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Date

22. 9.2023 13:51:47

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Abstract

This conceptual paper identifies future directions for information practices theoretical discourses addressing marginality, community, and embodiment. We extend arguments from critical research identifying how existing discourses fail to capture the nuanced, lived experiences of people and communities confronting marginalization, predominantly via their reinforcement of deficit narratives. We then connect a series of qualitative projects examining the information practices of lesbian, gay, bisexual, transgender, queer, intersex, and asexual communities in the American South with relevant Library and Information Science (LIS) research to examine how marginality, community, and embodiment shape these practices. Specifically, we introduce a conceptual model that describes marginality by framing information practices as tactical and agentic responses to and refutations of social and structural barriers and risks. While some of the information practices of participants and communities appear to be uninformed or unsafe, they represent the products of community sharing and vetting. Embodied navigations further inform participant practices as they navigate information worlds produced and informed by their intersectional identities. These arguments coincide with key categories established within our model that describe information practices: defensive and protective, and community and self. Based on these insights, we offer directions for future research and theory to reorient existing discourses in ways that inspire middle-range theory building that fully captures people's lived experiences.

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Abstract

This comprehensive text is the ideal resource for teaching human information behavior to undergraduate students. The text is organized in a thoughtful way to address all the most important aspects in an easy to digest manner, with the latter part of the book focusing on key areas of study within the information behavior field. The real world examples included in the text will appeal to undergraduate students and help them connect to what information behavior looks like in practice. The authors write in a winningly approachable style that will help students connect with the key concepts. I particularly like the inclusion of Discussion Questions which can be used by instructors as either homework or in class discussion points to foster a rich dialogue about each of the chapters. Applicable research studies are introduced in the text in an approachable way which will facilitate undergraduate engagement with the ongoing work in the discipline. The acronyms list and glossary at the back of the book are two additional, helpful resources for undergraduates to get caught up to speed on the most important topics under the umbrella of human information behavior.-- [Emily Vardell, PhD, assistant professor, School of Library and Information Management, Emporia State University]. Extremely accessible, comprehensive, and useful, Understanding Human Information Behavior: When, How, and Why People Interact with Information discusses the relevance and significance of its subject to our work and everyday life and is well-positioned to empower students to become helpful information and technology professionals.-- [Yan Zhang, associate professor, School of Information, The University of Texas at Austin].