Diane Nahl

Affective and cognitive searching behavior of novice end-users of a full-text database

Novice end users were given 2 hours of training in searching a full‐text magazine database (Magazine ASAP™) on DIALOG. Subjects searched during three to four sessions in the presence of a trained monitor who prompted them to think aloud throughout the sessions. Qualitative analysis of the transcripts and transaction logs yielded empirical information on user variables (purpose, motivation, satisfaction), uses of the database, move types, and every question users asked during the searches. The spontaneous, naturalistic questions were categorized according to affective, cognitive, and sensorimotor speech acts. Results show that most of the searches were performed for the self and were work‐related. The most common use of the database was to retrieve full‐text articles online and to download and print them out rather than read them on screen. The majority of searches were judged satisfactory. Innovative uses included browsing for background information and obtaining contextualized sentences for language teaching. Searchers made twice as many moves to limit sets as moves to expand sets. Affective questions outnumbered cognitive and sensorimotor questions by two to one. This preponderance of affective micro‐information needs during searching might be addressed by new system functions.

Measuring the affective information environment of web searchers

Information seeking research and theory is focusing increasingly on the role of affect in information behavior and how it influences cognitive operations. Affective variables that have been explored include need, preference, attitude, task motivation, expected and felt effort, uncertainty, self-efficacy, optimism, relevance, satisfaction, and acceptance of or loyalty to the system. This study gives operational definitions for measuring several affective variables in the form of rating scales filled out by college students at the beginning and end of weekly Web search sessions throughout a semester. Intercorrelations and ANOVA analyses showed that there is a dynamic and coherent interaction among these affective variables. It is shown that the affective environment of searchers can be monitored objectively and continuously by means of such measures. A new concept termed “affective load” is introduced and defined, along with “user coping skills” which can counteract and reduce the negative effects of uncertainty, frustration, anxiety, irritation and rage during searching.

Learning the Internet and the structure of information behavior

Internet use research has focused on user surveys and novice learner studies, using survey, experimental, and ethnographic methods. They share a focus on user-based categories in the affective and cognitive domains. Information behavior has an affective component that influences the direction of cognitive processing through hierarchically organized goals, characterized by both an individual and a cultural component. Research in human-computer interaction is evolving a user-centered methodology for system design and instruction that focuses on integrating affective and cognitive user variables to increase productivity, creativity, and human growth.

Affective and cognitive information behavior: Interaction effects in Internet use

The presence and influence of affective variables in information behavior was studied. Affective load (AL), a compound variable consisting of uncertainty and technophobia measures, was found to be present in a variety of simple and complex information tasks integrated into upper-division, disciplinary coursework. Affective load was higher in those who reported low values of affective coping skills and who had either high or low cognitive assessment scores. Affective coping skills (ACS) consist of self-efficacy (SE) and optimism (Op) measures. High self-efficacy and optimism have been found to significantly and beneficially influence success in a variety of information tasks, by counteracting the effects of negative emotions such as irritation and frustration. In this study, high coping skills provided a significant affective advantage as indicated by higher optimism, stronger self-efficacy, lower uncertainty, higher support and acceptance of the system and lower affective load. The group with high cognitive skills reported significantly higher optimism, higher affective coping skills and higher felt exercise of control, demonstrating an interaction between cognitive and affective skills. There was a distinct advantage for those who had both high affective coping skills and high cognitive skills. They experienced relatively low affective load and high acceptance of the system.

A discourse analysis technique for charting the flow of micro-information behavior

Purpose – The purpose of this research is to describe a discourse analysis technique which can be used to analyze text or speech that is produced by people when discussing their information practices.Design/methodology/approach – The method involves coding the phrases and sentences of this interpretive discourse into the three domains of behavior investigated in psychology and education, namely, the affective domain of evaluating and intending, the cognitive domain of appraising and planning, and the sensorimotor domain of noticing, perceiving, and executing or acting.Findings – Samples of discourse from independent published sources were categorized and coded. In every case peoples self‐descriptions of their information practices are shown to contain references to their activities in these three domains. A model is presented to depict how information behavior can be represented as a continuous processing flow of satisficing and optimizing behavior. These mental behavioral procedures are practiced by ind...

