Public Librarians as Public Librarians as Users of InformationUsers of Information

Kuhlthau’s ISP and the Public Kuhlthau’s ISP and the Public LibrarianLibrarian

LI810 Erika ZeitzLI810 Erika Zeitz

Research AimsResearch Aims

Examine how public reference librarians respond Examine how public reference librarians respond to patron queries. to patron queries.

Not intended to entirely replicate Kuhlthau’s Not intended to entirely replicate Kuhlthau’s (1999) longitudinal study of an information (1999) longitudinal study of an information worker, it hopes to build on it worker, it hopes to build on it

Most literature focuses on those served by Most literature focuses on those served by librarians. It is hoped this work would be an aid librarians. It is hoped this work would be an aid to the profession in two ways: helping to to the profession in two ways: helping to enhance public services, and adding to the body enhance public services, and adding to the body of work on cognitive processes as well.of work on cognitive processes as well.

The Information Search The Information Search Process: a quick reviewProcess: a quick review

Kuhlthau (1993):Kuhlthau (1993): Built on constructivist theories, especially Built on constructivist theories, especially

Kelly, 1963: phases of construction and Kelly, 1963: phases of construction and Taylor, 1968: levels of need.Taylor, 1968: levels of need.

Examination of thoughts and feelings during Examination of thoughts and feelings during research process.research process.

Research done on students.Research done on students.

Kuhlthau continuedKuhlthau continued

1. Task Initiation: preparing for a topic, 1. Task Initiation: preparing for a topic, feeling apprehensive and uncertain.feeling apprehensive and uncertain.

2. Topic Selection: considering & 2. Topic Selection: considering & choosing topic, some elation, some choosing topic, some elation, some confusion.confusion.

3. Prefocus Exploration: investigating 3. Prefocus Exploration: investigating information: inability to express precise information: inability to express precise information needed, confusion.information needed, confusion.

Kuhlthau continuedKuhlthau continued

4. Focus Formulation: focus on topic from 4. Focus Formulation: focus on topic from information gathered, insight and information gathered, insight and optimism.optimism.

5. Information Collection: gathering 5. Information Collection: gathering material that relates to focus, organizing, material that relates to focus, organizing, confidence.confidence.

6. Search closure: information search is 6. Search closure: information search is over, resources exhausted, satisfaction or over, resources exhausted, satisfaction or disappointmentdisappointment

Background (literature Background (literature review)review)

Prior research tends to focus on patron as Prior research tends to focus on patron as information user.information user.

Librarians use information too.Librarians use information too. Especially public librarians engaged in Especially public librarians engaged in

reference work.reference work.

Literature Review Literature Review

Non Librarians and Librarians in Non Librarians and Librarians in the Information Search Processthe Information Search Process

A little bit about cognition theory and A little bit about cognition theory and library and information sciencelibrary and information science

Kuhlthau & constructivist perspectiveKuhlthau & constructivist perspective Response to systems studies:Response to systems studies:

LIS studies tended to be focused on LIS studies tended to be focused on thingsthings:: Materials (books), sources (reference works), information Materials (books), sources (reference works), information

retrieval systems (OPACs, etc).retrieval systems (OPACs, etc). (still useful, but…)(still useful, but…)

Adding the human element:Adding the human element: Thought processes (cognition)Thought processes (cognition) Emotions (psychology)Emotions (psychology)

We’re human, we seek informationWe’re human, we seek information

Kuhlthau’s model: learning process (how we relate Kuhlthau’s model: learning process (how we relate to information providers) is best explained by to information providers) is best explained by constructivist theories.constructivist theories.

Kelly (1963): Personal Construct Theory:Kelly (1963): Personal Construct Theory:--personal--personal--phases marked by emotional states:--phases marked by emotional states:

Confusion< New Experience; More confusion< not Confusion< New Experience; More confusion< not enough information; Tentative hypothesis< enough information; Tentative hypothesis< direction; Testing & assessing< possible direction; Testing & assessing< possible outcome; Reconstructing< assimilating new outcome; Reconstructing< assimilating new construct.construct.

Perception is essential to learningPerception is essential to learning

Bruner (1973): Interpretive TaskBruner (1973): Interpretive Task

-- absolutely no positivism—we are all -- absolutely no positivism—we are all interpreting as we learn.interpreting as we learn.

--from individual’s perspective and perceptions:--from individual’s perspective and perceptions: Perception—encountering something new; selection—Perception—encountering something new; selection—

recognizing patterns; inference—joining clusters and recognizing patterns; inference—joining clusters and categories; prediction—going beyond information given; categories; prediction—going beyond information given; action—creating products of the mindaction—creating products of the mind

Literature Review Literature Review Information Workers:Information Workers:

Non-LibrariansNon-Librarians

Kulthau, C.C. (1999).

The Role of Experience in the Information Search Process of an Early Career Information Worker: Perceptions of Uncertainty, Complexity, Construction, and Sources. Journal of the American Society for Information Science, v. 50. pp.399-412.

