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Alix Hayden EDCI - The University of Calgary The term information seeking behavior has been used in the research literature about scientists and researchers since the 's. The current emphasis on user needs has prompted librarians to investigate sreking concept of information seeking behavior, drawing upon models from the disciplines of psychology, sociology, and communication theory.
It is important to examine information seeking models as what students actually do moodel searching for information may be very different from what librarians think the students do. Theoretical models of information seeking, including both those based on empirical research and reflection on experience, can assist librarians in creating a library and information skills curriculum which responds directly to the students' needs.
Attempting to fit a curriculum to the students' processes is a better approach than to change the students' processes and strategies to fit the curriculum.
This strategy, for example, has been used in the field of literacy. Researchers and teachers examined, both empirically and qualitatively, the processes and strategies that young children use when learning to read. These strategies and processes were used to create an early literacy curriculum such as whole language combined with a phonics component which responds directly to the needs of the learners. Understanding the typee of information seeking modek help to answer questions such as: what should the library and information skills curriculum encompass; what specific skills and processes should be taught; what are the appropriate teaching methods; and what is the relationship of the library and information skills curriculum to the academic curriculum.
Examining the strategies, processes, successes and failures that students use and experience when searching for information, can evolve into a library and information skills curriculum which guides the students towards information literacy. Information Seeking Model A popular model during the 's is presented. This model illustrates the relationships between the concepts of user, need, uses and user behavior.
demonstrate how these groups differ in terms of types of information sources used, time spent seeking information, use of library materials, and how the. information behavior models, of which information seeking and information-seeking a continuum of two types of foraging strategies.
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The Big Six Skills provides a broad structure for library and information skills curricula. Stage 3 Exploration The task in this stage is to investigate information on the general topic in order to expand one's personal understanding as well as to provide a focus for the topic.
Conceptual models and their uses
Big Six Skills readily adapts to existing library skills programs; it involves restructuring skills, objectives, units and lessons within the framework of the model. This model illustrates the relationships between the concepts of user, need, uses and user behavior. The model based on Wilson and Krieklas suggested that information seeking is a linear process; one step le to the next. This model is important as it is one of the few that is based on actual deeking research.
Stage 4 Formulation From the information gathered during the pre-focus exploration stage, the user now forms a focused perspective on the topic on the basis of the information found.
Evaluation determines whether the information found met the defined task. This in going back and perhaps re-identifying the task or implementing new information seeking strategies. Students need to decide what is valuable and extract the necessary information.
Synthesis involves restructuring and repackaging the information into a new and different form. Other investigators have proposed models but these have been developed based on the authors' years of practice and experience. The student's knowledge grows as she interacts with sesking information.
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