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.