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Hosted by:
Information Needs, Seeking, and Use (SIG USE)
In collaboration with:
Social Informatics (SIG SI)
SIGs of the American Society for Information Science & Technology
SIG USE Research Symposium
November 7
2009 This symposium will offer guided reflection on essential questions around information behavior research and practice in social and collaborative information environments: Where is collaborative information behavior research headed? How are we to communicate our insights to researchers and practitioners in related areas of study and design? How can and should our models, theories and findings inform the design and delivery of collaborative and innovative information products and services?
Collaborative Information Seeking & Sharing
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Special thanks to Heather Barahona and Will Senn for their work.
Printing Services provided courtesy of:
UNT College of Information
Word Cloud courtesy of:
Wordle.com
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Welcome!
We enthusiastically welcome the over 50 registered attendees, keynote speakers, members, friends, and other officers to the 10th anniversary research symposium on Collaborative Information Seeking and Sharing of SIG USE.
This symposium offers an opportunity for SIG USE, as well as other SIG members, to reflect on essential questions around information behavior research and practice in a collaborative context: What are the fundamental questions that we should be looking at in this line of research? How are we to move towards making greater impacts on organizations and designers?
In an effort to consolidate research that has been undertaken by attendees, the 2009 SIG-‐USE Symposium will engage in reflection on where collaborative information behavior research is headed. Examining the transformative relationship between people and people, as well as people and information, is at the heart of information behavior research. Taking a people-‐centered focus to our inquiries, we have amassed understandings about the way people work with information, information systems and the people with whom they interact in the process of information seeking and sharing.
Communicating these insights to researchers and practitioners in related areas of study and design, however, continues to pose a challenge for our community. Thus, the reflective moment to be offered by this year’s Symposium will be used to consider the challenge of communicating the significance of USE research to designers of products, systems and services.
This year’s symposium is also to be used as another opportunity to bring together researchers in two SIGs (SIG USE and SIG SI) to explore potential synergies between the research interests of the two communities. An afternoon session is requested so that the USE symposium can follow a networking lunch run jointly by SIG-‐USE and SIG-‐SI (who are running a morning symposium).
Please visit our wiki for updated information: http://www.asis.org/wiki/AM09/index.php/Siguse
Symposium Organizers:
Nadia Caidi, University of Toronto, Canada
Guillermo Oyarce, University of North Texas Soo Young Rieh, University of Michigan
Stay connected with SIG USE during and after the conference! SIG USE now has a space in Second Life on ASIS&T Island. Find colleagues in our Facebook group (SIG USE), contribute your photos to our Flickr area, or follow us on Twitter. Look for upcoming events on our SIG USE web site, as well as links to all of the above social networking tools: http://siguse.org.
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Symposium Agenda Saturday, November 7, 2009
12:30 – 1:30 Networking lunch with SIG SI (location TBD)
1:30 – 1:40 Introduction and logistics
1:40 – 1:55 Award presentations
1:55 – 2:10 Talk by Ya-‐Ling Lu, 2009 Chatman Research Proposal Award Winner
2:10 – 2:40 Keynote speech 1: Diane Sonnenwald
2:40 – 3:40 Small group discussion session 1 and reporting
1. How does our research address the transformative relationship between people and information?
2. What are the fundamental questions that we should be looking at in our research?
3:40 – 4:00 Break
4:00 – 4:30 Keynote speech 2: David McDonald
4:30 – 5:30 Small group discussion session 2 and reporting
3. How are we to move towards making a greater impact on organizations and designers?
4. How can or should collaborative information behavior research be presented to translate effectively into the language of other information research communities?
5:30 – 6:00 Wrap-‐up by/with keynote speakers and conclusions
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Speakers
Elfreda A. Chatman Research Proposal recipient for 2008: Ya-‐Ling Lu Children’s Information Behaviors in Coping with Daily Life
This project examines children’s information behaviors in coping with their daily-‐life problems as well as factors
that influence their information seeking in this coping context. Data was collected through semi-‐structured, open-‐ended surveys. The sample consisted of 641 children, including 335 girls and 321 boys, in fifth-‐ and sixth-‐grade classrooms from an urban public elementary school in Taiwan. This study found that in coping with daily-‐
life problems nearly 2/3 of the participating children would seek information, that 6th graders were more likely to do so, and that gender did not make information seeking more (or less) probable in this coping context. Data from this study also revealed five major different information seeking behaviors related to coping: information
seeking for problem solving, information seeking for escape, information seeking for a transition, information seeking to change mood, and information avoidance. Because children aim at different goals, the types of information they need vary.
Keynote: Diane Sonnenwald Head of School & Professor at School of information and Library Studies, UCD, Dublin, Ireland Collaborating with Other Disciplines: Joys and Perils
Drawing on over a decade of collaboration with computer scientists, chemists and researchers in other
disciplines while conducting research on collaboration and the design and evaluation of collaboration practices and technology, Diane will share insights gained from her research regarding the challenges, opportunities and new ways of conducting multidisciplinary research to facilitate information sharing and knowledge transfer to
better enable our models, theories and findings to inform the design and implementation of collaboration technology. Personal examples of successes and challenges will be presented.
Diane H. Sonnenwald is Head of School and Professor at the School of Information and Library Studies at UCD, Dublin, Ireland, and an adjunct professor of computer science at the University of North Carolina at Chapel Hill.
She conducts research on collaboration and collaboration technology in a variety of contexts, including scientific collaboration, industry-‐academic collaboration, and collaboration in emergency healthcare. This research has been published in over 90 journal articles, conference papers and book chapters. She leads a project
investigating the potential of 3D telepresence technology to improve emergency healthcare. This project has been funded by the U.S. National Library of Medicine, and is a collaboration with the Computer Science Department and the School of Medicine at the University of North Carolina at Chapel Hill. Diane is also
investigating the evaluation of distributed collaborative work. Previously Diane led the nanoManipulator Collaboratory Design & Evaluation Research Project funded by the National Institutes of Health, and the Collaboration Effort at the National Science Foundation Science and Technology Center for Environmentally
Responsible Solvents and Processes. In both projects she and her team investigated how new technology can impact scientific collaboration across distances. Diane has been a Fulbright Professor in Finland. Other awards and recognition include a U.S. Army Research Laboratory Scientific Contribution Award, UNC Junior Faculty
Research Award, ALISE Research Methodology Best Paper Award, and Bell Communications Research Award of Excellence.
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Keynote David McDonald Faculty at the Information School at University of Washington, Program Director for the Human Centered Computing program at the National Science Foundation
An Issue of Scale: Moving toward a Paradigm for Mass Participation Computing
Wide-‐spread access to the Internet and networked communications technologies have opened a space of applications that facilitate new forms of interaction and collaboration. Inviting large numbers of participants into new collaborative applications creates many challenges. When online communities grow, ensuring congenial
interactions among all of the members is nearly impossible. Differences in perspectives, beliefs, and attitudes ensure that the multivalent character of social relations emerges. Systems and infrastructure rarely account for mechanisms that allow for the effective management of conflict. Handling challenges that result from scale
requires rethinking the way we frame research questions about online participation -‐ a potentially new paradigm.
Dr. David W. McDonald joined the faculty at The Information School at University of Washington in January 2002. Dr. McDonald is currently serving as a Program Director for the Human Centered Computing program at
the National Science Foundation (NSF) in the Computer, Information Science and Engineering (CISE) Directorate. David has ongoing projects studying Wikipedia and technology and media use in the home. He has published research on collaborative authoring, recommendation systems, organizational memory, and public use of large
screen displays. His general research interests span Computer-‐Supported Cooperative Work (CSCW) and Human-‐Computer Interaction (HCI). David earned his Ph.D. in Information and Computer Science at the University of California, Irvine. At UC Irvine he was part of the Computing, Organizations, Policy and Society (CORPS) group.
David has worked at FX Palo Alto Laboratory in the Personal and Mobile technology group and at AT&T Labs, Human Computer Interaction group.
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Small Group Discussion Session 1
Group A Group B Group C Group D Group E
Louise Limberg Heidi Julien Cecelia Brown Theresa Anderson Karen Fisher
Eileen Abels Jonathan Foster June Abbas Nadia Caidi Janet Arth
Shelagh K. Genuis Crystal Fulton Sanda Erdelez Jia Tina Du Leanne Bowler
Sean P. Goggins Brandey Hemmiger Isto Huvila Stephen Hockema Helena Francke
Min-‐Chun Ku Yaling Lu Evelyn Markwei Paulette Kerr Mamiko Matsubayashi
Margaret Lam Shen-‐Tzu Lin David McDonald Kyungwon Koh Michael Nilan
Janet Mumford Diane Mizrachi Makiko Miwa Yutaka Manchu Guillermo Oyarce
Diane Sonnenwald Ophelia Morey Sanghee Oh Eric Meyers Theresa Putkey
Sandra Toze Valerie Nesset Anindita Paul Katie O’Leary Nasser Saleh
Rebekah Willson Jeanette de Richemond Kathleen Reed Saeed Sharifabadi Robert J. Sandusky
Borchuluun Yadamsuren Stina Westman Soo Young Rieh Tiffany Veinot Maria Souden
Fred Stutzman Carol Wood Ruth Vondracek
Small Group Discussion Session 2
Group A Group B Group C Group D Group E
Eileen Abels Sanda Erdelez Eric Meyers Tiffany Veinot Robert Sandusky
Theresa Anderson Leanne Bowler Nadia Caidi Crystal Fulton June Abbas
Janet M. Arth Jian Tina Du Jonathan Foster Shelagh K. Genuis Helena Francke
Cecelia Brown Karen Fisher Stephen Hockema Bradley Hemminger Yaling Lu
Isto Huvila Sean Goggins Heidi Julien Min-‐Chun Ku Paulette Kerr
Kyungwon Koh Margaret Lam Louise Limberg Ophelia Morey Shen-‐Tzu Lin
David McDonald Yataka Manchu Evelyn Markwei Michael Nilan Mamiko Matsubayashi
Makiko Miwa Sanghee Oh Janet Mumford Katie O’Leary Theresa Putkey
Diane Mizrachi Guillermo Oyarce Valerie Nesset Jeanette de Richemond Soo Young Rieh
Nasser Saleh Anindita Paul Kathleen Reed Diane Sonnenwald Sandra Toze
Saeed Sharifabadi Borchuluun Yadamsuren Ruth Vondrcek Maria Souden Stina Westman
Carol Wood Rebekah Willson Fred Stutzman
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2009 SIG USE Award Winners Best Information Behavior Paper: $200.00 Tiffany Veinot, University of Michigan “A lot of people didn’t have a chance to support us because we never told them…”: Stigma management, information poverty and HIV/AIDS information/help networks Best Information Behavior Poster: $200.00 Joung Hwa Koo and Melissa Gross, Florida State University Adolescents’ Information Behavior when Isolated from Peer Groups: Lessons from New Immigrant Adolescents’ Everyday Life Information Seeking Honorable Mention for Best Poster: Ellen Rubenstein, University of Illinois Dimensions of Information Exchange in an Online Breast Cancer Support Group Elfreda Chatman Award: $1000.00 Rachael Clemens and Amber Cushing, University of North Carolina Chapel Hill Deeply Meaningful Contexts: Probing the Boundaries of Everyday Life Information Seeking PhD Student Travel Award: $500.00 Diane Mizrachi, UCLA Masters Student Travel Award: $500.00 Margaret Lam, University of Toronto Interdisciplinary Travel Award: $200.00 Chirag Shah, University of North Carolina Chapel Hill to attend the 2010 Computer-‐Supported Cooperative Work (CSCW) Conference Outstanding Contributions to Information Behavior: $500.00 Tom Wilson, retired
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Join Us for Exciting Events!
