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Conceptual Frameworks Kuhlthaus ISP Library Anxiety
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Title: Conceptual Frameworks Kuhlthaus ISP Library Anxiety
1
Conceptual FrameworksKuhlthaus ISPLibrary
Anxiety
- Heidi Julien
- LIS 526
- Winter 2010
2
Conceptual frameworks
- Provide meaningful contexts for learning
- For example, relate tools to
- Library structure
- Library organization
- Tasks client will want to perform
3
Conceptual frameworks (cont.)
- Systematic literature searching
- There are logical methods to gather information
using a variety of sources - Consult background sources
- Check retrospective information
- Identify current materials using
indexes/abstracting sources - Helps students
- see structure of literature
- relationship between different types of tools
4
Conceptual frameworks (cont.)
- Types of reference tools
- Sources are primary and secondary
- Index structures
- Form of publication
- Student goal-based (i.e., integrated into
preparation for assignments term papers) - Highly motivational!
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Kuhlthau Information search process theory
- Library searching
- Is a process over time rather than a single event
- Is a holistic experience, rather than a simple
activity - Commonly initially increases rather than
decreases uncertainty
6
Kuhlthaus ISP (continued)
- user studies based mostly on narrow view of
information use in which information is viewed
as a thing or product, right answer/source,
rather than for learning and changing constructs - information seeking may be viewed as a process of
sense making
7
Kulthaus ISP (continued)
- people seek meaning, rather than right answers
- effectiveness of information retrieval must
consider integration of results with the client's
own life and client's evaluation of usefulness of
information
8
Kuhlthaus ISP (continued)
- Constructive process includes cognition
(thoughts), actions, feelings - Information search process characterized by
anxiety and uncertainty - Mitigating factors include individual's
perspective, background, knowledge - Information use is dynamic, personal,
constructive, subjective
9
Kuhlthaus ISP (continued)
- Learning is an active process
- The personal worlds we construct may or may not
agree with those of others around us - Construction is dynamic, driven by feelings
interacting with thoughts actions - Based on work of Dewey, Kelly, Bruner
10
Kuhlthaus ISP (continued)
- Kuhlthaus research showed
- Conflict between clients' understanding of task
in information seeking and actual experience in
process of information seeking - Expectations of the process and task did not
match experience - Uncertainty and formulative task at early stages
caused impatience and sense of inadequacy - Clients need to expect uncertainty at beginning
of process, and need guidance to focus search - Clients' limited perception of librarians as
locators of sources limits potential for
effective mediation
11
Kuhlthaus ISP (continued)
- She found six identifiable stages, characterized
by particular thoughts, actions, and feelings - Initiation
- feelings of uncertainty
- general or vague thoughts about the problem
(trying to relate it to existing experience and
knowledge) - seek background information
- task to recognize that an information need exists
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Kuhlthaus ISP (continued)
- Selection
- feelings optimistic
- thoughts turn to decision-making about topic
selection - activity includes discussions with others,
preliminary information searches - task is topic identification and/or approach
13
Kuhlthaus ISP (continued)
- Exploration
- feelings of confusion uncertainty increase
(information overload) - actions include finding information, reading
integrating it - thoughts focus on understanding
- task is investigation
14
Kuhlthaus ISP (continued)
- Formulation
- uncertainty reduced, confidence increases
- actions include information selection
- thoughts work to find a personal perspective on
the topic - task is to focus information find a personal
perspective
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Kuhlthaus ISP (continued)
- Collection
- increased confidence and interest
- sustained information gathering
- thoughts define, extend support the focus
- task to gather relevant information
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Kuhlthaus ISP (continued)
- Presentation
- relief, satisfaction (or dissatisfaction)
- final search resulting in redundant or irrelevant
information information is organized put to
use - thoughts focus on ending the search, and making
personal sense of the topic - task is to complete the search prepare findings
17
Kuhlthaus levels of mediation
- Organizer
- No intervention
- Self-service search in an organized collection
- Instruction none
- Locator
- Ready reference intervention
- Single fact or source search query/answer
- Instruction (Lecturer) orienting, single
session overview of services, policies, location
of facility collection no specific problem
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Kuhlthaus levels of mediation
- Identifier
- Standard reference intervention
- Subject search of sources in no particular order
- Problem/interview/sources
- Instruction (Instructor) single-source
instruction variety of independent sessions
instruction on one type of source to address
specific problem
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Kuhlthaus levels of mediation
- Advisor
- Pattern intervention
- Subject search group of sources in recommended
order - Problem/negotiation/sequence
- Instruction (Tutor) strategy instruction series
of sessions, instruction on sequence of sources
