Search (3 results, page 1 of 1)

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Abstract

This article marries the study of serious leisure pursuits with library and information science's (LIS) interest in people's everyday use, need, seeking, and sharing of information. Using a qualitative approach, the role of information as a phenomenon was examined in relation to the leisure activity of hobbyist collecting. In the process, a model and a typology for these collectors were developed. We find that the information needs and information seeking of hobbyist collectors is best represented as an interrelationship between information and object needs, information sources, and interactions between collectors and their publics. Our model of the role of information in a particular domain of hobbyist collecting moves away from the idea of one individual seeking information from formal systems and shifts towards a model that takes seriously the social milieu of a community. This collecting community represents a layer of a social system with complex interactions and specialized information needs that vary across collector types. Only the serious collectors habitually engage in information seeking and, occasionally, in information dissemination, in the traditional sense, yet information flows through the community and serves as a critical resource for sustaining individual and communal collecting activities.

Date

22. 3.2009 18:01:49

Source

Journal of the American Society for Information Science and Technology. 60(2009) no.3, S.621-637

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Abstract

This article presents findings from a research study (Trace, 2004) that looked at a particular aspect of human information behavior: children's information creation in a classroom setting. In the portion of the study described here, naturalism and ethnomethodology are used as theoretical frameworks to investigate informal documents as an information genre. Although previous studies have considered the role of informal documents within the classroom, little sustained attention has been paid to pre-adolescents, particularly in terms of how they create unofficial or vernacular literacies both to navigate their growing awareness of the formal (albeit sometimes hidden) curriculum and, on occasion, to subvert it, positing an alternative economy that itself can be hidden via surreptitious use of informal documents. Making explicit the ties that exist between these objects and the worlds in which they are embedded demonstrates that informal documents hold a particular relevance for children within this social context (Garfinkel & Bittner, 1999). Furthermore, this article demonstrates that an ethnomethodologically informed viewpoint of information creation brings a level of dignity and determination to an individual's human information behavior, allowing us to appreciate the human ability to recontextualize or reenvisage sanctioned or official information genres to meet our own needs and purposes.

Date

27. 7.2008 9:29:01

Source

Journal of the American Society for Information Science and Technology. 59(2008) no.10, S.1540-1554

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Abstract

Purpose - This article aims to examine a particular sub-set of human information behavior that has been largely overlooked in the library and information science (LIS) literature; how people are socialized to create and use information. Design/methodology/approach - Naturalism and ethnomethodology were used as theoretical frameworks to examine what a group of fifth grade students were taught about documents, how this information was imparted to them, and how social factors were manifested in the construction and form of those documents. Two concepts are shown to be critical in the explication of students as document creators and users: the notion that there is a "stock of knowledge" that underlies human interaction (some of which relates to recorded information), and that this socialization process forms part of a school's "hidden curriculum." Findings - Students were socialized to be good (in the sense of being competent) creators and users of documents. Part of the role of "being a student" involved learning the underlying norms and values that existed in relation to document creation and use, as well as understanding other norms and values of the classroom that were captured or reflected by documents themselves. Understanding "document work" was shown to be a fundamental part of student affiliation; enabling students to move from precompetent to competent members of a school community. Originality/value - This research demonstrated that people possess a particular stock of knowledge from which they draw when creating and using information. Competence in this aspect of human information behavior, while partly based on one's own experience, is shown to be largely derived or learned from interaction with others.

Footnote

Beitrag in einem Themenheft "Human information behavior"