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Classifying a particular stimulus as data or information can be relative - an example could be a price tag for a shirt. One might consider it as information, given that it is the first price they have encountered for a shirt. For someone else who is browsing through a rack of shirts, it can be just data to skim through. The perception of a stimulus also depends on the level you are analyzing it on.

there is no knowledge that exists between rather than within humans.

Information integrates into the knowledge of a human, which in turn becomes information for another person when communicated by the first person.

Information searching is a subset of information seeking, which is a subset of information behavior.

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A model of anything is used to imply something ideal, or in some cases is intended to represent something equivalent in the real world

Models are generic in character and cannot be expected explicitly to define every variable belonging to a particular class.

Verbalisers are much happier with the written word than they are with diagrams. Visualisers are often much happier drawing diagrams to explain things to themselves than they are with trying to write down a full explanation.

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Week 2: Information and the Information Professional

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Week 2: Information and the Information Professional

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1. Ford, N. (2015). Introduction to information behaviour. Facet Publishing.

2. Wilson, T. D. (2022). Exploring information behaviour: An introduction. Open Access publication.

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Does information-related need include only needs of avoiding or ignoring a certain piece of info? What else can it include?

A notable example of recommender systems is mentioned a couple of times in Ford's chapters. Why are these systems, out of all other information generating systems mentioned in information behavior context?

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Week 3: Information and Communication in Daily Life and Leisure Settings 

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Week 3: Information and Communication in Daily Life and Leisure Settings 

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1. Fulton, C. (2017). Urban exploration: Secrecy and information creation and sharing in a hobby context. Library & Information Science Research, 39(3), 189-198. https://doi.org/10.1016/j.lisr.2017.07.003.

2. Hill, H., & & Pecoskie, J. J. L. (2017). Information activities as serious leisure within the fanfiction community. Journal of Documentation, 73(5), 843-857. https://doi.org/10.1108/JD-04-2016-0045.

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Fulton's text on urban exploration highlighted how individuals engaged in this activity interact via different communication channels and also the scope of how they share information they gather, both audience and platform-wise.

Firstly, didn't know urban exploration was a thing. I also love taking pictures of buildings, architecture, and shapes especially. I could relate to the information capturing behavior in urbexing.

After class, I could do a more critical analysis of how information behavior of a certain group of people as urbexers depends upon factors of privacy, their societal image and their choices of mixing a serious leisure activity in their personal life connections. The showcased behavior is not always because of what they say, but are a result of being aware of future consequences like committing an illegal act as trespassing.

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Why didn't the participants of Fulton's research believe that they were creating information, but rather just creating documentation? This finding raised questions for me, on what exactly can be considered information. Documentation of anything has an added touch of creativity from the authors of the document, which for me would be considered as creation of information. To even display a given information through any form of art, would also be considered information, I suppose. In the class padlet, Kaela also mentioned this: "knowing that all groups have their own agenda and the physical demand of their hobby seems like an interesting way of getting rid of "blame". Less illegal focus." This makes much more sense and can be related to why they claim they did not produce any info, rather everything was just there for the public.

Can any other blogging site as Medium.com for example be compared to fan fiction communities? Or maybe sub reddits on Reddit?

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Hill: Fanfictions and their escape from reality

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Hill: Fanfictions and their escape from reality

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It is interesting how this community is associated with library and information science. While a library structure is more bounded by schema, the fan fiction community operates in a more liberal sense, clearly marking hierarchy in topics and clearer categories.

The two-way communication between consumers of information and creators plus the platform via wayfinding, poses a possibility for library science to also incorporate feedback from readers for the overall functioning.

As compared to a virtual community as urbexers, fan fiction writers seem more connected and related to each other.

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Week 4: Research Approaches to Exploring Information and Communication Behaviours 

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Week 4: Research Approaches to Exploring Information and Communication Behaviours 

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1. Case, D. O., & Given, L. M. (2016). Looking for information : A survey of research on information seeking, needs, and behavior. Emerald Publishing Limited. Chapter 9

2. Tiidenberg, K. (2018). Ethics in digital research. In U. Flick (Ed.), The SAGE handbook of qualitative data collection (chapter 30). SAGE Publishing.

3. WIRED (2019, May 21). Former FBI agent explains how to read body language. Youtube. https://www.youtube.com/4jwUXV4QaTw

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Case: Making sense of information, and avoiding nonsense.

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Case: Making sense of information, and avoiding nonsense.

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There are many errors that can occur while following certain methodologies of IB. As a social science researcher, overgeneralizing, especially when you have less data and time, can be seen as a significant issue. Similarly, not listening to your data and sticking to your hypothesis is sometimes also a result of less data, which makes you want to ignore findings. This happened to me in my first semester, when I tried to show how LLM jailbreakers are not like hackers, but are ethical (which was my inbuilt assumption). But the data in reddit showed cases of unethical processes as well. I then ignored reddit (which wasn't great, but due to time i had to)

Another striking thing about making participation voluntary is to find the right balance between giving too much of your research info away, or not mentioning anything. Informing participants about an observation for research would entail explaining the purpose of the research, and in studying IB, this initial information might impact a lot on the participant being conscious of the observer.

