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Information
Seeking
Information
Literacy:WHAT
IS ALL
THIS?
Finding a
way
through
the word
maze
LIB 640 Information Sources and Services
Summer 2009
What Is Information Seeking?
• In the simplest terms, information seeking involves the search, retrieval, recognition, and application of meaningful content. This search may be explicit or implicit, the retrieval may be the result of specific strategies or serendipity, the resulting information may be embraced or rejected, the entire experience may be carried through to a logical conclusion or aborted in midstream, and there may be a million other potential results.
• Kelly Patricia Kingrey, Concepts of Information Seeking and Their Presence in the Practical Library Literature. Library
Philosophy and Practice Vol. 4, No. 2 (Spring 2002)
2
What is information seeking?
3
Why Seek? Theory 1
ASK Hypothesis
• ―. . . Anomalous States-of-Knowledge
(abbreviated to ASK). . . . Situations
in which the patrons‘ knowledge are
incomplete or limited in some way, and
they need further information to get on,
the patrons are seen to be in an anomalous state
of knowledge.‖• Steen Ammentorp and Marianne Hummelshøj, “Ask a
Librarian: Web-Based Reference Question Services: A
Model for Development.” Paper presented at 11th NI&D
Conference. Spring for information. Reykjavik, 30 May–1
June 2001. Retrieved 22. September, 2004.
http://www.murraylib640.org/Ammentorp.doc
Nicholas Belkin
4
Why Seek? Theory 2
The Uncertainty Principle
• Uncertainty initiates the
process of information
seeking
• Kuhlthau, Carol C.
ISP Presentation
Retrieved June 14, 2007.
http://www.scils.rutgers.edu/~kuhlthau/recent_presentations/loex
/loex_presentation.ppt
Carol Kuhlthau
5
Why Seek? Theory 3
The Gap that does not make sense
• “. . . Dervin presents to us a picture of a man walking along a road, when he comes upon an impassable hole in the ground. In this situation, he is obviously facing a gap. What is he to do now?‖
• Jarkko Kari, “MAKING SENSE OF SENSE-MAKING: From metatheory to substantive theory in the context of paranormal information seeking.” Paper presented at Nordis-Net workshop (Meta)theoretical stands in studying library and information institutions: individual, organizational and societal aspects, November 12–15 1998, Oslo, Norway. Retrieved September 22, 2004. http://www.paranet.fi/paradocs/tutkimuksia/kari1998a.pdf
Brenda Dervin
6
Who Seeks? Theory 1
Anomalous State of Knowledge
(ASK) hypothesis:
• “. . . patrons in problematic situations.‖
• Steen Ammentorp and Marianne Hummelshøj, “Ask
a Librarian: Web-Based Reference Question
Services: A Model for Development.”
Marianne Hummelshøj
Holm
Steen Ammentorp
7
Who Seeks? Theory 2
Kulthau’s Information Search Process:
• People experience the ISP [Information Search
Process] holistically with an interplay of
thoughts, feelings, and actions.
• Kuhlthau, Carol C. ―An Overview of the Information
Search Process.‖ Retrieved June 14, 2007. http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm
Carol Kuhlthau
8
Who Seeks? Theory 3
Sense-Making Hypothesis:
• ―. . . [a] patron [who] is seen as being locked
in a situation unable to move further because
of some kind of gap in his knowledge.‖
• Steen Ammentorp and Marianne Hummelshøj, “Ask
a Librarian: Web-Based Reference Question
Services: A Model for Development.”
Brenda Dervin
9
How Do They Seek? Theory 1
ASK:
• ―. . . users performing some activity feel that
they have a knowledge gap that cannot be
filled directly, and consequently they engage
into an information seeking process. . .”
• Brajnik, Giorgio “Information Seeking as
Explorative Learning.” Retrieved Sept. 7th, 2003. http://www.bcs.org/upload/pdf/ewic_mi99_paper2.pdf
Giorgio BrajnikAssistant Professor in
Computer Science, University
of Udine, Italy
10
How Do They Seek? Theory 2
Kuhlthau’s ISP:
• ―The critical component of the ISP is the person's own formulation of a focus that involves gaining a personal perspective of the topic or subject while using a variety of sources of information. In other words, users are constructing their own understandings through inquiry.‖
• Carol Kuhlthau, “Research Interests.” Last Updated March 2007. Retrieved June 14, 2007.
• http://www.scils.rutgers.edu/~kuhlthau/research_interests.htm
11
How Do They Seek? Theory 3
Dervin’s Sense-Making:
• ― . . . the patron is seen as being locked in a situation unable to move further because of some kind of gap in his knowledge. However the patron tries to bridge this gap by asking questions and using the answers to closing the gap, making new sense. As Belkin, Dervin sees the nature of the information need as something situational changing as the patrons tries to bridge the gap.‖
• Ammentorp and Hummelshøj, “Ask a Librarian: Web-Based Reference Question Services: A Model for Development.”
