The information behaviours of disadvantaged and disengaged adolescents

Abstract

Purpose: To better understand adolescent information behaviours in disadvantaged and disengaged circumstances, and explore issues of social integration.Design/methodology: Interdisciplinary theoretical framework bringing together theories of information behaviour with theories of social capital. Mixed method design incorporating observation, semi-structured interviews, and focus group conducted in areas of multiple deprivations. ParticipantsÕ young people aged 16-19 not in education, employment or training (NEET); and their support workers.Findings: Heightened access and internalised behavioural barriers found beyond those common to the general adolescent population, the former influenced by technology and literacy issues, the latter by social structures and norms. There is evidence suggestive of deception, risk-taking, secrecy, and situational relevance in information behaviors, and a reliance on bonding social capital characteristically exclusive and inward facing. Low levels of literacy and self-efficacy are significant interrelated issues, with NEET youth dependent upon support workers when seeking and processing information, and demonstrating passive non-motivated information behaviours often abandoned.Research limitations/implications: no claims to statistical significance or generalizability made. Further action oriented research recommended balancing the needs for further understanding with the needs for immediate intervention (and placing emphasis on influencing information behaviors). Practical implications:Remedial literacy education recommended as an immediate priority for public and third sector agencies. Originality/value: Evidences and draws attention to understudied and enduring information poverty issues of significant societal concern potentially consigning a significant proportion of the youth population to a stratified and disengaged existence within an impoverished (small) information world.

The Social Relativity of Digital Exclusion: Applying Relative Deprivation Theory to Digital Inequalities

“…Asgari et al (2010) showed that it is indeed long-term interactions with similar others that drive similarity comparisons. Recent research with disadvantaged individuals that use social capital and network theory to predict who people are likely to socialize and interact with shows their networks are predominantly made up of strong ties (Buchanan & Tuckerman, 2016;DiMaggio & Garip, 2012). By observing the behavior of these familiar, close others, individuals learn which outcomes are (un)achievable.…”

Developing health information literacy in disengaged at-risk populations

“…All felt that they would beneft from IL training, and are only 'somewhat' confident in their own abilities to develop IL skills in their clients. Consequntly, there is limited evidence of transitions to independent information seeking in clients, or underpinning pedagogical practices to achieve such goals, supporting previous findings in similar disadvantaged and dependent circumstances (Buchanan and Tuckerman, 2016;Buchanan et al, 2018). Our findings support previous reports of low IL in nurses (e.g.…”

“…Two recent information behaviour studies amongst at-risk populations (Buchanan and Tuckerman, 2016;Buchanan et al, 2018a) have contributed to our understanding of IL in the everyday context, and provided direction for this current work. Buchanan and Tuckerman (2016) in a study of adolescent information behaviours in disadvantaged and disengaged circumstances, worked with UK young people aged 16-19 not in education, employment or training (NEET), and their support workers. NEET youth are an at-risk group as delinquency rates are higher than peers, as is the prevelance of substance abuse and mental health issues (O'Dea et al, 2014;Princes Trust, 2014).…”

Identity in Information Behaviour Research: A Conceptual Analysis

“…Identity as personal project, identity and social groups, and identity as self-presentation were the three most common conceptualizations of identity. Studies that conceptualized identity as personal project focused on how individual's information behaviours (including search and information avoidance) supported and reflected their self-perception and expression (Buchanan & Tuckerman 2016;Meyers 2009). Conceptually, identity as personal project shared much in common with identity as self-presentation; however, while the information behaviours associated with personal identity were largely focused on learning more about, or seeking a reflection of, the self, information behaviours associated with self-presentation were largely focused on using information as a way to display one's identity to others (AL Omar & Cox 2016;Bronstein 2013).…”