Learning and examining the context and theories behind information needs, information seeking, and information behaviors set the foundation of the MLIS program at SJSU. One of the very first classes we take in this program, Info-200: Information Communities, has us choose an information community and research the information-seeking behaviors of our chosen community via blog reports and a formal research paper. Having us choose an information community while learning the theories and concepts behind information-seeking behaviors, while researching those behaviors of our chosen communities, makes for a good practical learning experience and application of information-seeking theories. In this class, I selected the transgender community as my information community. Through the semester, I was able to apply prominent theories of information-seeking behaviors to my community, while researching trends and barriers in my chosen community. This helped me understand theories on information-seeking behaviors and the importance of considering information-seeking behaviors when designing and providing library services. Below are just a few of the models of information-seeking behaviors that stood out to me while originally researching my chosen community and while reflecting back for writing up this competency.
Kuhlthau's Information Search Process Model focuses on the "feelings, thoughts, and actions that follow as a person becomes aware of a gap in their knowledge" (Case & Given, 2016, p.152). Throughout my tenure at SJSU, I have come to learn that Kuhlthau's model is not only a staple in the LIS field, but it is a model that is highly cited and regarded. This model brings attention to the senses of "affect" and feelings that the information seeker encounters (Case & Given, 2016). The model itself includes seven stages "moving from left to right as a time sequence" (beginning to end) (Case & Given, 2016). Within each of these seven stages, we have three areas; feelings (affective), thoughts (cognitive), and actions (physical) that explain the feelings and actions of the information seeker (Case & Given, 2016). Below is a summary of each of the seven stages and their respective feelings, thoughts, and actions the information seeker exhibits in each stage.
Initiation stage
In this stage, the information seeker "becomes aware of a lack of knowledge about something", also known as "the birth of the information need" (Case & Given, 2016, p.152). Feelings of uncertainty, vague thoughts, and information-seeking actions are commonly seen in this stage (Case & Given, 2016).
Selection stage
In this second stage, the information seeker "assesses one's own degree of interest, necessary tasks, and available resources (time, relevant information, etc.)" (Case & Given, 2016, p.152). Feelings of optimism, vague thoughts, and relevant exploring actions are seen in this stage (Case & Given, 2016).
Exploration stage
In this third stage, the information seeker "explores" through information sources and goes about their information search (Case & Given, 2016). Feelings of confusion, frustration, and doubt are highly noted in this stage as the information search can become difficult, leading many individuals to abandon their information-seeking quest (Case & Given, 2016). Vague thoughts are also commonly found in this stage as well (Case & Given, 2016).
Formulation stage
In this fourth stage, the information seeker will exhibit feelings of clarity and focused thoughts as the information purpose gets closer to achievement through "narrow and confidence" in the overall search (Case & Given, 2016, p.153).
Collection stage
In this fifth stage, the information seeker exhibits feelings of confidence and a "sense of direction" as thoughts are focused and information found is digested and recorded (Case & Given, 2016, p.153).
Presentation stage
In this sixth stage, the information seeker will able to answer/complete (or not) the initial question/task (Case & Given, 2016). Feelings of either satisfaction or disappointment will be evident in this stage as the individual reaches the conclusion of the initial information search (Case & Given, 2016).
Assessment stage
This last and final stage sees the information seeker as having some sort of sense of accomplishment and increased self-awareness, as well as thoughts of reflections on what was (or wasn't) accomplished through the information search process (Case & Given, 2016).
Kuhlthau's model, based on many years of research with college students, emphasizes the role that feelings and emotions play in the overall search for information (Case & Given, 2016). I used Kuhlthau's model in my research of the information-seeking behaviors of the transgender community to discuss the role that feelings and emotions play in a transgender individual (e.g., body dysmorphia feelings, gender dysmorphia feelings), how they initiate their search processes based on those feelings, and what other emotional factors drive their overall search processes.
Wilson's Model of Information Behaviour examines the complex "context of information seeking" (Case & Given, 2016, p.162). The model seeks to answer, "why some needs prompt information seeking more so than others, why some information sources are more used than others, and why people may (or may not) pursue a goal based on their perceptions of their own efficacy" (Case & Given, 2016, p.163). Through the Wilson Model, information-seeking behavior is examined via five factors including: context of information need, activating mechanisms/motivators (e.g., stress/coping theory), intervening variables (e.g., psychological, demographic, environmental, etc.), further activating mechanism/motivators (e.g., risk/reward theory, social learning theory), and lastly, type of information-seeking behavior (e.g., passive attention, passive search, active search, ongoing search) (Case & Given, 2016). The Wilson model is highly regarded for it's recognition of the different types of search behaviors, the factors that can contribute to the different types of search behaviors, and the recognition of intervening variables (i.e., barriers) in regards to information-seeking behavior (Case & Given, 2016).
