11.3 Accidentally found on purpose: Information-seeking behavior of historians in archives

11.3 Accidentally found on purpose: Information-seeking behavior of historians in archives

Duff, WM & Johnson, CA

I found this article specifically interesting because in my current job, one of my special projects is essentially to create an archive. This is a heady task for a first semester library school student with no archival experience, but I have more insight into it than my employers, who are mostly art historians. What is interesting about archival creation is that the description and organization is truly at the whim of whoever is in charge of creating the archive. In some instances, there are obvious ways to organize it, in others, it is much harder. While I really enjoy organizing things (in some cases) it is daunting to think about organizing a full set of archives. And as I mentioned in a previous journal about information in the workplace, I want to make sure that my organizational principle is understandable by the archivist who follows in my footsteps.

Not only does my organizational principle have to be understood by the next archivist, it also has to be usable by patrons. For someone to use an archive easily, they have to be able to understand how it is organized. In my case, there were many ways we could organize the archives, but we eventually came up with a standard way. The way that I go about organizing things, however, is very visual, so it is impossible for anyone to help me. In my mind, I have a very elaborate internet ready finding aid, but unfortunately there is not the time or the resources to create that. While I am very conscious of everything needing to be findable in the future, I have also been informed that I (and my archive) are at a disadvantage. Because I am a student with little archival experience, my object descriptions may not have the same degree of accuracy they would have if considered by a “real” archivist. This also puts those who want to peruse my archive at a disadvantage. If the archivist does not do his or her job properly or to the correct degree, the archive becomes very difficult to use. While I am enjoying my exciting and stressful archival experience, I have determined that I do not want to work as an archivist. While I love objects and preserving knowledge, I enjoy hands on knowledge exchange with people, specifically children, much more. Archives are quiet, and the children’s department is lively. I know where I belong.

11.1 Accessing information use by humanists and social scientists: A study at the Universidad de Buenos Aires, Argentina

11.1 Accessing information use by humanists and social scientists: A study at the Universidad de Buenos Aires, Argentina

de Tiratel, SR

This is one of the articles from my group presentation week. I liked that the article was directly comparing humanities and social sciences (as two general entities) instead of looking specifically at parts of humanities and other disciplines like so many articles I read. I looked specifically at literature scholars in my presentation, and this article backs up much of what I discussed in my presentation. The library is invaluable as a physical resource to humanities scholars. There is a great feeling about it, and many would rather be in the library researching than many other places. Humanities scholars also have a wide breadth of topics to cover, and many need the interdisciplinary resources of a library. Humanities scholars generally do not use studies or experimental research in their writings. They are interested in the history and context, anything that could have effected what they are researching. While social scientists do not rely completely on experimental research, much of their research must be current. They cannot simply rely on what has happened in the past. I may have a slight bias of understanding towards humanities scholars, since I spent my undergraduate career attempting to become one (literature, specifically). I still find myself researching and analyzing things in the same ways a humanities scholar does, and I do not entirely understand some of the methods of social scientists.

I found it interesting that this study was done in Argentina. In my research of literature scholars I found that many of the studies I was looking at were done in England. It was nice to see a different country. We all seem so surprised when so many of the studies are done in other countries (I know Canada seems to have been popular in many people’s presentations) but there are a lot more countries than just the US. While in one of the articles I read there was a slight difference between “international” and British scholars, in general I doubt there is much difference in scholarly work from country to country.

10.3 Knowledge management and the dynamic nature of knowledge

10.3 Knowledge management and the dynamic nature of knowledge

McInerney, C

I really connect to the idea of knowledge being dynamic. I have always felt that what you retain in your head is affected by the person you are, your experiences and your feelings. Your knowledge is yours alone and you cannot give that same understanding to anyone else. However, in the world, both in schools and in the workplace, we focus on grasping facts from knowledge. In school, you have to memorize facts. As you get older, you are asked to interpret them and apply your own dynamic knowledge. In a workplace, we are often asked to return to the early school days tactic of performing tasks in specific, set ways. However, the longer you are at one workplace, the more specific the way one completes their own duties. If you begin a project in your own, specific way, and someone else must complete it, it can often be impossible for them to finish. I encountered this in my current job. I am working to create an archive, among other things. When I was given the work the previous assistant had done, I could not figure out her organizational system, and she had not written any of it down. Instead, I had to start over. If you are a responsible employee, when you are leaving a job, you will consider if anyone else can pick up where you left off. I have realized that when I leave my current job for the summer, no one else in the office can really use the Access database in which we keep all of our mailing lists. Because of this, I have created my own knowledge artifacts: tutorials on how to do basic actions in our access database. So far, they have been popular. I was careful to use clear, concise and direct language so that the only possible interpretation of the knowledge was the correct one. I am sure someone will find a flaw in my tutorials, but I hope this will make it easier when it is time for me to move on. In past jobs, I wish others had though about educating their coworkers to their organization processes. As information professionals, it is our job to both organize information and get it to those who are seeking it. It makes it significantly harder to pass on the information if a professional can’t even find it.

