{"id":98,"date":"2025-04-06T15:50:34","date_gmt":"2025-04-06T15:50:34","guid":{"rendered":"https:\/\/eportfolio.ericaleff.io\/?page_id=98"},"modified":"2025-04-06T15:50:34","modified_gmt":"2025-04-06T15:50:34","slug":"competency-j","status":"publish","type":"page","link":"https:\/\/eportfolio.ericaleff.io\/index.php\/competency-j\/","title":{"rendered":"Competency J"},"content":{"rendered":"

Describe the fundamental concepts of information-seeking behaviors and how they should be considered when connecting individuals or groups with accurate, relevant and appropriate information.<\/p><\/blockquote>\n

\n

Introduction<\/h1>\n

Information behavior, \u201cthe many ways in which human beings interact with information,\u201d is a key concept in library and information science (Bates, 2019, p. 2074). People may know what information they are looking for, but it is also possible that they do \u201cnot know enough to understand or articulate what their needs are,\u201d in a state of incognizance (O\u2019Brien et al., 2022). 91% of American adults now own a smartphone, meaning the majority have access to all the Internet\u2019s information at any given moment (Pew Research Center, 2024). Research on information behavior can help information professionals connect these people to the information they are seeking.<\/p>\n

Theories\/Models<\/h2>\n

Berrypicking<\/h3>\n

Bates\u2019s model of berrypicking represents a change from the classic, static model of searching, where \u201ca single query \u2026 yield[s] a single output set\u201d (Bates, 1989, p. 409). Instead, berrypicking depicts search queries as evolving, where searchers \u201cgather information in bits and pieces\u201d using a \u201cwide variety of search techniques\u201d and a \u201cwide variety of sources\u201d (p. 421).<\/p>\n

Everyday Life Information Seeking (ELIS)<\/h3>\n

Everyday life information seeking (ELIS) is a concept that focuses on information seeking in non-work contexts, such as health and leisure. Reijo Savolainen introduced a model of \u201cthree modes of everyday information practices: information seeking, information use, and information sharing\u201d (Savolainen, 2019, p. 1511). ELIS has led to its own theories and models, like sense-making methodology and ELIS in the context of small world. The sense-making methodology, developed by Brenda Dervin in the 1970s, uses \u201cthe metaphors of situation, gaps, and uses to depict information seeking\u201d (p. 1508). ELIS in the context of small world was developed by Elfreda Chatman in the 1980s and 1990s, and focuses on \u201csocial environments where individuals live and work, bound together by shared interests and expectations, and often economic status and geographic proximity as well,\u201d in small-scale communities (p. 1509).<\/p>\n

Information Search Process<\/h3>\n

Kuhlthau\u2019s information search process (ISP) model of information-seeking behavior focuses \u201con the feelings, thoughts and actions that follow as a person becomes aware of a gap in their knowledge\u201d (Case & Given, 2016, p. 152). The ISP model follows an information seeker through the process from initiation, where the seeker feels uncertain and has vague thoughts, to presentation, where the seeker feels a sense of satisfaction (Kuhlthau et al., 2008). ISP is based on research with students and has mostly been applied in educational settings (Case & Given, 2016, p. 153).<\/p>\n

Impact on Services<\/h2>\n

Information-seeking theories and models can be used to improve services in an information organization. ISP has been studied \u201cas a new model for advising undecided students,\u201d connecting the fields of academic advising and library science (Wiley & Williams, 2015, p. 20). A study of upper-income high school students using ELIS as a framework found that students \u201care merging their educational and social worlds nearly seamlessly,\u201d which \u201cschool librarians should take note of \u2026 to infuse that sense of work and play into learning\u201d (Franklin, 2013, p. 63). Information professionals can survey patrons, formally or informally, to better understand their specific users\u2019 information seeking needs.<\/p>\n

Evidence<\/h1>\n

Artifact 1<\/h2>\n

Assignment:<\/strong> Information Behaviors of Ufologists<\/a>
\nCourse:<\/strong> INFO 200, Information Communities
\nDescription:<\/strong> The capstone assignment for INFO 200 is a research paper analyzing the information needs of a chosen information community, including a literature review and discussion of research findings. I chose to write about ufologists, a polarizing community of people who are interested in or study unidentified flying objects. My paper seeks to understand ufologists\u2019 information needs and behaviors so information centers can improve ufologists\u2019 information seeking experiences.<\/p>\n

This paper demonstrates my understanding of information behavior and my ability to research information communities. The ufology community is very diverse and includes everyone from people who claim to have been abducted by aliens to people who are casually curious about unidentified objects in the sky, so their information needs also vary widely. I explain how the serious leisure perspective, which is related to the everyday life information seeking concept, applies to ufology because it requires the acquiring of knowledge, unlike casual leisure activities like watching television. Ufology is often connected to conspiracy theories, so there may be some need for information professionals working with ufologists to educate them about misinformation.<\/p>\n

