Powerpoint Slides Letitia

INFORMATION SEEKING INFORMATION SEEKING BEHAVIOUR OF THE BEHAVIOUR OF THE

YOUTHYOUTH

BELLVILLE PUBLIC LIBRARYBELLVILLE PUBLIC LIBRARY

BY: LETITIA LEKAYBY: LETITIA LEKAY

92366729236672

1PRESENTATION, Sep 15, 2009

CONTENTCONTENT• IntroductionIntroduction• Defining InformationDefining Information• Information NeedsInformation Needs• Information Seeking BehaviourInformation Seeking Behaviour• Youth and Information Seeking BehaviourYouth and Information Seeking Behaviour• What are the Issues?What are the Issues?• Information Seeking Behaviour of the Youth at Bellville Information Seeking Behaviour of the Youth at Bellville

Public LibraryPublic Library• FindingsFindings• Recommendations/ConclusionRecommendations/Conclusion• Annexure (Tables of Questionnaires)Annexure (Tables of Questionnaires)

2Presentation Sep 15, 2009

IntroductionIntroduction

• The concept defining information, information needs, The concept defining information, information needs, information seeking and information use have information seeking and information use have undergone significant evolution since they were first undergone significant evolution since they were first introduce (Ikoja-Odongo and Mostert, 2006:1).introduce (Ikoja-Odongo and Mostert, 2006:1).

• This essay will attempt to define information, This essay will attempt to define information, information seeking behaviour and information needs. information seeking behaviour and information needs. Youth information seeking behaviour will be covered in Youth information seeking behaviour will be covered in this essay. A breakdown of the questionnaires will be this essay. A breakdown of the questionnaires will be focused on. The questionnare was taken from (Abajoye focused on. The questionnare was taken from (Abajoye and Tella,2007:1303)and Tella,2007:1303)

3Presentation, 15 September 2009

IntroductionIntroduction

• This essay reports, the behaviour of youth This essay reports, the behaviour of youth seeking information in the public library.seeking information in the public library.

• The research took place at Bellville public The research took place at Bellville public library, where questionnaires issued to young library, where questionnaires issued to young people who visited the library.people who visited the library.

• The behaviour of young people was observed as The behaviour of young people was observed as they were seeking information.they were seeking information.

• Of the 30 questionnaires that were issued 90% Of the 30 questionnaires that were issued 90% completed and returned. completed and returned.

• Three (10% did not respond).Three (10% did not respond).4Presentation, Sep 15, 2009

Defining InformationDefining Information

·· The term information is defined, understood The term information is defined, understood and interpreted differently across a vast ray and interpreted differently across a vast ray of disciplines (Ikoja-Odongo and Mostert, of disciplines (Ikoja-Odongo and Mostert, 2006:146).2006:146).

·· Information as a property of matter, any Information as a property of matter, any message, document, or information resource, message, document, or information resource, any publicly available symbolic material, or any publicly available symbolic material, or any data (Smith, 1989)any data (Smith, 1989)

·· The Oxford English dictionary describes it The Oxford English dictionary describes it as knowledge communicated concerning some as knowledge communicated concerning some particular fact, subject or event.(1995:698)particular fact, subject or event.(1995:698)

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Defining InformationDefining Information

• Mcreadle and Rice (1999:46) provide a very conscise Mcreadle and Rice (1999:46) provide a very conscise overview of the current concepts defining information, overview of the current concepts defining information, namely 4namely 4

• Information as commodity/resourceInformation as commodity/resource• Information as data in the environmentInformation as data in the environment• Information as representation of knowledgeInformation as representation of knowledge

6Lecture-7, Sep 9, 2009

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Information NeedsInformation Needs• The field of information seeking behaviour The field of information seeking behaviour

in formation science can broadly be defined in formation science can broadly be defined as that which is concerned with determining as that which is concerned with determining user’s information needs, searching user’s information needs, searching behaviour from subsequent use of behaviour from subsequent use of information (Ikoja-Odongo-Mostert information (Ikoja-Odongo-Mostert 2006:145).2006:145).