10.1 The role of experience in the information search process of an early career information worker

10.1 The role of experience in the information search process of an early career information worker

Kuhlhau, CC

The title of this article seems to be a bit of a give away. The role experience plays in the career of someone with no experience? Strange. Even stranger, that Kuhlthau, the one who produced one of the easiest to understand information theories, would not think to compare her case study of this one person to anyone else. Perhaps anyone who had been in the field longer or had more experience, so that comparison could be made. I really have a problem with the idea that this entire article is based on one person. Because I feel so strongly that everyone works differently, even those in similar careers (if I didn’t believe that, working in a group in graduate school has taught me that) I don’t feel like these findings can be applied to other people, even in a very general sense. While the subjects feelings may be fairly universal at the start of a new job or when embarking on trying to find employment, what was helpful to him will only be helpful to someone who thinks and works the same way that he does. A few extra short interviews with other people in similar job situations would have made a huge difference toward the way I feel about this article. I really don’t have much else to say about it, because I did not find it especially valid.

9.2 Coming-out: Gay males’ information seeking

9.2 Coming-out: Gay males’ information seeking

Hamer, JS

Information seeking for a homosexual person considering coming-out must be quite difficult. As Hamer notes, it is a time when many are in great fear, first of their own identity, and later on of the reaction of those they love. This kind of secretive information seeking is common when the seeker is embarrassed about the information they are looking for. However, in this case, the seekers may be embarrassed of themselves, of realizing their identity. It makes me sad that homosexuality is still such an outsider group. As teens, those who are heterosexual don’t usually have to go through large amounts of information seeking, stress and fear to discover that they are heterosexual. While information seeking for gay males may be easier now than it was 30 years ago, we still live in a heteronormative world. While no one will be offended by someone’s heterosexuality, someone may be offended by someone’s homosexuality. While I don’t agree with that, it is something a person in the process of coming out must be aware of.

While reading this article I think of an episode of the Canadian teen soap opera, Degrassi The Next Generation. One of the characters, a 9^th grader, has started to realize he has feelings for guys. When they have a sex talk at school, he is too scared to ask the questions he has about his sexuality, even one on one. He turns to the internet to find his answers. The internet has become the great information Mecca for those with questions they are embarrassed to answer. For many, you can find a community that can help with your information seeking needs and even people in similar situations. I hope that someday, the coming out process will not be an outsider situation. I think that librarians need to be open and helpful to all patrons. I feel like it would be hard to be a public librarian and be judgmental of anyone and truly do your job, so it is important to be open to everyone’s information needs. .

9.1 The impoverished life-world of outsiders

9.1 The impoverished life-world of outsiders

Chatman, EA

I really understood the idea of insiders and outsiders when it came to information seeking. I can attribute this to the presentation group, and also to this article. Chatman did a great job of connecting to multiple groups of outsiders, and making the concepts clear. I also think, as a member of a generation who all feel like “outsiders” for one reason or another (most of which are invalid) it is interesting to look at outsiders as being information poor. I understand that in many situations it is not possible for someone to have the same amounts of information than someone else. For someone without a computer or the knowledge to use the internet, many information that is a few seconds away for me is unreachable. If an information establishment (like a library) has hours that do not coincide with the free time you are provided by work, you can never seek information there. There are many factors that can lead someone to be information poor, and therefore an outsider.

It seems to me that people who are usually considered insiders in many ways can be thought of as information outsiders based on one thing. The ability to use technology shapes our current information use and exchange so much, that someone unable or unwilling to use the technology may lose out on lots information exchange.

I feel like it is part of our job as information professionals to help more people become information rich, even if they have many outsider factors working against them. Extended hours, free pamphlets, and especially computer tutorials would make a huge difference in many places. In some populations, having information and help available in multiple languages is invaluable. There are many communities in which a library could not get by without having those kinds of services available.

