The Archive Pinball Model Cheryl Bemiss, Lottie Duey

Running head: The Archive Pinball Model

1

The Archive Pinball Model

Cheryl Bemiss, Lottie Duey, Haley Songchild, Paul Naxer

Emporia State University


2


Introduction

Many information search process models exist that explain the complexities inherent in a

typical search performed in traditional libraries. Models such as Bates Berrypicking [sic] and

Kuhlthau’s Information Seeking Process (ISP) Models provide a useful and meaningful basis to

help librarians in the diagnosis and prescription of the average user. However, these same models

break down quickly when taken out of their intended environment and placed in archive

libraries. Many of the conventional tools, rules, and procedures are alien to researchers entering

an archive for the first time. The established models, while less useful to this specific scenario,

are the basis for the Archive Pinball Model. The Archive Pinball Model will demonstrate the

various paths patrons take physically and emotionally in an archive. These paths will show the

difficulty levels patrons encounter when using an archive and whether or not they succeed with

their inquiry. This model’s superiority stems from its flexibility as the reader can restructure it

according to their specific archive.

A need for such a model originates from a more systemic problem in information science:

how to work with patrons to increase usage and search success. The need to incorporate this train

of thought into the archival setting has been evident for many years. Freeman (1984) said it well;

“…the identity and the research habits of our users—who they are, how they think, how they

learn, how they assemble information, to what uses they put it—must become as familiar a part

of our thinking as the rules of order and practice…” (p. 111). This statement becomes more

pertinent in the archival setting, because the tradition of focusing on the materials has frequently

overlooked the needs of users. Freeman (1984) goes on to state that the archival paradigm must

switch from a material centered model to a client centered model.


3

More recent scholarship suggests that reference services and outreach programs should

be used in tandem to increase usage of archive collections and clients’ understanding of the

system. Whereas reference services in the archive are similar to those of other libraries, outreach

programs differ greatly between archives and regular libraries. Here, the archive has the

opportunity to have a global reach by displaying materials and artifacts en mass that would

normally take the researcher many days to view individually. These exhibits can draw

researchers and the curious alike to archives and give these special libraries the opportunity to

better serve their mission (Dearstyne, 1997).

During an interview and tour of the University of Oregon’s archive, early twentieth

century serial fictions were on display, as well as original artwork from a featured author. These

displays have attracted collectors and enthusiasts alike. Yet despite these outreach efforts, the

main reason archives are underutilized is people simply do not know what the archive contains.

Cassie Schmitt, archivist, says, "People don't know that we have the materials” (personal

communication, October 11, 2011). This obstacle is only made greater by the fact that less than

twenty percent of the collection is available in the online catalog. This highlights the other issue

in archival service; archivists are the only ones familiar with the collection in scope. Their efforts

to make the materials available represent another shift in archive science, the mantra of "More

product less process; the idea is to make collections available; we don't need to organize

everything to the nth degree. Your goal is to get the materials available. That is our philosophy

here and now" (C. Schmitt, personal communication, October 11, 2011). These overarching

problems were the inspiration for a new archive model, one that incorporates the use of archivist

services and systems while helping to shape a better user experience.


4

Mechanics of the Archive Pinball Model

The Archive Pinball Model visualizes the components of a pinball machine as

representations of users’ experiences and encounters in an archive. The ball symbolizes the user,

who enters the machine (archive) with an information need. They must be directed by the flipper

(an archivist or librarian) towards round bumpers that represent areas of potential archivist

intervention and away from triangular bumpers that deal with confusion and frustration. The

numerically labeled stars signify different levels of uncertainty, also to be avoided. Octagonal

bumpers are search aspects that also affect users’ success and amount of time spent in the

archive. The Google search area of the machine represents a self-service mechanism which may

or may not be helpful depending on the user’s level of research experience.