In my transgender information community research project, I referenced Wilson's Model of Information Behaviour when discussing the context of information needs of the transgender information community specifically, the issue of barriers to information. Intervening variables, such as barriers, play a major role in the information-seeking behavior of the transgender community, ultimately affecting their information-seeking behavior.
This third (and final) model of information-seeking behavior I'm going to discuss is Marcia Bates' Model of "berrypicking." This model discusses four trends in information-seeking behavior; that real life search queries are not static as they change and evolve over time, seekers gather information in various "bits and pieces" rather than one retrieved set, seekers use a wide array of techniques to locate information and, seekers use a wide array of sources (Bates, 1989). Essentially, this model says that information seekers "pick" information from various sources using various techniques on an ever-changing basis. This model of information-seeking behavior presents a more "realistic" approach to describing information-seeking behaviors (Bates, 1989). Implications from Bates' model and research shows that information retrieval systems should be designed to allow interactive dialogues and aiding techniques "that do not reflect rigid assumptions about the user's goals and style" (Bates, 1989, p.421-422). Information retrieval systems should be designed to allow for the everchanging and fluid information-seeking behavior under this model.
In my transgender information community research paper, I didn't reference Bates' berrypicking model. Reflecting on this now, I can see how Bates' model would have been perfect to reference in my research to discuss the similar "berrypicking" information-seeking behavior in the transgender community. The transgender information-seeking community (notably younger transgender individuals) use a variety of tools, sources, and techniques to search for information. As their personal identify grows and changes, so does their search queries and tactics.
This piece of evidence demonstrates my ability to consider information-seeking behaviors when designing and providing services that assist people in accessing information. There is a section in my research paper that covers designing and providing library services to the transgender information community. I discuss specific examples of libraries that already create an inclusive space for transgender individuals and the policies they follow. Using prominent theories of information seeking behaviors, I also discuss how the transgender information-seeking community seeks out information based on those theories. The conclusion of my research paper highlights global issues involving the transgender information-seeking community and emerging technologies that are on the horizon for this community.
This next piece of evidence further demonstrates my ability to consider information-seeking behaviors when designing and providing services that assist people in accessing information. In this course, Online Searching, we were tasked with having to create a 3-4 minute video presentation where we explain a key search concept to a targeted audience. First, I decided to focus on the key search concept of using limiters while searching in databases to refine search queries. Next, I decided to tailor my presentation/explanation of using limiters towards undergraduate students in college. I discuss using limiters to locate recent scholarly articles, as well as locating articles under time constraints. Locating scholarly articles under time constraints can be considered an information-seeking behavior of the general undergraduate population.
This last piece of evidence for this competency further demonstrates my ability to consider information-seeking behaviors in designing and providing services. For this assignment, we were asked to choose a target audience in which we identify their information needs and behaviors. I opted to chose undergraduate pre-law students as my target audience. Through a "who, what, and where" method, I identified who my target group is, where they are located, and what is needed from an information vendor based on my target audience's information needs and behaviors. I also define goals of the content and information vendor based on target audience's information needs and behaviors as well. I opted compile this audience analysis into a visual, easy-to-read infographic.
As library and information professionals, we design and provide services with our users in mind. As such, we have to understand our users' information needs and information-seeking behaviors when connecting our users to appropriate information sources and content. This specific competency is an important foundation in the LIS field as it helps students like myself understand information needs and behaviors in a scholarly and practical sense. I actually enjoyed returning to my early Info-200 coursework regarding information communities and my research on the transgender information community. Reflecting back helped me gain a deeper understanding of prominent information-seeking behavior theories/models and a greater sense of being able to consider such theories and models in designing and providing services in the future.
Bates, M. J. (1989). The design of browsing and berrypicking techniques for the online search interface. Online Review, 13(5), 407-424. https://doi-org.libaccess.sjlibrary.org/10.1108/eb024320
Case, D. O., & Given, L. M. (Eds.). (2016). Looking for information: A survey of research on information seeking, needs, and behavior. Emerald Publishing Limited.
Kuhlthau, C. C. (1991). Inside the search process: Information seeking from the user's perspective. Journal of the American Society for Information Science (1968-1998), 42(5), 361-371. https://doi-org.libaccess.sjlibrary.org/10.1002/(SICI)1097-4571(199106)42:5%3C361::AID-ASI6%3E3.0.CO;2-%23
Wilson, T. D. (1997). Information behaviour: An interdisciplinary perspective. Information Processing and Management, 33(4), 551-572. https://doi.org/10.1016/S0306-4573(97)00028-9
Photo credit: Cucamonga Saddle, CA by: Michael Van Aken