Competency J ~
Describe the fundamental concepts of information-seeking behaviors.
Statement
A librarian's ability to effectively assess an individual information need requires knowledge of why and how people search for information. The information-seeking process is a dynamic one, and it changes from person to person, so librarians must be willing to treat each query for information as a unique problem and accept that each person will possess new experiences, different learning styles, and varying levels of understanding of the information-seeking process.
People seek information to fulfill a need; whether that need is immediate or deferred, clear or undefined, there is a process of discovery that takes place. In today's technology rich world, the information-seeking process is omnipresent: it occurs in the privacy of homes, at the workplace, on the go through mobile devices, and in libraries of all types. In the context of libraries and the general population, there are many similarities in the way people search for information. According to Chen and Hernon, among the general population the primary reason for seeking information is personal where information is sought to answer questions to day-to-day problems (as cited in Rubin, 2004, p. 39). Similarities occur because according to Kuhlthau, information seekers generally go through a six-stage process of information-seeking which she terms the Information Search Process (ISP):
Stage 1 Initiation - This stage is usually characterized by some level of uncertainty as the realization of the information
need becomes present. The information need is very unfocused and there is not yet an established approach for
gathering information.
Stage 2 Selection - During this stage the information seeker has established a more focused understanding of the
information need and begins to explore different approaches for gathering information.
Stage 3 Exploration - Serious exploration and information gathering can now begin. While some feelings of confusion or
doubt might be present due to contradictory information, the seeker begins to orient the information need within some
context.
Stage 4 Formulation - Information seekers become more confident in their search process and begin to weed out
irrelevant information. The act of evaluation begins.
Stage 5 Collection - Information seekers can articulate the type of information needed and begin to collect only the
information related to their specific information need. Confidence in the search process has dramatically increased.
Stage 6 Presentation - The success of the search for information will vary depending on access, availability of
information, effectiveness of systems used, and skills of the seeker. The process is considered complete and efforts are
now focused on synthesizing and/or reporting any findings.
(as cited in and adapted from Rubin, 2004, p. 43)
The process is dynamic and will vary from person to person depending on the context in which an information need arises, time constraints, individual information-seeking skills, and level of effort put forth. Regardless of these variables, the information-seeking process involves the active search for information and the analytical selection of relevant sources. How someone seeks information may also very by age, occupation, or level of education, which makes the process even more personal and dynamic. Librarians must consider all of this when attempting to assist library patrons with their information-seeking needs. Some people may want only to be given the answer, bypassing any active searching on their part. However, as librarians we recognize this as an active search for information by the user even though they are using as little effort as possible to obtain information. The process varies, sometimes dramatically, from person to person; therefore, each opportunity to assist in the information-seeking process should be viewed as an opportunity to teach information-seeking skills to others within their specific context.
Evidence
Because I do not have coursework that relates specifically to this competency, I have chosen to read two articles about information-seeking behavior and write an article review for each one. My evidence for this competency will be the two article reviews. Combined with my statement above, I feel the reviews demonstrate my understanding of the fundamental concepts of information-seeking behaviors.The first article titled "The impact of low-level skills on information-seeking behavior: Implications of competency theory for research and practice" was written by Melissa Gross. In the review I work through competency theory and how people who possess low levels of information-seeking skills have difficulty in recognizing their incompetence and therefore do not see a need to ask for assistance. These people who possess low levels of information-seeking skills also have a disillusioned sense of accomplishment and tend to view their skills as exceptional when in fact they are performing poorly.