The ball is held in a stationary hole near the top of the machine while the archivist

retrieves the appropriate material. After receiving the desired item(s), the ball utilizes the

octagonal bumpers (the user takes notes, studies, etc.). Once this stage is completed, the game is

over. A “high score” has been attained, and the ball exits the machine. If the ball exits the

machine through the bottom drain, the game is lost, i.e. the search is unsuccessful. When a ball is

flung into a potentially confusing environment filled with obstacles and uncertainty, the flippers

steer the ball towards tools needed to win the game. Similarly, when a user requires assistance, a

proactive approach by a librarian can be the determinant between success and failure.


5

Figure 1. The Archive Pinball Model. This figure illustrates the basic pinball model concept.


6

Detailed Description of Specific Components

Round bumpers. Every library has its own unique set of rules regarding the use of its

collection. An archive, filled with one-of-a-kind and sometimes fragile items, necessitates

stricter handling guidelines than public or academic libraries. These procedures may overwhelm

novice users and distract them from their information goals (Yakel & Torres, 2003). A study

conducted by Bearman (1989) found that 36 percent of novice users’ questions concerned

procedures and services. While uncertainty reduction is recognized as a key component of

Kuhlthau’s model, it does not specifically address potential environmental stressors like library

rules (Case, 2007). Users may be unaware that wearing gloves is required when handling certain

materials and that the use of pens is not allowed inside the library. The Archive Pinball Model

acknowledges the need for librarians to intervene in a timely manner to explain these unwritten

details. As Yakel & Torres (2003) write, “Rules need to become a part of the background in

order for expertise to emerge” (p. 66).

Another concern for users unfamiliar with archives is the language or jargon of the field.

Terms such as “finding aid” and “digital archive” are not commonly used outside of special

collections. For example, a patron may not understand the need to place materials into a “cradle”

to protect fragile items. Defining archival terms for the user facilitates the successful use of

sources and enables better interactions with librarians during future visits (Yakel & Torres,

2003). Without prompt intervention, users may become frustrated and end their search

prematurely. Along with the definition of terms, this is an opportune time to assist users with

electronic resources (ex. Northwest Digital Archives) and to diagnose the user’s problem to

determine the appropriate level of mediation they require (Kuhlthau, 2004).


7

An important consideration when assessing users’ needs is their prior knowledge of

archives and their design. Conducting searches in an archive is different from researching in an

academic or public library environment. Novick writes, “Archival research is a special case of

the general messiness of life” (as cited in Yakel & Torres, 2003, p. 51). Unlike most other

libraries’ books, archival materials are not physically organized by subject. All users may not

understand how primary sources are stored and classified, which is a potential impediment to

requesting desired materials. A 2003 study by Yakel and Torres found that archivists often

overestimate users’ knowledge of archival theory. It should not be the user’s responsibility to

demonstrate his or her level of expertise; rather, the archivist should take this opportunity to

explain the structure of the archive and available resources.

Octagonal bumpers. In the last steps before exiting the Archive Pinball Model, the user

encounters the bumpers “study time” and “notes.” These bumpers are especially important to the

user in an archive, as users cannot be successful without them. In an archive library, materials

are far too old, worn out, and/or rare for the user to check out and take home as they would from

a public library. This can cause panic for a novice. How will the user write his paper? Cite the

appropriate materials? While inside the library, maximizing efficiency becomes essential. Once

the archivist has retrieved the materials, the user must then open the books with either gloves

and/or on cradles. The user must then become familiar with the material in order to find

appropriate information/artifacts for the project the user is producing. Since checking out

materials is not an option at the archives library, archivists will hold users’ materials so they can

come back again if more study time is needed.

Another important aspect before exiting the model is the “notes” bumper. The user may

have studied the material while in the archive library, but users will need to take notes on the


8

texts/pictures/films in order to succeed. Most likely the user will need to take copious notes and

diligently record references before leaving the library. Because of the uniqueness of archives, the

user’s time spent in the library becomes much more important and being prepared is a necessary

component if the user is to be successful.