Literature Review, Literature Review, Non-Librarians continuedNon-Librarians continued

Choo, C.W., Detlor, B. & Turnbull, D. (1999). Information Seeking on the Web—An Integrated Model of Browsing and Searching. ASIS Annual Meeting Contributed Paper. http://choo.fis.utoronto.ca/FIS/ResPub/asis99/default.html

Cole, C. and Kuhlthau, C.C. (2000). Information and Information Seeking of Novice Versus Expert Lawyers: How experts add value. New Review of Information Behaviour Research, v.1, pp. 103-115

Literature Review, Non-Literature Review, Non-Librarians continuedLibrarians continued

Duff, W. and Johnson, C.A. (2002). Accidentally Found On Purpose: Information-seeking behavior of historians in archives. Library Quarterly, v. 72, p.472-498.

Literature Review: What about Literature Review: What about Librarians?Librarians?

C’mon…we’re users too!C’mon…we’re users too!

Librarians continued:Librarians continued:

Budd, J. (2001). Information Seeking in Theory Budd, J. (2001). Information Seeking in Theory and Practice: Rethinking public services in and Practice: Rethinking public services in libraries. libraries. Reference & User Services QuarterlyReference & User Services Quarterly, , v. 40, no. 3 pp. 256-263v. 40, no. 3 pp. 256-263 Explores dialogic communication theory proposed by Explores dialogic communication theory proposed by

M.M. Bakhtin.M.M. Bakhtin. Phenomenological approach to communication.Phenomenological approach to communication.

Librarians, continuedLibrarians, continued

Dewdney, P. & Ross, C. S. (1994)Dewdney, P. & Ross, C. S. (1994) Focus on the user’s experience in the reference Focus on the user’s experience in the reference

interview.interview. Note, however, user’s impression of what a Note, however, user’s impression of what a

professional librarian looked like.professional librarian looked like.

Auster, E. et al. (2004)Auster, E. et al. (2004) Study of over 700 reference libraries in public Study of over 700 reference libraries in public

libraries.libraries. Focus on professional development opportunities.Focus on professional development opportunities.

Librarians, continuedLibrarians, continued

Kirton, J. & Barham, L. (2005)Kirton, J. & Barham, L. (2005) Literature review of Literature review of information literacyinformation literacy

needs in the work place.needs in the work place. Role of the special library (specific to Role of the special library (specific to

organization).organization). Comparison of role librarians have with Comparison of role librarians have with

students to relationship of librarians with students to relationship of librarians with colleagues in an organization.colleagues in an organization.

Librarians, continued:Librarians, continued:

Radford, M. (1996, 1998)Radford, M. (1996, 1998) Studies in academic library settingsStudies in academic library settings

Communication studies, not ISP in particular.Communication studies, not ISP in particular. Non-verbal aspects (i.e. what is involved in approaching a Non-verbal aspects (i.e. what is involved in approaching a

reference librarian)reference librarian)

Murphy, S. (2005)Murphy, S. (2005) Librarian-user interaction as “narrative.”Librarian-user interaction as “narrative.”

Hermeneutic theory: understanding and interpretation Hermeneutic theory: understanding and interpretation required.required.

Compares reference with medicine.Compares reference with medicine.

Yet more librarians…Yet more librarians…

Campbello et.al. (2005):Campbello et.al. (2005): Examine school librarians and information literacy.Examine school librarians and information literacy. ““An information-literate person must master the abilities An information-literate person must master the abilities

needed to perform the search process,” (p.37).needed to perform the search process,” (p.37). Undergraduates (96 students)Undergraduates (96 students) in a LIS program in Brazilin a LIS program in Brazil

““future mediators of information…” (p.39)future mediators of information…” (p.39) Participants looked at assignment completed as part of their LIS Participants looked at assignment completed as part of their LIS

program.program. Future librarians may not be fully prepared to do research…Future librarians may not be fully prepared to do research…

(p.49)(p.49)

Hey what about public librarians…Hey what about public librarians…

We got cognition and affect, too!We got cognition and affect, too!

Measuring Measuring Expert LibrariansExpert Librarians

Use measure of self-efficacy (Tella et al, Use measure of self-efficacy (Tella et al, 2005).2005).