8.3 Utilization of heroin information by adolescent girls in Australia: A cognitive analysis

8.3 Utilization of heroin information by adolescent girls in Australia: A cognitive analysis

Todd, R

This was a very interesting, very small study. It was interesting to see a study based on a kind of “information prompt”. I imagine this is easier than waiting for someone in the correct demographic to search for the information on their own, and then be able to record it in the same way. I really like the idea of the kind of “mind maps” of the way the girl’s knowledge grew over time.

I wonder, though about the difference in searching, knowledge gathering and knowledge retention based on a prompt and based on actual desire for knowledge. I know that I search different for my own personal curiosity than I do when I am trying to complete a school assignment. I am able to retain large amounts of mostly useless information I gain from reading Wikipedia while procrastinating than from hours spent researching a paper in the library. If the required topic does spark my interest, the different isn’t as large, but there is still a gap, especially in retention. And this is from someone who truly enjoys seeking knowledge. The average adolescent girl is probably not as nerdy as I am, and would not enjoy the searching process as much, at least in a prompting situation.

I also wonder what the difference between boys and girls in this searching process would be. Since boys were not studied, any possible gender differences cannot really be addressed. I would also be interested to see a similar study done with younger children, on a more age appropriate topic. It is often said that children retain information more readily, and I wonder how true this is.

8.1 Waiting for chiropody: contextual results from an ethnographic study of the information behaviour among attendees at community clinics

8.1 Waiting for chiropody: contextual results from an ethnographic study of the information behaviour among attendees at community clinics

Pettigrew, KE

Even as a young patient, it can be intimidating to ask for information from medical professionals, especially in a clinic kind of atmosphere. Many people feel very judged and uncomfortable when they are asking for medical care, as if they will be persecuted for not taking better care of themselves. An elderly person taking care of their own medical needs may have this problem, but much worse. Many elderly people do not want to ask someone younger than them for advice. Some may fear that they will seem feeble, either physically or mentally, and do not wish to be sent to a home because it is determined they cannot take care of themselves. For someone who is very proud, admitting a need for help can be very difficult.

Last year, I was a temp worker in an assisted living facility for the mentally ill. Many of our residents were somewhat schizophrenic, and none of them could live entirely on their own. Many were elderly, and on government subsidized healthcare to both pay for their housing and medical care. This was a situation where not only could they not control their own finances and medical costs, but they also had extenuating mental circumstances. The social workers and nurses tried to make sure all the residents fully understood why they needed to take their medication, but the ultimate decision was up to them. Because of their mental problems, some of the residents chose not to take their medication. Some felt it was the reason they had problems, and others simply felt like it took away control over their own lives. While they were being presented with the information, because of the illness, they were not receiving it fully.

7.5 The development of children’s Web searching skills – a non-linear model

7.5 The development of children’s Web searching skills – a non-linear model

Ennochson, A.

Development of technology skills is, I feel, one of the biggest topics in Information Science today. Many older information seekers who have not been exposed to technology may struggle with newer systems and things as simple as web browsing. Children, however, I have never been concerned about. I grew up on computers; we had one in my house from the time I was four years old. I’ve had internet access at home since I was nine. From elementary school on, we had computers in the classrooms, and it was a requirement in my 7^th grade year to take a typing and technology class. While this taught me 10 fingered typing, I already had many of the technology skills. In my high school, we had smart boards and laptops for use in various classrooms. In many cases, the students were better with the technology than the teachers. For those of my generation and the next, internet and technology use from childhood is becoming the norm.

Because of my extensive experience with computers from childhood, I was surprised to read the results of this study. I cannot compare everyone’s technology use to my own, but I felt like it should be easier for children to have a successful web search. I think part of the problem may be using systems not designed for children’s use. Because children may think in broader terms than adults, or in other cases, significantly more specific, a search system must be able to cater to that. It can be oppressive as an adult being bombarded with search results, and it may be worse for a child. If the children get frustrated, they will be turned off from using the system again. I agree with the article that training for both students and faculty could be very helpful in this situation. I think very specific searching exercises could help children understand what kind of search terms will yield their requested result.

7.3 Student learning through Ohio school libraries, Part 1: How effective school libraries help students

7.3 Student learning through Ohio school libraries, Part 1: How effective school libraries help students

Todd, R. & Kuhlthau, C.