The author describes competent information-seeking behaviors including the ability to access information effectively, to evaluate information critically, and the ability to use information creatively; secondary level standards expand on these which are geared towards primary level students. In the review, an understanding of how library anxiety can influence the competency level of information seekers in also addressed. Library non-use, uncertainty, and feelings of inadequacy contribute to the flawed strategies and self-image of the incompetent user. Gross' discussion of competency theory has certainly sparked an interest for me. This idea that people with low levels of information-seeking skills do not realize their incompetence and proceed as if their information-seeking strategies are efficient and effective seems to suggest a perpetual cycle of incompetence. How is this remedied? Do we just leave people alone to figure out their deficiencies with the belief that eventually they will or they will resort to asking for help? As a librarian, being aware of this phenomenon means taking an active position in the outreach efforts that aim to address these issues through information literacy instruction. We can look for signs of incompetence in our patrons as they struggle with navigating through resources and determining relevance.
The second article titled "The information-seeking behavior of youth in the digital environment" was written by Eliza Dresang. In the review I work through radical change theory and issues of youth information-seeking behavior in the digital environment. Radical change theory focuses on the ability of hypertext, multi-layering, new graphic interfaces, and youth perspectives to expand interactivity, connectivity, and access for youth in the digital environment. For me, the article revealed that youth and adult information-seeking behaviors are very similar when viewed in the context of digital media. For example, the use of the Principle of Least Effort and the idea that poorly developed skills cause people to make mistakes, use poor judgment, and overlook relevant information are seen in both adult and youth information-seeking behaviors.
Conclusion
Every librarian should possess the ability to recognize basic information-seeking behaviors in their patrons so we can help patrons improve their search strategies to produce more relevant results. With an understanding of these behaviors and how they differ from person to person we can create better services, tools, and outreach methods that might help to remedy deficiencies among all users. I feel my understanding of this competency will assist me in performing my intermediary duties as a professional librarian.
References
Dresang, E. T. (2005). The information-seeking behavior of youth in the digital environment. Library Trends, 54 (2), 178-196.
Gross, M. (2005). The impact of low-level skills on information-seeking behavior: Implications of competency theory for
research and practice. Reference & User Services Quarterly, 45 (2), 155-162.
Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York, NY: Neal-Schuman.
Evidentiary Material
A librarian's ability to effectively assess an individual information need requires knowledge of why and how people search for information. The information-seeking process is a dynamic one, and it changes from person to person, so librarians must be willing to treat each query for information as a unique problem and accept that each person will possess new experiences, different learning styles, and varying levels of understanding of the information-seeking process.
People seek information to fulfill a need; whether that need is immediate or deferred, clear or undefined, there is a process of discovery that takes place. In today's technology rich world, the information-seeking process is omnipresent: it occurs in the privacy of homes, at the workplace, on the go through mobile devices, and in libraries of all types. In the context of libraries and the general population, there are many similarities in the way people search for information. According to Chen and Hernon, among the general population the primary reason for seeking information is personal where information is sought to answer questions to day-to-day problems (as cited in Rubin, 2004, p. 39). Similarities occur because according to Kuhlthau, information seekers generally go through a six-stage process of information-seeking which she terms the Information Search Process (ISP):
Stage 1 Initiation - This stage is usually characterized by some level of uncertainty as the realization of the information
need becomes present. The information need is very unfocused and there is not yet an established approach for
gathering information.
Stage 2 Selection - During this stage the information seeker has established a more focused understanding of the
information need and begins to explore different approaches for gathering information.
Stage 3 Exploration - Serious exploration and information gathering can now begin. While some feelings of confusion or
doubt might be present due to contradictory information, the seeker begins to orient the information need within some
context.
Stage 4 Formulation - Information seekers become more confident in their search process and begin to weed out
irrelevant information. The act of evaluation begins.
Stage 5 Collection - Information seekers can articulate the type of information needed and begin to collect only the
information related to their specific information need. Confidence in the search process has dramatically increased.
Stage 6 Presentation - The success of the search for information will vary depending on access, availability of
information, effectiveness of systems used, and skills of the seeker. The process is considered complete and efforts are
now focused on synthesizing and/or reporting any findings.