to address specific problem
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Kuhlthaus levels of mediation
- Counselor
- Process intervention
- Constructive search
- Holistic experience
- Problem/dialogue/strategy/sources/sequence
/redefinition - Instruction (counselor) process instruction,
holistic interaction over time instruction on
identifying and interpreting information to
address evolving problem
21
Library anxiety
- Implications for facilities
- First impressions (warm colors, good lighting,
interesting exhibits) - Build confidence (uncluttered floor plans,
quality signage, handouts, prominently posted
library hours) - Affirm diversity of values cultural norms (via
variety of exhibits, artworks) - Consider physical safety access (signs, safety
lighting, uncluttered walkways)
22
Library anxiety (continued)
- Implications for service
- Proactivity (reference, classroom, private
access) - Personalize (individualize cover letters, contact
with campus organizations, evening access, name
badges) - Sensitivity to diversity (in handout examples,
understanding of experiences of foreign students) - Sensitivity to learning styles (variety in
instructional methods) - Positive approach (avoid jargon, appear
accessible, positive wording of policies, gentle
enforcement of policies)
23
Library anxiety (continued)
- Implications for staff
- Aware of need for welcoming (staff orientation
can emphasize clients point of view, importance
of first impressions, customer service
philosophies) - Effective communication (reference interview,
nonverbal cues) - Involvement in policy setting (how to improve
service atmosphere) - Aware of local demographics (invite campus
speakers who represent needs of variety of
clients, increase awareness of stereotypes) Westb
rook (1993)
24
Questions to consider
- How might instruction differ for clients with
library anxiety, as opposed to groups more
familiar with the library? - How can library anxiety be addressed with remote
clients of the library? - Studies on library anxiety have focused on
academic libraries and the experience of
undergraduate students. Do these feelings of
fear and anxiety exist for clients of the public
library? Of school libraries? What might be some
of the variables in these other contexts that
alter experiences of library anxiety?
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Presentation skills
- Heidi Julien
- LIS 526
- Winter 2010
26
Oral messages the risks
- your audience has only one chance to get the
message so clear organization and transitions are
very important - you are communicating much more than just the
verbal message nonverbal information is vitally
important - you will be nervous
27
Oral messages the advantages
- you can focus the audiences attention on
specific points - you can answer questions quickly
- you can get an immediate response
- you can use emotion to help persuade the audience
- you can channel your adrenalin for a high energy
presentation
28
In both oral and written messages
- adapt the message to the specific audience
- show the benefits to the audience
- overcome any objections or misunderstandings the
audience may have - use visuals to clarify or emphasize material
- specify exactly what the audience should do
29
What makes an oral presentation effective?
- strategy
- content
- organization
- delivery
30
Strategy
- choose the most effective kind of presentation
- adapt ideas to the audiences attitudes,
experience, and interests - use a strong opening and closing
- use visual aids or other devices to involve
audience - Makes presentation 50 more memorable
- Helps to clarify complex or detailed information
- Portrays you as more professional and better
prepared - Makes your message 43 more persuasive
- Adapted from Whetten, David A., Kim S.
Cameron. Developing Management Skills, 5th ed.
Upper Saddle River, NJ Prentice Hall, 2002, p.
502.
31
Content
- clearly establishing the scope of your
presentation - using convincing, trustworthy data
- being complete in your coverage
- using specific, vivid supporting material
(examples, statistics, testimony) - providing rebuttals to counterclaims or objections
32
Organization
- providing an overview of the main points
- signposting main points in the body of the talk,
using transitions in between - providing a closing synopsis of the main points
- best to conclude on a high note
33
Common patterns of organization
- Chronological
- Spatial (distance or direction, e.g., internal
vs. external) - Causal (causes to effects or results)
- Topical (enumerate aspects of a topic)
- Monroes Motivated Sequence
- Gain attention
- Show a need
- Present a solution
- Visualize results when solution is implemented
- Call for action to implement the solution
34
Patterns of organization (continued)
- Familiarity-acceptance order
- Begin with what listener knows or believes and
move to new ideas - Inquiry order
- Develop topic in same way that the information is
acquired or problem is solved - Question-answer
- Raise answer a series of listeners questions
- Problem-solution
- Establish that a problem exists develop a plan
to solve it - Elimination order
- Survey all possible solutions systematically
eliminate each until one remains
35
Delivery
- making direct eye contact with the audience
- maintaining positive body language
- using a conversational style
- using voice and gestures effectively
- using notes and visuals effectively
- handling questions effectively
36
Verbal and nonverbal information
- Verbal information
- Vocal information
- Visual information
37
Verbal and nonverbal information
- Verbal information 7
- Vocal information 38
- Visual information 55
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