It is very hard to say how effective something is without having a specific study, some kind of way to measure effectiveness. This study tries to measure effectiveness by asking the students if they felt like they were helped by the library. While one can assume that the students will be honest, it is easy to say "yes, i use the library and it has been very helpful" when you have never actually used it. It is also possible that classes were coached beforehand on the importance of the library or had their answers otherwise influenced by faculty or staff members. While that isn’t really what we want to think about having happened, it is possible in any case.

Another flaw in the study was the use of a Likert scale to determine degree of helpfulness. Other than it not allowing for extra comments, the scale used did not offer space for “does not apply” and seemed to have a positive slant. It is obvious that those conducting the study were going for a specific result. While I agree with their result (and their bias), the study could be taken more seriously if this were adjusted to include more options.

While the study has its flaws, it is positive however that the students seem to understand the importance of the library. As the students seemed to think that the library was helpful to them, it is obvious they understand that it is needed. If they did not understand how important it was they may have not been as quick to say it was helpful (even if it wasn’t, or they couldn’t cite a specific instance in which it was helpful. The fundamental importance of the library must have occurred to many of the students answering the survey, and it is shown in the results.

6.3 The production of ‘context’ in information seeking research: a metatheoretical view

6.3 The production of ‘context’ in information seeking research: a metatheoretical view

Sanna Talja, Heidi Keso and Tarja Pietiläinen

This article by Talja, Keso and Pietiläinen takes some of the ideas lain out by Dervin in her context article and applies them to information needs and seeking research (INS). They discuss the idea of objectified context, or context used only to explain the motivation or behavior of a user. I don’t think this is an inherently incorrect way to use context in relation to information seeking. Context does affect the way a user will interact with information, and the way he or she will react to it. As I stated in my last entry, if you can understand the context surrounding the user, you can assist in finding appropriate pieces of information.

Talja et al also discuss research studies. Stronger context, they say, makes a study seem more reliable. When multiple methods of data collection are used and more outside variables are considered, the results seem more trustworthy. I think that the extended context given to research data allows the interpreter it to decide if it has value or not. Talja and friends mention that this viewpoint seems to put already existing articles as less worthy, as there has already been an interpretation of reality. I think that is an interesting notion. They are not less worthy, but simply have more contexts applied to them, as you must look at the context the writer applies as well as the context you bring with your reading.

The article seems to focus on the idea that knowledge is contextually constructed. With this theory, knowledge is different for each person, even if they are exposed to all of the same sources of knowledge. It is important to note that knowledge is not only affected by the learner’s personal context, but by whatever context existed in the creation of the document or source of knowledge. This can be connected to social constructivism, and the idea that knowledge is constructed by our own personal discourse. The social discourse that affects knowledge in social constructivism is very similar to the social contexts of knowledge. In both theories, the outside world exists, we simply create our own reality within it.

6.2 Given a Context by Any Other Name: Methodological Tools for Taming the Unruly Beast.

6.2 Given a Context by Any Other Name: Methodological Tools for Taming the Unruly Beast.

Brenda Dervin

Dervin’s article discusses the idea of context, and that it has tons of definitions. She defines it in many ways, confusing the reader, but also explains how it is important. The article closes on the idea that context is “untamable”, because it is everywhere and is fluid instead of stagnant.

The idea of context is a very broad one. When I think of context, I define it as the circumstances surrounding something. Now, while that is very vague, I think my definition is clearer than Dervin’s. Dervin struggles to give context a specific meaning, and instead gives it many. She states that every attribute of people, situations, organizations, and has been defined as context. At first, this was troubling to me, the idea that context is in a sense absolutely everything. Why bother having a term to define everything? But, as I considered it, I realized Dervin’s definition melded well with mine. The circumstances surrounded a piece of literature include not only the time period in which it was written, but the author’s gender, education, political leanings, etc. In my definition, I was thinking of circumstances and context in a very narrow way, defining the situation instead of in the broader terms Dervin uses to define context.

In human information behavior, context is everything. Context can define what kind of prior knowledge the user possesses, and the way they interpret the information they are given. It can also affect the ability of a user to use a system, whether it be a librarian or a computer system. It is our job, as information professionals, to be aware of the affect of context. When assisting a patron in obtaining information, we need to understand what factors may affect their ability to search information as well as comprehend the information. With a child in this situation, you would need to know not only their age and grade in school, but their reading level and if possible, if there are any reading restrictions put in place by their parents. While some 12 year olds may not understand a scholarly journal, others may, and it would be good to be able to provide the information.

