Information-seeking behavior represents one of the most fundamental and dynamic areas of library and information science. Understanding how individuals and communities search for, evaluate, and use information is essential for creating services that effectively connect users with the resources they need. At its core, information-seeking behavior encompasses the strategies and actions people employ when identifying their information needs, seeking information to fulfill those needs, and using or transferring that information (Wilson, 2000). This process is neither linear nor uniform; rather, it is shaped by cognitive, affective, and contextual factors that vary widely across individuals and situations.
Several key theoretical frameworks have emerged to explain the complex nature of information seeking. Carol Kuhlthau's Information Search Process (ISP) model examines the affective dimensions of information seeking, highlighting how emotions like anxiety, confusion, and satisfaction accompany different stages of research (Kuhlthau, 1991). This recognition that information seeking is not merely cognitive but deeply emotional has transformed how information professionals approach user services and instruction. Similarly, Marcia Bates' Berrypicking Model challenged traditional notions of systematic searching by proposing that users typically gather information incrementally, constantly adjusting their search strategies as they encounter new information—much like picking berries from different bushes (Bates, 1989). This model better reflects the reality of information seeking in digital environments, where users follow evolving pathways rather than executing a single, comprehensive search.
Equally influential is Elfreda Chatman's theory of information poverty, which examines how social factors—including distrust, secrecy, and social norms—can create information barriers even when resources are theoretically available. As I explored in my research on cultural property protection communities, even if information inequality is addressed by creating access to missing resources, barriers still exist that need to be resolved to reform information poverty. Chatman's concept of "small worlds" demonstrates how professional communities often develop information-seeking behaviors that reflect their social dynamics and institutional contexts rather than simply their resource needs.
More recent approaches to information behavior have expanded beyond individual cognitive processes to consider the social and contextual nature of information seeking. Reijo Savolainen's Everyday Life Information Seeking (ELIS) framework examines how people seek information in non-work contexts, emphasizing how cultural factors and social backgrounds shape information practices (Savolainen, 1995). Similarly, Fisher and Naumer's concept of information grounds recognizes that information sharing often occurs organically in social settings rather than through deliberate searching (Fisher et al., 2004).
Understanding these theoretical frameworks is vital for information professionals because they inform how we design services, systems, and spaces that accommodate diverse information-seeking preferences. As Dervin's Sense-Making Methodology suggests, effective information services must bridge the gaps between users' current knowledge states and their desired knowledge states (Dervin, 1998). This requires not only making information available but also understanding the cognitive, emotional, and social factors that influence how individuals approach information tasks.
For library and information professionals, these theories provide crucial insights into designing systems and services that align with natural information-seeking behaviors rather than forcing users to adapt to rigid structures. Whether creating digital interfaces, physical spaces, or instructional programs, understanding how people naturally seek and use information allows us to build more intuitive, accessible, and effective information environments. As demonstrated through my work with elementary school students, accommodating diverse information-seeking preferences—from peer-based discovery to structured catalog searching to mediated reference—creates an ecosystem where all users can successfully connect with information that meets their needs.
Evidence
My understanding of information-seeking behaviors and their practical applications is demonstrated through three distinct pieces of evidence that showcase both theoretical analysis and real-world implementation in diverse information environments.
1. My research paper "Information Poverty in the Cultural Property Protection Community,” demonstrates sophisticated application of multiple information-seeking theories to a complex global community. Moving beyond basic application of Chatman's information poverty framework, I develop a nuanced analysis that integrates Anne Goulding's extensions of Chatman's theories to reveal paradoxical information behaviors. I observe that Goulding drew parallels between the information rich and information poor- suggesting that a populace with an over saturation of information and resources suffers from the same outcomes that impact the information poor, noting that the information poor are unable to act because they do not have necessary data and facts that would enable them to take control. Those with too much information, or the inability to cope with the amount of information they encounter in their work and daily lives, are similarly paralyzed. This insightful connection illustrates my advanced understanding that information behavior challenges exist across the spectrum of information access, not merely in contexts of deprivation.
My analysis further examines how information-seeking is profoundly influenced by power dynamics and historical contexts, particularly when I question when a global league of wealthy nations—nations with their own sorted history of looting antiquities—define and dictate the importance of cultural heritage does this create a distrust of the global CPP community by locals, law enforcement and institutions? This demonstrates my recognition that information-seeking behaviors are embedded within complex socio-political contexts that cannot be separated from historical power imbalances. Perhaps most significantly, I challenge simplistic solutions to information inequality, concluding that more resources are not always the solution to information inequality and emphasizing that honest solutions brought forth through Chatman's theories that address the roots of information poverty are essential. This conclusion demonstrates my ability to move beyond superficial understandings of information access to address the deeper social and psychological dimensions of information behavior—a hallmark of advanced competency in this area.
2. My research paper, "Information Sources Survey for Cultural Property Protection Community,” showcases my ability to analyze information resources through the lens of multiple information-seeking theories and behaviors. In this survey, I develop a sophisticated temporal framework for understanding information needs, noting that information sought before, during, and after the event of cultural property crisis varies. Valued information before a crisis is found in educational formats and inventories, information sought during the crisis utilizes maps, internal newsletters, news and social media. Finally, information valued after the crisis includes the use of stolen object databases, inventories, catalogs, historical information, and information sharing of illicit items that may come up for sale. This framework demonstrates my understanding that information needs and seeking behaviors are not static but shift dramatically based on contextual factors—a key insight from contextual models of information behavior.