Google search area. Until recently many professional fields were disparaging of such

favored search engines as Google, Yahoo and Wikipedia. Many teachers and librarians forbade

their use. While these popular sites may provide only superficial, and sometimes unreliable

information, professionals in a variety of arenas are beginning to recognize their value. Rather

than forbidding their usage, savvy educators and librarians welcome them as a toe in the water

for inexperienced researchers.

Librarians and others involved with education can use common search tools and

resources like Wikipedia as a centerpiece around which to teach searching and critical reading

skills (Bennington, 2011). For beginning researchers, many general search sites can act as a

springboard to guide beginners from Wikipedia and its ilk to sites that offer a richer, more

comprehensive reservoir of study.

Karl Kehm, associate professor of physics at Washington College, says:

Wikipedia is gaining some traction in college classrooms. Many professors encourage

their pupils to use the site as a catalyst for their research. . . . I do not permit my

students to cite Wikipedia as a source. . . . [However], I do encourage them to use it as

one of many launch points for pursuing original source material. The best Wikipedia

entries are well researched with extensive citations (Burnsed, 2011).

Demonizing Wikipedia and similar sites in today’s learning environment may discourage

younger people from consulting librarians, teachers and other professionals for help. A better

approach is to build on these often used search tools to provide skilled research learning

opportunities.


9

Archive stacks. In the library field, stacks refer to compactly spaced bookshelves used to

house media collections. One of the main differences between archival stacks and those of

general libraries is that access, usage and handling of materials is more strictly monitored.

Seldom is browsing an option for archival information seekers.

Certainly, a well-organized and structured collection overseen by competent and

knowledgeable staff is indispensible for any library. For archive libraries these components are

imperative. Archive libraries endeavor to ensure stacks provide a safe, secure and damage-

resistant environment for artifacts, e.g.: temperature control, limited access, and stringent rules

for handling materials. While restrictions may vary from library to library, some of the common

ones are no use of pens, only pencils because of the possibility of stray marks. Coats, backpacks,

briefcases, and other totes must be stored in provided lockers. White gloves must be worn when

handling photos and some of the more damage-susceptible artifacts. Cradles (v-shaped soft foam

book holders) are required for studying books, mainly to avoid breaking the spine of fragile

books. Cradles also help keep loose pages from falling out. Due to possible damage from bright

light, sometimes objects cannot be photocopied or photographed.

For novice users, and sometimes experienced as well, archive librarians need to begin

intervention and mediation as soon as the patron enters the library. During subsequent visits,

continued collaborative interactions between staff and user may be needed.

A good model of intervention and mediation can be found at the University of Oregon’s

Special Collections and Archives library. One or more staff members stand at the main desk, a

chest-high and semicircular structure directly facing the entrance. By standing, rather than

sitting, staff hopes to make users feel more comfortable approaching them and asking for help.

Librarians immediately welcome the incoming user. Intervention, comprised of questioning the


10

user about his information need, deadlines and type of outcome desired is the next step. After

this, rules and jargon are explained and a collaborative search process with ongoing mediation

begins, with both user and librarian engaged.

ISP pathways with illustrations. Everyone’s search process is unique and there are

endless paths a user can travel to arrive at information. For illustrative purposes of our analogy, a

few proposed paths with interventions will be discussed.

Figure 2. The Archive Pinball Model, “Curly.” This figure illustrates the novice pinball model

concept.


11

“Curly” is a novice user, and a first time visitor to the archive. Overwhelmed and

confused by the new environment, he turns to leave, when a librarian directs him towards the

reference desk. There, an archivist explains the rules and language of the archive and “Curly”

takes some notes. After determining that he’s looking for a specific primary source, the archivist

retrieves it for him. Upon receipt of the material, he experiences a brief resurgence of

uncertainty, but it’s quelled when he realizes that he has ample time for studying and taking

notes. Fortunately, a librarian realized “Curly” was struggling and intervened, but it was almost

too late. The librarian “flipper” stationed near the stacks should have offered to help sooner.

