Studying Information Needs as Question-Negotiations in an Educational Context: A Methodological Comment

Autor/in	Lundh, Anna
Titel	Studying Information Needs as Question-Negotiations in an Educational Context: A Methodological Comment
Quelle	In: Information Research: An International Electronic Journal, 15 (2010) 4, (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-1613
Schlagwörter	Information Needs; Information Seeking; Theories; Models; Research Methodology; Ethnography; Elementary School Students; Elementary School Teachers; Librarians; Interpersonal Relationship; Questioning Techniques; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Information need; Informationsbedürfnis; Informationserschließung; Theory; Theorie; Analogiemodell; Research method; Forschungsmethode; Ethnografie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Librarian; Bibliothekar; Bibliothekarin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Befragungstechnik; Fragetechnik; Ausland; Schweden
Abstract	Introduction: The concept of information needs is significant within the field of Information Needs Seeking and Use. "How" information needs can be studied empirically is however something that has been called into question. The main aim of this paper is to explore the methodological consequences of discursively oriented theories when studying information needs. The discussion takes its starting point in the model of information needs and question formations presented by Robert S. Taylor in the 1960s. Method: The empirical material used for exemplifying the proposed methodology consists of video recordings from an ethnographical study conducted at a Swedish primary school. Analysis: The analysis is guided by concepts based in sociocultural and dialogistic theories and is directed towards question-negotiations in conversations and interactions in naturalistic settings. Conclusions: Earlier studies of information needs are often based on the idea of an individually constructed actual need as it is presented in the first level in Taylor's model. With an interest in the two latter levels of the model the analytical focus is shifted to question-negotiations which are seen as the results of situated discursive and collective efforts. This shift entails a methodological shift in the study of information needs. (Contains 3 figures and 4 tables.) (As Provided).
Anmerkungen	Thomas D. Wilson. 9 Broomfield Road, Broomhill, Sheffield, S10 2SE, UK. Web site: http://informationr.net/ir
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10