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Abstract

Purpose - The paper seeks to draw on Sice's systems model, itself based on Senge's "fixes that fail" archetype, and on data from two previous research projects conducted by one of the authors. The purpose of this paper is to synthesise a new model that portrays the information-seeking behaviour of children and young people. Design/methodology/approach - The systems model provides the backbone of the new framework but additions, accommodations and revisions were made to ensure that the version featured here represents the phenomenon of information seeking by the young as appropriately as possible in terms of the data that were gathered. Findings - One of the new model's most significant characteristics is its emphasis on problems and issues that prevent information seeking from proceeding smoothly. Information seeking is also shown to be an iterative process, with the individual often revisiting previous stages, frequently in response to difficulties. Research limitations/implications - Data were collected from pupils in just seven schools. The undertaking of research further a-field would be invaluable, if the extent to which the model is applicable to other information-seekers in different environments is to be ascertained. Practical implications - The model demonstrates the importance of the information professional's educative role, in terms of both delivering formal information literacy instruction and providing assistance at the point of need. Originality/value - Although the use of ideas and frameworks from other disciplines, with the aim of increasing understanding of phenomena within LIS, is a growing trend, this paper represents one of the first attempts to apply an existing model associated with systems thinking to information behaviour.

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Abstract

Purpose - The paper aims to highlight the role of information capture within the scope of information behaviour (IB), especially with regard to young people in academic contexts. Design/methodology/approach - The examination is based on insights from the pertinent literature and the author's considerable experience of working with youngsters. Findings - A range of forms of information capture can be identified. The process may take place at several points in the overall spectrum of IB and have various causes. Although information capture and note-making are sometimes considered to be very similar and, on occasion, the terms are used virtually synonymously, there is strong evidence to suggest that they are actually quite separate and should not be confused. Research limitations/implications - Work for the paper does not involve the undertaking of new, specially conducted research. Illumination is gained purely from the reading of source material and the author's reflection on his professional experience in schools. Practical implications - After ascertaining the motivations behind capturing behaviour, it may be possible to identify deficiencies in students' skills, some of which may be remedied through teaching. Conversely, where capturing behaviour forms part of exemplary IB, educators may well consider instructing other students in the appropriate strategies. Originality/value - The paper is unusual in covering an aspect of IB that is frequently overlooked in models. Although the article's principal readership is intended to be academics and information professionals, it should also be useful to teachers keen to learn more about how their students tackle assignments.

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Abstract

Purpose - The purpose of this paper is to explore meta-models that pertain to information behaviour. It seeks to highlight the possibilities they offer to researchers wishing to develop their own and to readers more generally interested in information behaviour literature. Design/methodology/approach - Various frameworks that may be regarded as information behaviour meta-models were examined and three separate types were identified. These are discussed in turn, with particular characteristics of individual meta-models used to illustrate the types. Findings - A meta-model is considered here to be a model that has been derived from one or more existing models. Information behaviour meta-models fall into three categories: those that unify, within one framework, disparate models/theories from a number of areas; those that integrate the fundamentals of several models which share common strands; and those that recast an established model for a particular purpose. Research limitations/implications - The extent of the typology presented in the paper is bound by the limits of the authors' endeavours in uncovering relevant meta-models. Should further meta-models be traced, it is possible that other types would also come to light. Originality/value - The work will aid the reader's understanding of how theoretical frameworks in information behaviour are developed. It will help those who study the field's literature to grasp variations in the origin of the individual models they see, by demonstrating that models may be derived from others in different ways. It will also enable readers intent on constructing their own models to understand some of the courses of action open to them.