Analyzing MY Emotional Information Behavior – A …



Analyzing MY Emotional Information Behavior – A Comparison of The Kuhlthau and Shenton & Hay-Gibson ModelsChristina Morelcenter850008549640September 30, 20165053 – informaton users in a knowledge societyDr. Rubenstein – Fall 20161000000September 30, 20165053 – informaton users in a knowledge societyDr. Rubenstein – Fall 2016IntroductionThe study of information behavior involves analyzing certain behaviors and research techniques users utilize when seeking information. There are many different types of information behaviors, and they can be the result of things such as a person’s environment or current emotional situation. In the past, “studies have moved from an orientation that is primarily system-centered…to an orientation that is also user-centered…” (Case and Given 1991, 43). There are many different states and outcomes that occur within information behavior, such as the ASK state, serendipity, deciding between relevance and pertinence, berrypicking, and selective exposure. There are many distractions – both internal and external that can disturb the research process. There are countless studies, models, terms, and theories related to information behavior, and I will analyze my information behavior as a student in relation to an information-seeking incident. In addition, I will analyze my behavior with observations on how I can improve my search process. As a student, my information behavior is exhibited within both the Kuhlthau Model and the Shelton and Hay-Gibson Model – two comparable models that emphasize search techniques, behaviors, emotions, and thoughts throughout a student’s information seeking process. Description of EventMy information-seeking incident is appropriately called an “incident.” I thought I had known more about a topic, but with time comes memory loss. It had been two years since I researched my favorite genre of literature. I used to know quick facts about popular authors within this genre and could even cite certain lines from famous works. However, after being out of school and the genre-related classes I took for two years, I found myself struggling to find the appropriate articles. My research and database skills were rusty. The assignment for my class was to choose a topic and make a website where students or patrons could access reliable sources related to the topic. I decided to start looking for a couple of sources, and in addition to the search, we were assigned to analyze certain aspects of the sources.I went through multiple databases within my university’s website, but couldn’t seem to find anything I really liked. I was over-analyzing my choices of sources. I resulted to a quick Google search. I have had professors say in the past that Wikipedia is a great source for an overview of a topic – but not to cite in a paper. I completely agree with this idea. I read about my genre to refresh my memory and found a couple of reliable websites cited at the bottom of the overview that discussed famous works, movies, and stories related to the genre. I found myself getting excited again about the research process. I looked at educational websites and websites with reliable information. I wrote down key search terms and had more luck within my university’s databases. I began to remember why I had chosen this topic. However, I started to feel doubt again as I questioned certain parts of each article. Which articles would be general enough that a patron could use it for any type of research? Should I pick articles that question certain topics, or would that be lingering off-topic? The purpose of my assignment was to offer an introduction to the topic with reliable sources. I eventually chose a couple of articles to show to my teacher.I tend to exhibit certain behavior when working on an extensive assignment – especially when on a time-crunch. I work full-time and go to school part-time, so it is a constant balance beam. Throughout the research process, I sometimes doubt myself, get excited, and my various emotions continue into an endless circle. After my information search was over, I realized the sources I chose were a decent start. I offered different insights to the topic, but I also provided general ideas and examples of the literature genre. I was satisfied with my finished project. Analysis I read about and studied different information behavior models within Looking for Information, A Survey of Research on Information Seeking, Needs, and Behavior by Donald Case and Lisa Given, and there were two models that seemed to relate the most to my information incident. The first of these two models is the Kuhlthau model. I will refer to this model as model A during various points of this essay. The Kuhlthau model was generated in 1991, is known to be focused on education and student behavior, and its primary “…focus is on the feelings, thoughts, and actions that follow as a person becomes aware of a gap in their knowledge” (Case and Given 2016, 152). It is concerned with the search process itself for the student and not with any factor prior or after the search. The second model of interest, which will be referred to as model B, is entitled the Shenton and Hay-Gibson Model. This model was created in 2011 and focuses mostly on young adults and their information behavior while seeking information. The creators of this model “…call[ed] their figure an ‘information-seeking model based on a systems thinking approach’” (Case and Given 2016, 167). It relies on the feelings of desire, motivation, uncertainty, external stimuli, and internal stimuli. Shenton and