Search (34 results, page 2 of 2)

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Abstract

The article reports the findings of a content analysis study of 16 student-group proposals for a grade eight history project. The students listed their topic and thesis in the proposal, and information in support of their thesis. The study's focus is this topic-to-thesis transition. The study's conceptual framework is Kuhlthau's six stage ISP Model's transition from exploring information in Stage 3 to formulating a focus or personal perspective on the assignment topic in Stage 4. Our study coding scheme identifies elements of the students' implicit knowledge in the 16 proposals. To validate implicit knowledge as a predictor of successful student performance, implicit knowledge was coded, scored, and then the correlation coefficient was established between the score and the students' instructors' marks. In Part 2 of the study we found strong and significant association between the McGill coding scores and the instructors' marks for the 16 proposals. This study is a first step in identifying, operationalizing, and testing user-centered implicit knowledge elements for future implementation in interactive information systems designed for middle school students researching a thesis-objective history assignment.

Date

22. 3.2013 19:41:17

Source

Journal of the American Society for Information Science and Technology. 64(2013) no.3, S.558-573

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Abstract

The article reports a field study which examined the mental models of 80 undergraduates seeking information for either a history or psychology course essay when they were in an early, exploration stage of researching their essay. This group is presently at a disadvantage when using thesaurus-type schemes in indexes and online search engines because there is a disconnect between how domain novice users of IR systems represent a topic space and how this space is represented in the standard IR system thesaurus. The study attempted to (a) ascertain the coding language used by the 80 undergraduates in the study to mentally represent their topic and then (b) align the mental models with the hierarchical structure found in many thesauri. The intervention focused the undergraduates' thinking about their topic from a topic statement to a thesis statement. The undergraduates were asked to produce three mental model diagrams for their real-life course essay at the beginning, middle, and end of the interview, for a total of 240 mental model diagrams, from which we created a 12-category mental model classification scheme. Findings indicate that at the end of the intervention, (a) the percentage of vertical mental models increased from 24 to 35% of all mental models; but that (b) 3rd-year students had fewer vertical mental models than did 1st-year undergraduates in the study, which is counterintuitive. The results indicate that there is justification for pursuing our research based on the hypothesis that rotating a domain novice's mental model into a vertical position would make it easier for him or her to cognitively connect with the thesaurus's hierarchical representation of the topic area.

Source

Journal of the American Society for Information Science and Technology. 58(2007) no.13, S.2092-2104

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Abstract

This paper outlines the relation between philosophy of information (PI) and human information behavior (HIB). In this paper, we first briefly outline the basic constructs and approaches of PI and HIB. We argue that a strong relation exists between PI and HIB, as both are exploring the concept of information and premise information as a fundamental concept basic to human existence. We then exemplify that a heuristic approach to PI integrates the HIB view of information as a cognitive human-initiated process by presenting a specific cognitive architecture for information initiation based on modular notion from HIB/evolutionary psychology and the vacuum mechanism from PI.

Footnote

Artikel in einem Themenheft: The philosophy of information

Theme

Information

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Abstract

For millennia humans have sought, organized, and used information as they learned and evolved patterns of human information behaviors to resolve their human problems and survive. However, despite the current focus an living in an "information age," we have a limited evolutionary understanding of human information behavior. In this article the authors examine the current three interdisciplinary approaches to conceptualizing how humans have sought information including (a) the everyday life information seeking-sense-making approach, (b) the information foraging approach, and (c) the problem-solution perspective an information seeking approach. In addition, due to the lack of clarity regarding the rote of information use in information behavior, a fourth information approach is provided based an a theory of information use. The use theory proposed starts from an evolutionary psychology notion that humans are able to adapt to their environment and survive because of our modular cognitive architecture. Finally, the authors begin the process of conceptualizing these diverse approaches, and the various aspects or elements of these approaches, within an integrated model with consideration of information use. An initial integrated model of these different approaches with information use is proposed.

Source

Journal of the American Society for Information Science and Technology. 57(2006) no.1, S.25-35

Theme

Information

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Abstract

We discuss information by attempting to operationalize it using: (1) Dervin and Nilan's idea that information is a subjective construct rather than an objective thing; (2) Brookes's idea that information is that which modifies knowledge structure; and (3) Neisser's idea that perception is top-down or schemata driven to the point of paradoxon. De Mey, Minsky's theorem of frames, and top-down and bottom-up models from reading theory are discussed. We conclude that information must be rare because only rare information can modify knowledge structure at its upper levels, and that to modify knowledge structure at its upper levels (its essence) information may have to enter the perception cycle in 2 stages

Source

Journal of the American Society for Information Science. 45(1994) no.7, S.465-476

Theme

Information

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Abstract

Shannon's theory of communication is discussed from the point of view of his concept of uncertainty. It is suggested that there are two information concepts in Shannon, two different uncertainties, and at least two different entropy concepts. Information science focuses on the uncertainty associated with the transmission of the signal rather than the uncertainty associated with the selection of a message from a set of possible messages. The author believes the latter information concept, which is from the sender's point of view, has more to say to information science about what information is than the former, which is from the receiver's point of view and is mainly concerned with 'noise' reduction

Source

Journal of the American Society for Information Science. 44(1993) no.4, S.204-211

