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Course Description
Course Description
LIS 5053-995 Info User in Knowledge Society
Information use by people in various roles, situations, and contexts, individually and in groups. Information behavior and the influence of learning and cognitive processes; value systems; and situational, psychological, sociological, and political perspectives. Application of study of user information behavior to textual, graphical, and visual representation of knowledge. Includes both theoretical models and practical methodologies for study of uses and for user-centered design of information and knowledge systems and services.
Course Objectives
Course Objectives
Upon successful completion of the course, students will be able to:
Explain major theoretical concepts and models of information behavior.
Define the role of learning and cognitive processes in the design, selection, and use of information systems.
Analyze the impact of diverse information needs, learning preferences and styles, and cultural influences on the design, selection, use, and evaluation of information systems.
Describe information seeking behaviors and uses within various communities, groups, and environments.
Apply methodologies and strategies for identifying information behavior and information needs in various contexts.
Determine factors to be considered in design of an information service or product.
Evaluate and select appropriate textual, graphical, and visual formats for effective design of information products for use by individuals with diverse information behaviors and styles.
Information Users in Knowledge Society was one of the more fun and fascinating classes. As users was my focus, I found the exploration of the psychological, cultural and equitable factors of users’ behavior toward information to be really engaging. This class contributed toward the entirety entirety of my second goal, competencies in user services, touching on information literacy, reference and instruction, as well as helping me understand how to train library employees how to consider the user’s perspective of sources and services. This course also considered equitable access to information, satisfying goal 1C: diversity, equity and inclusion.
Dr. Cecelia "Cecy" Brown
I surveyed several music students on their frequency of their library use, as well as their emotional experience when using the library. My findings corroborated Constance Mellon’s findings on library anxiety; namely, that students feel overwhelmed and intimidated when using the library’s website and facilities. The students also indicated that they value information that is accurate, free, accessible and credible. An unanticipated result was that students who took the survey on paper valued free access to information more than those who took it online. These realizations helped me understand the general emotions and values of our users, which translated into updating my reference skills and our training for public-facing student employees to make the library more welcoming and accessible.
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