Hay-Gibson wanted to focus on young individuals because they have less experience with information and life in contrast to what an older individual would have. Young individuals are susceptible to information overload and distractions – and model B exhibits different results of these actions. Some of the results include “no/only moderate gains made,” a “desired state,” and “undesired outcomes.” These models not only exhibit the emotions I normally experience as a student when seeking information, but they both access the possible emotions of all students or young individuals. It is not uncommon for a student to feel uncertain about their work and experience information doubt or overload. I thought I knew more about my topic than I did, and I went through various stages of information seeking before I found myself at a point where I could present and assess my work.Both models focus on different states throughout the information search process, but the Shenton and Hay-Gibson model involves external factors. While comparing my behavior to the Kuhlthau Model, I noticed that my information behavior path seemed to linger between certain stages. I tend to overanalyze and linger in the third stage of exploration. However, once I reach the stage of formulation, the rest of the stages come easily to me. I become motivated and secure in my emotions. The lingering I exhibit between the stages of exploration and formulation is similar to the theme of the Shenton and Hay-Gibson model, which is focused on users “addressing gaps and resolving uncertainty” (Case and Given 2016, 166). In order for a student to reach the stage of assessment in the Kuhlthau model or the desired state in the Shenton and Hay-Gibson model, the student must have the drive to “move from a current state of being to a more desirable state” (Case and Given 2016, 165). The gap emphasized in model B is similar to the stage of exploration in model A. Model B discusses external and internal stimuli, which is a huge factor of the search process. External and internal stimuli can undoubtedly hinder the search process. Both models emphasize that there will usually be some sort of delay, gap, focus, or process of information gathering. I tend to let internal and external stimuli have an effect on me during several of my research projects. Although the Kuhlthau model uses the term assessment in the final seventh stage with a positive undertone, the possible stages of undesired outcomes and unintended consequences in model B does not necessarily mean that the student did not reach a state of accomplishment and “…improved self-awareness…” (Case and Given 2016, 165). I felt accomplished and had a better idea of what I needed to search for in the future for my assignment, but that does not mean that I am always completely satisfied with my final product. Both models are excellent examples of the stages of information behavior a student or young individual experiences when working on a project. In Carol C. Kuhlthau’s article entitled “Inside the Search Process: Information Seeking from the User’s Perspective,” Kuhlthau discusses the link between information systems and the actions of information users. She provides examples of her research through different user studies. She notes that there is still much research to be done in the area of understanding information behavior, and “people…constantly construct their view of the world by…accommodating new information with what they already know or have experienced” (Kuhlthau 1991, 362). This is similar to how I approached my assignment – I used the things I remembered and intertwined them with things that I discovered through my search. Kuhlthau also emphasizes the importance of the “…three realms of activity: physical…affective…and [the] cognitive” in relation to a model that would best describe what an information user experiences during their information seeking process. In addition, she emphasizes how we are constantly changing throughout the information process. Individuals tend to abandon the process if they become confused or intimidated by a piece of information. These descriptions are relevant to my information seeking incident as a student. I took breaks during points of my project in order to reassess my thoughts and regain motivation.ConclusionThe information seeking process is filled with many stages, gaps, emotions, and needs. It is a constant struggle between information systems and the human mind. The Kuhlthau and Shenton and Hay-Gibson Models are similar models to compare to the stages of an information seeking incident. They represent the stages of emotion, knowledge, and actions of a student or young individual faced with the task of finding information. Through the use of these models and reading about the details of Kuhlthau’s model in her article, I am able to understand my information needs, behaviors, and methods as a student. I am able to improve my behavior through this acquired knowledge and analysis, and can apply it to the future of helping others seek information. Kuhlthau assures us that the feelings of doubt in “…constructing meaning…are natural in the ISP (information searching process). ReferencesCase, Donald O., and Lisa M. Given. 2016. Looking for Information: A Survey of Research on Information Seeking, Needs, and Behavior. 4th Edition. Bingley, UK: Emerald Group Publishing.Kuhlthau, Carol C. 1991. “Inside the Search Process: Information Seeking from the User’s Perspective.” Journal of the American Society for Information Science 42(5): 361-371. ................
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