2009 is an exciting landmark in SIGUSE history. We are looking forward to celebrating our anniversary with you.
SIG USE 10th Anniversary Reception
Saturday, November 7th, 2009, 6.30pm.
Happy Birthday! 2009 marks the 10th Anniversary of SIG USE. We invite everyone to celebrate at an evening reception. Come reminisce with old friends and meet newcomers to SIG USE.
SIG USE Breakfast Planning Meeting
Sunday, November 8th, 2009, 8am. Hyatt Regency Restaurant.
We invite you to get involved in next year's SIG USE event planning.
SIG USE Anniversary Panel Celebrating 10 Years of SIG USE: A Fish Bowl Dialogue on Information Behavior Research Past, Present & Future
Tuesday, November 10th, 3.30-‐5pm
What will the next 10 years of Information Behavior research bring? Are we at a turning point in studying
Information Behavior? This panel reflects on the development of Information Behavior research and explores future directions, featuring new doctoral work, ongoing major research studies, and new opportunities for topics, partnerships, and funding.
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List of Registered Attendees
Ms. June Abbas [email protected] Dr. David McDonald [email protected] Ms. Eileen G. Abels [email protected] Mr. Eric Meyers [email protected] Ms. Theresa D. Anderson [email protected] Ms. Makiko Miwa [email protected] Ms. Janet M. Arth [email protected] Ms. Diane Mizrachi [email protected] Ms. Leanne Bowler [email protected] Ms. Ophelia Morey [email protected] Ms. Cecelia Brown [email protected] Janet Mumford [email protected] Jeanette de Richemond [email protected] Ms. Valerie Nesset [email protected] Ms. Jia Du [email protected] Dr. Michael S. Nilan [email protected] Dr. Sanda Erdelez [email protected] Ms. Katie O'Leary [email protected] Dr. Karen E. Fisher [email protected] Mrs. Sanghee Oh [email protected] Dr. Jonathan Foster [email protected] Dr. Guillermo Oyarce [email protected] Ms. Helena Francke [email protected] Ms. Anindita Paul [email protected] Dr. Crystal Fulton [email protected] Ms. Theresa Putkey [email protected] Shelagh Genuis [email protected] Kathleen Reed [email protected] Sean Goggins [email protected] Saeed R. Sharifabadi [email protected] Mr. Bradley Hemminger [email protected] Ms. Soo-‐Young Rieh [email protected] Mr. Isto Huvila [email protected] Mr. Nasser Saleh [email protected] Ms. Heidi E. Julien [email protected] Mr. Robert J. Sandusky [email protected] Ms. Paulette Kerr [email protected] Ms. Maria Souden [email protected] Ms. Kyungwon Koh Mr. Frederic Stutzman [email protected] Ms Min-‐Chun Ku [email protected] Ms. Sandra Toze [email protected] Ms. Margaret Lam [email protected] Dr. Tiffany Veinot [email protected] Ms. Louise Limberg [email protected] Ms. Ruth Vondracek [email protected] Shen-‐Tzu Lin [email protected] Ms. Stina Westman [email protected] Dr. Yaling Lu [email protected] Rebekah Willson [email protected] Yutaka Manchu manchu.yutaka@toshiba-‐sol.co.jp Carol Wood [email protected] Evelyn Markwei [email protected] Ms. Borchuluun Yadamsuren [email protected] Ms. Mamiko Matsubayashi [email protected]
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Position Papers Abels, Eileen.....................................................................................................................................................................................................11
Anderson, Theresa...........................................................................................................................................................................................12
Bar-‐Ilan, Judit ...................................................................................................................................................................................................13
Borchuluun, Yadamsuren & Erdelez, Sanda.....................................................................................................................................................14
Brown, Cecelia & Abbas, June .........................................................................................................................................................................15
Caidi, Nadia, Fiser, Adam & Lam, Margaret.....................................................................................................................................................16
Du, Tina............................................................................................................................................................................................................17
Foster, Jonathan, Wu, Mei-‐Mei & Lin, Angela .................................................................................................................................................18
Fulton, Crystal ..................................................................................................................................................................................................19
Genuis, Shelagh K. ...........................................................................................................................................................................................20
Goggins, Sean & Erdelez, Sanda.......................................................................................................................................................................21
Hockema, Stephen...........................................................................................................................................................................................22
Huvila, Isto .......................................................................................................................................................................................................23
Julien, Heidi......................................................................................................................................................................................................24
Lam, Margaret .................................................................................................................................................................................................25
Limberg, Louise................................................................................................................................................................................................26
Lueg, Christopher.............................................................................................................................................................................................27
Miwa, Makiko ..................................................................................................................................................................................................28
Markwei, Evelyn ..............................................................................................................................................................................................29
Meyers, Eric .....................................................................................................................................................................................................30
Morey, Ophelia ................................................................................................................................................................................................31
Mumford, Janet ...............................................................................................................................................................................................32
Nesset, Valerie .................................................................................................................................................................................................33
Oh, Sanghee.....................................................................................................................................................................................................34
Oyarce, Guillermo A.........................................................................................................................................................................................35
Paul, Anindita...................................................................................................................................................................................................36
Phuwanartnurak, Ammy Jiranida.....................................................................................................................................................................35
Reed, Kathleen.................................................................................................................................................................................................38
de Richemond, Jeanette ..................................................................................................................................................................................39
Rubenstein, Ellen .............................................................................................................................................................................................40
Sharifabadi, Saeed R. .......................................................................................................................................................................................41
Stutzman, Fred.................................................................................................................................................................................................42
Willson, Rebekah .............................................................................................................................................................................................43
Veinot, Tiffany .................................................................................................................................................................................................44
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ABELS, EILEEN iSchool, Drexel University
Reference services have focused on the interaction between two people, the librarian or information professional and the patron or information seeker. In general, the interaction between the two is more of a conversation than a collaborative effort. Some collaboration between librarians has occurred and with the introduction of digital cooperative reference services, there has been an increase in collaboration between librarians to provide reference respond to reference questions is not new. Margaret Hutchins (1944) encouraged librarians to “call on other [librarians] for suggestions”. More recently, the Reference and User Services Association’s Guidelines for Behavioral Performance of Reference and Information Service Providers (2004) recommended multi-‐librarian collaboration for question answering. In the RUSA guidelines, the following is stated: “[guideline] 5.4… Consults other librarians or experts in the field when additional subject expertise is needed.” Some research findings suggest that librarian-‐to-‐librarian collaboration during reference transactions may improve accuracy and augment performance (e.g., McKenzie, 2003; Kemp & Dillon, 1988; Nolan, 1992; Quinn, 2001; Pomerantz, 2006).
In addition to question answering services provided by libraries, many online Q&A services have emerged. Despite the collaborative nature of many social networking tools on the internet, reference services and question answering services have remained more or less a one to one or one to many type of interaction rather than a true collaboration. Even in question answering services in which an information seeker requests an answer to a question, the different responses received are generated individually and the information seeker selects the best answer.
Collaborative reference services, in which librarians and patrons collaborate would require a paradigm shift in current models of reference services. There are many questions related to collaborative reference services. The following are just a few examples: Will collaborative reference service outperform “traditional” reference services in terms of the quality of the responses and patron satisfaction? What will an effective collaborative environment look like? Are current reference service models applicable to a collaborative reference service?
References: Hutchins, M. (1944). Introduction to Reference Work. Chicago, IL: American Library Association.
Jackson, L., & Hansen, J. (2006). Creating Collaborative Partnerships: Building the Framework. Reference Services Review, 34(4), 575-‐588. 4
Kemp, J., & Dillon, D. (1989). Collaboration and the Accuracy Imperative: Improving Reference Service Now. RQ, 29(1), 62-‐70.
McKenzie, P.J. (2003). User Perspectives on Staff Cooperation During the Reference Transaction. The Reference Librarian, 83/84, 5-‐22.
Nolan, C.W. (1992). Closing the Reference Interview: Implications for Policy and Practice. RQ, 31(4), 513-‐521.
Pomerantz, J., & Stutzman, F. (2006). Collaborative Reference Work in the Blogosphere. Reference Services Review, 34(2), 200-‐212.
Quinn, B. (2001). Cooperation and Competition at the Reference Desk. The Reference Librarian, 34(72), 65-‐82.
Reference and User Services Association. (2004). Guidelines for Behavioral Performance of Reference and Information Service Providers. Retrieved 9 July 2009, from http://www.ala.org/ala/mgrps/divs/rusa/resources/guidelines/guidelinesbehavioral.cfm.
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ANDERSON, THERESA University of Technology, Sydney Social Relevance: witnessing personal/interpersonal interplay in collaborative information environments
Relevance is a central concept for information science used as a measurement for evaluating information systems. However, it is a concept that significantly extends far beyond this traditional domain, since it is also at the heart of the human communication of meaning. It is an essentially human construct that is embedded in the everyday practices of communication, information seeking and knowledge generation. In the context of information behaviour research, exploring human judgments of relevance overlaps with explorations of other core information concepts like cognitive authority and credibility. In each instance, research reveals rich layers of meaning and practice at both personal and social levels of human judgments of information. In keeping with this year’s symposium themes, this paper discusses the diverse social and contextual dimensions of such judgments, particularly within the complexity of computer-‐mediated information activities in collaborative information environments. When examined from the searcher’s –as opposed to the system’s – perspective, the social and collaborative aspects are seen to be far more embedded in these practices than is accounted for in many depictions of collaborative information retrieval. The inherently interactive character of judgments of relevance, credibility and cognitive authority means that social and private aspects are interwoven in the seeking and gathering of information. Witnessing the collaborative character of seemingly individual information seeking reveals just how embedded social communication is in these judgments. Equally, study of information practices in social or collaborative contexts reveals great diversity in the individual responses to a collaborative context. Our understanding of collaborative systems must take into account such ‘real-‐life’ experiences of searchers and searcher communities. And yet, experience shows that it can be difficult to translate this understanding of human practices – at the individual as well as at the collaborative level – into effective designs of collaborative environments. This proposed paper builds on the author’s individual efforts to move between information seeking, information retrieval and CSCW communities to share research findings on this very topic. It discusses both a theoretical framework and case studies developed in an effort to communicate this learning so that it might be effectively applied to the design, development and evaluation of collaborative IR systems.
