describe the fundamental concepts of information-seeking behaviors
In any number of roles within the academic library setting, librarians will be assisting information seekers to connect with the information sought. The librarian will invariably be meeting the information seekers in different stages of search completion, so having an understanding of how information-seeking behaviors come into play will be beneficial for the librarian to determine what kind of help to provide. The researchers that most significantly advanced the understanding of information seeking within the past few decades did so with an interdisciplinary approach, encompassing sociology, psychology, information science, computer science, and others.
Prominent Theories
The beginning of the modern exploration of information-seeking behavior was precipitated by Thomas D. Wilson’s 1981 paper “On user studies and information needs.” In it, Wilson argues that the concept of an “information need” is troublesome to define, and in any case its definition doesn’t get at understanding the more significant process by which the users find the information needed. He proposed a model of information behavior which focused on users and their interactions with information sources (1981, p. 4). Wilson (2009) remained relevant in the information-seeking behavior discussion, in 1996 exploring the concept within other disciplines and drawing pertinent findings to update his model, which he both simplified and expanded based on his exploration (p. 2395).
Two years after “On user studies and information needs,” Brenda Dervin published her findings on “Sense-making,” or the process by which we as information consumers incorporate new knowledge into our existing knowledge base. Over subsequent publications of refining the sense-making methodology, Dervin and other researchers have applied sense-making frameworks to many various information-seeking settings. Dervin’s work has been recognized to have shifted information science away from a systems-centered approach to research, and toward a user-centered approach (Dervin & Naumer, 2009, p. 4701).
One of the more prominent theories in information-seeking behavior in the field, but also throughout this MLIS program, has been Carol Kuhlthau’s Information Search Process. This model is the result of her years of study in a school setting. Kuhlthau’s studies reveal the part that emotion plays in the search process. Specifically notable is the decrease in confidence following the third stage, “Exploration,” where a student is confronted with information that may not meet their initial understanding of an issue or finds conflicting information. This is a departure from the then-predominant expected gradual confidence increase throughout the research process.
Application to Librarianship
As Carol Kuhlthau (1994) states, “all services of the library are directly related to students’ information-seeking behavior” (p. 57). The most apparent location for this in the academic library are reference desk services. The student comes to a reference desk with a statement of information need, and as part of a collaborative effort with the librarian, they engage in the search process and find resources that help the student process the need. In applying information-seeking behavior frameworks to this process, the librarian can infer from questioning where in the search process the student is (e.g., if the student is reviewing many articles for their formulation or looking for specific topical support) and support in an appropriate manner.
Application of information search behavior theories are also well-suited to any class time the librarian may have. This instruction is typically about the resources found in the library and can also touch on search methods. If the class is a single session, priority can be given to strategies that minimize the anxiety encountered in early stages of the search. If the librarian’s time with the students is through an entire course or semester, the librarian can spend more time identifying where the individual students are falling at various points and give appropriate feedback. Kuhlthau’s (1994) “Students and the information search process” establishes the idea of zones of intervention to determine whether information help is necessary and to which of varying degrees. Though not as hands-on, librarians may design modules for students of the institution about various aspects of the library, either as a supplement to or in place of librarian classroom time. If this is the case, modules broken down by different sections in the search process to cover the most users is beneficial.
Evidence
LIBR 287: Information Literacy Seminar—Guide on the Side Reflection
The study of information literacy has a strong link to information-seeking behaviors, because understanding how students go after new information is key to designing programs to enable them to go about that process more efficiently. This assignment was a reflection on a two-person project I completed designing a module within the Guide on the Side learning tool. The reflection shows the considerations for information-seeking behavior my partner and I had while designing the module.
LIBR 287: Information Literacy Seminar—Guide on the Side Reflection
LIBR 244: Online Searching—Exercise 3
The search problems that I went after through the exercises for this class were an opportunity to explore my own information search behavior, documenting how I formulated my searches rather than just showing what those searches were. The problems were often about parsing the important information from the problem statement and formulating a query to achieve satisfactory results. Specifically notable was my discussion of pearl building in the first problem’s Summary Report, indicating that searches like these are not a one-and-done scenario but require multiple iterations to first understand what the context of the information sought is.
LIBR 244: Online Searching—Exercise 3
Conclusion
Making students comfortable with the information search process is a key goal for creating lifelong learners. In the academic library, librarians are afforded many opportunities to direct and refine the students’ search process. In my position I hope to be in a position to provide instructional help because I believe my passion for the subject will be helpful to the learning process. Even if I am not in a classroom setting, I will be aware of opportunities to further students’ engagement in, and understanding of, information searching.
References
Dervin, B. & Naumer, C. M. (2009). Sense-making. In Encyclopedia of Library and Information Sciences, 3rd ed. doi: 10.1081/E-ELIS3-120043227
Kuhlthau, C. C. (1994). Students and the information search process: Zones of intervention for librarians.Advances in Librarianship, 18, 57-72. doi: 10.1108/S0065-2830(1994)0000018004
Wilson, T. D. (1981). On user studies and information needs. Journal of Documentation, 37, 3-15. doi: 10.1108/eb026702
Wilson, T. D. (2009). Information behavior models. In Encyclopedia of Library and Information Sciences, 3rd ed. doi: 10.1081/E-ELIS3-120043256
Life is information, information is life. 