The Information School of the University of Washington INFO 310 Information Behavior Models of information behavior

The Information School of the University of Washington Classic IR Model: Paradigm Shift? Document Query Information Need Document Representation Match Transparent

The Information School of the University of Washington Belkin (1984) User’s information need: Anomalous State of Knowledge Difficult for user to specify information needs Interview to elicit problem statements to determine the user’s ASK After ASK determined, formulate query in system’s language

The Information School of the University of Washington Belkin (1984) A Cognitive Communication System for Information Retrieval

The Information School of the University of Washington Berrypicking (Bates, 1989) Berrypicking focuses is on the sequence of searcher behaviors Query is evolving Searchers may use different search strategies in a single query Implications for design of information systems

The Information School of the University of Washington Berrypicking Q0 Q3 Q2 Q1 Q5 Q4 TT T TT E T=thought, Q=query variation, E=exit, =documents, information

The Information School of the University of Washington Ellis (1989) Information-seeking patterns of social scientists Six characteristics: –Starting –Chaining –Browsing –Differentiating –Monitoring –Extracting

The Information School of the University of Washington Ellis (1989) – Searching Methods Starting: Looking for information in a new area on on a new topic. Chaining: Searching by following citation connections between materials. Differentiating: Selecting information sources based on their orientation and intended audience.

The Information School of the University of Washington Ellis (1989) – Searching Methods Monitoring: The continuous monitoring of developments in a field of study Extracting: Going through a particular source selectively identifying relevant material from that source

The Information School of the University of Washington Ellis (1989) Behavioral Model of Information Seeking Diagrammatic presentation suggested by Wilson, 1999

The Information School of the University of Washington Kuhlthau (1991) six stages in the information search process incorporated in three realms –affective - feelings –cognitive - thoughts –physical - actions

The Information School of the University of Washington Kuhlthau (1991) Stages –initiation - the first awareness of a lack of knowledge or understanding –selection - identifying the general topic of the approach to be pursued –exploration - investigating information on the general topic, to improve orientation sufficiently to form a focus for resolving the problem

The Information School of the University of Washington Kuhlthau (1991) –formulation - forming a focus for the information encountered –collection - extends and supports the focus and selects information pertaining specifically to the focus –presentation - completing the search and preparing to present or otherwise use the findings

The Information School of the University of Washington Stages in ISPFeelingsThoughtsActionsAppropriate task 1.InitiationUncertaintyGeneral Vague Seeking background information Recognize 1.SelectionOptimismIdentify 1.ExplorationConfusion/ frustrationSeeking relevant information 1.FormulationClarityNarrowed/clearerFormulate 1.CollectionSense of direction/ confidence Increased interestSeekingGather relevant or focused information 1.PresentationRelief/ satisfaction or disappointment Clearer or focusedComplete Kuhlthau’s model of the information search process

The Information School of the University of Washington Dervin - Sensemaking SituationUses (Helps) Gap faced Gap bridged Questions answered, ideas formed, resources obtained Strategies used info values sought Discontinuity Condition

The Information School of the University of Washington Sensemaking moment Situation GapUse (Help) Circling the experience Each moment is potentially a sensemaking moment

The Information School of the University of Washington Dervin (1992) Rooted in communications theory User-centered approach to study of information seeking and use Application of sense-making theory in practice: –Neutral questioning reference interview- technique

The Information School of the University of Washington Wilson (1999) Fewer models of information behavior than information seeking behavior Information seeking behavior is a consequence of a need perceived by a user May involve other people through information exchange Introduces concept of information use

The Information School of the University of Washington Wilson’s Model of Information Behavior (1999)

The Information School of the University of Washington Personal Information Collection A personal subset of the information world A collection of information sources and channels that we as individuals have acquired, cultivated, and organized over time and in response to a range of stimuli Where we turn first when we need information to do a task or pursue an interest –Mental construct, thing, and process

The Information School of the University of Washington Personal information collection is A Mental Construct –Against information overload and fragmentation –For attention and memory –To have information on hand when it is needed –Other reasons – fun, collecting etc Personal information environment Personal information space Information farming

The Information School of the University of Washington Personal Information Collection is a –A Set of Things Content in various forms (documents, web pages, mail, notes, calendars, address books, etc.) Structures for representing and organizing this information (folder hierarchies, piles, lists, etc.) Pointers to information (people, links, favorites, etc).

The Information School of the University of Washington Personal Information collection is A set of processes (embedded in information events) –Selecting –Keeping/ leaving –Re-finding –Maintaining

The Information School of the University of Washington EPIC (Exploring Personal Information Collection) Model

The Information School of the University of Washington Information Events When an individual makes contact with an information source or channel –The result of intentional information seeking, information encountering, or being given information by another person The individual will choose to use, ignore, or delay use of the information

The Information School of the University of Washington Selecting Distinguishing and selecting useful information –The assumption of a personal information collection is that the individual will select and keep useful information and discard information that is not useful How –Personal Anticipate Information Need (PAIN) –Imperfect sensitivity False positives Incorrect rejections

The Information School of the University of Washington Keeping/ leaving Keep –interventions to acquire and include the information source or channel in the personal information collection Filing; Storing a document in a folder; Making a Bookmark or Favorite; Send to others or to self Leave –Leave the information source or channel in situ I can find it again when I need it Part of the mental construct of the personal information collection –E.g. regularly used website

The Information School of the University of Washington Re-finding and maintaining Ultimate purpose and critical test of the personal information collection Depends upon –Information literacies –Memory –Keeping and maintaining processes

The Information School of the University of Washington Maintaining Re-evaluating the usefulness of information sources and channels that have been included in the personal information collection –Re-organizing information –Removing false positives –Updating or upgrading taxonomies

The Information School of the University of Washington EPIC (Exploring Personal Information Collection) Model

The Information School of the University of Washington EPIC Model linked to Wilson’s 1999 Model of HIB

The Information School of the University of Washington EPIC Model linked to Leckie et. al’s 1996 model of the Information-Seeking Behavior of Professionals