5.2 A Social Constructivist Approach to the Study of Information Use as Discursive Action

5.2 A Social Constructivist Approach to the Study of Information Use as Discursive Action

Kimmo Tuominen and Reijo Savloinen

This article by Touminen and Savloinen discusses the theory of social constructivism and discourse in terms of information use. Social constructivism looks at conversation and everyday communication as information use. Through the conversations we have, we construct a reality to take information from. Through social constraints of what is acceptable and not, as well as true or false, we create a view of the world in which we can exchange information.

Social constructivism didn’t make much sense to me until we talked about it in class. In many ways, it is so theoretical that it is hard to give a practical example to it. If every time we talk to someone, we are exchanging and using information, then much of life is about information behavior. I don’t think we consciously seek information when communicating with other people, at least not every time we communicate. If every conversation is considered information use, then we are unconsciously receiving and passing on information. It makes sense that all forms of communication are information use, but it seems as though there are lots of situations where this kind of information use should not really be looked at in a scholarly manner.

Discourse is supposed to create what we consider objects of knowledge. Through communication, we are supposed to construct a view of the world, but the world still exists outside of our view. We are using communication as a way to understand the world. Within this idea of a constructed view of the world, it seems to imply that everyone’s view is incomplete, that no one can have a full knowledge of the world. I suppose that is correct, but it seems strange that it is inherent in the way we process knowledge.

Although they are different theories, the idea of discourse as information use relates back to Dervin. In her sense-making method, she speaks of every moment being an opportunity for sense making. Therefore, every moment is an opportunity for information use. With the idea of communication as information exchange, it isn’t that every moment is an opportunity, because we are not constantly communicating with other people, but it is very similar. Both of these theories look at information use and seeking as a common occurrence, not just used in a focused research scenario.

5.1 Inside the Search Process: Information seeking from the User’s Perspective

5.1 Inside the Search Process: Information seeking from the User’s Perspective

Carol C. Kuhlthau

The article by Kuhlthau looks at stages of information use. Within the article, Kuthltahu combines the theories of 3 different information scholars into a model for information use. She connects Kelly’s phases of construction to Taylor’s levels of need, Belkins levels of specificity and expression. Out of this theoretical foundation, she created a 6 stage information search process. These phases follow the user through his or her search for information and information use, and addresses the thoughts, feelings and actions of the user.

It was nice to read an article that combined many of the theories we have been using. Kuhlthau’s combination helped to re-explain the major stages of the different theories in relation to each other. I connect strongly with the idea of stages of information use. I can relate to the uncertainty and stress related to the first phase, initiation. The most stressful part of embarking on any kind of research project is the moment before you have started, when the vastness of the knowledge available overwhelms you. The phases help to progress past this stage. This set up of phases can be used quite effectively in a library situation. When dealing with a patron who is having trouble searching and getting more and more frustrated, you can use this model not only to explain that the frustration and rate of progress is normal, but also to help guide the patron to the next stage. I think these stages can be related strongly to Bates’ theory of berrypicking. To get from the stage of initiation to the stage of selection, the user must go through berrypicking to find information that is interesting and relevant to them. Berrypicking is also used in the transition from exploration to formulation.

What would be very interesting would be a computerized system designed to follow the stages of this information process and use. Giving the user options to narrow or widen the search or to view articles within similar realms of interest could be very helpful. This could allow a user to make a search on one specific term but still be able to navigate to a related but equally specific term without researching. The biggest flaw with this idea is that it would require a strict hierarchy of search keywords and a high degree of interconnectedness within the database. It is also possible that a system designed to do this would only cause more problems in the search process and that it would limit users ability to search effectively.

4.2 The design of browsing and berrypicking techniques for the online search interface

4.2 The design of browsing and berrypicking techniques for the online search interface

Marcia J. Bates

Bates’ article looks at the idea of berrypicking, a new (in 1989) technique for both online and offline system searching. The system of berrypicking is supposed to closely mimic the way most people search for information. When a set of results is given, the best results are not usually clumped together, but are scattered throughout, and the user must pick and choose. Satisfaction with the search is attained through careful selection of information that fulfills the need. Bates also discusses desired capabilities of a search interface designed for berrypicking. The resulting interface would have many strategies available for best searching. This system would allow the search to evolve, not expect the user to have a finite destination at the beginning of the search.