12
Who, How, Why?
“person-in-context”
“active search for information”
“stress/coping model”
• Wilson, Tom and Christina Walsh. ―A revised general model of information behaviour‖ ch. 7 of ―Information Behaviour: An Inter-Disciplinary Perspective.‖ British Library Research and Innovation Report 10. A report to the British Library Research & Innovation Centre on a review of the literature.Retrieved Sept. 8th, 2003.http://informationr.net/tdw/publ/infbehav/
Professor Tom
Wilson
Biography
Research
Cats
13
Another Why to Consider
Self-Generated or Imposed?
• internally motivated by personal context
OR
• thought up by one person then given to
someone else to resolve
• Gross, Melissa. “Imposed information seeking in public libraries and school library media centers: a common behaviour?” Information Research 6.2 (January 2001). Retrieved Sept. 8th, 20003.http://informationr.net/ir/6-2/paper100.html
14
Process of Searching
Kulthau’s ISP:
• Carol C. Kuhlthau, Jannica Heinström and Ross J. Todd,
―The ‗information search process‘ revisited: is the model
still useful?‖ Information Research VOL. 13 NO. 4,
DECEMBER, 2008.
15
Information Literacy
information literacy (IL)
• Skill in finding the information one
needs, including an understanding of
how libraries are organized,
familiarity with the resources they
provide (including information
formats and automated search tools),
and knowledge of commonly used
research techniques.
• ODLIS
16
What is Information Literacy?
And why should I care?
• Information literacy skills are skills you will
need through your life. We are always seeking
information. . . . Information helps us reach
conclusions, make our choices, and
communicate more effectively. But the good
stuff is often buried in heaps of junk. We need
to continue to improve our searching,
evaluating and communication skills in a
changing information environment.
• Remember computer literacy is not
information literacy. For a comparison, read
this article.
• http://www.sdst.org/shs/library/infolit.html
17
Why teach information literacy?
• The information explosion has provided
countless opportunities for students and
has dramatically altered the knowledge and
abilities they will need to live productively in
the twenty-first century. Students must
become skillful consumers and producers of
information in a range of sources and
formats to thrive personally and
economically in the communication age. • American Association of School Librarians and
Association for Educational Communications and Technology. Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998.
18
What is information literacy?
If you are information literate, you are
able to
• know when you have a
need for information
• find the information you need
• evaluate the information you find
and use it effectively to meet your
needs
• INTRODUCTION TO INFORMATION
LITERACY: THE PROCESShttp://www.greece.k12.ny.us/ody/library/information%20li
teracy.htm
19
Another concept
What is Information Competence?
• information competence, at heart, is the ability to find, evaluate, use, and communicate information in all of its various formats.
• the fusing or the integration of library literacy, computer literacy, media literacy, technological literacy, ethics, critical thinking, and communication skills.
• http://hcom.csumb.edu/infocomp/aboutic/
20
Literacy, Competence or Competency?
Information literacy
• also known as information competence or
information competency is a set of skills
that helps students sift through the mass of
information now available to them in order
to locate and retrieve what is relevant and
reliable for their research needs.
• Simply put, an information literate student
understands how to find, retrieve, analyze,
and use information effectively.[1]
• Teaching Information Literacy at Pasadena City College
21
Adding to the confusion of terms!
Several other terms and combinations of terms have been also used by different authors: • ‗infoliteracy‘, ‗informacy‘, ‗information
empowerment‘, ‗information competence‘, ‗information competency‘, ‗information competencies‘, ‗information literacy skills‘, ‗information literacy and skills‘, ‗skills of information literacy‘, ‗information literacy competence‘, ‗information literacy competencies‘, ‗information competence skills‘, ‗information handling skills‘, ‗information problem solving‘, ‗information problem solving skills‘, ‗information fluency‘, ‗information mediacy‘ and even ‗information mastery‘
• Sirje Virkus: ―Information literacy in Europe: a literature review‖ Information Research, Vol. 8 No. 4, July 2003
Sirje Virkus
22
Now also as Information Literacies
Why the plural?
• The use of the term
―information literacies‖
emphasizes the complexity and
multiplicity of skills and strategies
involved in finding and using
information.
• Dianne Oberg: “Promoting Information
Literacies: A Focus on Inquiry.‖ 70th IFLA
General Conference and Council, 22-27 August
2004, Buenos Aires, Argentina
http://www.ifla.org/IV/ifla70/papers/088e-Oberg.pdf
Dr. Dianne Oberg
23
A related term often used outside library media circles
What is inquiry-based learning?