Figure 3. The Archive Pinball Model, “Larry.” This figure illustrates the intermediate pinball

model concept.


12

“Larry” is an intermediate user with confidence in his research abilities. On his first

attempt at information retrieval, he decides to bypass the librarian near the entrance to the

archive and instead search the computer using Wikipedia. “Larry” cannot locate any information

relevant to his search and becomes increasingly frustrated. He doesn’t feel comfortable asking

for help, and no one offers assistance. He ends his search prematurely and leaves the archive

without any additional information.

His second attempt is successful. This time, he is greeted by a librarian upon arrival and

she fills in the gaps in his knowledge of archival theory and procedures. She also offers to show

“Larry” how to access a digital archive so he can search for materials online. The archivist

obtains his materials and the rest of his search process proceeds smoothly. Initially, “Larry”

adopts a “self-service” attitude, which is not conducive in a place where archivists must retrieve

materials for the user. This necessary interaction between user and archivist is a prime

opportunity for instruction and mediation.

The last example, “Moe,” is an experienced researcher who has logged many hours

studying primary sources. After an initial greeting, the librarian quickly determines that he has

prior knowledge of archives and how materials are stored and classified. Realizing that it would

be superfluous to “show him the ropes,” the librarian retrieves his material and “Moe” takes

some time to study and take notes. An important point to consider is that “Moe” was once a

novice user just like “Curly.”


13

Figure 4. The Archive Pinball Model, Moe.” This figure illustrates the advanced pinball

model concept.

Model Comparison

Compare and Contrast

C. C. Kuhlthau. Kuhlthau (2004) was one of the first researchers to recognize that

information seeking involves not only thoughts and actions, but emotions as well. Her

Uncertainty Principle states that affective symptoms of uncertainty, confusion and frustration are

to be expected during the early stages of a search and as thoughts become clearer and more

focused, confidence increases (Kuhlthau, 2004). The Archive Pinball Model incorporates part of

her theory into its design and proposes an additional layer of emotional elements. Kuhlthau’s

model concentrates on the stage of the ISP user as the determinant of uncertainty. The pinball

model recognizes additional factors that contribute to frustration, other than the lack of a search


14

focus. Regardless of how far along the user is in his or her search process, confusion can still

arise from lack of knowledge about the rules, procedures and jargon of an archive. Because of

this added element of potential anxiety, one could argue that intervention is even more crucial

within an archive.

M. J. Bates. Incorporated into the Archive Pinball Model is the online berry picking

model created by Marcia Bates and described in her article The Design of Browsing and

Berrypicking [sic] Techniques for the Online Search Interface (Bates, 1989). Bates’ model is

substantially different from traditional linear models, such as those of Krikelas; Leckie;

Pettigrew and Sylvain (Case, 2006, pp. 123-140). “In real life searches …users may begin with

just one feature of a broader topic…. Each new piece of information they encounter gives them

new ideas and directions to follow and, consequently, a new conception of the query” (Bates,

1989, p. 4).

As with literal berry picking when searching online, people go where they hope to find

the ripest, juiciest “fruit.” If they don’t find fruit in one row, they quickly move on to other berry

bushes. Unfortunately for many researchers online, Google, Yahoo, Wikipedia, and Twitter may

be the extent of their “berry picking.”

The Pinball Model depicts how archivist interventions can educate information seekers so

they can find more in-depth, comprehensive knowledge from a much broader palette of online

sites.

