Section 1
Describe the fundamental concepts of information-seeking behaviors and how they should be considered when connecting individuals or groups with accurate, relevant and appropriate information.

Section 1A: Competency Description and Scope
Perhaps it is not surprising that connecting people with information turns out to be just as complex as people themselves. Wilson (2000) defines information behavior as "the totality of human behavior in relation to sources and channels of information, including both passive and active information seeking" (p. 49). O'Brien and Greyson (2018) observe that studying information behavior can help information professionals infer needs (p. 42). Below are a few of the major theories of information behavior, as well as ways in which these can be helpful to information professionals.

Theories of Information Behavior

     The Krikelas Model

The Krikelas Model was developed by James Krikelas and is one of the earliest theories of information behavior. It consists of thirteen components and is notable for identifying the uncertainty that information-seekers may feel and for delineating both internal and external sources of information. Case and Given (2016) identify several drawbacks to the Kirkelas method (pp. 148-15). First, it focuses on traditional library methods for external sources of information, such as the reference desk and stacks, thereby excluding many contemporary resources. Second, it does not account for demographic influences, so influences such as age or education are not considered. 

     Information Search Process (ISP)

Another foundational model of information behavior is the Information Search Process (ISP) posited by Carol Kuhlthau. Kuhlthau (1991) developed her theory of ISP from six different studies of library users, primarily high school, university, and college students (p. 364). In this model, information seekers move through six chronological stages: initiation, selection, exploration, formulation, collection, and presentation (Kuhlthau, 1991, p. 363). ISP emphasizes the anxiety, uncertainty, and doubt that characterize the early stages of the information search process. These feelings then transform toward certainty and greater interest in the task as a hypothesis (whether formal or informal) solidifies (Kuhlthau, 1991, p. 371). This method is notable for focusing on the affective, or emotional, aspects of information behavior instead of purely on cognitive processes.

     Berrypicking

Marcia Bates (1989) proposed the berrypicking method of information gathering, specifically in relation to online searching. This method is more meandering and less linear than other methods. She identifies six behaviors that information seekers regularly engage in, such as footnote chasing, area browsing, and journal runs (Bates, 1989, p. 412). In each of these methods, an information seeker finds a potentially useful item or location (such as a list of footnotes, an area of the library, or a particular journal) and uses it to seek further information. Bates suggests that these sorts of behaviors are often used together. Her research emphasized "real searches," and how these mixed many techniques in "endless variation", rather than ones orchestrated by researchers, which could more easily lead to one-directional flowcharts (p. 413).

     Everyday Life Information Seeking (ELIS)

The information behavior model developed by Reijo Savolainen, everyday life information seeking (ELIS), looks at a broader scope and timeline than either of the previously discussed models. Savolainen (1995) studied working and middle class people through a series of interviews (p. 268). The resulting ELIS model considers demographic factors, such as personal values, health, and wealth, as influences on information behavior (Case & Given, 2016, pp. 155-157). It focuses on "the acquisition of various informational (both cognitive and expressive) elements which people employ to orient themselves in daily life or to solve problems not directly connected with the performance of occupational tasks" (Savolainen, 1995, p. 267). The ELIS model thus exists on a grander time scale, as Savolainen developed the model to apply to the life-long project of acquiring knowledge.

     Robson and Robinson Model

Rather than performing new research, Robson and Robinson (2013) studied previous information behavior studies to determine nine key elements of information behavior (pp. 184-185). Their model synthesizes many of the ideas and concepts found in prior studies, such as demographics, information environment, and psychological factors. It allows for the needs, wants, and goals of both the information seeker and the information provider. Robson and Robinson's information behavior model is notable because it collected all of these factors in one place and observed that no single model managed to incorporate all nine factors (Case & Given, 2016, p. 167).

Section 1B: Importance to the Profession
Knowing the ways in which people seek information is an invaluable tool for librarians. Today's library user is likely to be adept at using Google to search for things, but they may not know many of their other search options. Conversely, a user without much experience with technology may have a greater understanding of older ways of searching for information in a library, but be unfamiliar with online tools such as databases and search engines. Being able to recognize what search tools a patron gravitates toward or may not have considered can help librarians increase their community's information literacy. Librarians can assist patrons by teaching them new places to search.

Understanding the affective and cognitive aspects of information behavior can help librarians provide a more user-centered experience. Several information behavior theories emphasize the anxiety and doubt that many feel at the beginning of a search process. Recognizing this, librarians might offer greater empathy and a warmer demeanor when helping patrons who are seeking information. Behaving in ways that counteract the potential anxiety of library users is one more way in which librarians can decrease barriers to accessing information.

Understanding information behavior theories is also helpful when developing library collections, resources, and programs. As Bates (1989) writes, "[f]rom the standpoint of general effectiveness in searching, it is clear... that, other things being equal, the searcher with the widest range of search strategies available is the searcher with the greatest retrieval power" (p. 414). It is therefore wise for librarians to create many paths to information, rather than just one. When developing a collection, librarians might consider how information seekers will browse the shelves or what tools they will need to find books. Similarly, librarians developing online resources should provide multiple ways of searching, or multiple access points. In the end, librarians should understand that there is no single path to knowledge, so providing multiple, thoughtfully developed routes is the best way to increase access to information.

Section 2
Here I will provide three evidentiary items for Competency J.