• Kuhlthau (1993) states that an Kuhlthau (1993) states that an information need is a requirement information need is a requirement that deprives people that deprives people

7Presentation, Sep 15, 2009

Information NeedsInformation Needs

• Into information seeking. An information Into information seeking. An information need evolves from an awareness of need evolves from an awareness of something missing,which necessitates the something missing,which necessitates the seeking of information that might contribute seeking of information that might contribute to understanding and meaning. to understanding and meaning.

• Mackay and Taylor (1968) describes the four Mackay and Taylor (1968) describes the four levels of Information Needslevels of Information Needs

• Visceral needVisceral need

• Conscious needConscious need


Information NeedsInformation Needs

• Formalized needsFormalized needs• Comprised needsComprised needs• Kuhlthau and Kebede (1991,2000) states Kuhlthau and Kebede (1991,2000) states

satisfying information need is a dynamic process satisfying information need is a dynamic process during which absorbed knowledge may lead to during which absorbed knowledge may lead to renew information needs.renew information needs.


Information Seeking BehaviourInformation Seeking Behaviour

• Studies in information seeking behaviour stem Studies in information seeking behaviour stem from concerns surroundings how people use from concerns surroundings how people use information in their work environments. information in their work environments. Information seeking behaviour arises as Information seeking behaviour arises as consequence of a need perceived by the consequence of a need perceived by the information user, who in order to satisfy it, information user, who in order to satisfy it, makes demands upon formal or informal makes demands upon formal or informal sources or services, resulting in either success sources or services, resulting in either success or failure (Wilson, 1999:251).or failure (Wilson, 1999:251).

• A model produced by (Wilson, 1981:55) A model produced by (Wilson, 1981:55) explained in the field of information behaviour is explained in the field of information behaviour is perceived as a set of “nested” models bound perceived as a set of “nested” models bound togethertogether



• By dependency on one another and by By dependency on one another and by increasing concern, as we move to deeper increasing concern, as we move to deeper levels, with finer and finer details in human levels, with finer and finer details in human information seeking and searching information seeking and searching behaviour.behaviour.


• Three elements of information seeking Three elements of information seeking behaviour by Wilson (1997)behaviour by Wilson (1997)

• Information drive is neededInformation drive is needed

• Factors Factors

• ProcessProcess



Youth and Information Seeking Youth and Information Seeking BehaviourBehaviour

• Youth information seeking behaviour was Youth information seeking behaviour was done since the 1980’sdone since the 1980’s

• Teachers and librarians mostly did itTeachers and librarians mostly did it

• Recent research on youth information Recent research on youth information seeking beahviours is nearly ubiguitous seeking beahviours is nearly ubiguitous conflation of all youth into identities, and conflation of all youth into identities, and nearly all actions reduced to skill (Chelton nearly all actions reduced to skill (Chelton and Cool, 2007:14).and Cool, 2007:14).


What are the issues?What are the issues?

• Shenton and Dixon (2004:177) describes the following Shenton and Dixon (2004:177) describes the following isues:isues:

• Problems resulting from the nature of the needProblems resulting from the nature of the need• Frustration emerging from use of the information sourcesFrustration emerging from use of the information sources


Information Seeking Information Seeking Behaviour:Bellville P.LBehaviour:Bellville P.L

• Information seeking behaviour of young were done by Information seeking behaviour of young were done by issuing out questionnaires as well as observation.issuing out questionnaires as well as observation.

• Recent observation research done at Bellville P.L. has Recent observation research done at Bellville P.L. has revealed a variety of patterns of “how” and “what” young revealed a variety of patterns of “how” and “what” young people ask, as well as the different types of sources that people ask, as well as the different types of sources that are used.are used.

