Emotion, information, and cognition, and some possible consequences for library and information science

Thellefsen, Torkild; Thellefsen, Martin; Sørensen, Bent

doi:10.1002/asi.22858

Cited by 11 publications

(11 citation statements)

References 24 publications

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“…These intimations of coherence also produce: Intimations of meaning (thoughts‐uncertainty) (Polanyi, , p. 13), which leads to: A hypothesis set indicating alternative meaning interpretations. The number of hypotheses in the set is, at first, large, creating a feeling of unease‐uncertainty (Thellefsen et al., 2013, p. 1740). Second, “an integration” of the heretofore disparate particulars/elements of the proximal term into “a coherent entity to which we are attending” (Polanyi, , p. 18; see also Prosch, , p. 70).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The shifting roles of emotion, information, and previous knowledge in the creation of new knowledge or meaning is given by Thellefsen et al. (, pp. 1739–1740) in a conceptual example of a man identifying a dot on the horizon coming toward him in three stages.…”

Section: Literature Reviewmentioning

confidence: 99%

“…And, finally, in the third stage, when the spot is recognized as the neighbor's nice and friendly dog named Jake, the man's “knowledge system” is the dominant component in the meaning‐creation process. However, there is still an emotion component attached to the man's meaning‐creation process even in this final, knowledge‐dominant third stage because “the feeling [of unease] … evolve[s] into a state of joy when we explicitly come to think about Jake” (Thellefsen et al., , p. 1741). Yan and Davison (, p. 1146) state that there is an increase in “flow,” which they define as the person operating “at full capacity” when they are in a “dynamic equilibrium” (Nakamura & Csikszentmihalyi, , p. 90) (see also Feist, ; Guo & Klein, ; Hoffman & Novak, ; Koufaris, ).…”

Section: Literature Reviewmentioning

confidence: 99%

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The end game inKuhlthau'sISP Model: Knowledge construction for grade 8 students researching an inquiry‐based history project

Cole

Beheshti

Abuhimed

et al. 2015

Asso for Info Science & Tech

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This article reports on a field study of the information behavior of Grade 8 students researching an inquirybased class history project. Kuhlthau's 7-stage Information Search Process (ISP) model forms the conceptual framework for the study. The aim of the study was to define an end game for the ISP model by answering the following question: How do the student participants' feelings, thoughts, and information behavior lead to the construction of new knowledge? Study findings tentatively indicate that knowledge construction results from an iterative process between the student and information, which can be divided into 3 phases. In the first phase, the students formulate questions from their previous knowledge to start knowledge construction; in the second phase, newly found topic information causes students to ask questions; and in the third phase, the students answer the questions asked by this newly found topic information. Based on these results and Kuhlthau's own ISP stage 7 assessment definition of the ISP model end game, we propose a model of knowledge construction inserted as an extra row in the ISP model framework. IntroductionThis article reports on the findings of a field study of the feelings, thoughts, and actions of 10 Grade 8 students as they seek, find, and use information for an inquiry-based class history project. The conceptual framework for the study is Kuhlthau's (1993b) Information Search Process (ISP) model, one of the most cited information-seeking models in information science over the last 20 years (Blessinger & Hrycaj, 2010;Levitt & Thelwall, 2009;Whitmire, 1999). The ISP model is a middle-range model (see Chatman, 1996, p. 19, note 1) devoted to describing and predicting the information-seeking behavior of one group of information users: students researching an inquiry-based school assignment.The originality of the ISP model is that it divides the student's construction of the school assignment into six stages, thus linking the student's information need and consequent information seeking and use to the concept of temporality (Beheshti, Cole, Abuhimed, & Lamoureux, 2015). In this temporal approach, the student feels, thinks, and seeks information differently depending on the stage of his ISP. At its conception, the ISP model's temporal conceptualization of information need, seeking, and use was in contrast to the prevailing model of information need as a static state of mind (Bates, 1989). The second innovation of the ISP model is that it describes the role of the student's feelings, thoughts, and actions in (a) constructing the school assignment and (b) directing the student's information-seeking behavior to effectuate this construction. There is a content side to information, but there is a procedural side to it as well-the perceptual and cognitive mechanisms that lead to the construction of new knowledge.The aim of the study reported on in this article is to extend the Kuhlthau ISP model by investigating how a study group of Grade 8 students' feelings, thoughts, and information behavi...

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

The end game inKuhlthau'sISP Model: Knowledge construction for grade 8 students researching an inquiry‐based history project

Cole

Beheshti

Abuhimed

et al. 2015

Asso for Info Science & Tech

View full text Add to dashboard Cite

show abstract

“…(See Thellefsen, Thellefsen, and Sørensen [2013] and Sørensen, Thellefsen, and Thellefsen [2014] for further elaboration on these concepts.) Understanding emotion as firstness entails that "an emotion of the mind is real, in the sense that it exists in the mind whether we are distinctly conscious of it or not.…”

Section: Emotion Information and Cognitionmentioning

confidence: 99%

“…The first, "Emotion, Information, and Cognition and Some Possible Consequences for Library and Information Science" (Thellefsen, Thellefsen, & Sørensen, 2013), concerned two aspects: the meaning-creation process and the communication of meaning. We successively argued in favor of a semiotic-inspired information concept, that information always causes emotional effects, and that interpreted information is to be considered knowledge.…”

Section: Introductionmentioning

confidence: 99%

The Fallacy of the Cognitive Free Fall in Communication Metaphor: A Semiotic Analysis

Thellefsen¹,

Thellefsen²,

Sørensen³

2015

lib

Self Cite

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This paper is a theoretical analysis of the cognitive free-fall metaphor, used within the cognitive view, as a model for explaining the communication process between a generator and a receiver of a message. Its aim is to demonstrate that the idea of a cognitive free fall taking place within this communication process leads to apparent theoretical paradoxes, partly fostered by unclear definitions of key information-science concepts-namely, tokens, signs, information, and knowledge and their interrelatedness-and a naïve theoretical framework. The paper promotes a semiotically inspired model of communication that demonstrates that what takes place in communication is not a cognitive free fall, but rather a fall from a pragmatic level of knowing or knowledge to a level of representation or information. The paper further argues that the communication process more ideally can be expressed as a complex interrelation of emotion, information, and cognition.

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The uses of phenomenology and phenomenography: A critical review

Cibangu

Hepworth

2016

Library & Information Science Research

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Emotion, information, and cognition, and some possible consequences for library and information science

Cited by 11 publications

References 24 publications

The end game inKuhlthau'sISP Model: Knowledge construction for grade 8 students researching an inquiry‐based history project

The end game inKuhlthau'sISP Model: Knowledge construction for grade 8 students researching an inquiry‐based history project

The Fallacy of the Cognitive Free Fall in Communication Metaphor: A Semiotic Analysis

The uses of phenomenology and phenomenography: A critical review

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