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BAR-‐ILAN, JUDIT Department of Information Science, Bar-‐Ilan University, Israel Collaborative Image Tagging
In a recently completed research we studied the effects of collaboration on users’ image tagging behavior. Our users were presented with 12 images related to Jewish cultural heritage. They were asked to tag the images in order to facilitate their retrieval by others. In the first phase of the experiment each user was asked to tag the images without seeing the tags assigned by others. In the second stage the tags assigned by at least two users in the first stage were shown to all the participants. In addition the users were encouraged to interact though a discussion forum set up for each image. This was the place to try to convince the other participants to remove specific tags or to add a new tag that the user considered as an important tag, but did not appear in the list, because he was the only participant that assigned the tag to the image. The users were allowed to change the tags assigned by them in the previous phase: to delete existing tags, to edit them, to add tags from the displayed list of tags or to add a brand new tag.
The experiment was conducted with three groups of about 40 participants each. Our findings show that in each group the number of assigned tags increased in the second phase by more than 20% on average; the number of distinct tags decreased in 81% of the cases, and the most popular tags became even more popular after the second stage.
Our findings suggest that collaboration and interaction lead to convergence of image tags. In this case, like in many other Web 2.0 applications, the “wisdom of the crowds” phenomenon is at work. In addition, like in many other situations, we also witness the “rich-‐get-‐richer” phenomenon, where initially popular tags become even more popular after the users are allowed to collaborate.
This research was supported by THE ISRAEL SCIENCE FOUNDATION (grant No. 307/07), and is joint work with Maayan Zhitomirsky-‐Geffet, Yitzchak Miller and Snunith Shoham, all from the Department of Information Science at Bar-‐Ilan University.
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BORCHULUUN, YADAMSUREN1 & ERDELEZ, SANDA2 1 Doctoral Candidate, School of Information Science and Learning Technologies, University of Missouri 2 Associate Professor, School of Information Science and Learning Technologies, University of Missouri Collaborative news reading behavior
This position paper presents the preliminary findings from an ongoing study on incidental exposure to online news in everyday life information seeking context. The mixed method study with web survey, interview, and think aloud sessions were conducted for this study. 146 respondents participated in the web survey and 20 people were interviewed. The preliminary results from the study show that news reading is not an individual behavior, but collaborative process of finding news sources, news stories, and sharing them with others. The study respondents said that the Internet provides numerous opportunities for them to share and read news collaboratively. It appears that many respondents’ news selection depends on what other people read in the given day. They check the popular storied picked by the digital crowd at the specific spots on news websites, such as “Most e-‐mailed,” and “Most read.” They visit the crowd surfing websites, such as diggit.com to follow the selection of stories by other readers. The respondents said that they read the comments sections for news stories and exchange their ideas and other sources related to the stories. Social networking sites are becoming a big avenue for collaborative news reading. These findings indicate that studies of news reading behavior with the theoretical lenses of Savolainen’s (1995) everyday life information seeking model and Erdelez’s (1997) Information Encountering model could address the emerging aspects for transformative relationship between news consumers and different forms of news stories.
Based on the present study, the fundamental questions we should be looking at are the nature of collaborative news reading behavior and its implications on designing the different online news services. We should closely study the tools news consumers use to collaborate and share news stories and how the interface design and news selection methods on news sites could affect information behavior of users, who come to these sites later. It would be interesting to study the types of news readers who come to the news sites first and serve as “digital gatekeepers” for future visitors. The places where people share news should be another important venue for further research in collaborative news reading behavior. The ways of sharing news with others (e-‐mail, personal communication, conversation, social networking and special interest group sites) would add much more on our research in collaborative news reading.
Research on news reading behavior, including social aspects of news reading and collaborative news reading behavior could have impact on the design of online news websites, social networking sites, blogs and many other news-‐oriented information systems. With the rapid technology development and spread usage of the Internet in our daily lives, the traditional definition of news is changing. People have much broader definition of news, not only focusing on stories coming from the traditional news organizations. Thus, our studies on social behavior of news reading and collaborative aspect in this realm could have much greater impact in terms of how to design of the news sites affects public opinion and public communication in society.
In order to effectively communicate our research on collaborative news reading to other research communities, we should use the language of their field. Audience studies in mass communication with the usage of the Dependency theory, Gatekeeping theory and Uses & Gratifications theory could be a good starting point to see how we could improve the language to present our research studies. On the other hand, we should present our paper for the different research communities so that they could use the language of our field.
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BROWN, CECELIA & ABBAS, JUNE University of Oklahoma Scholar’s Perceptions of Institutional Repositories for Collaborative
Institutions worldwide have created a host of openly accessible online repositories populated with locally produced scholarly works. Online institutional repositories (IRs) are touted as innovative mechanisms for scholars to organize and store their research related information and for broad dissemination and long-‐term preservation of an institution’s intellectual capital. Provision of outlets for scholars to quickly and easily share thoughts, ideas, and data beyond the confines of traditional communication channels can transform the way they communicate with one another and hence advance understanding of the world and create new knowledge. Information professionals appreciate these attributes of IRs yet scholars in other fields who are accustomed to the traditional peer-‐reviewed system of scholarly communication may not recognize the benefits of openly accessible IRs. Yet, for an IR to be successful and enduring it must be considered beneficial to, and used by, the intended audience. Therefore, as the initial step in the development of our institution’s IR, our research seeks to first understand the perceptions held by faculty members in a range of disciplines about the benefits, drawbacks, and uses of IRs for their scholarly information seeking and sharing. By being informed and guided by the information habits, needs, and desires of the audience for whom the IR is designed, it is hoped that the resultant IR will align well with the ways our users want and need to share and seek scholarly information. Also, by using the research as an opportunity to convey the benefits of an IR to the scholars whose information needs, uses, and desires we are continually are striving to fulfill, our research will provide the foundation for the creation of an effective and sustainable scholarly information service.
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CAIDI, NADIA, FISER, ADAM & LAM, MARGARET University of Toronto Trial by Fire: Teaching Community Engagement
The potentials and challenges of collaborative information seeking and sharing are never as evident as when one undertakes a ‘real life’ project that entails working with stakeholders. The need to establish trust emerges, as issues of consensus building, defining what is desired vs. possible, what is needed vs. useful come forward. The necessary skills to maintain effective communication — such as listening skills, creativity and even a dose of humour — are not honed nearly enough at our iSchools. What can we do to prepare the next generation of information professionals to work effectively in a collaborative context?
At the Univ. of Toronto, the On-‐Demand Book Service (ODBS) project served as the core curriculum material for a course on "Information and Culture in a Global Context". Conceived in collaboration with the KO Research Institute (KORI), the ODBS has the vision of utilizing ICTs to bring physical books into remote communities that lack the access to printed content that we all take for granted. In the process of negotiating the project with the stakeholders involved, students confronted the real challenges faced by isolated Northern native communities in the form of four teams: community research, digital contents, system design, and communication & outreach. Students experienced a ‘trial by fire’ mode of learning, while being mentored by members of our partner communities through recurrent videoconferencing and online discussions (odbs.knet.ca). These mentors also facilitated community engagement at various stages of the class.
By participating in a real world project, the students discovered for themselves the need for collaborative and participatory research. They left a rich legacy consisting of surveys, collection development policy, wireframe system design, promotional materials and final team reports. These artifacts represent not only the groundwork for the future of the ODBS project, but also the surprising outcomes that a community-‐based project can offer the various stakeholders of such a course.
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DU, JIA TINA Faculty of Science and Technology, Queensland University of Technology Modeling Web Searching Process
This paper outlines dissertation research to develop a sound Web search model which can detail user’s cognitive processes during Web searching. Web search models are a significant and important area of Web research. Web search is a complex behavior involving users’ cognitive efforts. To more deeply understand the dynamic and interactive behaviors involved in the Web search, we need to examine in more detail important aspects of users’ Web search behavior, such as multitasking, cognitive coordination and cognitive shifting. Web searching includes multitasking processes and the allocation of cognitive resources among several tasks, and shifts in cognitive, problem and knowledge states at different levels. Cognitive shifting is also an important research area for understanding users’ cognitive processes associated with Web searching. In addition, cognitive coordination mechanisms allow humans to manage dependences among information tasks and the resources available. However, few studies have modeling the nature of and relationship between multitasking, cognitive coordination and cognitive shifts during Web searching.
According to the pioneering information scientists’ statement, the key to the future of information systems and searching processes lay not in increased sophistication of technology, but in increased understanding of human involvement with information. Modeling how users conduct Web search interactions from cognitive perspectives has important implications for the design of Web search engines. The study aims to model the relationship between multitasking, cognitive coordination and cognitive shifts during Web search. Research questions to be addressed in this study are: (1) how do users conduct Web searching on multiple information problems? (2) What are the different levels of cognitive coordination during Web searching? (3) What are the types of cognitive shifts occurring during specific information problems searching? A preliminary model was developed based on the pilot study results depicting the relationship that cognitive coordination is the hinge linking multitasking episode and cognitive shifts that move users’ through their Web search interactions.
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FOSTER, JONATHAN1, WU, MEI-‐MEI2 & LIN, ANGELA1 1 Department of Information Studies, University of Sheffield, UK 2 Graduate Institute of Library & Information Studies, National Taiwan Normal University, Taiwan Collaborative Information Seeking and Sharing in Educational Settings: Identifying the Challenges
Collaborative information seeking and sharing has rapidly become an established area of study in recent years with research having now been completed in a range of domains and contexts (e.g. Foster, in press). One of the contexts in which studies have been conducted are educational settings. In such settings students are often presented with a learning activity designed to motivate them to seek, evaluate, and use information on a collaborative basis. Designing and facilitating learning activities that encourage collaborative information behaviour transforms the relationship between students and information by introducing the role of the student peer as an important influence on the identification and negotiation of information needs, the development of search strategies, and the sharing, evaluation, and use of the information once retrieved. In doing so a set of new factors enter into the student-‐information relationship that include the deployment of social and interpersonal skills, discussion skills, and the use of technology that enables students to search, share, evaluate, and present information together.
