A conceptual framework for understanding information seeking in open-ended information systems

Abstract

Technologies such as the lnternet and WorldWide Web are changing our conceptwns of irrformation systems,from who uses them and how they are used, to how the systems are created and who is doing the creating. Everyday users are afforded the same information retrieval opportunities as information scientists or librarians by using emerging in~rmation systems such as the Web. Yet, defining best practices for assisting users in finding the information they seek remains an unrealized goal. Discovering how users engage in information retrieval and strategy building while searching for in~rmation in oven-ended systems such as the Web is an area in need of exploration ~: these systems are to fu~ll their potential as tools for information seeking and learning. This paper describes a theoretically and empirically based framework for how users formulate and employ information-seeking strategies in open-ended information systems ( OEISs). Background information and challenges related to OEISs are provided. OEIS theoretical and user perspectives are described. An example based on a recent research study is provided to illustrate use of the OEIS irrfvrmation-seeking framework. Implications for practice and research are o~ered) l An original version manuscript was submitted for the 1997 Young Scholars competition, and was evaluated by a panel of reviewers as having potential for publication. The present version includes revisions recommended by that review and an additional review.

Information-problem solving: A review of problems students encounter and instructional solutions

“…As the WWW is a comprehensive source of information, searching the WWW relies on peoples' regulative abilities. Regulatory aspects such as orientation, monitoring and Information Problem Solving 5 steering play a key role in this process (Boekhorst, 2003;Hill, 1999;Lazonder, 2003).…”

“…She compared the information found with her problem definition and decided that it was not enough to solve her information problem. Regulation is related to the effectiveness and efficiency of the entire process (Hill, 1999;Hill & Hannafin, 1997;Land & Greene, 2000;Marchionini, 1995;Lazonder, 2003). …”

“…What knowledge do I already have on one (or all) of these subjects? This activation of prior knowledge helps Rita to integrate the new information found with old, known, information Hill, 1999;Moore, 1995). Next, Rita should also pay attention to the task requirements, for instance is there a minimum or maximum number of pages specified for the essay, and what is the target audience?…”

Challenges and Opportunities in Virtual Worlds: Informed Consent and Data Collection

“…This rich terrain has also prompted new protocols for the design of research in online environments (e.g., Hill, 1999;Ju, 2007;Swanson, 2005). In particular, the accessibility and growth of virtual environments have revealed new ways in which people access, evaluate, use, and share information (e.g., Nowak & Rauh, 2005;Ostrander, 2008;Rieh, 2002;Yee & Bailenson, 2007).…”

Evaluating text-based information on the World Wide Web

“…With the advent of internet in education (Hill & Hannafin, 2001), IPS gained special attention in educational research. This resulted in updated (descriptive) IPS models (Brand-Gruwel, Wopereis, & Walraven, 2009;Hill, 1999) and, more interestingly, better understanding of effective instructional support for learning IPS skills (Brand-Gruwel & Gerjets, 2008;Graesser et al, 2007;Stadtler & Bromme, 2007). However, as Lazonder and Rouet (2008) argue, some aspects of the IPS (learning) process, like metacognitive mediation and collaborative search, are relatively underexposed in (educational) IPS research.…”