Competency J
Describe the fundamental concepts of information-seeking behaviors.
Introduction
Understanding the fundamental concepts of how individuals seek information is an important component to the theory of Library and Information Sciences. It links the hypothetical with the applicable, and helps to build more comprehensive and searchable databases and practices. What is the process and what resources does the user seek to find a solution to his problem? Systems research considers resources like algorithms, indexing functions, and search interface, while research behaviors focus on the human operations that underpin the information search process. Identifying the information need and recognizing the gap in information is an initial part of learning process and behavior. Filling the gap is more complex than simply locating the answer to the questions. The applied theories in LIS consider learning to be holistic, incorporating experiences and interactions, thoughts, actions and feelings in the process of constructing an information search process. “Information literacy—the ability to find and use information—is the keystone of lifelong learning. The…library focuses today on the process of learning rather than dissemination of information” (ALA, 1998, in Loertsher, p.2). Exploring, recognizing and applying these theories support the direction and initiatives of LIS.
Sense-making
Sense-making questions have an important role in reference services, as it is the initial part of the query in which the patron is still forming their question/problem. During this point of the transaction is where librarians assisting users often have to deal with ill-formed queries during the reference interview. The basis for using open or neutral questioning is borrowed from Dervin’s model of Sense-Making Theory of Communication, in which the information need is viewed as a gap (situation---gap---uses), is part of the development of the information need, and is an activity people undertake to construct and create sense (Dervin , in Loertscher, p. 134). Human perception and interaction with life is essentially active, analog and accumulative; that actions can be reactive or proactive; and we perceive that given situation through our senses so throughout the information seeking the user is constantly building or changing the query. Information professionals accommodate the different information needs or levels by identifying where the user is in their search: do they need general topic information, like that found in an encyclopedia, or specific information as found through a scholarly journal? Services affected by the sense-making theory are the reference interview, collection development, information literacy teaching, and catalog design.
Information Search Process
Perhaps the most influential of learning theorists in LIS is Carol Kulthau, and her findings permeate many of the educational structures used in information literacy. Through her studies documenting how students look for information and the writing process, Kuhlthau proposes the information search process (ISP) model, which features seven stages: the task, initiation, selection, exploration, formulation, collection, and presentation (Kuhlthau, 2004, p.81-84). Kuhlthau was the first to consider information-seeking across affective (feelings), cognitive (thoughts), and physical (actions) dimensions. The beginning stages are considered pre-focus, in which elements of Dervin’s sense-making theory are applied. After the formation stage, students formulate a personal perspective and there is a progressively focused information searching progression. From these studies, Kuhlthau devised the notion of uncertainty principle, which posits that uncertainty and confusion are inherent in the information seeking process, and as understanding of the situation changes over time, attitude toward uncertainty changes as well: confidence increases as the person obtains the results he wants (Kuhlthau, p.90).
There are many learning behavior techniques, but the two most applicable to LIS are behaviorist and constructivist: Dervin tended toward a behaviorist technique, which favors a passive, independent learning approach, in that ideas are fixed and the learner adapts to changes in the environment (Bopp & Smith, p.188-9); constructivist approach, favored by Kuhlthau and most widely applied to LIS today, posits that all knowledge is learned independently through the learning process, and that each individual construct their own understanding of the world through mental models and experience (ibid, p. 189). Constructivist theory is very deeply woven into the framework of information literacy and encourages interaction, collaboration, promotes contextualization and example.
Evidence
I evidence my understanding of information seeking perspective through a paper written on the topic of information seeking and patron use during LIBR 210 Reference Services observation of reference transactions analysis (LIBR 210—Reference Transaction Observation). During the transactions I was able to evaluate the various information needs per patron, ranging from formative and uncertain, to advanced searching, to quick ready reference requests (telephone numbers, website for government information). Learning behaviors were evident throughout the library, by identifying children’s areas, young adult, and after-school tutoring, which promote library outreach in student information seeking.
As second evidence, I demonstrate my thorough understanding of cognitive processes involving information retrieval systems through post written during a LIBR 202 class (LIBR 202-Post Huston-The Searching Process). This post explored and compared the cognitive processes information seekers undergo during the utilization of computerized information system. Huston proposes that the cognitive process is affective, internal and external, and is based upon cognitive and intellectual behaviors.
As a third evidence I demonstrate my application of learning structures through orientation observations during LIBR 294 Internship at American River College in Sacramento (LIBR 294-ARC Orientations). During these orientations, I took an increasingly active role in the classroom: I would walk around the room after the discussion had been given, and answer any questions. This reinforcement is a constructivist learning concept, as evidenced by the repetitive manner in which the librarians would demonstrate and expand upon concepts for searching a particular topic.
Conclusion
The fundaments of learning theory are essential to the librarian’s expanding role as teacher-librarian. There are many opportunities to engage in learning behavior and theory, as evident through reference transactions and library instruction. The overarching message of library theory is to understand the user, to identify his needs and weaknesses, and provide specific points of access for them in the learning structure.
References
Bopp & Smith. (2001). Reference and information services: an introduction, 3rd ed. Westport, CT: Libraries Unlimited.
Loertsher, D.V. and Woolls, B. (2002). Information literacy, 2nd ed. San Jose, CA: Hi Willow Research and Publishing.
Kuhlthau, C.C. (2004). Seeking meaning: a process approach to library and information services. Westport, CT: Libraries Unlimited.