Sustaining learning for LIS through use of a virtual world

The virtual world (VW) online education movement is well underway, and librarians have become major participants by developing services and resources for this novel information ground. In this paper we identify ways in which the VW Second Life (SL) is being used by librarians, and describe our teaching of LIS students in SL, and the value of SL for sustainable Continuing Professional Development (CPD). The VW has become the new LIS laboratory for innovation, outreach, career development, research and curriculum development, offering sustainable learning opportunities by saving space, time, funds, and resource consumption, and by increasing international and interdisciplinary interaction among programs, educators, librarians and students. LIS education can develop sustainable education practices by optimizing interaction with the VW library and educator and discipline-based communities active in SL, thereby providing a vibrant VW educational environment for students, educators and researchers. The benefits to students include, unprecedented access to geo-distant tutors, professionals and experts in every field; flexible meeting times; experiencing content in unique forms; and acquiring VW information literacy.

Creating user‐centered instructions for novice end‐users

In response to the proliferation of information retrieval systems in academic libraries since the early 1980s, librarians have created many written search aids designed to help users learn how to search database systems. Written instructional material continues to increase in quantity and in importance with the rise of remote users and the advent of asynchronous distance learning. Since many users will have only written instructions to consult, it is crucial to determine the effectiveness of these materials. How useful are these instructions? Do people consult them? Do they help users make progress in their searches? There is a small but useful body of research on the effectiveness of both print and online search aids. This research points to the need to test materials on user groups. The findings from studies of novices using written instructions identify specific guidelines for creating effective materials.

Effectiveness of fieldwork at an information desk: A prototype for academic library-library school collaboration

Abstract This article presents a model of how academnic libraries and schools of library and information studies (LIS) may collaborate to provide useful educational experiences to LIS students and reliable reference service to library users. LIS students staff an information desk for s fieldwork component of a basic reference course. Research shows that the students provide accurate services at the desk.

Affective Load and Engagement in Second Life: Experiencing Urgent, Persistent, and Long-Term Information Needs

New users of virtual environments face a steep learning curve, requiring persistence and determination to overcome challenges experienced while acclimatizing to the demands of avatar-mediated behavior. Concurrent structured self-reports can be used to monitor the personal affective and cognitive struggles involved in virtual world adaptation to specific affordances while performing particular tasks and activities with avatars. Examination of user discourse in self-reports reveal that participants focus on micro-management concerns about how to proceed in an activity, replete with intense emotions and uncertainty over how to operate affordances. Concurrent structured self-reports engage users in meta-affective and meta-cognitive reflection and facilitate coping with confusion and negative emotions. As Second Life is a complex virtual world with hundreds of affordances, people experience a continuous stream of information needs. Urgent, persistent, and long-term information needs are associated with differing qualities and intensities of affective load, such as impatience, irritation, anxiety, and frustration. When a particular information need is met, affective engagement results in intensity proportional to the affective load. Constructing user discourse during virtual activities serves as a coping mechanism that facilitates adaptation by raising meta-cognitive and meta-affective awareness.

Spark, an application based on Serendipitous Knowledge Discovery

Findings from information-seeking behavior research can inform application development. In this report we provide a system description of Spark, an application based on findings from Serendipitous Knowledge Discovery studies and data structures known as semantic predications. Background information and the previously published IF-SKD model (outlining Serendipitous Knowledge Discovery in online environments) illustrate the potential use of information-seeking behavior in application design. A detailed overview of the Spark system illustrates how methodologies in design and retrieval functionality enable production of semantic predication graphs tailored to evoke Serendipitous Knowledge Discovery in users.