A Theoretical Conversation about Responses to Information Overload

Abstract

In this study, information overload is viewed through the lenses of Library & Information Science and Communication Theory in order to offer recommended solutions for individuals experiencing overload. The purpose of this research was to apply LIS and COMM theories to the pathologies and symptoms of information overload as experienced by individuals in an increasingly digital world. Extant survey work was reviewed and updated with literature collected through limited keyword searches. The authors framed active responses to information overload through dimensions selected from the European Commission’s Digital Competence Framework as applied to Al-Shboul & Abrizah’s (2016) Modes of Information Seeking. Further study should focus on international perspectives and addressing disparities in access to information.

Digital Overload among College Students: Implications for Mental Health App Use

“…Notably, others who have applied the Bawden and Robinson (2009) definition of information overload to digital contexts have called for refinement in terms. Lehman and Miller (2020) explained that "overload has been used as a catch-all for individual problems with levels of information." They have suggested that various terms, which "categorize the contexts in which individuals struggle with information," including digital overload, be more solidly defined and adopted (Lehman and Miller 2020).…”

“…Lehman and Miller (2020) explained that "overload has been used as a catch-all for individual problems with levels of information." They have suggested that various terms, which "categorize the contexts in which individuals struggle with information," including digital overload, be more solidly defined and adopted (Lehman and Miller 2020). Importantly, this study suggests that generational differences be considered in the process of revising the definition of digital overload.…”

“…One factor that may contribute to the poor use of mental health apps by college students is a phenomenon referred to as "digital overload." Information overload in the digital context (i.e., digital overload), occurs when a high rate of information coming from multiple communication channels inhibits capacity to process information efficiently or use information effectively (Bawden and Robinson 2009;Misra and Stokols 2012;Lehman and Miller 2020). With regards to smartphone usage, digital overload may result from simultaneously receiving information across multiple sources within the same device, such as text messages, phone calls, and notifications or alerts from mobile apps.…”

Digital Resilience in Dealing with Misinformation on Social Media during COVID-19

“…Considering these attributes, learning is assumed to be foundational (Heeks & Ospina, 2018). As highlighted by other scholars, it implies users' active engagement which initiates critical thinking (McDougall, 2019;Lehman & Miller, 2020). Resilient information systems do not exclude the potential of information overload a priori.…”

“…Further, Guess et al (2020) emphasize that discernment between false and accurate news can be increased by "teaching people more effective heuristics" instead of relying on quicker, cost-sensitive measures (Thirumuruganathan et al, 2021) which require users to pay attention to the assessment of singular posts. Lehman and Miller (2020) also note that active engagement (in their case microblogging) increases learning effects of individuals. In case users find interaction "simple, fun and educational" (Micallef et al, 2021), they are ready to invest time and increase their media literacy.…”