Section 2A: Preparation
I prepared for this competency by taking an array of classes related to information behavior. My first semester, I learned about different theories of information behavior in INFO 200: Information Communities with Dr. Michael Stephens. This class gave me an in-depth basis of knowledge that I have carried with me ever since. It was also in this class that I began to think of myself as someone with particular information behaviors. As a student, I have had to seek out information nearly every day for the past three years. I feel that I have learned a lot about information behavior simply through considering my own frustrations and successes.

INFO 210: Reference and Information Services with Dr. José A. Aguiñaga was also formative for me in understanding how librarians can better understand information behaviors in order to provide greater access to information. In this class, I learned ways to provide user-centered reference services that could adapt to different styles of information seeking.

Section 2B: Evidence

Evidentiary Object 1: INFO 200 Research Paper: Mushroom Hunters
This is a research paper that I wrote for INFO 200: Information Communities investigating mushroom hunters as an information community. This paper proves my competency at understanding different theories of information behavior. Early in the paper, in the Information Needs: Identification and Location section, I describe the affective process of mushroom hunters. I demonstrate my understanding of Kuhlthau's ISP theory, which emphasizes the uncertainty and doubt of those in the early stages of a quest for information. Beginning mushroom hunters are often scared, if not terrified, of making mistakes in identification, since just a small error could be lethal.

This paper also illustrates my competency at identifying and understanding different types of information behavior. In the section Information Behavior: Societies, Meet-Ups, and Forays, I describe different information behaviors of mushroom hunters, then categorize them as browsing, exchanging, and instructing. Being able to name different behaviors in this manner is helpful to information professionals who need to better understand the information behavior of their communities.

Later in my paper, in the Disinformation and Differences of Opinion section, I demonstrate my competence and understanding of another theory of information behavior, Chatman's small world theory. While recognizing the significant difference between mushroom hunters and the imprisoned people studied by Chatman, I see a similar small world mentality in the two groups studied. Demonstrating my competence in this manner shows that I am able to understand theories of behavior and then apply them to real world examples.

Evidentiary Object 2:  INFO 200 Two Blog Posts 
In these two blog posts for INFO 200, I first identify the information needs of mushroom hunters, and then describe potential learning and programming opportunities for mushroom hunters at public libraries. Taken together, these posts demonstrate my competency at providing services to patrons who are seeking information.

Here, I show that I am competent at researching appropriate and diverse programs and resources for particular information seekers. I demonstrate my ability to connect the behavior activities of a particular group (e.g., identification or browsing) to tailored programs such as mushroom walks or identification days. I also demonstrate my ability to connect the theories of information behavior to the real world. Knowing that a secretive, small world mentality exists in the mushroom hunting community, the programs that I describe here involve experts in the field of mycology. Seeking out authorities within the community shows my expertise and understanding of their information behaviors.

Evidentiary Object 3: INFO 210 JARS Reference Letter 
In INFO 210: Reference and Information Services, I participated in an internship with the San Francisco Public Library Jail and Reentry Services (JARS) program. During this time, I read and replied to three requests for information from inmates in the California prison system. This piece of evidence is one of my responses, to an inmate named Omar. It includes the letter I wrote and the information that I forwarded to Omar.

This is evidence of my competence at understanding information behaviors and then using my understanding to increase access to information to the best of my abilities. For example, I provided Omar with multiple resources for publishing his poetry and reaching a wider audience. I demonstrate my mindfulness of restrictions on his information behavior: as inmates are rarely allowed access to the internet, I provided physical mailing addresses for poetry submissions.

I also show my competency at increasing access to information by writing in a friendly yet professional tone. As I have discussed here, asking for information can be an anxious and uncertain process. By making sure to address Omar by name, thank him for writing, fully explaining my thought process in the letter, and inviting him to write again with more questions, I demonstrate my ability to be inviting even in writing. This style of professional yet friendly writing shows that I can bridge the gap between information seekers and myself, even when I am not able to make eye contact or speak to them directly.

Section 3: Conclusion
I will carry what I have learned about information behavior with me in my future career as a public librarian. Today's librarians must perform reference services using many technologies, including by phone, email, chat. Whether a reference interview is in person and/or utilizes technology, I feel prepared to analyze and cater to many different types of information behaviors.

Going forward, I will remain current on the latest research on information behavior through journal articles and trade publications. I will also utilize professional development tools, such as conferences, workshops, and trainings. Finally, I am sure that my own curious mind will continue to help me understand what is helpful and what is frustrating in the search for information.
 

References
Bates, M. (1989). The design of browsing and berrypicking techniques for the online search interface. Online Review, 13(5), 407–424. https://doi.org/10.1108/eb024320

Case, D. O., & Given, L. M. (2016). Looking for information : a survey of research on information seeking, needs, and behavior (4th ed.). Emerald.

Kuhlthau, C. (1991). Inside the search process: Information seeking from the user's perspective. Journal of the American Society for Information Science, 42(5), 361-371. https://doi.org/10.1002/(SICI)1097-4571(199106)42:5<361::AID-ASI6>3.0.CO;2-%23

O'Brien, H., & Greyson, D. (2018). Diverse information needs. In S. Hirsh (Ed.), Information Services Today (2nd ed., pp. 40-51). Rowman & Littlefield.

Robson, A., & Robinson, L. (2013). Building on models of information behavior: Linking information seeking and communication. Journal of Documentation, 69(2), 169-193. https://doi.org/10.1108/00220411311300039

Savolainen, R. (1995). Everyday life information seeking: Approaching information seeking in the context of "way of life." Library & Information Science Research, 17(3), 259-294. https://doi.org/10.1016/0740-8188(95)90048-9

Wilson, T. D. (2000). Human information behavior. Informing Science, 3(2), 49-55.