• An old adage states: ―Tell me and I forget,
show me and I remember, involve me and I
understand.‖ . . . Inquiry implies involvement
that leads to understanding. Furthermore,
involvement in learning implies possessing
skills and attitudes that permit you to seek
resolutions to questions and issues while you
construct new knowledge.
•
Inquiry-based learning
24
Project, Problem, and Inquiry-based Learning
Explore the Approaches
• Project-based learning, problem-based
learning, and inquiry-based learning all
three closely relate to the information
processing approach. They all fit well with
technology-rich learning environments
where the focus is not on the hardware
and software, but on the learning
experience.
• Project, Problem, and Inquiry-based Learning
http://eduscapes.com/tap/topic43.htm
25
Another Related Term
Resource-Based Learning
• Resource-based learning actively involves
students, teachers and teacher-librarians in
the effective use of a wide range of print, non
print and human resources . . . Students who
use a wide range of resources in various
mediums for learning have the opportunity
to approach a theme, issue or topic of study
in ways which allow for a range of learning
styles and access to the theme or topic via
cognitive or affective appeals. More• Resource-Based Learning: Approaches
26
Yet another related termLifelong learning
• Lifelong learning is the process of acquiring
and expanding knowledge, skills, and
dispositions throughout your life to foster
well-being. It isn't about taking an adult
pottery class or reading a nonfiction book
occasionally. It's about the decisions you make
and the problems you solve in everyday life.
From enrolling in an structured, formal
education program to considering whether to
believe an infomercial's gimmick, lifelong
learning takes many forms.
27
And another! 21st Century Skills
28
AKA
21st Century Literacies
• 21st Century Literacies refer to the skills
needed to flourish in today's society and in
the future. Today discrete disciplines have
emerged around information, media,
multicultural, and visual literacies. It is
the combination of literacies that can
better help K-12 students and adult
learners address and solve the issues that
confront them. • http://www.kn.sbc.com/wired/21stcent/index.html
29
How do we put it all together?
Use the school library media center!
30
After all, why are we doing this?
Dr. Ross Todd, Rutgers University:
• The destination is not an information literature
student, but rather, the development of a
knowledgeable and knowing person, one who is
able to engage effectively with a rich and
complex information world, and who is able to
develop new understandings, insights and
ideas.• School Libraries as Knowledge Spaces: Connections and
Actions; Outcomes and Evidence Powerpoint presentation for
SLAV conference, Victoria, Australia
The School Library Association of Victoria
31
Shifting the focus of School Libraries
From: collections, position
and advocacy
Through: connections,
actions and evidence-based
practice centering on a
shared philosophy and
process of inquiry learning
To: making a real
difference to student
learning outcomes
Developing knowledge and understanding
A thinking communityFrom Ross Todd‘s PPT School Libraries as
Knowledge Spaces: Connections and
Actions; Outcomes and Evidence
32
The Library as a Knowledge Space, not an Information
Place
Ross Todd
33
Evidence for the benefits
Student Learning through Ohio School Libraries (2004)
• Students appear to indicate that the school library –not as a passive supply agency, but as an instructional agency – helps them substantially in their learning.
• What is clearly perceived to be of help is the library’s part in engaging students in an active process of building their own understanding and knowledge – the library as an agency for active learning.
• Review of the Findings Powerpointpresentation.
• Researchers: Dr. Ross Todd and Dr. Carol Kuhlthau, Rutgers
34
Keith Curry Lance
What Research Tells Us About the Importance of School Libraries• At this point . . . there is a clear consensus in
the results now [2002] available for eight states*: School libraries are a powerful force in the lives of America's children. The school library is one of the few factors whose contribution to academic achievement has been documented empirically, and it is a contribution that cannot be explained away by other powerful influences on student performance.
• White House Conference on School Libraries
• *Now 19 states and 1 Canadian province—see
35
A European view
School Library and School Librarianship
• The stream of information from TV channels, Internet, CD-ROMs, computer programmesetc. is unending. If the students, when they become adult citizens, are not to feel lost and helpless in the face of such rich sources of information, they must learn [to] devise personal strategies for information retrieval while they are still at school. Information Literacy and ―strategies for independent learning skill development‖ are key components of any school library.
• From a White Paper by Gert Larsen, School Library Advisor, Albertslund, Denmark, p. 7
• Part of Project GrandSlam - General Research and New Development in School Libraries As Multimedia Learning Centres (see project website http://www.gslam.net )
A previous project in the same series
Competence and comfort with information and information sources
• Information literacy is the solution to Data Smog. It allows us to cope by giving us the skills to know when we need information and where to locate it effectively and efficiently. It includes the technological skills needed to use the modern library as a gateway to information. It enables us to analyze and evaluate the information we find, thus giving us confidence in using that information to make a decision or create a product.
• Introduction to Information Literacy, Association for College and Research Libraries (a division of the American Library Association)
36
The Key Concept?