Our approach to understanding collaborative information behavior in educational settings has been to observe students’ participation in group learning activities that motivate students to seek and use information on a collaborative basis. In doing so we have sought to understand the conditions that enable and constrain students’ participation in these activities and the information tasks that are embedded within them. Enabling conditions that we have identified to date include the ability to identify different information sources; formulation of a group focus; the deployment of discussion skills including the use of collaborative forms of talk; an emphasis on information seeking as meaning-‐making rather than the retrieval and use of information per se; and the utilization of technology that aids in the organisation, analysis, and presentation of information (Foster, 2009; Wu and Foster, 2009). Constraining conditions and barriers include: the impact of students’ levels of domain knowledge on topic identification; division of labour and role assignment within the group; the varying abilities of different groups to search, share, organize and integrate information; students’ levels of communication and social skills; and group’s dependence on/independence from the tutor.
Educational tools that aid students in the collaborative search and discussion of the information that is being sought, shared, and presented, need to be developed, implemented, and evaluated. The facilitation of collaborative learning activities and information also impacts on tutors and their own professional development needs should also be addressed.
From a pedagogical standpoint there are many educational benefits to be derived from motivating students to engage in collaborative information behavior. These include developing their cooperative planning and search skills; and their communication, information management, and social skills. The dissemination of these benefits can act as a bridge to other information research communities to the involvement of other information research communities in collaborative information behavior research.
References Foster, J., (Ed.) (in press). Collaborative information behavior: User engagement and communication sharing. Hershey, PA: IGI Global.
Foster, J. (2009). Understanding interaction in information seeking and use as a discourse. Journal of Documentation, 65(1), 83-‐105.
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Wu, M-‐M. & Foster, J. (2009, October). Collaborative information seeking strategies for group investigation. Paper presented at the Social Change and Library Services Conference, Taichung, Taiwan: National Chung Hsing University, Graduate Institute of Library and Information Science.
FULTON, CRYSTAL University College Dublin
Collaboration is now a high priority for researchers across a range of disciplines, with collaborative efforts occurring within and between groups. The symposium offers an important opportunity to address both our potential and ongoing collaboration as researchers, as well as insights we have/continue to gain from observing collaboration between individuals/groups in the field.
As researchers of Information Behaviour, we are well positioned to take part in new and ongoing collaboration, not least because of our interdisciplinary tradition in LIS, as well as the encompassing nature of Information Behaviour which extends to a vast array of topics and contexts. How we collaborate and manage collaboration would seem to be two of the key challenges for creating sustained partnerships.
For instance, what particular means of collaboration will help highlight our research and its potential contribution to research with other individuals and groups?
How can and should we lead collaborative research? A combination of our seemingly endless LIS identity struggle and the ongoing lack of external awareness of our area and work mean that it can be all too easy to be invisible or cast in a supporting role – when we have the potential to do much more.
What lessons are there to be learned from the individuals/groups we study? One of my current research interests involves exploring how older adults explore information together. While older adults are often tagged as isolated, lagging behind in trends in technology, etc., some older adults adopt particular collaborative approaches to tackling information problems. How can the groups we study inform our understanding of collaboration and own collaborative practices?
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GENUIS, SHELAGH K. Interdisciplinary PhD Candidate, School of Library and Information Studies, and the Faculty of Nursing University of Alberta, Canada
As a new researcher in the area of Information Needs, Seeking & Use, my doctoral research focuses on the day-‐to-‐day experiences of individuals as they interact with and integrate health information in situations where health evidence is uncertain and evolving. Much has been written about evidence-‐based practice (EBP) within health fields, and the challenges encountered when striving to translate medical knowledge into practice; however, little attention is paid to (1) the provisional, emergent and incomplete nature of medical evidence (Upshur 2001), and (2) knowledge translation (KT) as an personal, on-‐going process of social construction (Gherardi 2006). The dilemma presented by emergent or evolving health information is magnified for consumers making health decisions within the context of everyday life. Within this context individuals are frequently translating, assimilating and responding to health information mediated by a wide range of formal and informal sources including health professionals, the media, internet sources, advertising, and personal contacts. While some of these information sources focus on static information provision and many involve one-‐on-‐one interaction, social and collaborative environments (e.g. online discussion groups and blogs, as well as face-‐to-‐face group environments) draw attention to (1) information encounters as reality-‐constructing, meaning-‐making experiences and (2) health information as something that is “moved and shaped in unique ways” within the context of the individual’s relationships with other people as well as their time and space (Dervin 1983, 169).
While research related to EBP and KT continues to emphasize the uptake of knowable reality, research related to Information Behavior and social/collaborative environments has potential to make valuable theoretical and practical contributions to health fields by bringing focus to the social nature of KT. This, in turn, draws attention beyond evidence as implementable ‘fact’ to a constructionist view of KT as an active process in which new understanding is constructed from encountered information, existing knowledge structures, personal experience, and socio-‐cultural environments (Talja, Tuominen, and Savolainen 2005). Research focusing on KT as a socially constructed process will not only illuminate the transformative relationship between information and people, it will inform development of effective products and services which will facilitate effective health information behaviour.
References
Dervin, B. 1983. Information as a user construct: The relevance of perceived information needs to synthesis and interpretation. In Knowledge Structure and Use: Implications for Synthesis and Interpretation, eds. Spencer A. Ward, and Linda J. Reed, 153-‐83. Philadelphia: Temple University Press.
Gherardi, S. 2006. From organizational learning to knowing in practice. In Organizational knowledge: The texture of workplace learning, ed. S. Gherardi, 1-‐44. Malden, MA: Blackwell.
Talja, S., K. Tuominen, and R. Savolainen. 2005. "Isms" in information science: Constructivism, collectivism and constructionism. Journal of Documentation 61 (1): 79-‐101.
Upshur, R. E. 2001. The status of qualitative research as evidence. In The Nature of Qualitative Evidence, eds. J. M. Morse, J. M. Swanson, and A. J. Kuzel, 5-‐26. Thousand Oaks: Sage.
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GOGGINS, SEAN1 & ERDELEZ, SANDA2 1 Drexel University, 2 University of Missouri Collaborative Information Behavior in Online Groups
We are in an age where social information, reference information and situational information are presented electronically, quickly, and across contexts. People adapt to these changing information horizons (Sonnenwald,& Wildemuth, 2001) primarily as individuals. Online social network sites like Facebook and Myspace demonstrate the potential for incorporating external, social feedback within the boundaries of an individual’s information horizon. The goal of our research is to build theory to explain how electronically mediated communities’ and groups’ share, develop and build information collaboratively.
Completely online graduate student courses provide an especially compelling test bed for understanding the transformative relationships that are possible between people and information. These groups are distinct from more extensively researched online groups and communities – Facebook Groups, Wikipedia groups and teams in the free and open source software movement (FOSS) – in three significant ways. First, their members have a common organizational affiliation, similar to work groups or student groups in face-‐to-‐face settings. Second, also like members of face-‐to-‐face groups, an organizational leader or instructor often assigns group members to their groups. Finally, like many but not all FOSS and Wikipedia groups, the groups we study do not meet face-‐to-‐face.
We learned that collaborative information behavior in technology mediated groups is challenging because members share some information resources in common, such as those contained within the collaborative tools they use, but also rely on information resources unique to each individual’s physical location and internet use habits. Sonnenwald (1999) first identified these different arrays of available information resources as Information Horizons, suggesting that information resources are used to a greater and lesser extent depending how near on ones horizon they are. How the Information Horizons of the online group members we study influence collaborative information behavior within these groups is illustrative of phenomena emerging from the use of technology to establish and maintain online groups. Collaboration around information in these groups is influenced by the specific information in the group’s field of view, and member information horizons similarly influence the group’s collaborative information practices.
The goal of our participation is to share what we have learned so far with the SIGUSE community.
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HOCKEMA, STEPHEN University of Toronto
Thanks to the rise of digital “social media”, collaborative information behavior is no longer (if it ever was) a subset of information behavior in general. For example, the Web is transforming from its origins as a place primarily to find and access documents to a place to also interact with other people. Technologies that support participation in online culture also simultaneously support and transform information access by, among other things, supporting a social process of credibility assessment for information necessary to effectively find, filter and assess it. Indeed, better understanding of these processes has the potential to transform our understanding of Information itself, with new forms of non-‐traditional (e.g., non-‐document-‐based) information being socially co-‐constructed along with group identities.
For example, when a team coordinates a strategy in the massively-‐multiplayer online game World of Warcraft (as happens many thousands of times a day, in just one of many related digital social media contexts), complex information behaviors take place in real-‐time in which information is shared and filtered, credibility/authority is established, objectives are negotiated, and information needs are constructed and assigned to support the collective action, while simultaneously, more traditional information exchanges (more grounded in the “real world”) are also occurring. Such environments are as yet under-‐studied in the context of CIB, yet have the potential to inform and refine theories that pertain to “more traditional information settings”.
While I expect that many of the fundamental questions for understanding collaborative information behavior will overlap with similar questions for information behavior in general, the questions that particularly interest me include: • How do group identity (and individual roles within groups) dynamically co-‐evolve with the information-‐
seeking goals and behaviors of the group? • How do credibility and authority emerge within collaborative teams and how is this mediated by the ICTs
they use? • How are processes related to the coordination of teams intertwined with their collective information
behaviors? For example, ... • How does the process of recording, compiling and categorizing group work and decisions throughout a
collaborative effort affect the group's collective information goals? • How does (real-‐time or delayed, mediated or direct) communication among group members about the
information they’ve found individually affect the process, both in terms of dynamic filtering and the group’s evolving information goals?
While the World of Warcraft example above was meant to illustrate potentially “new” types of emergent information, there are also myriads of more mundane ways that we marshal information to work together to solve problems and make decisions every day. (“What/Where should we eat for dinner?” “Would you take the 401 or the Gardiner to get there?” “What’s our policy on expense reports related to alcohol at meals?”, etc.) Information practices must be understood as embedded within these social/cultural contexts, be they familial, organizational, educational, etc. Our research cannot be independent of research coming from sociology and the cognitive sciences on group decision-‐making and problem solving. Management schools already teach these topics; we need to make it obvious how our research integrates into this discourse.
Designers understand that the tools they create, even tools they envision as being for single users, are going to be embedded in these social contexts and often used collaboratively by groups (for example, an iPhone app for finding a restaurant being used in a car full of people). To have an impact on their practice, we need to make the connections of our work to these common environments and scenarios explicit and clear.
Note: Full abstract online at SIG USE wiki
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HUVILA, ISTO Uppsala University
Generally speaking, the USE research may be argued to follow very tightly the changing relationship between people and information. Empirical research on actual user behaviour brings us close to the transformations that are happening at the very moment when they are happening. I have found numerous instances of evidence on that on my research on the information workaof various groups of users including archaeologists, corporate finance and cultural heritage professionals. On the other hand, it is possible that the more abstract level of USE research that focuses on higher level models may actually miss many of the changes because of the level of investigation.
A still actual very fundamental question is the theoretical and practical applicability of our results. How the evolving information practices and systems reflect the increased understanding of information behaviour and how different individual studies contribute to a better general understanding of the studied phenomena. Another equally fundamental question is that what do we exactly mean with collaboration and what collaboration means at the present and in the future.
