Competency J
Describe the fundamental concepts of information-seeking behaviors.
Information seeking behavior occurs when someone recognizes they have an
information need and takes measures to satisfy the perceived need. People approach
information seeking in a variety of ways and so the path to retrieving relevant
information varies between users. A variety of models have been developed in
information science to replicate information seeking behavior. The models help to
identify key stages that occur in the information seeking process, consequently helping
librarians and others in the information business understand and interpretinformation
seeking behavior. By understanding information seeking behavior, websites and
databases can be designed to be more user friendly, and thus, more effective. By being
aware of the subtle nuances of information seeking behavior, librarians can be more
effective inguiding information seekers through the search process, and helping people
to satisfy their information needs.
In general terms, once an information user recognizes an information
need, the user will query both formal and informal information sources and either
succeed or fail in satisfying the information need. If successful, information found may
only partially satisfy the information need, but may also lead to other search terms,
information or ideas for refining the search. The information seeker may not have a
clear understanding of what they are looking for, and through the information seeking
process they may re-evaluate the original search concept,re-evaluate the search strategy,
and refine their search.
Some of the leaders in the field of information science have analyzed information
seeking behaviors and provide a detailed approach to information seeking behavior in
models they created to better define and understand information seeking behavior. Three
of the models are discussed below.
The premise of Wilson’s Information Seeking Behavior model of 1981 is in two
parts: 1) an information need is a secondary need that arises out of a more basic primary
need that is cognitive, physiological or affective; and 2) the person with the information
need will encounter different types of barriers raised out of the context of the primary
need, and also from the context of their personal characteristics, social roles and
environments. Wilson’s model broadly describes information seeking behavior and
accounts for such characteristics as personal traits and socio-economic factors – such as,
people in different jobs will have different information needs.
Ellis’ behavioral Model of Information Seeking Strategies describes “features” of
information seeking, as described below:
-Starting – the first measure taken to begin seeking information
-Chaining – searching footnotes and citations
-Browsing – a casual approach to information seeking
-Differentiating – using known differences in information sources as a means to filter the amount of information obtained
-Monitoring – staying aware of the original information need
-Extracting – identifying relevant information
-Verifying – checking the accuracy of the information retrieved
-Ending – concluding the search
While Ellis’ model is strong in describing information seeking behavior, it does
not account for external factors that may affect information seeking behavior.
Kulthau’s Information Search Process incorporates feelings, thoughts and actions
into her model of information seeking behavior. Kulthau’s model accounts for affective
and cognitive uncertainty that is generally felt by information seekers at the beginning
of the process. In Kulthau’s model, uncertainty fluctuates throughout the process with
certainty, until near the end of the search, the uncertainty gives way to a stronger feeling
of confidence. The seven steps to Kulthau’s Information Search Process are as follows:
-Initiation – the stage at which the need for information is recognized
-Selection – identification of a general area or topic that gives the information seeker a brief sense of confidence and positive sense in beginning the search
-Exploration – the stage where the wrong information is retrieved, and feelings of uncertainty increase
-Formulation – the search becomes focused and confidence begins to increase
-Collection – relevant information is gathered that is consistent with the
focused perspective of the search, interest and engagement deepen
-Presentation – the search is completed and a new understanding is
achieved so that the information seeker can relay the learning that took
place to others, or apply it
-Assessing the process – reflection of the process and determination of
whether or not the process was effective
Kulthau’s information seeking behavior model not only includes the feelings and
thoughts of the person seeking information, but accounts for the goal of some learning to
occur, and recognizes that the purpose of seeking the information is not an end in itself,
but a means to the end of how the information is to be used. Kulthau conducted
extensive research, observing the information seeking behavior of children prior to
creating her model.
I have taken several classes at San JoseStateUniversity in which information
seeking behavior was considered. I wrote two papers that discussed information seeking
behavior during my coursework. In Information Retrievel, I wrote a paper comparing
two types of search strategies – browsing and berrypicking. In Information and Society, I
wrote about learning-centered libraries and discussed information seeking behavior in
adolescents.
Demonstrative Works
To demonstrate competence of Competency J, the first piece of evidence I have
included is from my Information Retrieval class entitled Browing and Berrypicking.
Browsing and berrypicking are two of many search approaches. Browsing is more
informal, casual and opportunistic than berrypicking. When browsing, the information
seeker is exploring topics. Sometimes browsing leads to a more directed search. Often
people browse to clarify and focus the information need. In comparison, berrypicking
parallels natural information seeking behaviors. Rather than using a more structured,
linear search approach, berrypicking enables the user to refine their concept of the
information need based on information retrieved during the process. Berrypicking
incorporates many search strategies into a search, and could include browsing.
Through understanding that there are many types of search approaches, and that
sometimes external and internal factors affect a patron’s ability to do effective searching,
I will be better able to observe patrons’ information seeking behavior and help them with
identifying search strategies that may work better for them in satisfying their information
needs.
The second piece of evidence I have included is from my Information and Society
class, in which I wrote a paper entitled, Learning Centered Libraries, Implications from
Research. Stripling applies the findings and conclusions of Judy Pitts doctoral work to
school libraries. Stripling states that instruction is information seeking, and for learning
to take place, research must be integrated with curriculum. Stripling discusses the
Thoughtful Learning Cycle. Students explore a topic, gain new ideas and understanding,
ask questions, and explore some more. Children’s mental models are updated with new
information in a meaningful way and restructured when new learning occurs. Inquiry is
central to this process. Children seek information according to their current knowledge
framework. They may need to expand this framework to gather more information to
have a concept of what the topic is. Librarians can help them to explore aspects of topics
that interest them. Once children have narrowed the information need, librarians can
guide them in searching by helping them find relevant information and then help them to
verify and compare results to their original search concept. The librarian can’t direct the
search but must facilitate the search process for the entire process to be effective.
Through my understanding of this research and the fundamental concepts of information
seeking behavior, I know that by facilitating reflection, especially when working with
children, Iwill be able to better engage people to take a more meaningful role in the
information seeking aspects of their research.
Conclusion
The volume of information available continues to increase logarithmically.
Librarians and other information practitioners help to organize it and assist people with
searching through it and retrieving it, yet with the continual influx of information it can
be an overwhelming task to search effectively and narrow the information retrieved to
relevant information. The “principle of least effort”is a phenomenon through which
patrons have demonstrated that they choose the past of least resistance when seeking
information. For example, patrons will often choose a search approach they are familiar
with, and use the least precise mode they can to approach a search. Oncebarely
acceptable results are obtained, the information seeking behavior ends.
The ability to make effective inquiries is a skill that most librarians practice daily.
Through being aware of and recognizing patterns of information seeking behavior, I will
bebetter able to assist patrons throughout the search process by giving them the support
they need during the searchas I have developed my ability to recognize and identify
aspects of information seeking behaviors.
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