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IntroductionInformation behavior focuses on people's information needs; on how they seek, manage, give, and use information, both purposefully and passively, in the varied roles that comprise their everyday lives. Since the first ARIST chapters in the 1960s, the field of information needs and uses has expanded beyond studying academics and scientists to addressing non-work-related situations, employing mixed empirical methods, building a conceptual core for framing information behavior studies, and identifying key concepts for future investigation. This chapter reviews information behavior research published since Case's (2006) review, spanning the years 2005 to early 2008 and backpedaling to include several works from 2004. In addition to searching bibliographic databases, manual examinations were conducted of such key journals as further developed through solicitations on the ASIST SIG USE and ASIST listservs, which helped identify works in press. As Case (2006) noted, information behavior is a broad field that in its widest interpretation includes just about any paper that deals with information and people. In order to focus and manage the review, we excluded papers that limited themselves to the use of a particular source or system, did not encompass broader concepts or principles, and generally excluded other information science subfields such as information retrieval, information literacy, and knowledge management. We also excluded material written in languages other than English.Candidate papers were further limited to the formally published literature; we excluded reports to funding agencies and self-published papers. Beginning with an overview of the research methods used in post-2004 studies, this chapter traces the information behavior literature by discussing the theme of context, followed by elaborations of specific populations (academics, scientists, and students; occupational groups; and ordinary people in everyday life situations and health contexts), information sources (interpersonal, social networks and the Internet, and libraries), key concepts (including affect), and finally, theoretical frameworks. Case's (2006) chapter is recommended reading for an overview of past coverage of information behavior in ARIST. The current chapter is intended to complement cognate reviews on activity theory and information seeking (Wilson, 2008), multitasking behavior (Spink, Cole, & Waller, 2008), human geography and information studies (Downey, 2007), personal information management (Jones, 2007), scientific collaboration (Sonnenwald, 2007), context in information behavior research (Courtright, 2007), workplace 7-3 studies and technological change (Garcia, Dawes, Kohne, Miller, & Groschwitz, 2006), collaborative information seeking and retrieval (Foster, 2006), information failures in health care (MacIntosh-Murray & Choo, 2006), the social world of the Web (Haythornthwaite & Hagar, 2005), and children, teenagers, and the Web (Large, 2005). Method in Information Behavior ResearchThe methods used in recent info...

Nearly 400 Canadian adolescents were surveyed about their information seeking for career decision making. A written questionnaire gathered data on degree of helpfulness of various information sources and the ways in which these sources have helped and asked about some of the barriers to information seeking faced by adolescents. Thirty semistructured interviews with participants drawn from the same sample asked participants about their decision‐making and information‐search processes, their concerns about these processes, and the barriers they face in accessing helpful information for career decision making. This article focuses on the data related specifically to the barriers faced by the participants, revealing myriad difficulties that can hinder adolescent career decision makers. Forty percent of youth do not know where to go for help in their decision making, and 38% feel that they need to go to too many different places for the information they require. As well, the respondents revealed that trustworthiness of information sources is critical to the ultimate usefulness of the help received. The discussion suggests some avenues for further research which would advance understanding of these barriers, and makes suggestions for improved delivery of information services to adolescents making career decisions.

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An online survey sent to the community of professional librarians in the United States who provide information literacy instruction in academic libraries provided insights into their practices and the challenges they face. Data include current pedagogical methods, client groups of focus, assessment and evaluation, marketing, instructional objectives, incorporating the new Framework for Information Literacy for Higher Education into instruction, the role of technology in instruction, the importance of relationships with faculty and administrators, and a range of common challenges faced by instructional librarians.1 The survey results can help to identify best practices, to improve current practice, to compare practices across different contexts, and to inform preprofessional preparation of librarians who will become providers of instruction.The instructional role continues to be emphasized in professional librarians' work in academic libraries.2 Even so-called "digital natives" do not enter postsecondary educational contexts with sophisticated information searching or information evaluation skills.3 Academic librarians, therefore, have significant responsibility to help students to become information-literate. This teaching role is complex and challenging, and it has shifted over time from a strict focus on teaching students how to find materials in the library to broader goals, which include teaching transferable skills such as critical thinking and information evaluation. This study reports a recent survey of U.S. professional librarians with instructional responsibilities that was conducted to explore respondents' views, practices, and concerns. The survey provided useful feedback on current pedagogical methods, client groups of focus, assessment and evaluation, marketing, instructional objectives, incorporating the new Framework for Information Literacy for Higher Education into instruction, the role of technology in instruction, the importance of relationships with faculty and administrators, and a range of common challenges faced by this community.4 This is the first comprehensive national survey of this type in the United States, although similar surveys have been conducted in other countries.

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