An approach to a greater impact of USE research is to bridge the gap between USE research and practice is to translate out findings to the language and to the frameworks of organisations and designers. Designers need to know the implications expressed in language of design and in a form that matches with the instruments designers have in their disposal. A collaborative information system can be used to remedy several types of issues in information interactions, but not all of them. Similarly management, organisation, mentoring and other interventions are keys to some types of change. Research does not have merely practical implications, but implications on many different types of practices at the same time and that the implications are not isolated, but need to be concerted. In my own research on cultural heritage professionals I have sensed very strongly that not only different issues need to be addressed same time, but it can be very sensitive how and in what order individual issues are discussed. The communicative problem between different information research communities is a complex issue, but one possible quite effective remedy could be an increased inter-‐branch research interest and active seeking of implications of e.g. USE research to e.g. IR, KO, DL or IA.
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JULIEN, HEIDI School of Library & Information Studies, University of Alberta
One of the fundamental directions towards which our research on collaborative information behavior should be moving is increased focus on the social construction of information behavior. It is increasingly recognized that information behavior is not only an individual concern (we have decades of research focusing on cognitive, behavioral, and increasingly affective variables in individuals), but it is also a matter of social construction. That is, the ways in which people think about, access, evaluate, use, etc. information are profoundly influenced, shaped, and directed by their social interactions. To quote from the most recent ASIST review of information behaviour (2009, 335), “McKenzie (2006) argued that “information practices,” specifically the use of texts, can be contextualized within larger social practices to understand how these texts mediate social relations within local contexts…. Talja and Hansen (2006) addressed “collaborative information behavior” as an important component of social information practices, especially information sharing.” It is evident, therefore, that some recent research in the area is focusing on information behaviour as a social construct. This is a potentially fruitful direction for the field. Fundamental questions arising from increasing concern for the social construction of information behavior would include: What are the social practices which mediate information behavior in different situations/workplaces/contexts? What are the variables of interest in social practices, and how do these influence outcomes evident in collaborative information behavior?
References
Fisher, K. & Julien, H. (2009). Information behavior. In B. Cronin (Ed.), Annual review of information science & technology, vol. 43 (pp. 317-‐58). Medford, NJ: Information Today.
McKenzie, P. J. (2006). Mapping textually mediated information practice in clinical midwifery care. In A. Spink, & C. Cole (Eds.), New directions in human information behavior (pp. 73-‐92). Dordrecht, The Netherlands: Springer.
Talja, S. & Hansen, P. (2006). Information sharing. In A. Spink, & C. Cole (Eds.), New directions in human information behavior (pp. 113-‐134). Dordrecht, The Netherlands: Springer.
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LAM, MARGARET University of Toronto Alternative Perspective on ISU: The Pluralistic Nature of Musical Knowledge
As a new comer into the field as a master’s student who draws from a background in music, my own research interest is in exploring the issues around the sharing of musical knowledge. The pervasive presence of music makes it one of the few ways through which people from different cultures make connections with each other. Once you find a common music interest or passion with someone — especially if it is a rather unusual one — it can turn into hours of mutual sharing and appreciation. Much research has been done in the field of information seeking behaviour, information retrieval, information architecture and system design to facilitate the sharing of musical content. With all the advances in the field, there remains an emerging research area, namely, how musical knowledge is being renegotiated in the information age.
The difference of scope lies in the distinction between information, and knowledge. A tension exists in the idea that music is somehow ‘universal’, yet culturally unique. How are individuals negotiating this tension in the context of ICTs? New user groups are emerging such as the ‘amateur teacher’ on YouTube, and online knowledge repositories with specialized musical knowledge and databases. Such examples and many others manifest at various levels of sophistication and effectiveness.
The motivation to share one’s passion for music by every means possible is altruistic in nature. It is the same drive that led to some of the earliest examples of how ICTs can transform our social fabric, as demonstrated by Napster, and more recent counterparts like last.fm. Research into the information seeking behaviour of music-‐minded individuals from diverse cultural backgrounds and musical traditions can bring a unique and unexpected perspective on the future of the information landscape.
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LIMBERG, LOUISE Swedish School of Library and Information Science, University of Borås
The transformative relationship between people and information may take its point of departure in Michael Buckland’s influential definition of information as “the process of becoming informed”. Becoming informed implies a change, i.e. transformation, in a person. In his definition of the concept of information Buckland distinguishes between information as process and information as thing. Such a distinction is a dualistic way of understanding the relationship between people and information.
A sociocultural perspective offers a different, non-‐dualistic view of the relationship between people and information, claiming that information is constituted through the interaction between people and tools, thus describing a mutual relationship between the two. Tools are physical (e.g. Google or print sources) and intellectual (language) and are seen as mediating different world views. In my view, a sociocultural perspective of information seeking is particularly appropriate to capture the transformative relationship between people and information, since the theoretical focus is set on the interaction between people and tools.
A sociocultural perspective further emphasizes that various human activities can only be understood as embedded in the cultural practices in which they are being carried out. Individuals are always related to various forms of collective activities and it is through communication that individuals become members of different communities of practice. This means that information seeking should be studied and understood as embedded in the cultural practice of which it is a part. The focus on interaction and communication embedded in cultural practices will provide theoretical and analytical means for studying collaborative information practices. I am convinced that studies with such approaches may lead to findings that have impact outside the area of LIS user studies. My own experience mainly concerns the interaction between information practices and learning and has resulted in fruitful collaboration with learning researchers1 as well as professionals in educational contexts such as school and higher education.
In our contemporary digital media landscapes conditions for information use, learning, decision-‐making and collaboration are fundamentally transformed. Central research questions should address the consequences on various societal levels of:
• a shift of control from information and knowledge workers and institutions to users (students, employees, citizens)
• a shift in the relationship between users and producers of information • the question of how to assess the authority and credibility of information in social media • implications for supervision, control and personal integrity on the internet.
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LUEG, CHRISTOPHER School of Computing & Information Systems, University of Tasmania, Australia Extended abstract: Collaborative Information Behavior in Online Communities
Information and communication technologies (ICTs) including computer networks have revolutionized the way data is collected, stored, distributed and accessed, and have enabled the "network society. Prior to the advent of ICTs, definitions of community focused on close-‐knit groups in a single local. Easy access to ICT enabled online communities which are typically formed by geographically dispersed members (virtual communities that have existed well before the rise of computer networks).
Defining what exactly constitutes an online community continues to be subject to intense discussion. One of the reasons is that there are multiple dimensions that can be used to characterize online communities. Technically minded researchers tend to focus on the technology utilized to enable online communities a (distinguishing) criterion whereas more socially oriented researchers tend to be interested in the social cohesion demonstrated by online communities or specific characteristics of online discussions (eg Marc Smith who was invited speaker at the 2007 SIGUSE forum).
From an 'information' point of view it is of particular interest that online communities are increasingly popular (and intrinsically powerful) information resources that are used for purposes including, for not limited to, evaluating items to be purchased (consumer communities such as Choice in Australia) and planning a trip (travel communities such as Lonely Planet's). Often, online communities are conceptualized (and treated) as information repositories that are functionally equivalent to information systems. Often they are accessed in ways similar to accessing data bases. Utilizing the informational capacity of online communities is not limited to 'google-‐ing' repositories they created though. Exploring the informational capacity of online communities, ie the capacity to satisfy an information seeker's information needs, we found that the benefit of querying topically related online communities as part of an information seeking process may go well beyond the provision of up-‐to-‐date or "complete" information by community members. The main benefit of approaching an online community for information may be the interactive process that is triggered by enquieries and that helps the information seeker clarify his or her information needs.
For this workshop it is of particular interest that the interactive process that is triggered by enquieries often constitutes collaborative information behavior in the sense that online community members observe what others have contributed to addressing an inquiry and may take this into consideration when contributing further information. In this sense the situation in online communities resembles, to some extent, the collaborative information setting in 'real' libraries documented by Twidale et al (1997).
I am particularly interested in this SIGUSE workshop because of my long-‐standing interest in representations that can be provided for aiding distributed, interactive information sharing processes. The focus on interactivity and turn-‐taking promoted in this paper suggests to explore what kind of graphical and/or textual representations are particularly well-‐suited for supporting, initiating and sustaining mediated interaction in online communities. This shift in perspective also means the focus of research is not so much on how conversations could be "marked up" for efficient retrieval in the information systems sense.
Note: References available online at SIG USE wiki.
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MIWA, MAKIKO The Open University of Japan/The Graduate University of Advanced Studies Barriers to Knowledge Sharing in Science
The inability to share research findings among researchers engaged in an interdisciplinary research project may lead to a collapse of the project. The failure in disseminating critical research findings in a society may results in rejection of obtaining tax money to future research funding. With this serious consequence of failures in sharing scientific knowledge in mind, we have been conducting a case study in order to identify the mechanisms of yielding such failures within a framework of the “science communication” project.
Through semi-‐structured interviews using a modified critical incident technique, we obtained 75 incidents of failures in sharing scientific knowledge from eleven researchers representing a variety of research areas. Eight categories of opponents for these failures were identified: researchers, students, technicians, industrialists, media reporters, public administrators, school teachers, and citizens. The case level content analysis of interviews revealed possible sources of failures in sharing scientific knowledge for each category of opponents. Through discussion among the project members, we categorized these sources into solvable problems through researchers’ training and those difficult to solve if not solvable.
The solvable problems are: • Researcher’s narrow field of vision • Lack of sympathies on opponent’s standpoint • Difference in the level of scientific knowledge between researchers and opponents • Poor presentation skills of researchers • Researchers’ use of technical terms and jargons • Difference in the value of book reviews between media reporters and researchers • Different level of safety standards between science and engineering • Limitation in information disseminating channels for citizens
Difficult to solve problems are: • Differences in the style of and requirements for journal articles among disciplines • Difference in the meaning of attending classes between natural sciences and social sciences/humanities • Simplistic thinking of non-‐researchers • Leadership struggles between researchers and school teachers • Vertical division of administrative organizations • Rotation of personnel in administrative organizations • Underestimation of uncertainty in science held by public administrators
We used these results in designing a new curriculum for training graduate students into competent science communicators at the Graduate University for Advanced Studies. We continue collecting cases from different populations such as students, media reporters, and school teachers.
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MARKWEI, EVELYN PhD Candidate, School of Library Archival and Information Studies, University of British Columbia
My research interest is youth information seeking behavior and I am presently working on the information seeking behavior of homeless youth in an urban city (Accra, Ghana). Homeless youths can change their circumstances and succeed as adults with the right kind of information. Governments and stakeholders have often prescribed information for them. The relevance of such prescribed information to the youths is however uncertain. This study will use in-‐depth interviews and the critical incident technique to investigate the everyday information needs of the target group, how they seek information to meet those needs, their preferred sources of information and problems they encounter in seeking information. Findings from the study should lead to clear recommendations to libraries and stakeholders, for more effective and focused information service to the youths.