Theme

Information

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Abstract

Using Bertram Brookes fundamental equation, sets out a method for calculating the information content of an information process. The knowledge structure variables in the Brookes' equation are operationalized, following principles set out in Claude Shannon's mathematical theory of communication. The set of 'a priori' alternatives and the 'a priori' probabilities assigned to each member of the set by the person undergoing the information process is the operational definition of the variable K(S) from the fundamental equation, which represented the person's knowledge structure before the information process takes place. The set of the a posteriori alternatives and the revised probabilities assigned to each member of the set by the person undergoing the information process is the operational definition of the Brookes variable which is the person's knowledge structure after the information process take place. Gives an example of an information process from a recent archeological discovery

Source

Information processing and management. 33(1997) no.6, S.715-726

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Source

Journal of the Association for Information Science and Technology. 71(2020) no.2, S.242

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Abstract

This article reports on a field study of the information behavior of Grade 8 students researching an inquiry-based class history project. Kuhlthau's 7-stage Information Search Process (ISP) model forms the conceptual framework for the study. The aim of the study was to define an end game for the ISP model by answering the following question: How do the student participants' feelings, thoughts, and information behavior lead to the construction of new knowledge? Study findings tentatively indicate that knowledge construction results from an iterative process between the student and information, which can be divided into 3 phases. In the first phase, the students formulate questions from their previous knowledge to start knowledge construction; in the second phase, newly found topic information causes students to ask questions; and in the third phase, the students answer the questions asked by this newly found topic information. Based on these results and Kuhlthau's own ISP stage 7 assessment definition of the ISP model end game, we propose a model of knowledge construction inserted as an extra row in the ISP model framework.

Source

Journal of the Association for Information Science and Technology. 66(2015) no.11, S.2249-2266

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Abstract

The authors present a study of the real-life information needs of 59 McGill University undergraduates researching essay topics for either a history or psychology course, interviewed just after they had selected their essay topic. The interview's purpose was to transform the undergraduate's query from general topic terms, based an vague conceptions of their essay topic, to an information need-based query. To chart the transformation, the authors investigate N. J. Belkin, R. N. Oddy, and H. M. Brooks' Anomalous States of Knowledge (ASK) hypothesis (1982a, 1982b), which links the user's ASK to a relevant document set via a common code based an structural facets. In the present study an interoperable structural code based an eight essay styles is created, then notions of structural facets compatible with a highimpact essay structure are presented. The important findings of the study are: (a) the undergraduates' topic statements and terms derived from it do not constitute an effective information need statement because for most of the subjects in the study the topic terms conformed to a low-impact essay style; (b) essay style is an effective interoperable structural code for charting the evolution of the undergraduate's knowledge state from ASK to partial resolution of the ASK in an information need statement.

Source

Journal of the American Society for Information Science and Technology. 56(2005) no.14, S.1544-1554

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Abstract

This article reports a study of 45 Ph.D. history students and the effect of a technique of information seeking on their role as experts in training. It is assumed that the primary task of these students is to prove in their thesis that they have crossed over the line separating novice and expert, which they do by producing a thesis that makes both a substantial and original contribution to knowledge. Their information-seeking behavior, therefore, is a function of this primary task. It was observed that many of the Ph.D. students collected 'names' of people, places and things and assembled data about these names on 3x5 inch index cards. The 'names' were used as access points to the primary and secondary source material they had to read for their thesis. Besides using name collection as an information accessing technique, the larger importance of collecting 'names' is what it does for the Ph.D. student in terms of their primary task (to produce a thesis that proves they have become experts in their field). The article's thesis is that by inducing certain characteristics of expert thinking, the name collection technique's primary purpose is to push the student across the line into expert thinking

Source

Journal of the American Society for Information Science. 51(2000) no.5, S.444-455

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Abstract

In this article and two other articles which conceptualize a future stage of the research program (Leide, Cole, Large, & Beheshti, submitted for publication; Cole, Leide, Large, Beheshti, & Brooks, in preparation), we map-out a domain novice user's encounter with an IR system from beginning to end so that appropriate classification-based visualization schemes can be inserted into the encounter process. This article describes the visualization of a navigation classification scheme only. The navigation classification scheme uses the metaphor of a ship and ship's navigator traveling through charted (but unknown to the user) waters, guided by a series of lighthouses. The lighthouses contain mediation interfaces linking the user to the information store through agents created for each. The user's agent is the cognitive model the user has of the information space, which the system encourages to evolve via interaction with the system's agent. The system's agent is an evolving classification scheme created by professional indexers to represent the structure of the information store. We propose a more systematic, multidimensional approach to creating evolving classification/indexing schemes, based on where the user is and what she is trying to do at that moment during the search session.

Source

Information processing and management. 39(2003) no.6, S.923-940

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Abstract

The article reports a field study investigating the temporality of the information behavior of 44 grade 8 students from initiation to completion of their school inquiry-based history project. The conceptual framework for the study is Kuhlthau's 6-stage information-search process (ISP) model. The objective of the study is to test and extend ISP model concepts. As per other ISP model studies, our study measured the evolution of the feelings, thoughts, and actions of the study participants over the 3-month period of their class project. The unique feature of this study is the unlimited access the researchers had to a real-life history class, resulting in 12 separate measuring periods. We report 2 important findings of the study. First, through factor analysis, we determined 5 factors that define the temporality of completing an inquiry-based project for these grade 8 students. The second main finding is the importance of the students' consultations with their classmates, siblings, parents, and teachers in the construction of the knowledge necessary to complete their project.

Source

Journal of the Association for Information Science and Technology. 66(2015) no.5, S.943-960

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Source

Information processing and management. 44(2008) no.5, S.1784-1793