Spring 2018
Course DetailsInstructor
Dr. Cecilia Brown Course Experience This course was one of my favorites of my MLIS career. The course and its main Information Behavior in Action project helped me to understand and conceptualize information behavior frameworks and ideas. Even though I am nearly done with this MLIS program, what I learned in this class will stay with me as I move into my post-degree library career. I am pursuing this library career for the people: I am interested in many aspects of library studies, but the study of information behavior in this class has fascinated me the most. As I began this semester, I felt a little sad that I didn't take this class sooner in my library career. Yet, by taking this course at the end of my program, the momentum of what I have learned about Information behavior and found interest in here will carry me into further study on my own once I complete the program. ALSC Competencies At the time of this course, I was the Youth Librarian at the Herman and Kate Kaiser Library. I. Commitment to Client Group I.1-7 II. Reference and User Services: II.1-3 VII. Professionalism and Professional Development: VII.2-5 Infographic from Information Behavior in Action Project |
Samples of CourseworkThe first significant assignment of this class was to analyze my own information behavior through a recent information seeking incident. I did not realize it until I began this class, but information behavior and information seeking is one of my favorite parts of library and information studies. Applying these complex concepts to real-life situations helped me to better understand the course material.
Further, in analyzing my own behavior, I worked toward the competency from the Professionalism and Professional Development of VII.4, "Develops an understanding of her or his own personal and cultural values, beliefs, and sociocultural identities, including racial, class, and gender identities, as a first step in appreciating the importance of culturally diverse identities in the workplace and wider community."
For the semester-long Information Behavior in Action project, I chose a specific group, parents who are primary caregivers to children between the ages of zero and five, to research. I defined the group, wrote a literature review, used multiple observational methods (three sessions of a group meeting and four interviews), proposed a model of information behavior, and created an infographic representing the entire project. This detailed project helped bring the course material to life. In particular, this project helped me with the competencies from the Commitment to Client Group category, especially I.6 and I.7:
Dr. Brown graciously encouraged me to submit this project for a Student Paper award and helped me to refine the final product for submission. While my paper did not win the award, I was thankful for the experience and support from Dr. Brown.
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Course Description from Syllabus
Information use by people in various roles, situations, and contexts, individually and in groups. Information behavior and the influence of learning and cognitive processes; value systems; and situational, psychological, sociological, and political perspectives. Application of study of user information behavior to textual, graphical, and visual representation of knowledge. Includes both theoretical models and practical methodologies for study of uses and for user-centered design of information and knowledge systems and services.
Student Learning Objectives from Syllabus
Information use by people in various roles, situations, and contexts, individually and in groups. Information behavior and the influence of learning and cognitive processes; value systems; and situational, psychological, sociological, and political perspectives. Application of study of user information behavior to textual, graphical, and visual representation of knowledge. Includes both theoretical models and practical methodologies for study of uses and for user-centered design of information and knowledge systems and services.
Student Learning Objectives from Syllabus
- Explain major theoretical concepts and models of information behavior.
- Define the role of learning and cognitive processes in the design, selection, and use of information systems.
- Analyze the impact of diverse information needs, learning preferences and styles, and cultural influences on the design, selection, use, and evaluation of information systems.
- Describe information seeking behaviors and uses within various communities, groups, and environments.
- Apply methodologies and strategies for identifying information behavior and information needs in various contexts.
- Determine factors to be considered in design of an information service or product.
- Evaluate and select appropriate textual, graphical, and visual formats for effective design of information products for use by individuals with diverse information behaviors and styles.