Discussion

Barriers and Drawbacks

As with any theoretical construct, variables exist that impact the success or failure of the

Archive Pinball Model. One drawback is that the model illustrates some proposed user paths, but


15

lacks the ability to predict the endless variations of all users’ experiences. In an archive, users

must rely on an archivist to retrieve their materials for them; however, Kuhlthau (2004) finds that

information professionals are often seen as a last resort locator of sources, an attitude that

severely inhibits the archival process. Another drawback is that the model’s primary emphasis is

on retrieving physical materials and doesn’t delve deeply into the complications inherent in

accessing archival materials online. One of the biggest obstacles to the Archive Pinball Model

may be the archivists themselves. Some archivists may need to redefine their professional

identity to view their responsibilities as user-friendly information professionals, not as

“…passive custodians of the past” (Jimerson, 1989, p. 337). Because the Archive Pinball Model

is based on theory, not empirical research, further studies of how users retrieve information in an

archive and the barriers they face could help overcome these imperfections.

Model Flexibility/Conclusion

The primary strength of the Archive Pinball Model lies in its flexibility. The very idea of

a pinball machine evokes a grand variety of lights, sounds and themes for that small steel ball to

transverse. Since all pinball machines have essentially the same ending, the layout of the table

becomes the creator’s most enduring artifact of the device. The ability for any viewer of this

model to go back and recreate the layout of the table to suit their own needs thus becomes the

model’s cornerstone for continued use. An archive may have multiple locations, fewer

archivists/librarians, no online catalog or other important variants to the presented model that

should be accounted for when recreating the table. From the users’ new table, new paths can be

seen, and issues towards users’ success can be identified and remedied. This ability to reformat,

change and adjust is very important in library/archival science. The Archive Pinball Model’s

greatest value lies in providing a visual stimulus by which the paths of the user can be observed.


16

By applying this model, both users and librarians will be more successful in satisfying their

information needs.


17

References

Bates, M. J., (1989). The design of browsing and berrypicking [sic] techniques for the online

search interface, Graduate School of Library and Information Science, University of

California at Los Angeles. Retrieved from:

http://pages.gseis.ucla.edu/faculty/bates/berrypicking.html

Bearman, D. (1989). User presentation language in archives. Archives and Museum

Informatics, 3, 3-7.

Bennington, A. (2008). Dissecting the web through wikipedia. American Libraries

Magazine, 46-49.

Burnsed, B. (2011). Wikipedia Gradually Accepted in College Classrooms, U.S. News

Education Colleges. Retrieved from: http://www.usnews.com/education/best-

colleges/articles/2011/06/20/wikipedia-gradually-accepted-in-college-classrooms

Case, D. O. (2007). Looking for information: A survey of research on information seeking,

needs, and behavior (2nd

ed.). Amsterdam, The Netherlands: Academic Press/Elsevier.

Dearstyne, Bruce W. (1997). Archival reference and outreach: Towards a new paradigm. In

Cohen, Laura B. (Eds.), Reference services for archives and manuscripts (pp.185-202).

Binghamton N.Y.: The Haworth Press, Inc.

Freeman, E. T. (1984). In the eye of the beholder: Archives administration from the user’s

point of view. The American Archivist, 47(2), 111-123.

Jimerson, R. C. (1989). Redefining archival identity: Meeting user needs in the information

society. American Archivist, 52, 332-340.

Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information

services (2nd

ed.). Westport, CT: Libraries Unlimited.


18

Novick, P. (1988). That noble dream: The objectivity question and the American historical

profession. Cambridge: Cambridge University Press.

Oregon Special Libraries Association PowerPoint video streamed presentation, (October 2011).

Corvallis, Oregon. Available at https://docs.google.com/present/edit?id=oAbatsx LtZk4

IZGhhscGJqOXRfMjU5Z21dndnY3A. (Referenced with permission from Kama Sue

Siegal and Susan Mecklem, creators of the PowerPoint and members of the Oregon

Chapter of the Special Libraries Association.)

Yakel, E., & Torres, D. A. (2003). AI: Archival intelligence and user expertise. The American

Archivist, 66, 51-78.

Documents

The Archive Pinball Model Cheryl Bemiss, Lottie Duey