The theme of the symposium may be expanded to include cross-‐cultural collaboration, to encourage researchers from two, or more countries to work on cross-‐cultural topics. That approach will have several benefits. For example, literature on information seeking research reveals gaps in the body of knowledge on information seeking of several populations and groups from several regions of the world. Cross-‐cultural collaboration will facilitate the closing of these gaps. Secondly, findings from such studies will inform designers of information systems for the regions studied. Such knowledge may forestall the continued loss of millions of dollars through deployment of inappropriate information systems in developing countries. Cross-‐cultural collaboration will lead to diversity in research, exchange of skills and ideas, and increased research and publications also.
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MEYERS, ERIC The School of Library, Archival, and Information Studies, University of British Columbia The Complex Ecology of Collaborative Information Seeking in the Middle School Classroom
Our interactions with others strongly influence how we work, learn, play, and understand the world. Furthermore, it is becoming clear that the skills necessary for success in the 21st Century include the ability to communicate effectively and efficiently with others, to collaborate in solving ill-‐structured problems, and to reflect on group goals and processes (Bereiter & Scardamalia, 2006; Eisenberg, 2008). Group learning is being integrated into school curricula, emphasizing authentic tasks that bring students together in collaborative learning situations (Gillies & Ashman, 2003; O’Donnell et al, 2006). Models of information seeking and information retrieval, however, which guide the development of information systems, services, and research, have historically been based on the assumption that the information seeker is an individual (Karamuftouglu, 1998; Talja & Hansen, 2006). The problems resulting from this contradiction are increasingly felt in K-‐12 education, which has built its information systems (print and digital) around individual student learning and performance.
An emerging body of work in collaborative information seeking and retrieval does seek to address this discrepancy. Studies have identified manifestations of social information behavior in diverse contexts (Bruce et al, 2002; Fidel et al, 2004; Hyldegård, 2006; Hyldegård & Ingwersen, 2007). None of these studies, however, address how groups-‐-‐compared to individuals-‐-‐seek and use information, or solve information-‐intensive problems. Nor have LIS studies examined the outcomes of group vs. individual problem solving. The efficacy of group work is often assumed, but not (as yet) verified. Furthermore, these studies focus on adult work and learning domains. Studies of youth or student information seeking in K-‐12 education have not examined the products or processes of groups and individual learners.
As part of my participation in the 2010 SIG-‐USE colloquium, I will discuss select findings from a recently completed mixed-‐methods study that explores the challenges of solving complex information problems alone and with peer learners. 120 grade seven students (ages 13-‐14) from four middle school science classrooms completed information seeking tasks on health and wellness topics in two order-‐balanced conditions: individually, and in small groups of three students. Each student completed an individual and group task, providing participants with the opportunity to critically reflect on their work under different conditions. Analysis of the resulting student learning products and perception surveys indicate that group information seeking may better support some types of inquiry tasks while hampering others. This work also suggests key intervention points for teachers and school librarians who wish to successfully mediate student research.
Note: References available online at SIG USE wiki.
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MOREY, OPHELIA Associate Librarian, University at Buffalo Health Sciences Library
I have conducted a study on where an adult minority population located in an inner city sought consumer health information. The knowledge that I gained from that study has led me to consider how information seeking behavior is directly related to low health literacy and health disparities. Since most of the participants in my study sought health information from a healthcare provider I am in the early stages of gathering information for the purpose of forming collaborative relationships with healthcare providers and/or community organizations to improve low health literacy and the access to consumer health information. In this way I think our research is transformative in that it can be used effectively to influence people in diverse environments/situations. In turn, these environments/situations can be used to study how and why people form collaborations to find and share information.
Since collaborative information behavior is a new and emerging field I think the following questions should be addressed in our research:
• What are the appropriate methods for studying collaborative information behavior? • What are the challenges to conducting collaborative information behavior research? And how best can
we address these challenges?
I think forming long term collaborations outside of our usual networks could lead to making a greater impact on organizations and designers. I am interested in working with non-‐librarians because this will help to gain a broader perspective on issues involving low health literacy with the goal of designing effective programs or services to benefit consumers and health care providers.
A case study approach may be an effective way of presenting collaborative information behavior research. Although case study research can be complex it is used across disciplines and can allow for participant involvement in the writing of the report.
Reference:
Soy, Susan K. (1997). The case study as a research method. Unpublished paper, University of Texas at Austin.
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MUMFORD, JANET PhD student, School of Library, Archival and Information Studies, The University of British Columbia
The theme of the 2009 symposium of the Special Interest Group on Information Needs, Seeking, and Use “Collaborative Information Seeking and Sharing” reflects issues and ideas that are highly related to my PhD research. In a multidisciplinary fashion, I am exploring and investigating dilemmas of privacy that are provoked for young people, parents, and librarians when youth venture into virtual worlds of the Internet and interact with others and with information. My co-‐supervisors include a researcher in developmental psychology and another in intellectual freedom. My committee is also comprised of researchers in library services for youth, information seeking behaviour and information systems.
The collaborative information behaviour theme of the symposium speaks to the social nature of the interactions that seem to be provoking tensions for and between autonomy seeking youth, their safety concerned parents and the teacher and public librarians who advocate for their intellectual freedoms such as privacy and their information needs for healthy lifelong development.
The collaborative theme of the symposium also resonates with the state of the multidisciplinary interest in research in youth, privacy and the Internet. Researchers and practitioners from various fields pose different questions about the topic and use different terminology. We each offer different perspectives on the issues. We are seeking solutions to work with specific situations yet more and more, we are interested in common ones. To truly grapple with and understand the phenomena, we need to find ways to research and report on this topic collaboratively.
The symposium also explores the transformative relationships between users and information. This is highly relevant to research regarding young people and their privacy needs in virtual environments. A common theme in the research across disciplines is the awareness of how much youth love to play. Researchers from many fields have long been curious about this love of play and what happens when young people play in different physical environments. Today, the Internet is the playground that is provoking inquiry from and providing a common ground for scholars and professionals from different fields. Researchers are wondering how interactions in virtual spaces are transforming young people’s and adults’ conceptions of and needs for privacy.
I believe that this symposium will assist attendees to explore creative ways to bring researchers with common interests together so we can better share our knowledge so that the information needs of the people about whom we devote our work are best served.
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NESSET, VALERIE Assistant Professor, Library and Information Studies, State University of New York at Buffalo
It has been my experience that research into information-‐seeking behavior, by revealing how different user groups/communities search for, evaluate, and use information in diverse contexts, can make a positive contribution to those users’ quality of life. My current and future research agenda focuses on marginalized populations such as younger elementary school-‐aged children, emotionally disturbed young people, and seniors. These are user communities that are often marginalized by other segments of society and do not often seem to be the focus of research in LIS. I think it imperative that we study such groups in order to help them to become (or remain) active, contributing members of society. Think of the young emergent reader who is asked to do a project as part of the modern classroom teaching approach. No longer is she introduced to just print materials but she now has the enormity of the Web to explore. Yet, with the massive amounts of information available on the Web, unless she has learned some basic information literacy skills she will not know how to exploit the web tools that will help her to search effectively nor will she understand how to evaluate the retrieved results. Our research into this area can help to inform age-‐appropriate information systems and pedagogy to help these young students. Then there are those young people who suffer lasting emotional trauma and are often stigmatized by their peers. What information do they need and via which media? Could programs offered by information professionals (e.g. bibliotherapy) help them to cope with their problems? And what about our senior population? This is a group that is growing in numbers each year and as more and more health and government information is migrated to the Web, seniors are forced to navigate often very complex websites in order to find the information they seek. Even if they do have prior computer experience, it is likely in areas specific to their previous jobs and not useful in helping them in a web context.
In order to transform lives, we need to ask such fundamental questions as:
• How do we identify the areas of research that need to be addressed—what criteria should we employ? • What types of methodologies (i.e. quantitative, qualitative, or mixed) are appropriate in certain
contexts? • How important is intellectual development in LIS research with children and adolescents? (Related to
this last question is the dilemma of lumping together infants to 18-‐year-‐olds into the broad category, ‘children’.)
We as researchers can make an impact on organizations and/or user communities and designers by acting as mediators between these two entities. We can help the users and designers talk the same language. By bringing both sides together in a collaborative environment we can work together to design systems that serve users well. Bonded Design, a methodology for designing information technologies (specifically, web portals) for children using an intergenerational team approach, is a great example of how we can collaborate to design systems that work. I hope to expand on the Bonded Design methodology (see references below) and use it in different contexts with different user groups (e.g. seniors) to explore how this approach can make a difference. I hope to include not only information technology designers and users on the team, but also experts in health and geriatric issues. It is in these collaborative efforts with other disciplines that we will move research forward to design programs and systems that can make a real difference to people’s lives.
Note: References available online at SIG USE wiki.
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OH, SANGHEE School of Information and Library Science, UNC-‐Chapel Hill Social Q&A as a New Venue for Collaborative Information Seeking and Sharing
My primary interest of research is people who are willing to share the information they have or information they find with others. The particular context that I’m investigating is social Q&A services, which allow people to ask and answer questions, thus sharing information and social support.
People usually consult on their problems with their family members or friends. However, in social Q&A, people seek solutions from those who have similar experiences or expertise and get benefit from the Wisdom of Crowds (Surowiecki, 2004)1. Thus, the relationship between people and information should be redefined by their capabilities to handle information and evaluated based on their influence on others in relation to information and technology. If we are to understand social Q&A in collaborative environments, we need to pursue a number of research questions, such as:
• What are the motivations, attitudes, situations and strategies of people when they collaborate with anonymous others?
• How do topics, genre and media of information influence the collaboration? • How can the characteristics of people and information be reflected in improved services?
The main emphasis of social Q&A designers is on system development. Designers believe reputation motivates contributions, so they facilitate scoring systems that allow people to earn points. In reality, people may have different motivations and those motivations are likely to influence the strategies they use to seek and share information and social support. My current research is collecting evidence about the reality of social Q&A, and eventually will contribute not only to improving those services, but also to encouraging people to be more naturally engaged in social Q&A.
From a broader perspective, it is important to emphasize that collaborative information behavior is a multidisciplinary topic of research and to ask information science researchers, as well as researchers in other disciplines, to participate in this endeavor. For example, I have a special interest in health topics in social Q&A. My findings can influence our understanding of people’s real life health problems and issues, and can be used to develop medical systems that provide better information services. Collaborating on this research with scholars in health-‐related disciplines will increase the likelihood that the findings will be applied to the development of health-‐related social Q&A services.
