An integrated model highlighting information literacy and knowledge formation in information behaviour
| DOI | https://doi.org/10.1108/AJIM-09-2016-0148 |
| Date | 15 May 2017 |
| Published date | 15 May 2017 |
| Pages | 316-334 |
| Author | Samuel Kelechukwu Ibenne,Boyka Simeonova,Janet Harrison,Mark Hepworth |
| Subject Matter | Library & information science,Information behaviour & retrieval,Information & knowledge management,Information management & governance,Information management |
An integrated model highlighting
information literacy and
knowledge formation in
information behaviour
Samuel Kelechukwu Ibenne, Boyka Simeonova, Janet Harrison and
Mark Hepworth
School of Business and Economics, Loughborough University, Loughborough, UK
Abstract
Purpose –The purpose of this paper is to review key models of people’s information behaviour (IB)
exploring the integration of the concepts of information literacy (IL) and knowledge in their designs. Scholarly
perspectives portray IL as providing individuals with capacity for good information practices that result in
generating new knowledge. It is surprising that this important perspective is not reflected in the reviewed IB
models. This paper contributes to the literature base by proposing a new model highlighting IL and
knowledge as important concepts within the IB discourse.
Design/methodology/approach –A discourse of the integration of IL and knowledge, which are integral
factors, associated with IB, in selected IB models.
Findings –Identifying a need for information and understanding its context is an IL attribute. IL underpins
IB in providing awareness of information sources; how to search and use information appropriately for
solving information needs and leveraging generated new knowledge. The generation of new knowledge
results from using information, in a process that combines with sense-making and adaption. Correspondingly,
the knowledge that develops, increases capability for sense-making and adaptation of information to suit
various contexts of need, iteratively.
Originality/value –A new model of IB; the causative and outcome factors of information behaviour (COFIB)
is proposed. COFIB stresses that IL and knowledge are prominent factors within the general framework of
people’s IB. The model emphasises knowledge generation as the outcome of IB, applied in solving problems
within specific contexts.
Keywords Knowledge, Information literacy, Information needs, Information behaviour, COFIB,
Integrated model
Paper type Conceptual paper
Introduction
The concepts of information needs, information behaviour (IB) and information use as well
as their relationship appear to have been well explored in the literature (e.g. Wilson, 1997;
Case, 2007; Niu and Hemminger, 2012; Clarke et al., 2013). However, the majority of the
models portray IB as a linear process and do not seem to establish how information literacy
(IL) and knowledge fit within people’s IB.
This paper argues that the importance of IL and knowledge formation needs to be
recognised and integrated within IB models. The role of IL in IB is suggested here to be
two-fold: in recognising the information need and in the ability to interact with
information sources.
The perspective canvassed by Welsh and Wright (2010) that it takes an information
literate person to realise a genuine need for information reveals the important relationship
between IL and information need within people’s IB. IL is considered as influencing
people’s IB in the sense that “Information literate people are discerning in their choice of
information sources and their use of knowledge […] [and] can use information to
transform their circumstances, create new knowledge and reach their full potentials”
(Secker and Coonan, 2013, p. xv).
Aslib Journal of Information
Management
Vol. 69 No. 3, 2017
pp. 316-334
© Emerald PublishingLimited
2050-3806
DOI 10.1108/AJIM-09-2016-0148
Received 10 September 2016
Revised 22 December 2016
10 April 2017
Accepted 12 April 2017
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/2050-3806.htm
316
AJIM
69,3
Similarly, Hepworth (2000) suggests that the information literate person is one who
possessesa balanced and integrated knowledgebase, resultingfrom interactionswith different
knowledge domains in the IL learning process. These interactions foster capacity for
understanding the theoretical and practical implications of information use. The literature
espouses the constructs of information need ( Niu and Hemminger, 2012; Detlor 2003;
Case, 2007; Clarke et al., 2013; Cole, 2011), role (Li and Belkin, 2010; Lloyd, 2010a; Niu and
Hemminger, 2012), IL (Hepworth, 2007; Lloyd, 2010a; He pworth and Walton, 2013), and the
knowledgecreated and shared withincommunities (Lloyd,2010b), as factorswhich predispose
people’s IBs within their information environments (Lloyd, 2010a).
Additionally, whilst IB literature recognises the knowledge gap, which triggers the
information need (Dervin, 1980), the production of knowledge as a result of IBs and use is an
aspect overlooked in IB models.
Given the relationship of IL and knowledge to IB, as espoused by aforementioned
authors, it is surprising that this perspective has not featured in the design of IB models.
This paper begins by probing how previous models linked IL and knowledge to people’s IB.
This is given the aforementioned and similar perspectives such as Horton (2011) who
suggests placing emphasis on the relevance of the body of knowledge in IL and linking it to
specific long-standing goals in all contexts, within the modern Global Information/
Knowledge Society (pp. 262, 273). Subsequently, a new integrated model is developed,
outlining the importance of IL and knowledge formation in IB.
This paper posits that the gap in the current IB models is that of the third dimension
showing how IB leverages on IL, to afford competence for information use and generation
of new knowledge, for application in problem-solving contexts. The paper contributes
totheliteraturebasebyproposingaNewIB Model, entitled the Causative and
Outcome Factors of Information Behaviour (COFIB), expressing these links by
highlighting IL and knowledge as factors integral to the discourse of people’sIB.
Methodology
This paper reviews selected models of IB for links with IL and knowledge formation.Lists
of prominent IB models analysed in Wilson (1999) and itemised in Detlor (2003) were used
as an initial search of the old and new IB literature. This search identified a number of
IB models spanning many decades of scholarly research such as Belkin (1980, 1995),
Choo (2006), Cole (2011), Dervin (1992), Ingwersen (1996), Kuhlthau (1991, 1993),
Wilson (1981, 1997, 1999, 2000), Niu and Hemminger (2012).
Following the literature review of IB modules, the literature was read, re-read analysed
and discussed at length by the researchers. The development of the criteria to select or reject
an IB model was an organic process. Some of the chosen models may appear at first glance
to be on the periphery of the IB field, e.g. Cole (2011) and Detlor (2003), however,
their inclusion in the final selection is deliberate.
Ultimately, the IB models included in the review were premised on relatedness of their
designs and discourses to the interest of this paper, which is, linking the concepts of IL and
knowledge formation to IB. Therefore, the main selection criteria were links to IL, or
knowledge, or both. This resulted in, the selection of these six models: Belkin (1980), Cole
(2011), Detlor (2003), Niu and Hemminger (2012), Wilson (1981, 1997). The rationale for their
selection is provided in Table I.
Belkin (1980) was selected as the foremost IB model which flagged the concept of
knowledge by premising its design on a user’s knowledge state in anomaly. Wilson’s (1981,
1997) models were selected owing to their strong focus on the information seeker/user/
context of use. Wilson (1997) specifically identified “barriers”within the context of
information seeking, for the user. The review done in this paper explores Wilson’s (1997)
“barriers”to identify whether IL has been included and the impact this has on information
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literacy and
knowledge
formation
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