• Overwhelming response;Overwhelming response;• Response was positiveResponse was positive• Questionnaire was taken from a case study done at a Questionnaire was taken from a case study done at a

Public Library in the United Kingdom (Marcella and Public Library in the United Kingdom (Marcella and Baxter, 1999:159);Baxter, 1999:159);

• 90% of questionnaires were returned90% of questionnaires were returned



• Three participants who did not returned their Three participants who did not returned their questionnaires, gave the following reasons:questionnaires, gave the following reasons:

• Language was a barrierLanguage was a barrier• Lack of interestLack of interest• Busy with school projects did not want to be disturbedBusy with school projects did not want to be disturbed• 64% of the sum females responded to the questionnaire64% of the sum females responded to the questionnaire• 50% of the sum total questionnaires were 50% of the sum total questionnaires were

students/learnersstudents/learners• Majority of respondents present looking for information Majority of respondents present looking for information

dealing with their school projectsdealing with their school projects



• The researcher asked questions such as: The researcher asked questions such as: • What kind of information are you looking for?What kind of information are you looking for?• Where else did you go, before you came to the library?Where else did you go, before you came to the library?• Information seeking questions from the youthInformation seeking questions from the youth• Where can I find information on atomic bombs?Where can I find information on atomic bombs?• Most youngsters cams straight to the librarian on the Most youngsters cams straight to the librarian on the

main/lending floormain/lending floor• Librarian will search on PALS (Public Access Library Librarian will search on PALS (Public Access Library

Service)Service)• User seldom use the catalogue on their ownUser seldom use the catalogue on their own



• Users go straight to the bookshelvesUsers go straight to the bookshelves• Users make use of the cabinet in Reference sectionUsers make use of the cabinet in Reference section• Other information were:Other information were:• Common lawCommon law• Social securitySocial security• Job seekingJob seeking


FindingsFindings

• Most youngsters that seek information go straight to the Most youngsters that seek information go straight to the librarian;librarian;

• Other sources of information were Internet books, Other sources of information were Internet books, newspapers, magazines .newspapers, magazines .

• Most youngsters used the computers for Face Book, Most youngsters used the computers for Face Book, Google search, Jobs on-line and High 5;Google search, Jobs on-line and High 5;

• Most youngsters not interest to search information on Most youngsters not interest to search information on library catalogue;library catalogue;

• Faster when they go straight to the librarian;Faster when they go straight to the librarian;• Parents accompanied youngstersParents accompanied youngsters• Users took immediately that was offered to them, be it a Users took immediately that was offered to them, be it a

book or a magazinebook or a magazine• Wilsons’ “nested” modelWilsons’ “nested” model


Recommendations/conclusionRecommendations/conclusion• Librarians must be able to give literacy programmes on a Librarians must be able to give literacy programmes on a

quarterly or half-yearly basis;quarterly or half-yearly basis;• Librarians should become more actively involved with Librarians should become more actively involved with

the youth, who requires assistance;the youth, who requires assistance;• Their should be interactive participation at the computer Their should be interactive participation at the computer

when the youth search for information;when the youth search for information;• No idea of key words;No idea of key words;• More databases should be available for the youth;More databases should be available for the youth;• Current academic journals are necessaryCurrent academic journals are necessary• Results show that the questions asked about information Results show that the questions asked about information

seeking were not sufficient to show information seeking were not sufficient to show information behaviour. The work which addressed both dimensions behaviour. The work which addressed both dimensions have formed a starting point for the investigation of have formed a starting point for the investigation of generic issues,generic issues,


Recommendations/conclusionRecommendations/conclusion• Such as problems that typically affect users (youth), Such as problems that typically affect users (youth),

regardless of the source employed or patterns of regardless of the source employed or patterns of behaviour that tend to emerge across a diversity of forms behaviour that tend to emerge across a diversity of forms of information seeking.of information seeking.


Thank you!Thank you!


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