Competency J
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Describe the fundamental concepts of information-seeking behaviors and how they should be considered when connecting individuals or groups with accurate, relevant and appropriate information.
Introduction
A fundamental aspect of the field of library and information science is a critical project of understanding information-seeking behavior. As a concept, information needs are fundamental to information-seeking behavior. An information need is often assumed to be the source of information seeking. Yet O'Brien et al. (2022) point out that these traditional definitions of information needs often lack consideration of the true motivation of seekers and that, rather, a multileveled perspective on how information needs are influenced by individual, relational, environmental, task-specific, and temporal factors is required for a nuanced understanding. The complex and context-sensitive nature of information needs information professionals to engage deeply with users to understand and address both expressed and unacknowledged needs effectively.
Another important aspect of understanding information-seeking behavior is having a grasp on the different communities that seek, share, connect, and create around specific information interests. Fisher and Fulton (2022) list five traits that information communities frequently exhibit: a focus on cooperation between various information providers; the ability to organize around people's information needs; the ability to use emerging technologies to share information; the ability to break down barriers to sharing information; and the ability to promote social connections. Identifying the different information communities an information organization serves can help to gain knowledge of the information-seeking behaviors that might be encountered. However, it is also important to supplement this knowledge with a foundation of theory.
Berrypicking
Bates's (1989) "berrypicking" model contrasts with conventional information retrieval theories by highlighting that typical search queries “evolve” while searchers assemble information incrementally rather than from a single comprehensive collection. Searchers tend to use a range of sources outside of and search strategies not typically found in traditional bibliographic databases. For example, a student researching cybersecurity may or may not start with a general query in a library database, but as they gather information, they may also explore social media platforms like Discord servers, browse government agency reports from official pages, and read blog posts to find diverse perspectives and the latest developments, illustrating the dynamic and iterative nature of their information-seeking process.
Sense-Making
Dervin’s (1998) sense-making model posits that searchers look for information with the desire to fill in knowledge gaps. An information need that arises to fill these gaps in understanding is very often driven by specific situations or context, which can emerge, for instance, from work-related challenges, like a project that calls for proficiency with a new technology, which prompts a search for resources to broaden their knowledge. Therefore, sense-making is an important framework to consider when analyzing information-seeking behavior, as it can significantly influence the types of resources and strategies searchers might employ to address their gaps in knowledge.
Information Search Process (ISP)
Kuhlthau's (1991) Information Search Process (ISP) model is a cornerstone in understanding how individuals navigate their information needs. ISP consists of six stages in the information-seeking process: initiation, selection, exploration, formulation, collection, and presentation. Kuhlthau's (1991) focus is on the internal states of the searcher in that each stage is characterized by specific thoughts, feelings, and actions, highlighting the emotional and cognitive dimensions of information seeking. For instance, during the exploration stage, users often experience uncertainty and confusion, which can hinder their ability to find relevant information. ISP is a helpful framework for information professionals to be aware of when providing assistance to patrons, as it enables reframing of services to inform of the various emotional states that can occur at each stage of the search process. This can reveal opportunities for information professionals to provide reassurance, clarify objectives, or suggest effective search strategies, ultimately enhancing the overall user experience and facilitating a more successful information-seeking journey for the patron.
Everyday Life Information Seeking (ELIS)
Savolainen's (2010) Everyday Life Information Seeking (ELIS) model focuses on how information is sought after within the context of daily lives, which is more often motivated by the prudent demands of everyday situations and personal needs rather than the result of formal scholarly or academic inquiry. ELIS informs the information professional that it is essential to recognize that patrons prioritize efficiency and relevance in their information-seeking behaviors, and thus, designers and facilitators of information systems should not confuse friction with rigor and provide for more seamless access to commonly needed, practical information. By understanding the dynamics of everyday information seeking, information professionals can better tailor their services and resources to meet the real-world needs of users, ultimately enhancing their ability to find and utilize information effectively.
Contextual Model of Source Selection (CMoSS)
Freund’s (2015) CMoSS model illustrates how contextual factors drive information needs and influence the searcher's strategic decisions regarding information sources, including the nature of the information sought and constraints on the seeker and sources. An information need in CMoSS arises from within the context of dynamic contextual factors like searchers comfort, familiarity, or skill level coupled with the scale, parameters, and goals of the tasks or projects at hand. Contextual factors significantly influence the value of non-topical information characteristics, making information more likely to meet specific needs, particularly in professional settings where direct applicability to tasks is crucial, especially under tight deadlines; key criteria identified include level of detail, sanction, situatedness, specificity, and purpose, although other important characteristics like authority, quality, and currency were not highlighted in this analysis. Contextual factors can either enhance or limit access to information, with six identified constraints including the awareness of information, findability, abundance, cooperation among experts, permissions for access-controlled information, and the time available for information retrieval.
Competency Development
During my career in libraries, I have worked previously as a research services assistant in the reference and research department of an academic library and currently as an information services assistant at a public library, with a technology emphasis. Both of these positions involved providing reference assistance to patrons, as well as maintaining and enhancing the services that facilitate information seeking. In my role as a research services assistant, I developed skills in conducting in-depth literature searches and assisting users with complex research inquiries. At the public library, I focus on integrating technology literacy into information services, helping patrons navigate digital resources and navigate the increasing digital requirements of life. This experience has allowed me to understand the diverse needs of library users and the importance of adapting services to support effective information seeking in both academic and public contexts.