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OYARCE, GUILLERMO A. College of Information, University of North Texas, Denton, Texas
Human Information Interaction and Implications for Design
Human-‐Computer Interaction (HCI) studies the different factors that affect the system, the user or their inter-‐relation. The literature shows no major interest on the interaction that takes place between the user and the actual information carried by interface. For the most part, most of the interaction is assumed to be taking place between the user and the interface. I have taken the position that the information presented to the user via the interface must be included in the research methodology, or be the object of research.
The reasoning goes along the lines that the interface must provide the user with access to two separate parts of the information system, i.e. the operating system of the computer technology, and the application that is being used as suitable tool for a particular task. In terms of communication, one channel provides separate conduits for two discrete tasks. There is data to be used and supplied by pure computer processes, but there is also data that is provided to the interface and by the interface that is solely for human consumption. Any productivity software shows this dichotomy, but the implication of human-‐information interaction (HII) may not always be equally critical for all tasks. A family of tasks that may be particularly affected by this type of research is any of the several computer-‐based text processing tasks, such as text information retrieval. At one level, the user must be literate at the level of text and also at the level of the interaction with the retrieval processes, such as particular query languages or information rendering tools. The data itself may have important characteristics emphasized by certain tools or presentation methods and de-‐emphasized by others.
These are not new ideas, but in this position paper I want to emphasize that as HCI has something to contribute to the design of interfaces, the role of the information being transmitted and presented to users must also be included for software design at the level of system integration. Current system design takes information for granted, as the quality of a certain entity that is the object of all computer-‐to-‐computer interactions and internal processes. This definition of information is expanded to also include the final information intended for the user when it should not be so.
It is my position that the information intended for the user must remain user-‐bound and should not be confused
with other types of information frequently lumped together in professional conversations. One of these examples is the noted Semantic Web that has confused many light technology readers who take it to be a form of human semantics rather than data semantics alone. On the other side of the coin, one could envision systems
that can implement two clearly defined domains: One where computer cycles are used to complete tasks at which computers excel, and another that allows users to interact only with the information. The envisioned interface would separate both tasks maximizing the user’s interaction with the system and with the information.
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PAUL, ANINDITA Doctoral Candidate School of Information Science and Learning Technologies University of Missouri Use of Web Analytics for Collaborative Information Behavior Research
My research is on understanding the use of web analytics to identify users’ activities on the academic library’s website. I am using the academic library as a context when trying to investigate the usefulness of web analytics for them. In doing so, I am looking at the various analytics metrics and its usefulness to librarians. Librarians provide services that satisfy their patron’s information needs. Users that access the library’s resources and services through its website carry over their online experience to the library’s website. The web has shaped users expectation and interaction with the library’s online resources. The advanced feature of the web has enabled users to collaborate. Among other benefits, increasing convenience, and overcoming time and resource constraint by collaboration, has made online users adopt it at a faster rate. Academic libraries need to acknowledge their users developing preferences and habits, and provide them with services that meet their expectations.
Academic libraries have started responding to the changing information environment by updating their online system for efficient user access to information services. They also conduct user studies at regular intervals to address their needs. However, doing interviews alone does not provide realistic data as users might act differently then what they say. Analytics provides a way to look at the user activities through its different metrics. The information obtained can then be used as supplementary data to conduct more qualitative or in-‐depth studies. Monitoring usage of the different sections, resources and content elements of the library website over time can provide insight on any transforming user behavior such as usage of catalogs over time, changes of users’ access habits with different mediums – search engine, direct or referral link etc.
Web analytics has been mostly used by businesses for increasing their RoI. However, because of its success in the commercial sector others have also started adopting web analytics to improve their online systems such as online magazines or newspapers, e-‐learning systems, GIS systems etc. However, there still needs to be a redefinition of the metrics in order to apply to the different contexts. Further, appropriate definition of metrics need to be made in order to apply to the web 2.0 environment. The interpretation of the metrics depends upon the context it is being applied to. Since not many studies has been done on the use of analytics in academic libraries or non-‐commercial context, a major challenge lies in redefining these metrics to suit the purposes of the library. In doing so, there needs to be identification of the drawbacks of analytics in understanding usage in the respective context.
Organizations are driven by their missions and goals. And using analytics to help them achieve their mission can impact them. Pilot studies that show organizations the apparent value that lies in analytics, helping them to achieve their mission, would be a crucial to draw their attention. As analytics has been widely accepted in the commercial sector, it is quite likely that other organizations would be open to trying its worth for their use, though it still needs to be interpreted to serve the particular organization’s purpose.
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PHUWANARTNURAK, AMMY JIRANIDA Information School, University of Washington Collaborative Information Behavior: Information Sharing across Disciplinary in Design
My research interests are on information sharing in interdisciplinary design context. Interdisciplinary design is challenging, in large measure, because of the difficulty in communicating and coordinating across disciplines. Many tools have been developed and used to support information sharing in design, and the use of WWW technology is becoming increasingly important for the sharing of information. Wikis, in particular, have been claimed to support collaboration and information sharing. For my dissertation, I am conducting a field study of interdisciplinary design projects, seeking to discover how wikis enable information sharing in software development projects. The findings will expand our understanding of information sharing behavior of design professionals. It will also provide empirical evidence on the use of wikis in design work, which will be used to develop guidelines on the effective use of wikis to support design collaboration.
Information sharing is a great example of collaborative information behavior. The focus of Information Behavior research in Information Science has been largely on information seeking, needs, and use, while little attention is given to information sharing. Information sharing has often been investigated with regard to information seeking. That is, information sharing occurs as part of or a consequence of information seeking. Information sharing has been a subject of study in other disciplines than information behavior although they focused on different aspects and different types of sharing. Organization studies and management researchers have studied information sharing as part of knowledge management and knowledge sharing; while researchers in computer supported collaborative work (CSCW) have focused on collaborative technologies or at least the coupling of people and technologies -‐ how technologies are or could be used to support information sharing. Thus, my dissertation draws on, and aims to contribute to, these different domains.
One of the goals of my dissertation is to develop guidelines on the effective use of wikis, especially adoption and evolving use. To do so, I chose Cognitive Work Analysis (Rasmussen et al., 1994), a formative approach, which focuses on identifying how the system could behave under given constraints. The study will reveal technological adoption and appropriation practices, and in turn inform how wikis could be designed and appropriated to support information sharing across disciplinary boundaries during design process.
While doing my dissertation on wikis, I realize that Web 2.0 technologies (e.g., wikis, blogs, facebook, and other social networking sites) allow (perhaps force?) people to be involved in more and more collaborative information behaviors. However, they are still carrying on their own individual information activities. So, how can we efficiently transition between individual to collaborative activities? When and how does personal information (often a result of individual information behaviors) turn into group information or vice versa?
Reference
Rasmussen, J., Pejtersen, A. M., & Goodstein, L. P. (1994). Cognitive systems engineering. New York: Wiley.
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REED, KATHLEEN University of Alberta
As a researcher just starting out in the field, I see one of the main priorities for information behaviour research as exploring how information behaviour works in various intercultural settings. My current MLIS/MA (Humanities Computing) work explores how the social identities of volunteer tourists affect their information behaviour while they are abroad. Numerous scholars have explored the idea of a third-‐space or liminoid state (Selstad 2007; Hottola 2005; Selänniemi 1996, 2000; Bhabha 1994), a position in which people are neither completely within their home culture nor of that of the host culture. In this third-‐space, in which “moral codes of everyday life are not valid, place and time lose their meaning and tourists’ behaviour may differ significantly from their behaviour at home,” there exists a rich opportunity to study how volunteer tourists are socially positioned (Selänniemi 1996, 194-‐200). Interviews and participant observation with volunteers at a Thai non-‐governmental organization allow me to study how old and comfortable social identities mix with new and often transitory identities to affect information behaviours. At a theoretical level, this research will contribute to the development of information behaviour theory related to intercultural and culturally-‐confusing experiences. At a practical level, non-‐governmental organizations will be assisted in determining how to best aid volunteers when it comes to distributing information, consequently preparing workers for success in the field.
A driving force behind my research is the desire to publish not only in the academic world, but create jargon-‐free, easy to read documents for the general public. In addition to academic works, I plan on publishing all my research findings on my personal website, available under Creative Commons licensing. Especially as the Internet makes distributing information globally fairly easy, I feel it critical that for information behaviour research to remain relevant to the public, it needs to be accessible.
References
Bhabha, Homi K. 1994. The location of culture. New York: Routledge.
Hottola, Petri. 2005. The metaspatialities of control management in tourism: Backpacking in India. Tourism Geographies 7 (1): 1-‐22.
Selänniemi, Tom. 1996. Matka ikuiseen kesään: Kulttuuriantropologinen näkökulma suomalaisten etelänmatkailuun. Helsinki: SKS.
Selänniemi, Tom. 2001. Pale skin on Playa del Anywhere: Finnish tourists in the liminoid south. In Hosts and Guests Revisited: Tourism Issues of the 21st Century, eds. V.L. Smith and M. Brent, 80-‐92. New York: Cognizant Communications Corporation.
Selstad, Leif. 2007. The social anthropology of the tourist experience: Exploring the ‘middle role.’ Scandinavian Journal of Hospitality and Tourism 7 (1): 19-‐33.
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DE RICHEMOND, JEANETTE PhD Candidate, School of Communication and Information, Rutgers University Questions for Collaborative Information Behavior Research
Research into personalization of interaction with information systems (Belkin, 2009) reveals possibilities for having information delivered to users that provides them with information tailored to their interests, work tasks, preferences, contexts, and problematic situations.
Readily available and tailored information may significantly impact on the process of problem solving. It seems important to study how changes in information retrieval and delivery may change interactions with information, and, therefore, change how people use information.
Research should consider execution and implications of creating a transformative relationship between people and information. A transformative relationship requires information that sparks new ideas, that jolts the brain. My thought is that creativity is a new juxtaposition of concepts. To develop new ideas, it is necessary to provide information that serves as a catalyst. A “digital library must stimulate curiosity and encourage exploration so that user may make opportune discoveries” (Toms, 2000). The question, therefore, is how might a personalized information assistant provide surprising and/or random information? The system, which “learns” the user’s comfort zone, also must “learn” how to take the user out of his/her comfort zone.
To make an impact, it is important to participate in projects and organizations where we can show the significance of our contributions, such as Design for Care, which brings methods and results found effective across healthcare contexts to designers in all situations (Design for Care, 2009).
We should partner with people in other areas to conduct interdisciplinary research. My dissertation research (information science and medicine) focuses on the effective use of medical information, one of the Agency of Healthcare Quality and Research’s goals. (Agency for Healthcare Quality and Research, 2009).
My research focus is the assessment of “enough,” specifically “enough” information to make a clinical decision. My theory is that “enough” facilitates making a decision or taking action. Determination of enough changes how physicians interact with information.
