Building on models of information behaviour: linking information seeking and communication

Robson, Andrew; Robinson, Lyn

doi:10.1108/00220411311300039

Cited by 144 publications

(135 citation statements)

References 42 publications

Supporting

Mentioning

126

Contrasting

Unclassified

Order By: Relevance

“…À ce sujet, Robson et Robinson (2013) soulignent que la majorité des modèles issus de la bibliothécono-mie et des sciences de l'information abordent principalement la recherche et l'utilisation de l'information et délaissent ainsi parfois la communication de l'information trouvée. Cette étape de notre modèle comprend deux compétences.…”

Section: La Transmission De L'informationunclassified

Les compétences informationnelles des étudiants à l’heure du Web 2.0 : proposition d’un modèle pour baliser les formations

Karsenti¹,

Dumouchel

Komis

2014

documentation

View full text Add to dashboard Cite

Dans notre société dite du savoir, il est plus important que jamais de former les étudiants aux compétences informationnelles. Par contre, plusieurs universités se limitent trop souvent aux modèles plus classiques de ces compétences, comme celui de l’Association of College & Research Libraries (ACRL 2000), qui ne prennent que trop peu en compte les outils et les possibilités du Web 2.0, avec lesquels sont pourtant si familiers les étudiants. Ce texte présente puis critique les modèles plus traditionnels afin de proposer par la suite un nouveau modèle des compétences informationnelles bonifié et à jour. Nous nous efforcerons de montrer en quoi notre modèle allie à la fois les forces des modèles plus classiques issus de la bibliothéconomie et des sciences de l’information, mais également les avantages et les défis du Web 2.0.It has become increasingly important, in our information society, to ensure that students have acquired the appropriate information competencies. However, several universities have too often limited these skills to the more classic models of these competencies. Such is the case of the Association of College & Research Libraries (ACRL 2000), that does not fully exploit the tools and resources of Web 2.0 with which students are already familiar. This article presents and critically analyses the traditional models with a view to propose a new and improved model of enhanced information competencies. The authors demonstrated how their model combines the strengths of the traditional models developed by library and information sciences with the advantages and challenges of Web 2.0.En nuestra llamada «sociedad del conocimiento”, resulta más importante que nunca capacitar a los estudiantes en competencias informacionales. No obstante, y con demasiada frecuencia, muchas universidades se limitan a utilizar los modelos más clásicos de estas competencias informacionales, como el de la Asociación de Bibliotecas Universitarias y de Investigación (Association of College & Research Libraries - ACRL 2000), dejando de lado las herramientas y las posibilidades que ofrece la Web 2.0 y con las cuales los estudiantes se encuentran sumamente familiarizados. Este texto presenta y critica los modelos más tradicionales, para luego proponer un nuevo modelo bonificado y actualizado de competencias informacionales. Nos esforzamos por demostrar de qué manera nuestro modelo combina la fuerza de los modelos más clásicos, provenientes de la Biblioteconomía y de las Ciencias de la Información, con las ventajas y los desafíos que propone la Web 2.0

show abstract

Section: La Transmission De L'informationunclassified

Les compétences informationnelles des étudiants à l’heure du Web 2.0 : proposition d’un modèle pour baliser les formations

Karsenti¹,

Dumouchel

Komis

2014

documentation

View full text Add to dashboard Cite

show abstract

“…Although scholars have always assumed that information seeking would be the inevitable outcome of a perceived gap in one's knowledge, . studies in information science, in communication, and, most recently, in the subfields of health and risk communication have made it clear that seeking behaviors are coinplex and contingently driven (Robson & Robinson, 2013 (Key word searches of the electronic universe offer a good example of the latter.) Chaffee's two dimensions handily explain individuals' preference for physicians as channels for health information (high relevance but high cost) and their overwhelming use, instead, of mediated channels, including the Internet (potentially low relevance but low cost) (Hesse et aI., 2005).…”

Section: Information Seekingmentioning

confidence: 99%

Risk Information Seeking and Processing Model

2014

Encyclopedia of Health Communication

View full text Add to dashboard Cite

“…Beyond that, Robson and Robinson (2013) argue that information behavior also includes communication and provision of information and communication between information users and information providers. In online communities, users act as information consumers and providers at the same time.…”

Section: Theoretical Considerations and Conceptual Frameworkmentioning

confidence: 99%

Knowledge generation in online forums: a case study in the German educational domain

Griesbaum

Mahrholz

Kiedrowski

et al. 2015

Aslib Journal of Information Management

View full text Add to dashboard Cite

Purpose – The purpose of this paper is to get a first approximation of the usefulness of online forums with regard to information seeking and knowledge generation. Design/methodology/approach – This study captures the characteristics of knowledge generation by examining the pragmatics and types of information needs of posted questions and by investigating knowledge related characteristics of discussion posts as well as the success of communication. Three online forums were examined. The data set consists of 55 threads, containing 533 posts which were categorized manually by two researchers. Findings – Results show that questioners often ask for personal estimations. Information needs often aim for actionable insights or uncertainty reduction. With regard to answers, factual information is the dominant content type and has the highest knowledge value as it is the strongest predictor with regard to the generation of new knowledge. Opinions are also relevant, but in a rather subsequent and complementary way. Emotional aspects are scarcely observed. Overall, results indicate that knowledge creation predominantly follows a socio-cultural paradigm of knowledge exchange. Research limitations/implications – Although the investigation captures important aspects of knowledge building processes, the measurement of the forums’ knowledge value is still rather limited. Success is only partly measurable with the current scheme. The central coding category “new topical knowledge” is only of nominal value and therefore not able to compare different kinds of knowledge gains in the course of discussion. Originality/value – The investigation reaches out beyond studies that do not consider that the role and relevance of posts is dependent on the state of the discussion. Furthermore, the paper integrates two perspectives of knowledge value: the success of the questioner with regard to the expressed information need and the knowledge building value for communicants and readers.

show abstract

Building on models of information behaviour: linking information seeking and communication

Abstract: This is the unspecified version of the paper.This version of the publication may differ from the final published version. Permanent repository link:

Cited by 144 publications

References 42 publications

Les compétences informationnelles des étudiants à l’heure du Web 2.0 : proposition d’un modèle pour baliser les formations

Les compétences informationnelles des étudiants à l’heure du Web 2.0 : proposition d’un modèle pour baliser les formations

Risk Information Seeking and Processing Model

Knowledge generation in online forums: a case study in the German educational domain

Contact Info

Product

Resources

About