A critical review of research on information behavior in assigned learning tasks

Purpose – This paper aims to give a critical review of the empirical information seeking and retrieval (IS&R) literature focusing on learning related information behavior. It also aims to propose the task‐based approach to link research on learning and information behavior in learning tasks and to organize and interpret the literature. Design/methodology/approach – This paper takes the form of a critical literature review. Findings – Researchers have identified patterns of information behavior and variations in the conceptions of seeking and using information for learning tasks. The results are fragmented and a framework should be developed to guide further research. Learners' information behavior in learning tasks may be attributable to various explanatory factors, which have not been taken into account in any single study. The concept of focus formulation appears to link information seeking and learning. The role of the writing process in learners' information behavior and the characteristics of the resulting documents have received least attention in the research field. Research limitations/implications – The review emphasizes task‐based IS&R literature. Learning research may shed more light on specific questions. Practical implications – The paper may help teachers in designing learning tasks. Originality/value – The paper provides a synthesis of recent studies on information behavior in learning tasks and identifies new paths for further research.