1. Week 4 Connecting: Adding an Affective Dimension to a Cognitive Information Behavior Theory Research Showcase 2013 Nicole A. Cooke, PhD, M.Ed, MLS

2. A Little Background Information Science - "The study of gathering, storing, organizing, retrieving and disseminating information." (Bates, 1999) Information Behavior - Activities a person may engage in when identifying his or her own needs for information, searching for information in any way, and using or transferring that information. (Wilson, TD, 1999)

3. Information Intents “The Theory of Information Intent posits that people engage with information in purposeful, deliberate, and selective ways to get expanded, and/or changed, and/or clearer and/or verified pictures, and/or by being able to state positions. As drivers and outcomes of information utilization, information intents enable people to move forward in their information endeavors, constructing new pictures that represent new understandings. This in not random acquisition, but one shaped by a desired cognitive experience, existing knowledge, and current stage of life cycle.” (Todd, 2005, p. 200)

4. Occurrence of dataVolume of data Learner/Context Analysis Course design occurred at the beginning of the semester Course design components including: information about the instructor, syllabi, assignments, grading schemes, discussion questions, links to resources, and general instructions and information. Textual AnalysisThreaded discussions occurred during weeks 1-15 of the course Journal entries (User Studies course) Threaded discussions User Studies 30 discussions 466 original posts Average of 3 responses per post Journal Entries - 309 Technology 3 discussions 45 original posts Average of 3 responses per post

5. Information Intent Manifestation of changes in knowledge structures Domain Contextualizing Information integrated more holistically –incorporating new information / content to life Projecting new knowledge into professional practice Cognitive Creating Elaborative: building associative structures Construction: building up understanding with new ideas Deconstruction: removing incorrect ideas Reconstruction: replacing with more appropriate ideas Cognitive Clarifying Explanation, using information to tell how and why Appending information to add precision of detail Asking explicit questions / requesting clarification Adding specific anecdotes, instances, or examples to further elucidate a scenario Cognitive Authenticating No change Repetition of ideas to add weight or emphasis Defend and reaffirm viewpoints Expressions of agreement / disagreement, based on facts Expressions of agreement by name / direct reference Cognitive Positioning Expressions of agreement / disagreement, based on personal opinions and feelings Deriving personal conclusion based on facts Foreseeing future use of facts Predicting new events and states Jockeying for position / maintaining position Cognitive Connecting Direct responses (use of names) Support Empathy and listening Jokes / levity / emoticons Instructor Immediacy Support Confirmation and Verification Instruction and Correction Humor Affective

6. Information is Emotional http://theelearningcoach.com/learning/10-ways-to-design-for-emotions-part-iii/