As for MLIS coursework, INFO 200 Information Communities was the quintessential introduction to information seeking theory, providing a foundational understanding of how individuals and groups interact with information in various contexts. Through this course, I learned about the different models of information behavior and the factors that influence how people seek and use information. INFO 210 Reference and Information Services further developed my competencies by focusing on practical skills in assisting users with their information needs, emphasizing the importance of effective communication and the ability to evaluate sources critically. In INFO 220 Data Services in Libraries, I explored how people looking for data might search and what constitutes reliable and relevant information. This course equipped me with the tools to assess data quality, understand data management practices, and apply best practices in data literacy, ultimately enhancing my ability to support users in navigating the complex landscape of information and data.
Evidence
This research paper explored the emerging information community of OSINT (Open Source Intelligence) hobbyists, focusing on their unique information-seeking behaviors and needs. My research aimed to fill a significant gap in scholarly literature by examining how these hobbyists gathered, shared, and utilized information within their loosely structured yet collaborative environment. By reviewing existing scholarly works, reference materials, and community resources, I drew parallels between OSINT hobbyists and other ethical hacking communities, highlighting their tendency to crowdsource knowledge in a competitive yet supportive manner. Additionally, I delved into their specific requirements for privacy and intellectual freedom, which were crucial for their activities. Ultimately, I hoped to identify ways in which information professionals could better support this community, fostering mutually beneficial relationships that enhanced both the hobbyists' pursuits and the professionals' understanding of this dynamic field.
This research on OSINT hobbyists serves as compelling evidence for Competency J by illustrating the fundamental concepts of information-seeking behaviors within a specific community. By analyzing how OSINT hobbyists gather and share information, I highlighted the importance of understanding their unique needs and preferences, such as their emphasis on privacy and collaborative knowledge sharing. This understanding is crucial for effectively connecting individuals or groups with accurate, relevant, and appropriate information. The findings underscore the necessity for information professionals to recognize and adapt to the diverse information-seeking behaviors of different communities, potentially helping provide tailored support that meets the specific needs of users.
Evidence 2
The data seeking assessment required me to formulate a research question that focused on the type, discipline, and date of these publications, with an emphasis on obtaining microdata of bibliographic records. I needed to analyze specific variables such as the date of publication, subject, country, and institution. To fulfill this requirement, I utilized the OpenGrey database, which is an extensive open-access resource containing over a million records of grey literature from various European institutions. The assignment also involved completing a Data Reference Worksheet to document my findings. Throughout the process, I was encouraged to reflect on my search strategies and consider the limitations of the datasets I encountered, ultimately leading me to determine that the OpenGrey database was the most suitable source for addressing my research question.
This assignment serves as evidence for Competency J by illustrating my understanding of the fundamental concepts of information-seeking behaviors throughout the search process. I navigated Kuhlthau's six stages of the information-seeking process, demonstrating how I transitioned from the initial phases of initiation and selection to exploration and formulation. This experience highlighted the importance of understanding users' needs and the iterative nature of information seeking, particularly when it comes to data seeking.
Evidence 3
For the media-based artifact and corresponding blog post, I reflected on the collaborative nature of the OSINT (Open Source Intelligence) hobbyist information community and introduced a participatory media-based artifact I created to enhance knowledge sharing. I noticed that many OSINT practitioners were actively using start.me to share links to resources and connect with one another, so I created a Start.me page titled "OSINT Librarian," which I designed to serve as a resource hub for both information professionals and OSINT enthusiasts, showcasing library resources relevant to the OSINT community. Through this post, I aimed to emphasize the importance of community engagement in learning and resource sharing within the OSINT field and also reach them where they search.
Conclusion
The foundational theories and models of information seeking serve as guiding frameworks to the complexities of making information retrieval more user-centered and thus, more effective. Remaining attuned to existing and emerging information communities will help to bring meaningful change through empowering individuals to access the information needed to satiate needs and enrich their lives. As an information professional, I continue to build a deeper understanding of information seeking behavior and the diverse needs of users across various contexts.
References
Bates, M. J. (1989). The design of browsing and berrypicking techniques for the online search interface. On-Line Review, 13(5), 407–424. https://doi.org/10.1108/eb024320
Dervin, B. (1998). Sense-making theory and practice: An overview of user interest in knowledge seeking and use. Journal of Knowledge Management, 2(2), 36-46. https://doi.org/10.1108/13673279810249369
Fisher, K.E. & Fulton, C. (2022). Information communities. In Hirsh, S (Ed.), Information Services Today: An Introduction, (pp.41-49). Rowman & Littlefield Publishers.
Freund, L. (2015). Contextualizing the information-seeking behavior of software engineers: Contextualizing the information-seeking behavior of software engineers. Journal of the Association for Information Science and Technology, 66(8), 1594–1605. https://doi.org/10.1002/asi.23278
O'Brien, H., Greyson, D., De Forest, H., & McDavid, K. (2022). Information needs. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed., pp. 53-65). Rowman & Littlefield Publishers.
Savolainen, R. (2010). Everyday life information seeking. In M. Bates & M.N. Maack (Eds.),
Encyclopedia of Library and Information Sciences (pp. 1780-1789). doi: 10.1081/e-elis3-120043920