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Abstract

This is the second part of a two-part article that presents a theoretical and an empirical model of the everyday life information needs of urban teenagers. Part 2 focuses an the derivation of the empirical model and an its relationship to the theoretical model presented in Part 1. Part 2 also provides examples from the project data to support each of the components of the empirical model, which ties 28 information needs topics to the seven independent variables in the theoretical model. Comparison of the empirical model to the results of past youth information behavior research shows that the participants in this study tended to have the same types of information needs as previous researchers have found with more advantaged, nonminority groups of teens. This finding is significant because it suggests that teenagers have similar information needs across socioeconomic, ethnic, cultural, and geographic boundaries. Due to the exploratory nature of this study, however, additional research is necessary to confirm this possibility.

Source

Journal of the American Society for Information Science and Technology. 57(2006) no.11, S.1418-1426

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Abstract

This is the first part of a two-part article that offers a theoretical and an empirical model of the everyday life information needs of urban teenagers. The qualitative methodology used to gather data for the development of the models included written surveys, audio journals, written activity logs, photographs, and semistructured group interviews. Twenty-seven inner-city teens aged 14 through 17 participated in the study. Data analysis took the form of iterative pattern coding using QSR NVivo 2 software (QSR International, 2002). The resulting theoretical model includes seven areas of urban teen development: the social self, the emotional self, the reflective self, the physical self, the creative self, the cognitive self, and the sexual self. The researchers conclude that the essence of teen everyday life information seeking (ELIS) is the gathering and processing of information to facilitate the teen-to-adulthood maturation process. ELIS is self-exploration and world exploration that helps teens understand themselves and the social and physical worlds in which they live. This study shows the necessity of tying youth information-seeking research to developmental theory in order to examine the reasons why adolescents engage in various information behaviors.

Source

Journal of the American Society for Information Science and Technology. 57(2006) no.10, S.1394-1403