Ask managers to identify “top performers.”Ask managers to identify “top performers.” Reflect RUSA (2003) competencies:Reflect RUSA (2003) competencies:

http://www.ala.org/ala/rusa/rusaprotools/referhttp://www.ala.org/ala/rusa/rusaprotools/referenceguide/professional.htmenceguide/professional.htm

(at the top is Responsiveness--to user needs)(at the top is Responsiveness--to user needs)

Interview QuestionsInterview Questions

Think of one of your most challenging user Think of one of your most challenging user interactions.interactions. What made it challenging?What made it challenging?(I’ll be trying to see if it’s the question, the patron or the (I’ll be trying to see if it’s the question, the patron or the

way the question is posed).way the question is posed). What sources did you use to answer it?What sources did you use to answer it? How did you determine user satisfaction?How did you determine user satisfaction? Describe your own sense of how the transaction went Describe your own sense of how the transaction went

from start to finish. from start to finish. (e.g. were you happy? Confused? Did the (e.g. were you happy? Confused? Did the outcome bring a sense of relief) (I won’t feed these words, outcome bring a sense of relief) (I won’t feed these words, though)though)

Kuhlthau’s MethodologyKuhlthau’s Methodology

Kuhlthau (1993) “Making inferences about Kuhlthau (1993) “Making inferences about the reasoning behind an act by merely the reasoning behind an act by merely observing the act is inadequate.” (observing the act is inadequate.” (Seeking Seeking MeaningMeaning, p.79)., p.79). Qualitative, longitudinal, field work to focus on Qualitative, longitudinal, field work to focus on

the user’s experience.the user’s experience.

My MethodologyMy Methodology

Seek out & find expert/professional Seek out & find expert/professional reference librarians in public librariesreference librarians in public libraries

Interview or observe?Interview or observe? InterviewInterview

Pro: Direct contact, deeper communicationPro: Direct contact, deeper communication Con: I might not be a good interviewer…Con: I might not be a good interviewer…

Methodology continuedMethodology continued

Observation:Observation: Pro: Natural setting, if unobtrusive can see Pro: Natural setting, if unobtrusive can see

some interesting interactionssome interesting interactions Con: Says nothing about cognitive process.Con: Says nothing about cognitive process.

Timeline: assume a year for a Timeline: assume a year for a thesisthesis

Nov-Dec 2006: Iron out kinks in proposalNov-Dec 2006: Iron out kinks in proposal Dec-Jan 2007: Get final approval. Start getting Dec-Jan 2007: Get final approval. Start getting

approval from subjects.approval from subjects. Jan-March: Conduct InterviewsJan-March: Conduct Interviews March-April: Start analyzing materialMarch-April: Start analyzing material April-July: Write, rewrite, writeApril-July: Write, rewrite, write Mid-late-July: Summer breakMid-late-July: Summer break August-October: Write final draft and present.August-October: Write final draft and present.

Research questions that may Research questions that may translate into interview or translate into interview or questionnaire questions:questionnaire questions:

--who are the expert reference librarians? --what kind of time frame makes someone an

expert or especially skilled? --what kind of education would an expert

reference librarian need for work in a public library?

Example (mine)Example (mine)

Readers advisory challenge:Readers advisory challenge: Parent says child hates to read, but needs a Parent says child hates to read, but needs a

good book for school.good book for school. Info-pro-to-be (IPTB) asks questions: what Info-pro-to-be (IPTB) asks questions: what

does child like to do? (sports) Is there does child like to do? (sports) Is there anything child liked to read recently at all? anything child liked to read recently at all? What’s child’s reading level? Above, below or What’s child’s reading level? Above, below or at grade-level?at grade-level?

Hands sports fiction to child who pages Hands sports fiction to child who pages through it listlessly and hands it back.through it listlessly and hands it back.

ISP of Info-Pro-to-beISP of Info-Pro-to-be(IPTB)(IPTB)

Task Initiation: user Task Initiation: user needs book, IPTB needs book, IPTB needs help!needs help!

Topic selection: Topic selection: helped by asking helped by asking questionsquestions

Prefocus: Grade Prefocus: Grade level? Sports?level? Sports?

Uncertain, need to ask Uncertain, need to ask questions, anxious to questions, anxious to please.please.

Still uncertain, wonder if Still uncertain, wonder if these are the right these are the right questions.questions.

Thinking of possibilities, a Thinking of possibilities, a little more positive in little more positive in outlookoutlook

ISP of IPTB continued…ISP of IPTB continued…

Focus formulation: Focus formulation: pick out a book…pick out a book…

Information Information Collection: Both user Collection: Both user and IPTBand IPTB

Optimistic that Optimistic that material might be material might be right for user.right for user.

User looks through User looks through material, IPTB looks material, IPTB looks at user. Initial at user. Initial confidence gives way confidence gives way to frustration (not to frustration (not expressed!)expressed!)

ISP of IPTB continued…ISP of IPTB continued…

Search Closure: NoneSearch Closure: None Perhaps need to ask Perhaps need to ask

new questions.new questions. Mediation might be Mediation might be

required.required.

IPTB realizes that IPTB realizes that process needs to start process needs to start again. Not happy, but again. Not happy, but feels determined…feels determined…

What’s next?What’s next?

More focusingMore focusing Decide on methodology and questionsDecide on methodology and questions

Librarian in relation to userLibrarian in relation to user Librarian in relation to questionLibrarian in relation to question Or is there some way to look at both?Or is there some way to look at both?