INLS 180 Human Information Interactions

1
INLS 180 Human Information Interactions

• Session 4. Analyzing information needs and
  recognizing barriers

2
Dervin Nilan (1986)

• A review of post-1978 literature on information
  needs and uses
• Observed a paradigm shift from user studies prior
  to 1978, parallel with views of information and
  communication

• Pre-1978
• traditional paradigm?

• Post-1978
• Paradigm?

3
Pre-1978 Information Needs and Uses (Traditional
paradigm)

• Studies users from the point of view of
• Specific systems (OPACs, DIALOG, etc.)
• Subsets of users (students, scientists, etc.)
• Specific contexts (occupational, recreational,
  etc.)
• Information is viewed as something objective and
  users are input/output processors of information
• Studies are constrained by a system definition of
  needs and assumptions about users (demographics,
  likes/dislikes, group activities, etc.)

4
Post-1978 Information Needs and Uses represent an
understanding that

• Information systems could serve users better
  (need to increase use, serve non-traditional
  clientele, be accountable to them)
• They must become user-centered
• They must reinvent all aspects of systems for
  users (documents, indexing, procedures, etc.)
• Must use technology more effectively

5
Post-1978 Paradigm

• Information is constructed by human beings and is
  therefore subjective and dynamic
• Use must be understood in context, but by diverse
  users in changing situations need a holistic
  approach
• It is possible to address individual differences
  and cognitive aspects of information seeking
• Quantitative methods should be supplemented with
  qualitative methods to understand problems.

6
Approaches to information needs uses that apply
the new paradigm

• User-values approach (looked at user perceptions
  and problems for indexing/retrieval)
• Sense-making approach (situation-gap-use)
• Anomalous states of knowledge

7
Dervin Nilan (1986)

• Is it an either or situation? Can the new
  "parallel paradigm really coexist within
  traditional objective systems?

8
Wilson Generalized Model of Information Behavior
Activating mechanism Risk/reward theory, social l
earning theory
Context of information need
Activating mechanism stress/coping theory
Intervening variables (barriers)
Information seeking behavior
Information processing and use
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Wilson Barriers to seeking information
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Wilson Barriers to seeking information

• Personal characteristics
• Cognitive dissonance, educational level, economic
  situation
• Demographic variables, physiological and
  emotional characteristics
• Social and interpersonal barriers
• Attitude of provider, presence of other people,
• Established behavior
• resistance by interest groups
• Environmental/situational barriers
• Time, geography, culture
• Information source characteristics
• Accessibility, credibility, communication channels

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To seek or not to seek

• Risk /Reward theory (Settle Alreck, 1989
  Murray, 1991)
• Performance risk
• Financial risk
• physical risk
• social risk
• ego risk
• safety risk and time/convenience risk
• Self-efficacy

12
Chatman (1996)

• What factors contribute to the information
  impoverished world described in Chatman (1996)?
  What have been covered in Wilsons review and
  what are not?
• Did she agree that economic poverty was linked to
  information poverty?
• She appeared to hold each of the groups
  responsible for their lack of information seeking
  due to secrecy, deception, etc. Was she ignoring
  other systemic factors?

13
Group discussion

• Your questions and key points from the readings?
• Can the new "parallel paradigm really coexist
  within traditional objective systems?
• Chatman (1996) appeared to hold each of the
  groups responsible for their lack of information
  seeking due to secrecy, deception, etc. Was she
  ignoring other systemic factors?
• How can we, as information professionals, break
  down these barriers?

14
Leading class discussion what you will do

• Sign up
• Read
• Read again and read more
• Reflect and discuss
• Your understandings of the readings/topic
• Ways to help others understand
• Lead class discussion
• Present key points
• Prepare discussion questions
• Activities, handouts, and other
• Send me your slides/handouts or url