Introduction
Understanding the fundamental concepts of how individuals seek information is an important component to the theory of Library and Information Sciences. It links the hypothetical with the applicable, and helps to build more comprehensive and searchable databases and practices. What is the process and what resources does the user seek to find a solution to his problem? Systems research considers resources like algorithms, indexing functions, and search interface, while research behaviors focus on the human operations that underpin the information search process. Identifying the information need and recognizing the gap in information is an initial part of learning process and behavior. Filling the gap is more complex than simply locating the answer to the questions. The applied theories in LIS consider learning to be holistic, incorporating experiences and interactions, thoughts, actions and feelings in the process of constructing an information search process. “Information literacy—the ability to find and use information—is the keystone of lifelong learning. The…library focuses today on the process of learning rather than dissemination of information” (ALA, 1998, in Loertsher, p.2). Exploring, recognizing and applying these theories support the direction and initiatives of LIS.
Sense-making
Sense-making questions have an important role in reference services, as it is the initial part of the query in which the patron is still forming their question/problem. During this point of the transaction is where librarians assisting users often have to deal with ill-formed queries during the reference interview. The basis for using open or neutral questioning is borrowed from Dervin’s model of Sense-Making Theory of Communication, in which the information need is viewed as a gap (situation---gap---uses), is part of the development of the information need, and is an activity people undertake to construct and create sense (Dervin , in Loertscher, p. 134). Human perception and interaction with life is essentially active, analog and accumulative; that actions can be reactive or proactive; and we perceive that given situation through our senses so throughout the information seeking the user is constantly building or changing the query. Information professionals accommodate the different information needs or levels by identifying where the user is in their search: do they need general topic information, like that found in an encyclopedia, or specific information as found through a scholarly journal? Services affected by the sense-making theory are the reference interview, collection development, information literacy teaching, and catalog design.
Information Search Process
Perhaps the most influential of learning theorists in LIS is Carol Kulthau, and her findings permeate many of the educational structures used in information literacy. Through her studies documenting how students look for information and the writing process, Kuhlthau proposes the information search process (ISP) model, which features seven stages: the task, initiation, selection, exploration, formulation, collection, and presentation (Kuhlthau, 2004, p.81-84). Kuhlthau was the first to consider information-seeking across affective (feelings), cognitive (thoughts), and physical (actions) dimensions. The beginning stages are considered pre-focus, in which elements of Dervin’s sense-making theory are applied. After the formation stage, students formulate a personal perspective and there is a progressively focused information searching progression. From these studies, Kuhlthau devised the notion of uncertainty principle, which posits that uncertainty and confusion are inherent in the information seeking process, and as understanding of the situation changes over time, attitude toward uncertainty changes as well: confidence increases as the person obtains the results he wants (Kuhlthau, p.90).
There are many learning behavior techniques, but the two most applicable to LIS are behaviorist and constructivist: Dervin tended toward a behaviorist technique, which favors a passive, independent learning approach, in that ideas are fixed and the learner adapts to changes in the environment (Bopp & Smith, p.188-9); constructivist approach, favored by Kuhlthau and most widely applied to LIS today, posits that all knowledge is learned independently through the learning process, and that each individual construct their own understanding of the world through mental models and experience (ibid, p. 189). Constructivist theory is very deeply woven into the framework of information literacy and encourages interaction, collaboration, promotes contextualization and example.
Evidence
I evidence my understanding of information seeking perspective through a paper written on the topic of information seeking and patron use during LIBR 210 Reference Services observation of reference transactions analysis (LIBR 210—Reference Transaction Observation). During the transactions I was able to evaluate the various information needs per patron, ranging from formative and uncertain, to advanced searching, to quick ready reference requests (telephone numbers, website for government information). Learning behaviors were evident throughout the library, by identifying children’s areas, young adult, and after-school tutoring, which promote library outreach in student information seeking.
As second evidence, I demonstrate my thorough understanding of cognitive processes involving information retrieval systems through post written during a LIBR 202 class (LIBR 202-Post Huston-The Searching Process). This post explored and compared the cognitive processes information seekers undergo during the utilization of computerized information system. Huston proposes that the cognitive process is affective, internal and external, and is based upon cognitive and intellectual behaviors.
As a third evidence I demonstrate my application of learning structures through orientation observations during LIBR 294 Internship at American River College in Sacramento (LIBR 294-ARC Orientations). During these orientations, I took an increasingly active role in the classroom: I would walk around the room after the discussion had been given, and answer any questions. This reinforcement is a constructivist learning concept, as evidenced by the repetitive manner in which the librarians would demonstrate and expand upon concepts for searching a particular topic.
Conclusion
The fundaments of learning theory are essential to the librarian’s expanding role as teacher-librarian. There are many opportunities to engage in learning behavior and theory, as evident through reference transactions and library instruction. The overarching message of library theory is to understand the user, to identify his needs and weaknesses, and provide specific points of access for them in the learning structure.
References
Bopp & Smith. (2001). Reference and information services: an introduction, 3rd ed. Westport, CT: Libraries Unlimited.
Loertsher, D.V. and Woolls, B. (2002). Information literacy, 2nd ed. San Jose, CA: Hi Willow Research and Publishing.
Kuhlthau, C.C. (2004). Seeking meaning: a process approach to library and information services. Westport, CT: Libraries Unlimited.