From the articles we have read so far, I feel like this article is written most clearly. It lays out in the beginning of the writing the two big points covered, and it has clearly labeled sections. Beyond readability, however, the process described was very easy for me, as a student, to understand. When posing a search query, even on a simple system such as Google, a user has to use his or her own knowledge to determine what bits of information are worthwhile and related to their information need. If I am searching for a recipe on Google, and I simply put in “boiled chicken,” I am going to get a lot of different results, some of which may be for specific dishes. To find a simple recipie for boiled chicken, I have to look at a few recipes to find what most fulfills my information need.

Bates’ idea of giving many search mechanism in a system to facilitate berrypicking seems very strong. If the user has many options of ways to search a database, they can use the type that seems most comfortable. I also like that these search methods would work together. If I found an article I really liked via one method, I could both search that author to find out what else they had published, and do a citation search to look at the information the author has cited in his piece. Having browsing capabilities also allows for casual searching that can become more directed the information need persists. A berrypicking search system would be very useful within a library situation, especially in use for children. Having multiple ways to explore knowledge within the same system is both interested and beneficial to a child just learning to research.

I am curious, really, why it took so long to come up with this method of organizing a search system. It would seem that in the effort to become more user oriented, that the systems would try to more closely mimic the search patterns of users.

4.1 From the Minds Eye of the User: The Sense-Making Qualitative-Quantitative Methodology

4.1 From the Minds Eye of the User: The Sense-Making Qualitative-Quantitative Methodology

Brenda Dervin

Dervin discusses the “sense making” methodology of information seeking. The sense making model is explained as a methodology to study situations involving communication. It involves even the most basic forms of information gathering, such as talking to another person. In sense making, when a situation or problem is reached, the user must try to bridge the gap to get to the desired solution on use The underlying theories are based on the nature of information and the use of that information. It is also based on the idea of discontinuity, that when the mind reaches a discontinuity, it will try to bridge the gap. Dervin also discusses a number of “exemplars” in which real situations put to use the sense making model.

Sense making is probably one of my favorite theories of Human Information Behavior, because, conveniently enough, it makes the most sense. The idea of a gap in information or even life is a simple one, and fairly easy to understand. I like the idea that “each moment is potentially a sense-making moment”. This theory approaches information need and use as an everyday occurrence, which it is. Many of the other theories we have looked at are significantly more formalized and seem to apply to a specific information need situation. If we look at life where every moment is an opportunity to need and use information, it makes the profession seem even more important.

It thought the use of the exemplars was very helpful, I wish all of the articles would have such clean cut and explained examples of their theories. I appreciated the example of the girl choosing to go back to school after having a child. It was a real world kind of situation, and her sense making process was based mostly on knowledge she already possessed. This was different compared to the second exemplar, the blood donation, where the questions and answers were not internal. The donor had to communicate with someone else to bridge their gap, instead of internalizing the process.

I would be curious to know how much sense making is actually put into process in information seeking situations. The exemplars guide people through the process, but I wonder if it is used outside of studying its effectiveness. It seems as thought it would be a good methodology to put to use with children.

3.2 ASK for Information Retrieval: Part I Background and Theory

3.2 ASK for Information Retrieval: Part I Background and Theory

N.J. Belkin, R.N. Oddy and H.M. Brooks

This article discusses the background and theory of information need (IR) systems in relation to the “anomalous state of knowledge”. This state means that there is an anomaly in one’s knowledge that causes the information need. Belkin et al. discuss the idea that IR systems should be oriented as such that they can connect the information request to the information to solve the anomaly. The early IR systems used the idea of “best-match” which did not often solve the information need, especially if the need was poorly expressed. Like much of the literature we have read, this piece calls for a more user oriented system.

The biggest flaws I can see within the best match system assume that the user knows exactly what he or she wants, and can state it perfectly. The average person, even after using a particular system many times, may still have to try multiple queries before getting the desired result. In the best match situation, unless you only want information on the specific thing you ask for, you will not obtain as much information as you want. I know that if I want information on one topic that does not have many results; I will sometimes search another, related topic. Through a best match system it can be harder to get results.

