LIS 5053 – Information Users in the Knowledge Society, Ellen Rubenstein, Spring 2018

Course Goals:

• Become familiar with the principles and research related to information behavior
• Gain knowledge on information use by people in various roles, situations, and contexts

Learning and Skill Objectives:

• Identify and explain major concepts and findings of the literature on information needs, seeking, and use, including various research programs, questions, theories, and researchers
• Understand the impact of diverse information needs, learning preferences and styles, and cultural influences on the design, selection, use, and evaluation of information and knowledge systems
• Define the role of context related to how users derive meaning and create knowledge
• Apply concepts and frameworks from the research literature to examples or cases
• Observe and analytically describe information behavior activities in various settings

LIS 5053 expanded my understanding of information users and how the various contexts and aspects affect users’ information behavior.  The class further developed my understanding of various theories and models of information behavior.  Dr. Rubenstein, course materials, assignments, and more expanded my understanding of research methodologies and allowed informal practice to gather information.  Lastly, the understanding of users and their various needs was enhanced by the readings and discussions on learning styles and the designs of information services.  LIS 5053 supported my ability to assess and understand users’ needs and how/why they do, or do not, fulfill those needs (Goal 1.1, 1.2, 4.1).

This course furthered my knowledge of various information models/theories.  This includes theories that analyze the physical actions as well as the affective and cognitive aspects of information behavior.  In analyzing my own information behavior, I was able to apply Dervin’s Sense-Making theory and Kuhlthau’s model of the Information Search Process.  I further understood how context and an individual’s situation impacts his/her information behavior as well as how people’s thoughts and feelings may be affected as they search for information (Goal 1.1).  I was also able to apply the Wilson model of information seeking to a particular individual.  This model emphasized the need to consider context.  LIS 5053 allowed me to apply them real-world information behavior.

Dr. Rubenstein provided many studies of various people’s information behavior and differing contexts.  I was able to analyze data to understand how their situations, traits, backgrounds, etc. impacted their behavior (Goal 1.1, 1.2, 1.5).  One of the greatest benefits of these readings, and follow-up discussions and assignments, was the awareness of methods and strategies that may assist people in their information search, use, and sharing (Goal 3.4).  I will implement many of these strategies as a library and information studies professional.

LIS 5053 has led me to have a greater understanding of information behavior on an individual level as well as social aspects.  Whether it be innate learning styles, situations, contexts, the environment, and more, many aspects affect information behavior.  This class will help me understand users’ needs and provided me with knowledge of how to successfully assist others.

Information Behavior of In-Service Teachers

This assignment allowed me to collect qualitative data on an individual’s information behavior.  I was also able to analyze research articles focused on teachers whose job requires a tremendous amount of information.  I then compared the findings and my individual’s behavior.  I was then able to analyze the Wilson model of information seeking as I compared my findings to aspects of the model, including “activating mechanisms” and “intervening variables.”  This assignment will serve as a model for me as I observe and research user groups in the future.

Analysis of Personal Information Behavior

A beneficial skill to have as a professional is self-reflection.  The analysis of my own information behavior allowed me to understand how my own life situations, contexts, access to resources, and barriers affect my searching.   Within my own search, Dervin’s Sense-Making theory and Kuhlthau’s model of Information Search Process were revealed.  This assignment furthered my ability, as an library and information science professional, to understand the importance of analyzing a person’s information needs and all that impacts their behavior as well as to be conscientious of how their search impacts their affective feelings and cognitive thoughts.