LIS 5053 Information Users in the Knowledge Society/ Fall 2017

Instructor: Dr. Cecelia Brown

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Student Learning Outcomes:

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• Explain major theoretical concepts and models of information behavior.

• Define the role of learning and cognitive processes in the design, selection, and use of information systems.

• Analyze the impact of diverse information needs, learning preferences and styles, and cultural influences on the design, selection use, and evaluation of information systems.

• Describe information seeking behaviors and uses within various communities, groups, and environments.

• Apply methodologies and strategies for identifying information behavior and information needs in various contexts.

• Determine factors to be considered in design of an information service or product.

• Evaluate and select appropriate textual, graphical, and visual formats for effective design of information products for use by individuals with diverse information behaviors and styles.

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My experience:

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     This class provided the human element of information seeking behavior; the who, what, why, and how that complemented the other core classes, and later the electives that are offered in the degree program.  I learned of the different theories and models on how information users resolve the issue of lessening the information gap.  I was fascinated by the models that were introduced, such as the Sense-Making Model by Brenda Dervin and others that fall under the IIB strategies or Individual Information behavior.  T.D. Wilson provided a nested model illustrating that in the event of the need for information, a process is started where information behavior is established to answer that need. I also was able to explore CIB; Collaborative Information Behavior.  These models demonstrate the different ways in which more than one person seeks information.  Whereas IIB is limited in its communication by that one person to others, CIB highlights the more central role of communication in a group in order to collaborate and solve an issue together.  Along with that is the difference in what starts the need for information, and the needs in terms of the level of need of information retrieval technology.

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      Assignments in the class allowed for me to explore my own information behavior.  The IIB models I applied to that experience were Carol Kuhithau’s Information Search Process framework, which considers the elements of uncertainty and confusion as the trigger for information need which for my experience was spot on. Everyday Life Information Seeking framework by Reijo Savolainen, considers people’s experiences and choices based on their internal dialogues, and the order of things in one’s life.  I found this to be applicable to my information seeking experience as well.

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     My final project, Information Grounds in a Historical Society, explored the CIB side of a volunteer/non-profit organization.  Through this project and presentation, I was able to apply much of what was learned in this class. This included identifying the different phases: Trigger/problem, Collaborative information seeking internally and externally within IG settings, and information use.

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     This class not only exposed me to the human aspect of information seeking, it allowed for me to add this component to my toolbox.  By keeping in mind as we serve our public, the different ways in which people carry out information seeking, and the diverse needs and access abilities of different types of population groups, I will have a better understanding and appreciation that will serve me well in my future serving the public.

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