(as cited in and adapted from Rubin, 2004, p. 43)
The process is dynamic and will vary from person to person depending on the context in which an information need arises, time constraints, individual information-seeking skills, and level of effort put forth. Regardless of these variables, the information-seeking process involves the active search for information and the analytical selection of relevant sources. How someone seeks information may also very by age, occupation, or level of education, which makes the process even more personal and dynamic. Librarians must consider all of this when attempting to assist library patrons with their information-seeking needs. Some people may want only to be given the answer, bypassing any active searching on their part. However, as librarians we recognize this as an active search for information by the user even though they are using as little effort as possible to obtain information. The process varies, sometimes dramatically, from person to person; therefore, each opportunity to assist in the information-seeking process should be viewed as an opportunity to teach information-seeking skills to others within their specific context.
Evidence
Because I do not have coursework that relates specifically to this competency, I have chosen to read two articles about information-seeking behavior and write an article review for each one. My evidence for this competency will be the two article reviews. Combined with my statement above, I feel the reviews demonstrate my understanding of the fundamental concepts of information-seeking behaviors.The first article titled "The impact of low-level skills on information-seeking behavior: Implications of competency theory for research and practice" was written by Melissa Gross. In the review I work through competency theory and how people who possess low levels of information-seeking skills have difficulty in recognizing their incompetence and therefore do not see a need to ask for assistance. These people who possess low levels of information-seeking skills also have a disillusioned sense of accomplishment and tend to view their skills as exceptional when in fact they are performing poorly.
The author describes competent information-seeking behaviors including the ability to access information effectively, to evaluate information critically, and the ability to use information creatively; secondary level standards expand on these which are geared towards primary level students. In the review, an understanding of how library anxiety can influence the competency level of information seekers in also addressed. Library non-use, uncertainty, and feelings of inadequacy contribute to the flawed strategies and self-image of the incompetent user. Gross' discussion of competency theory has certainly sparked an interest for me. This idea that people with low levels of information-seeking skills do not realize their incompetence and proceed as if their information-seeking strategies are efficient and effective seems to suggest a perpetual cycle of incompetence. How is this remedied? Do we just leave people alone to figure out their deficiencies with the belief that eventually they will or they will resort to asking for help? As a librarian, being aware of this phenomenon means taking an active position in the outreach efforts that aim to address these issues through information literacy instruction. We can look for signs of incompetence in our patrons as they struggle with navigating through resources and determining relevance.
The second article titled "The information-seeking behavior of youth in the digital environment" was written by Eliza Dresang. In the review I work through radical change theory and issues of youth information-seeking behavior in the digital environment. Radical change theory focuses on the ability of hypertext, multi-layering, new graphic interfaces, and youth perspectives to expand interactivity, connectivity, and access for youth in the digital environment. For me, the article revealed that youth and adult information-seeking behaviors are very similar when viewed in the context of digital media. For example, the use of the Principle of Least Effort and the idea that poorly developed skills cause people to make mistakes, use poor judgment, and overlook relevant information are seen in both adult and youth information-seeking behaviors.
Conclusion
Every librarian should possess the ability to recognize basic information-seeking behaviors in their patrons so we can help patrons improve their search strategies to produce more relevant results. With an understanding of these behaviors and how they differ from person to person we can create better services, tools, and outreach methods that might help to remedy deficiencies among all users. I feel my understanding of this competency will assist me in performing my intermediary duties as a professional librarian.
References
Dresang, E. T. (2005). The information-seeking behavior of youth in the digital environment. Library Trends, 54 (2), 178-196.
Gross, M. (2005). The impact of low-level skills on information-seeking behavior: Implications of competency theory for
research and practice. Reference & User Services Quarterly, 45 (2), 155-162.
Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York, NY: Neal-Schuman.
Evidentiary Material
lowlevelskills_litreview.pdf | |
File Size: | 188 kb |
File Type: |
youthbehaviordigenviron_litreview.pdf | |
File Size: | 169 kb |
File Type: |