Belkin and friends once again prove that a shift towards more user oriented systems need to be developed. While I’m sure there has been improvement since 1982, I can see some of their problems still within the information systems used today. Users often become very frustrated in trying to utilize many systems. I encounter this myself often at my job. I work with an online database and archive, and I often have to use a search function. However, the way this search function is designed, if you don’t enter works in the exact order they appear in the document, the document will not be found. Even two words searched but out of order, nothing will be found. I have to know exactly what I am looking for in order to find anything. It can be very frustrating, but I still have to use the database. In a library situation, the frustration could cause a withdrawal from using the automated systems. While librarians can be very useful, I feel like the goal is to get patrons to be able to use the systems effectively.

When reading the actual structure of the ASK system, I wonder if there are any databases used by libraries that function on an approximation of this system. As I know little to nothing about programming, I don’t know how possible or impossible this would be. If there is a system that uses something similar, does it work as well as Belkin and friends seem to think it will? Does it solve the problems it hopes to solve?

3.1 Question Negotiation and Information Seeking in Libraries

3.1 Question Negotiation and Information Seeking in Libraries

Robert S. Taylor

This article discusses the search for information through two different means: contact with information professionals (librarians) and self help. The article discusses the difficulties people may have in getting the correct information through these means. Taylor interviewed information specialists and reference librarians about the way they help “inquirers” to find the answer to their questions. Taylor also discusses the idea of self help and the information seeking strategies of users. He wants make the systems more user-oriented but still on a similar framework to question negotiation through an information specialist.

Taylor describes the different stages of question formation. He describes the actual but unexplained need as the visceral need. The weird thing about this stage is it seems very hard to quantify it within an example of the situation. As it is seemingly unconscious, it is hard to explain. Following this is the conscious realization of the need, appropriately called the conscious need. For most users, this would be the first stage of question formation. The average person wouldn’t even consider the moment between the occurrence and the realization of the need. The formal statement of the need, or the formalized need, seems as though it would be the most useful stage to information professional. While the context in which the user gained the conscious stage of need is helpful, the formalized stage seems to be when the user can explain the need to another person. The stage that follows, the compromised need, seems as more of an extension of the formalized need. If the expression of the formalized need does not yield results, the user must explain it to the system differently. While I feel like this process makes a lot of sense, it seems like an awkward conversation to lead a patron through to help with their information needs. While it may make sense to someone with a college education (especially someone who has taken a class similar to this) it doesn’t seem like it would be beneficial to go through these kinds of question with a child. As I plan to work primarily with children I am trying to look at these theories and apply them to working with children.

The section on information strategies was very interesting to me. While we have discussed that systems are becoming more user oriented, Taylor mentions that most systems are not oriented towards a new user, that the options offered within the system are not always clear in their intent. I sympathize with this idea. While earning an undergraduate degree in English, I spent a fair amount of time using my school library’s article databases and searching mechanisms. By senior year, I was a pro, but when I was just starting out, it was very hard for me to use the system accurately. As I had to use it more and more, my searches were more accurate to what I wanted. I had to learn the specifics of the system first. Taylor calls for a more adaptable interface, to better express to users what certain options will do. This seems like an obvious solution, but it seems as though many systems are still tricky for the average person to use.

2.1 A Longitudinal Analysis of the Information Needs and Uses Literature

2.1 A Longitudinal Analysis of the Information Needs and Uses Literature

Heidi Julien & Lawrence J. Duggan

This article discusses a study done by Heidi Julien and Lawrence J. Duggan concerning the information needs and uses literature published between 1984-1989 and 1995-1998. Their study, based on a review done in 1990 by Hewins, analyzed the degree of interdisciplinarity within the literature. They used citation reviews as well as analyzing the content of the literature itself to determine if any improvement was made across the time periods evaluated. At the end of the article (and the end of the study) Julien and Duggan determined that some progress has been made, but they indicate that the progress does not seem sufficient. They also admit that their study has not analyzed the progress as deeply as it could, and suggest that further analysis can be done through literature with its basic ideas outside of the realm of information science.

I agree with the reasoning behind the study itself. Hewins’ review had no scientific backing and was based on scholarly opinion. It makes sense to feel the need to evaluate if the claims made by the review could be backed with data. It does seem, however, that no matter how much evaluation of literature is done, that the study will always be complete. The bank of literature reviewed may be incomplete. It would be hard to locate all of the published literature dealing with information needs and uses even from a concrete time period. Still, I think that the study was as conclusive as possible, given the circumstances.