Artifact 2<\/h2>\n

Assignment:<\/strong> Information Sources Survey<\/a>
\nCourse:<\/strong> INFO 200, Information Communities
\nDescription:<\/strong> This INFO 200 assignment was related to the research paper I wrote on the ufology information community. I was tasked with evaluating two information sources to determine their appropriate users and uses. One source had to be research-based, like an academic journal or encyclopedia, and one had to be community-based, like a blog or forum. The research-based source needed to be something a community member would consult for their information needs, while the community-based source needed to be something the community member might contribute to or participate in.<\/p>\n

This assignment shows my understanding of the information needs and behaviors of a specific information community, as well as finding sources relevant to a specific community. While both sources I found, an encyclopedia of unexplainable things and the subreddit r\/UFOs, would not carry much weight in academic settings, ufologists would find them useful. In fact, the ufology community\u2019s tendency to be skeptical of official sources like the government means they might prefer this kind of source.<\/p>\n

Artifact 3<\/h2>\n

Assignment:<\/strong> Literature Review Matrix<\/a>
\nCourse:<\/strong> INFO 200, Information Communities
\nDescription:<\/strong> For this assignment, I had to locate 8 scholarly and\/or peer-reviewed studies about my information community\u2019s information behaviors and needs. This would serve as a starting point for my final research paper\u2019s literature review section. I had to consider the themes of information behavior found in the literature, the type of information ufologists seek, where they look for that information, and where they can find that information.<\/p>\n

The literature review matrix demonstrates my ability to research a specific community\u2019s information behaviors and needs. The matrix required me to consider each article\u2019s future research implications and the implications on information professionals\u2019 practices. Looking at the articles in this way helped me understand how information professionals can use scholarly literature in a practical manner. One article showed me that search engines amplify fringe viewpoints, which is important to know if a user asks about online searching. Another article, informing librarians on what sources to have in collections for ufologists, was decades out of date but was still useful in explaining why there has historically been a lack of ufology literature in libraries.<\/p>\n

Conclusion<\/h1>\n

Learning about information behavior, needs, and communities has been one of the most interesting parts of the MLIS program to me. I find the study of how people think about, search for, and use information fascinating. I plan to use my knowledge of information behaviors when working with information seekers and will stay up to date on the scholarly literature.<\/p>\n

References<\/h1>\n

Bates, M. J. (1989). The design of browsing and berrypicking techniques for the online search interface. Online Review<\/em>, 13<\/em>(5), 407-424.<\/p>\n

Bates, M. J. (2019). Information behavior. In J. D. McDonald & M. Levine-Clark (Eds.), Encyclopedia of Library and Information Sciences<\/em> (4th ed., Vol. 3, 2074-2085). CRC.<\/p>\n

Case, D. O., & Given, L. M. (2016). Looking for information: A survey of research on information seeking, needs, and behavior<\/em> (4th ed.). Emerald.<\/p>\n

Franklin, L. L. (2013). Everyday life information seeking practices of upper-income high school students. In M. J. Dow (Ed.), School libraries matter: Views from the research<\/em>. Libraries Unlimited.<\/p>\n

Kuhlthau, C. C., Heinstr\u00f6m, J., & Todd, R. J. (2008). The \u2018information search process\u2019 revisited: Is the model still useful? Information Research<\/em>, 13<\/em>(4). https:\/\/informationr.net\/ir\/13-4\/paper355.html<\/a><\/p>\n

O\u2019Brien, H., Greyson, D., De Forest, H., & McDavid, K. (2022). Information needs. In S. Hirsh (Ed.), Information services today: An introduction<\/em>. Rowman & Littlefield.<\/p>\n

Pew Research Center. (2024, November 13). Mobile fact sheet<\/em>. https:\/\/www.pewresearch.org\/internet\/fact-sheet\/mobile\/<\/a><\/p>\n

Savolainen, R. (2019). Everyday life information seeking. In J. D. McDonald & M. Levine-Clark (Eds.), Encyclopedia of Library and Information Sciences<\/em> (4th ed., Vol. 3, 1506-1515). CRC.<\/p>\n

Wiley, C., & Williams, J. (2015). Librarian as advisor: Information search process of undecided students and novice researchers. NACADA Journal<\/em>, 35<\/em>(1), p. 13-21. https:\/\/doi.org\/10.12930\/NACADA-14-008<\/a><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Describe the fundamental concepts of information-seeking behaviors and how they should be considered when connecting individuals or groups with accurate, relevant and appropriate information. Introduction Information behavior, \u201cthe many ways in which human beings interact with information,\u201d is a key concept in library and information science (Bates, 2019, p. 2074). People may know what information … Read moreCompetency J<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-98","page","type-page","status-publish"],"_links":{"self":[{"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/pages\/98","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/comments?post=98"}],"version-history":[{"count":1,"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/pages\/98\/revisions"}],"predecessor-version":[{"id":100,"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/pages\/98\/revisions\/100"}],"wp:attachment":[{"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/media?parent=98"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}