts Critical Thinking Questionnaire (2003), the Ryan and Brown Mindfulness Scale (2003), and the Karimi Information Seeking Behavior Questionnaire (2011), with Cronbach's alpha coefficients of 0.75, 0.80, and 0.74, respectively. Due to the non-normal distribution of the data, non-parametric statistical tests were used. The data were analyzed using descriptive statistics techniques and Spearman correlation test and structural equation modeling using SPSS version 22 and SmartPLS3 software.
Findings: The results of the Spearman correlation test showed that there is a significant relationship between mindfulness and critical thinking with students' online information seeking behavior. Structural equation modeling analysis using the Smart PLS method showed that all variables have high reliability. The composite reliability and Cronbach's alpha coefficient and the mean extracted variance for all variables are higher than 0.7, indicating that the current research instruments have a good fit. Mindfulness indirectly affects online information seeking behavior (through the role of critical thinking) and it is able to predict 91.3 percent of information seeking behavior. Therefore, the effect of mindfulness on students' online information seeking behavior through the mediating role of critical thinking was confirmed.
Conclusion: Mindfulness has an impact on students' information-seeking behavior through the mediating role of critical thinking. Accordingly, providing mindfulness exercises to students can provide the basis for strengthening critical thinking and improving students' information-seeking behavior.