Introduction to Library & Information Studies
March 1, 2010

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What is “information behavior”?
 What is a model and why use it?
 Types of models
 Individual models
 Model-building exercise
 Discussion
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“a process in which humans purposefully engage in order to change their state of knowledge”
(Marchionini,
1995, p. 5)
“the study of how people need, seek, give, and use information in different contexts, including the workplace and everyday living”
(Pettigrew, Fidel & Bruce,
2001, p. 44)
“a process that includes multiple stages of question asking and refining, information gathering and evaluating…synthesis and use of information”
(Wallace,
Kupperman, Krajcik, & Soloway, 2000).
Study of the user of information rather than the container
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Paradigm shift (1980s)
To identify different user groups and their information needs
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How people think and behave in response to information needs.
Patterns of behaviours
To identify best practices
To inform information system design
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Diagrammatic, simplified versions of reality
More concrete – “real world”
To study various aspects of phenomena:
 Characteristics
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Relationships
Specific to general
Different intellectual domains:
 Cognitive
 Affective
Context independent
Predictive value
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 Of great value in the development of theory
 description  prediction  explanation
Models = Tentative, proposed set of relationships
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Focus on more specific or limited problems
Concrete, diagrammatic
Frameworks
Generalizable – specific situation to general contexts
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Types of Models
 Different types of models:
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Instructional
Grounded
Narrative
Synthesized
 Based on Information Need
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Dervin’s Sense-Making Model
(1980’s to Present)
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Information and human communication interlinked and inseparable
Identification and explanation of universals within individual experiences
Bridging gaps
Multiple interpretations – not the “right” answer
Personal meaning – integration of results into one’s own experience
No value judgments on what constitutes “helpful” information
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The Sense-Making Triangle
SITUATION
GAP
In Glazier and Powell (1992) p. 69.
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USE (HELP)
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Taylor’s Levels of Information Need (1968)
1.
2.
3.
4.
Visceral : unconscious – difficult to articulate
Conscious : awareness but ill-defined
Formalized : concrete – definitive and rational question
Compromised : need is redefined and specific to information system
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Independent of the type of information need
Implications for intermediary’s approach
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Belkin’s ASK – 1980
(Anomalous State of Knowledge)
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Set of guidelines
Gap in one’s knowledge that needs bridging
Information need to be defined in terms of user not system
Levels of information need continuum
Most Vague Most Specific
• Different retrieval tasks for different ASKs
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Wilson’s Macro-Model (1981 and 1996)
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Broader perspective than just electronic systems
“Goal-seeking behaviour”
Problem identification  Problem definition 
Problem resolution  Solution Statement
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 Stress/coping theory – satisfaction of information need
“Intervening variables” = barriers (but not always)
Feedback loop
Risk/Reward Theory
Social Learning Theory
Self-Efficacy
Nested together
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Kuhlthau’s Information Search Process
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Seeking meaning – constructivist
Concept of uncertainty – anxiety, motivation
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Starting – identification of key areas of interest
Chaining – identifying references
Browsing – familiarizing oneself with sources within subject area
Differentiating – value judgments based on prior knowledge
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Monitoring – regular examination of identified key sources
Extracting – perusal of a particular source to identify and select relevant material.
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Information Search Strategies
Belkin, Marchetti & Cool (1993)
Dimensions of Information-Seeking
Strategies
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 method of interaction (scanning-searching) goal of interaction (learning-selecting) mode of retrieval (recognition-specification) resource considered (information items-meta information)
 Any ISS could have 16 possible combinations of these four dimensions
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Addresses 4 areas:
1.
2.
The nature of the query,
The nature of the overall search process,
3.
4.
The range of search techniques used
The information ‘domain’ or territory where the search is conducted
“Bit-at-a-time retrieval” – selected tidbits of information
Evolving search query
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Shenton & Dixon’s (2003) Macrocosmic Model
1.
Identification of overall direction
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Determines nature of information need
2.
Identification of source
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Identification and isolation of sources
3.
Identification of component
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Interaction with the information source
Identification and examination of components within sources
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Shenton & Dixon’s (2003) Macrocosmic Model
1.
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Accessing of information
May have been done in Stage 3
Possible redirecting of search
2.
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Outcomes and future action
Decision about usefulness of materials
Decision as to whether to stop or continue search process
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Elements similar to Wilson’s model namely
“active search” mode
 Makes a number of elements explicit
 Functions of the information user, document author, intermediary
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Brings IR system into the picture
Cognitive transformations from life-world to information system
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Methodological Issues: A Paradigm War?
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 Quantitative vs. Qualitative methodology
 Mixed methods
Random vs. purposeful sample
Experimental vs. Operational setting
Information System vs. User
Generalizability vs. Transferability
Methodology must match the research question!
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Nesset’s Preparing, Searching & Using (PSU) Model
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 Emerging patterns and themes
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Best practices
Information system design
Models inform theory
Description  Prediction  Explanation
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Elements to include:
Information need
Question/query development
Generalized search/broad topic  refinement of topic/query
User demographics
Task definition (what is the information for?)
How will the information be used?
Organization of retrieved information
Evaluation of information for relevance
Feedback feature
Barriers/facilitators to information search process
Intervening variables (those things out of searcher’s control)
Affective, physical, and cognitive behaviors
Evaluation--feedback
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Visuals
Relationship arrows —steps involved in process
Beginning and end (entrance/exit points)
Stages (shows progress/evolution)
Text and/or images
Cyclical
Spectrum of possible affective behaviors
Categorizing of similar elements
Legend/key – use of different colors/fonts
Representation of concepts using different shapes, colors, symbols, arrows, etc. – building a conceptual framework
Title (don’t make your readers guess)
Borders/parameters
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