My analysis of GlobalXplorer is particularly revealing of my advanced understanding of evolving information ecosystems. I note how this platform challenges traditional information hierarchies by intentionally using a social media platform design to create greater access to information and thus provide opportunities and enough knowledge for all individuals to participate without the common academic stigmatization that is found regarding crowdsourced information often demonstrated by academia's relationship to Wikipedia. This observation demonstrates my understanding of how new models of information creation and sharing are disrupting traditional authority-based information ecosystems. I further analyze how GlobalXplorer harnesses the power of community-based platforms and the possibilities of crowdsourcing information to create an invaluable community-based reference source for professionals in the field of CPP. This analysis reveals my sophisticated understanding of how boundaries between information creators and consumers are increasingly blurred in contemporary information environments, and how these shifts impact information-seeking behaviors across professional and amateur communities alike.
3. My third piece of evidence is my practical application of information-seeking theories through the implementation of multiple information pathways in my elementary school library. This multifaceted approach includes my peer-to-peer book recommendation video and class dialogue, a custom-designed physical keyword display and digital catalog interface, as well as myself- children’s literature reference guide. Together, these implementations showcase my ability to translate theoretical understanding into practical interventions that accommodate diverse information-seeking behaviors highlighted through elementary school students' quest to find the perfect book.
The peer recommendation video and class dialogue I created directly applies Savolainen's Everyday Life Information Seeking (ELIS) theory by recognizing the powerful influence of social contexts on information behavior. Student feedback confirms the program's effectiveness: participants consistently express excitement about newly discovered books and willingness to explore unfamiliar genres based on peer recommendations. This outcome demonstrates my practical understanding of how social information grounds can reshape reading preferences and information discovery patterns among young learners.
Recognizing the challenges students face with digital catalog searches and the desire to find information independently, I designed a physical genre and keyword display that bridges the gap between students' verbal vocabulary and their spelling abilities. This intervention reflects Bates' Berrypicking Model by providing visual cues that help students modify their search strategies as they encounter new potential search terms. Furthermore, I've enhanced the discoverability of library materials by incorporating student terminology into metadata creation, ensuring that the catalog responds to the natural language patterns of its users rather than forcing them to adapt to rigid controlled vocabularies. This approach demonstrates my advanced understanding of how vocabulary and linguistic barriers impact information retrieval success.
For students who prefer direct librarian interaction, I employ a reference interview technique informed by Zipf's Principle of Least Effort, recognizing that many students seek the path of least resistance in their information quests. When students approach me for recommendations, I use a structured yet conversational approach that helps clarify their information needs through questions about their interests (fiction versus nonfiction preferences), previous reading experiences, and genre preferences. This reference process demonstrates my understanding of Taylor's Question-Negotiation theory in action, as I help students transform vague information desires into articulated needs that can be matched with appropriate resources.
By implementing these complementary systems, I've created an information ecosystem that accommodates diverse information-seeking behaviors and preferences. This multifaceted approach demonstrates my deep understanding that effective information services must be designed to meet users where they are—whether they prefer social discovery methods, independent searching, or mediated assistance—rather than forcing users to conform to a single information-seeking model.
Conclusion
My evidence demonstrates not only theoretical knowledge of information-seeking behaviors but also the ability to analyze information contexts, identify barriers to information access, and implement targeted interventions that connect diverse users with relevant and appropriate information through channels that align with their natural information-seeking tendencies. As I move forward in my career as an information professional, my understanding of information-seeking behaviors will directly inform how I design and implement information services for diverse communities. In my future work, I plan to continue developing environments that accommodate multiple information-seeking preferences rather than privileging a single approach. Whether working in an elementary school library, academic institution, or special collection, I will apply these theories to create services that meet users where they are—recognizing that information-seeking is complex, contextual, and deeply influenced by social and emotional factors.
To remain current in this field, I will rely on several professional resources that provide ongoing research and best practices in information behavior. The Journal of the Association for Information Science and Technology consistently publishes cutting-edge research on information-seeking behaviors across different contexts and populations. Similarly, the Annual Review of Information Science and Technology offers comprehensive overviews of developments in information behavior research. For practical applications, I will engage with the Reference and User Services Association, whose guidelines and professional development opportunities provide concrete strategies for translating theoretical understanding into effective services. By continuing to connect theoretical frameworks with practical applications, I will create information environments that effectively bridge the gap between users and the information they seek, regardless of their preferred information-seeking strategies or behaviors.
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/10.1108/eb024320
Chatman, E. A. (1996). The impoverished life-world of outsiders. Journal of the American Society for Information Science, 47(3), 193-206. https://doi.org/10.1002/(SICI)1097-4571(199603)47:3<193::AID-ASI3>3.0.CO;2-T
Dervin, B. (1998). Sense-making theory and practice: An overview of user interests in knowledge seeking and use. Journal of Knowledge Management, 2(2), 36-46. https://doi.org/10.1108/13673279810249369
Fisher, K. E., Durrance, J. C., & Hinton, M. B. (2004). Information grounds and the use of need-based services by immigrants in Queens, New York: A context-based, outcome evaluation approach. Journal of the American Society for Information Science and Technology, 55(8), 754-766. https://doi.org/10.1002/asi.20019
Kuhlthau, C. C. (1991). Inside the search process: Information seeking from the user's perspective. Journal of the American Society for Information Science, 42(5), 361-371.https://doi.org/10.1002/(SICI)1097-4571(199106)42:5<361::AID-ASI6>3.0.CO;2-#
Savolainen, R. (1995). Everyday life information seeking: Approaching information seeking in the context of "way of life". Library & Information Science Research, 17(3), 259-294.
Wilson, T. D. (2000). Human information behavior. Informing Science, 3(2), 49-56. https://doi.org/10.28945/576