Introduction
People seek information for a wide variety of reasons, whether they are conducting academic research, making important decisions, or simply exploring their personal interests. However, the ways in which individuals approach information may vary wildly. Some may turn to online databases or scholarly publications, while others rely on personal experiences, conversations, or familiar sources of information. These differences demonstrate why information professionals must understand not only where information can be found, but also how and why people seek it.
Competency J asks us to describe the fundamental concepts of information-seeking behaviors and consider how they can be used to connect individuals and groups with accurate, relevant, and appropriate information. Understanding these behaviors allows librarians to better recognize the needs of their communities and provide resources and services that reflect how people actually engage with information.
Understanding Information-Seeking Behaviors
Information-seeking behavior refers to the ways in which individuals identify a need for information and take steps to address it. These behaviors can be influenced by a variety of factors, including personal experiences, existing knowledge, available resources, and the circumstances surrounding an individual’s information needs. Understanding these factors is important because the process of finding information is not always straightforward, nor does it occur exclusively within academic or professional environments.
Wilson (1999) examines several models of information behavior, including his own model, which considers how information needs, personal circumstances, and potential barriers influence the ways individuals seek information. His research identifies factors such as psychological, demographic, interpersonal, and environmental influences that may encourage or discourage information seeking. Wilson also discusses different approaches to information seeking, including active searching and passive monitoring, demonstrating that individuals may encounter information through both deliberate efforts and everyday activities. For information professionals, understanding these influences is important when determining how to assist users who may face different challenges when searching for information.
However, information seeking extends far beyond academic research. Individuals regularly seek information about their health, finances, relationships, hobbies, and other personal interests. Savolainen (2017) explores this concept through everyday life information seeking, which focuses on how individuals locate and use information outside of their professional responsibilities. His work demonstrates that information-seeking practices are influenced by people’s daily routines, social circumstances, and preferences for particular sources of information.
Similarly, Hartel et al. (2016) examine information activities associated with serious leisure, including hobbies and other pursuits that require substantial knowledge and personal commitment. Their research demonstrates that individuals engaged in these activities may participate in a wide range of information practices, including browsing, monitoring, exchanging, and sharing information with others.
Together, these perspectives demonstrate that information seeking is not limited to finding answers to immediate questions. It can also involve developing expertise, maintaining personal interests, and participating in communities built around shared knowledge. Recognizing these different motivations allows information professionals to better understand the ways in which people interact with information.
Connecting Users with Appropriate Information
Understanding information-seeking behaviors is a key part of providing effective library services. When assisting patrons, librarians must consider not only the information being requested, but also the circumstances surrounding that request. Two individuals may ask similar questions while having different levels of familiarity with the subject, different expectations, or different reasons for seeking information. For example, a first-year college student beginning a research assignment may require assistance identifying keywords and navigating academic databases, while a graduate student may need help locating specialized publications or exploring unfamiliar research methods. Recognizing these differences allows librarians to adapt their approaches rather than providing the same assistance to every individual.
Wilson’s (1999) discussion of information-seeking models also demonstrates why librarians must consider the barriers that may prevent individuals from finding the information they need. These barriers may involve limited access to resources, unfamiliarity with research tools, or personal circumstances that influence how someone approaches information. For example, a student who is unfamiliar with academic databases may struggle to identify appropriate search terms or understand how to evaluate the results they encounter. By recognizing these challenges, librarians can provide more targeted assistance, such as demonstrating search strategies, recommending introductory research resources, or helping students navigate unfamiliar information systems. These approaches allow librarians to respond to the circumstances influencing a user’s information-seeking behavior rather than focusing exclusively on the information being requested.
Information professionals use a variety of services to connect individuals with appropriate resources. Reference interviews allow librarians to better understand a patron’s information needs and identify resources that may not have been considered during an initial search. Research guides and information literacy workshops can also help individuals develop the skills necessary to locate and evaluate information independently. Within academic libraries, subject librarians may provide specialized assistance by recommending discipline-specific databases, identifying relevant publications, or directing students and faculty toward additional research support services. These approaches demonstrate to me how understanding information-seeking behaviors can inform both my individual interactions and the wider scope of library services where I work.
Cited
| Hartel, J., Cox, A. M., & Griffin, B. L. (2016). Information activity in serious leisure. Information Research, 21(4). http://informationr.net/ir/21-4/paper728.html Savolainen, R. (2017). Everyday life information seeking. In J. D. McDonald & M. Levine-Clark (Eds.), Encyclopedia of library and information sciences (4th ed., pp. 1506–1515). CRC Press. https://doi.org/10.1081/E-ELIS4-120053403 Wilson, T. D. (1999). Models in information behaviour research. Journal of Documentation, 55(3), 249–270. https://doi.org/10.1108/EUM0000000007145 |