References
Agency for Healthcare Quality and Research (2009). Retrieved on September 25, 2009 from http://grants.nih.gov/grants/guide/notice-‐files/NOT-‐HS-‐08-‐014.html.
Belkin, N. (2009). Personalizing Support for Interaction with Information. The New Jersey Chapter of the American Society for Information Science & Technology (NJ/ASIS&T) Distinguished Lectureship Award. September 25, 2009.
Design for Care (2009). Retrieved on September 25, 2009 from http://designforcare.ning.com/.
Toms, E.G. (2000a). Serendipitous information retrieval. In First DELOS workshop “Information seeking, searching and querying in digital libraries” December 11–12, 2000, Zurich, Switzerland (pp. 17–20).
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RUBENSTEIN, ELLEN Graduate School of Library and Information Science, University of Illinois Dimensions of Information Exchange in an Online Breast Cancer Support Group
Within the last 10-‐15 years, online health communities have created new options for people seeking information about health issues and illness. While research has shown that having supportive social networks impacts health and coping outcomes in positive ways, few studies have examined how or why online support group networks facilitate the process of managing illness. Studies of online breast cancer support groups have reported positive emotional outcomes for participants, primarily citing the emotional support and exchanges of information that women engage with through these communities. These studies have also discussed reduced depression, less anxiety, and improved social interactions; however, none have analyzed these support groups to the extent of obtaining a full, multi-‐faceted understanding of the factors that contribute to the success of these groups.
I am currently working on an ethnographic study of an online breast cancer support group based on the following research questions:
• What is the role of online social support for people dealing with illness? • Does participation in an online support group focused on breast cancer influence health decisions and
practices of its members, and, if so, how?
Issues and questions related to these overarching questions include:
a) why people seek online help for breast cancer; b) how being part of an online groups helps people navigate through illness; c) what kinds of information and social support exchanges occur; d) what factors influence how actively individuals participate; e) what the meaning of the group is in relation to participants’ daily lives and for the long term.
We do not know how these groups function in terms of the value of the information obtained with respect to health decisions, nor how they are integrated into participants’ everyday lives. By doing a study that combines participant-‐observation with archives analysis and interviews, I will be able to gain a multi-‐faceted understanding of how such a group facilitates information exchange, how it meets the diverse needs of participants, what kinds of interactions occur and are most valuable, and, most importantly, what the meaning of the group is for its members.
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SHARIFABADI, SAEED R. Ph.D graduate, the University of New South Wales (Sydney, Australia) Associate Professor, Department of Library & Information Science, Alzahra University (Tehran, Iran) Visiting Professor, the School of Library, Archival and Information Studies, the University of British Columbia (Vancouver, Canada) Effects of the Internet on Research Activities, Information Seeking and Communication Behaviour of Australian Academic Psychologists
Findings of the study suggest that psychologists use the Internet extensively for their academic activities. They perceive that the Internet is affecting their approach to the research process. The Internet helps psychologists to keep up-‐to date with recent developments in their areas of interest. Many psychologists claimed that they had wider and more frequent communication with colleagues and collaborators which led them to new directions in research. Psychologist's research activities had also been influenced by access to online information systems and data-‐bases accessible via the internet. Psychologists reported that increased access to resources, quicker and easier communication with colleagues and searching for information influenced the quality of their research as well as the quantity of their publications. Two other types of behavioral changes emerged from this investigation. They were changes in psychologists' use of information sources and changes in information dissemination. Although journals remain by far the most important source of information and the primary means of formal communication among academics under investigation, many psychologists mentioned that they use e-‐mail and electronic discussion groups in keeping up to date, followed by newer Internet services such World Wide Web. Attendance at meetings seems no longer a priority for obtaining information, as was the case in American Psychological Association (APA) studies in 1960s. Electronic publishing of articles via the Internet especially posting their own papers to web sites, was also a growing practice among psychologists. Many psychologists also used the Internet for circulation of preprints, submission of papers to publishers and conferences, requesting reprints from other authors, sending requested reprints, reviewing manuscripts sent by publishers and editing manuscripts sent via the Internet by other people. The implications of this study for Internet development, user training, and further research are explored.
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STUTZMAN, FRED School of Information and Library Science, UNC-‐Chapel Hill Social Network Sites and Information Seeking During a Life Transition
Over the life course, an individual engages in a series of transitions that shape them personally and in the eye of society (Elder, 1998). Common transitions include developmental transitions and health-‐related transitions; other transitions, including role transitions and social/legal transitions are comprised of a series of transitions or life events (Arnett, 2001; George, 1993). In general, a transition can be theorized as an interruption, in which one's schema, or sense of understanding of the world, is interrupted and new informational discrepancies are revealed (Mandler, 1990).
I am interested in how individuals use social network sites for information seeking during a life transition. The particular context of my study is the high school-‐to-‐college transition, a multi-‐ modal transition generally involving relocation, role change, and social network renegotiation. Utilized extensively by college students, social network sites are web-‐based systems that enable individuals to construct a profile, articulate a list of networked connections, and “view and traverse” this list of connections (boyd and Ellison, 2007). For an in-‐transition population, the social network site enables sensemaking in the new surrounds; users draw on network-‐based resources for social and collaborative information seeking.
Utilizing a mixed-‐methods approach, my study investigates determinants of network participation during a transition, it evaluates supportive outcomes of participation, and it elaborates the process of information seeking in a network-‐mediated setting. I would like to focus on my third research goal at the symposium. I am interested in the construction of information practice in a social network site: The social and collaborative process through which in-‐transition individuals address information needs, how these needs inform disclosure decisions, and how information provisioned addresses the “everyday life” information needs of the in-‐ transition population (Savolainen, 1995).
References
Arnett, J. J. (2001). Conceptions of the Transition to Adulthood: Perspectives From Adolescence Through Midlife. Journal of Adult Development, 8(2), 133-‐143.
Boyd, d. and Ellison, N. B. (2007). Social Network Sites: Definition, History, and Scholarship. Journal of Computer-‐Mediated Communication, 13(1).
Elder, G. H. (1998). The Life Course as Developmental Theory. Child Development, 69(1), 1-‐12.
George, L. K. (1993). Sociological Perspectives on Life Transitions. Annual Review of Sociology, 19(1), 353-‐373.
Mandler, G. (1990). Interruption (Discrepancy) Theory: Review and Extensions. In Fisher, S. and Cooper, C. L. (Eds.), On the Move: The Psychology of Change and Transition (pp.13-‐33). Chichester: Wiley.
Savolainen, R. (1995). Everyday life information seeking: Approaching information seeking in the context of "way of life". Library & Information Science Research, 17(3), 259-‐294.
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WILLSON, REBEKAH Mount Royal University Library
As a practitioner in the field of LIS my concern is to prepare post-‐secondary students to seek, retrieve, evaluate and use information effectively and efficiently. I typically teach students how to perform these information activities individually, however some academic programs have begun to require more student collaboration on projects and research. As many activities in the workplace require collaboration, teaching students collaborative information seeking and sharing can be an asset. Working with students who have collaborative information needs, I am interested in how to facilitate groups’ information seeking and sharing – how to support students in the roles they will take during their collaboration. I am also interested in how technology can be used to support collaborative information seeking and sharing – how to adapt current technology that is often intended for single users to work for group information sharing.
As a researcher in the field of LIS my area of interest is in information behaviour, particularly examining information behaviour using mixed methods. I have studied how university students search for information with which they may have little previous experience, particularly when searching OPACs. This type of research provides an opportunity to study how students engage in a variety of strategies to address issues such as search term spelling, query formulation and search strategy implementation. Collaborative information seeking and sharing adds a social dimension to the already multiple aspects of information behaviour, as well as complicates the human computer interaction as many technologies are typically designed for individual users. I am interested in whether strategy use changes during collaborative information seeking, how groups use technology to seek information and how decisions are made about whether the information retrieved satisfies the information need of the group.
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VEINOT, TIFFANY University of Michigan
Individualistic models of information behavior seem insufficient in a world where half of all health-‐related Internet searches are conducted on behalf of others, and where two thirds of people who search for health information on the Internet discuss the information they find with someone else (Fox, 2009). And while collaborative information behavior research could potentially offer insight into the social nature of health information behavior, the majority of scholarship in the field has focused on workplace and scholarly contexts (Talja & Hansen, 2006). However, findings of my recent research suggest that everyday life collaborative information behavior may be more voluntary, loosely coordinated and emotionally rich than has been described in previous workplace-‐based research (Veinot, 2009). Accordingly, as with information behavior research more broadly, I would stress that there is a need to focus on the unique properties of collaborative information behavior in everyday life.
Accordingly, my interest in collaborative information seeking and sharing largely coalesces around everyday life experiences, especially in an illness context. This is a promising area because serious illness does not affect only the ill person, but also has important consequences for his or her loved ones (Cutrona & Gardner, 2006; Elliott & Shewchuk, 2004). Indeed, as my recent research regarding information exchange regarding HIV/AIDS in rural Canada showed, people living with HIV/AIDS (PHAs) and their friends and family members experience the disease together, and often respond to it collaboratively. And in the context of this collaborative response, rural dwellers affected by HIV/AIDS obtained information from each other through five interactive processes: joint seeking, tag-‐team seeking, exposure, opportunity and legitimation (Veinot, 2009).
Building on my previous research, I consider two main aspects of everyday life collaborative information behavior to be of particular interest for future inquiry. First, I am interested in peer-‐based information seeking and sharing among people who share a health condition – in particular, the nature of peer-‐based knowledge and the ways in which it is produced and exchanged by peers. As a part of this interest, I am studying peer mentoring among people with chronic kidney disease in a collaborative study with the National Kidney Foundation of Michigan. Second, I am piloting a study this fall which investigates how families respond as a group to illness in their midst, and how they manage and exchange information as a part of family-‐based care. I am excited to pursue research in this area, and look forward to dialogue with other researchers in this field.
References
Cutrona, C. E., & Gardner, K. A. (Eds.). (2006). Stress in Couples: The Process of Dyadic Coping. New York, NY,US: Cambridge University Press.
Elliott, T. R., & Shewchuk, R. M. (Eds.). (2004). Family adaptation in illness, disease, and disability. Washington, DC,US: American Psychological Association.
Fox, S. (2009). The Social Life of Health Information Retrieved September 14, 2009, from http://www.pewinternet.org/Reports/2009/8-‐The-‐Social-‐Life-‐of-‐Health-‐Information.aspx
Talja, S., & Hansen, P. (2006). Information Sharing. In A. Spink & C. Cole (Eds.), New Directions in Human Information Behavior (pp. 113-‐134). Dordrecht: Springer.
Veinot, T. C. (2009). Interactive acquisition and sharing: Understanding the dynamics of HIV/AIDS information networks. Journal of the American Society for Information Science and Technology, In press.