Improving the interdisciplinary nature of information science literature is important because many different aspects of the user can affect their information need. Hewins discussed the need for more integration research wise within the fields of psychology and computer science, to relate to the cognitive processes of information needs and use. Julian and Duggan discovered that computing and science were second and third in percentage of citations outside of LIS in the 1984-1989 time period, but shifted to third and 5^th during the 1995-1998 time period. It seems interesting that computing would have fewer citations, as much of computer use is related to information use. I would have guessed that with the increase of home computer use, and computing becoming a more common activity, the research and literature would have increased. During the two time periods analyzed, the distribution of the citations did change to even out slightly, so that would seem to note some improvement. I would be interested to see what an analysis of the literature from the past four years would yield, especially whether or not there was an increase in references in the computing field, based on the technological advances in the past 10 years.

Information Theory Models

We talk a lot in class about what the works by the information theory scholars mean to us as information professionals. Sometimes, I struggle to answer that question. When reading the articles, I try to think of the various models and theories in terms of working with children in a public library setting. With children, the base of knowledge is different, and their ability to use systems (both in the specific and broad sense) can be limited. Based on what we have looked at so far, the model that seems as though it would work the best with children is Brenda Dervin's "Sense Making" model. I'm sure part of the reason it seems as though it would apply so well to children is the cute diagram it evokes: a man on one side of a ravine, with his goal on the other. If I were to try to explain to a child how to seek information, this seems like the easiest one for him or her to understand. Taylor's idea of question negotiation would also work well with children, in some ways. While the questioning may be the best way to get the intent out of the child, depending on the age and temperment, the child may become easily frustrated or lose interest in the information. In a school library setting where the child may often have to have the information for an assignment, the loss of interest could be detrimental to their grades. However, it could also cause problems in the public library setting by potentially stifling an intellectually curious child. I think to maintain interest of the child as well as spark independent research, it is important for libraries to have "kid friendly" systems that are easily searchable with or without assitance for elementary age children. That would go along with the idea of systems being user oriented, but also oriented towards a specific group of users.

2.5, Information Needs and Uses

2.5 Information Needs and Uses

Brenda Dervin and Michael Nilan

This article, “Information Needs and Uses” by Brenda Dervin and Michael Nilan discusses the pre 1978 literature on “Information Needs and Uses” and considers where advancements need to be made. It also discusses six different categories related to information behavior in the traditional paradigm, as well as a few “alternative” approaches to information behavior.

This article seemed to give a very broad overview of lots of different ideas about information from before a certain time period. Because it was so broad, it was a little hard to understand at first and pick out what the article was actually about. Dervin and Nilan spend a long time talking about what kind of scholarship already exists, in theory to make it clear what needs to be improved upon. The section “The Practice Mandate for User-Need Oriented Studies” discussed different “calls” made in the previously published literature. These subheadings seem to summarize the advances needed more than the rest of the article. I wish the section on “The Call for Capitalizing on Technology” was better explained. Because of the date of the article and the literature it is reviewing, I have a hard time figuring out what technology should be better utilized. Interestingly enough, the same thing could be said now about our use of technology in information seeking.

Although this article was published in 1986, the categories relating to information behavior fit seamlessly with my perceptions of information systems. That is interesting because my default perception of an information system involves technology that was not in common use (and much of it not in existence) during that time period. I realized while reading this that my idea of information systems is very narrow, and I naturally just think of computers and databases, occasionally card catalogues. The article itself doesn’t do anything to clarify the idea of information systems, and I think it makes it harder to read receptively. When I re-read it after the class discussion with your note that it uses the broader sense of the term “system,” it was a little easier to understand.

While there have been some technological advances towards a more user-oriented systems, many users still have to be taught to use the systems correctly. Because of this, many use the system that seems the easiest. When it comes to using a computer for information retrieval, this is often a simple search engine such as Google. While they are still coming up with information, it is not always going to be the most reliable information, and it may take lots of browsing to find the information desired. If a similar study of literature was done now, I wonder what gaps would be found, and what improvements have been made? Aside from the technology available, it doesn’t seem that there has been much progress. Many of the computerized systems utilized by libraries are difficult to use, and require that patrons are taught to use them properly. Ideally we could reach the state where the average person could use an information system without assistance.

This is a Journal for the course Human Information Behavior, 610.510, taught by Ya-Ling Lu. I figured this would be the easiest way to have all of my entries in one place. Of course, it doesn't work when I forgot to post them. Backlog coming soon.