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I previously did a research on social media users and their privacy concerns on sites. and the privacy paradox was clearly seen. although most users were aware and concerned about sharing personal data to third party, the most shared form of media in SNS were photos (that demonstrate more PII). This kind of a privacy paradox was seen mentioned here in the paper as well.

This paradox highlights the gap between people's stated value for privacy and their online actions that might risk their privacy. People seem to feel that giving up their privacy is just a part of being in the digital age. It's not just privacy worries that lead to actions that seem to conflict with each other online. Many people around the world seem to have the same attitude toward online privacy, going through the online world with a mix of worry and acceptance.

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Sometimes, results of a research are clearly distinct and different depending on the sources you choose, how does one decide which source to take for study?

How can digital platforms and researchers use ethical methods that respect people's privacy while taking into account the complex truth of the privacy paradox?

As a society, how can we get people to take a more active role in protecting their privacy and give them power instead of just accepting what seems inevitable, given that the digital world is always changing?

The video by WIRED was also pretty new in the sense that certain studies have been done on people's gestures connecting them to their emotions, so it would be interesting to see if these relations are applicable in specific scenarios like students in a classroom giving an exam.

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Week 5: Blending Contexts - Social Technologies, Networking, and Information Dissemination

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Week 5: Blending Contexts - Social Technologies, Networking, and Information Dissemination

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Granovetter, M. S. (1973). The strength of week ties. American Journal of Sociology, 78(6), 1360-1380. Available online.

Greifeneder, R., Jaffe, M., Newman, E., & Schwarz, N. (Eds.) (2020). The psychology of fake news: Accepting, sharing, and correcting misinformation. Routledge. https://doi.org/10.4324/9780429295379.

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a classmate pointed out: how strong ties can inadvertently lead to social fragmentation by reinforcing echo chambers

I remember a time when my organization's fellowship program saw participants from the same universities year after year because alumni shared the opportunity within their own circles. This went against our mission to foster diversity.

a situation at a previous job where the company's hiring practices relied heavily on employee referrals. As a result, new hires often came from the same universities, had similar backgrounds, and thought alike. This homogeneity contradicted the company's commitment to diversity and inclusion. To break this cycle, it's important for organizations to broaden their recruitment strategies and actively seek out candidates from diverse backgrounds and experiences.

While strong ties seem important to people, it is curcial to utilize weak ties to spread information far and wide in such cases.

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Week 6: Information and Communication Where We Work

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Week 6: Information and Communication Where We Work

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Baker, L. M. (2004). The information needs of female police officers involved in undercover prostitution work. Information Research, 10(1), paper 209. Available online.

Leckie, G. J., Pettigrew, K. E., & Sylvain, C. (1996). Modeling the information seeking of professionals: A general model derived from research on engineers, health care professionals, and lawyers, The Library Quarterly, 66(2), 161-193. https://doi.org/10.1086/602864.

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Are employee referrals and rewarding people for successful job hires an ethically right thing to do, based on their strong ties?

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Greifeneder: The psychology of fake news - Accepting, sharing, and correcting misinformation.

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Greifeneder: The psychology of fake news - Accepting, sharing, and correcting misinformation.

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"the mere repetition of a name can make an unknown name seem familiar, making its bearer “famous overnight”

The power of repetition and familiarity plays a significant role in our perceptions and decision-making, as highlighted in Greifeneder's "The Psychology of Fake News."

For instance, consider how we often gravitate towards recognizable brands while shopping, even at thrift stores, due to a sense of trust built through familiarity. Companies may deliberately choose common or simple names to capitalize on this phenomenon.

This repetition-induced familiarity also shapes our perception of social consensus, making us believe that our viewpoints are more widely held than they may actually be. Algorithmic curation of content on social media platforms further amplifies this effect, creating echo chambers that reinforce our existing beliefs.

One real-life example of this concept can be seen in the world of politics, where the repetition of a candidate's name or message can significantly impact voters' perceptions and choices.

For instance, during an election campaign, a political candidate may use repeated slogans, advertisements, and public appearances to increase their name recognition and create a sense of familiarity. This familiarity can make voters more likely to perceive the candidate as trustworthy, competent, and aligned with their views, even if they don't have a deep understanding of the candidate's policies or positions.

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Baker: The information needs of female police officers involved in undercover prostitution work. 

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Baker: The information needs of female police officers involved in undercover prostitution work. 

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The Baker article on the information needs of female police officers in undercover work underscores the limitations of the generalizability of Information Behavior (IB) models, such as the IBP model, in dynamic professional environments. Similarly, professions like journalism also experience this challenge due to their dynamic nature.

Another noteworthy aspect of the article is the influence of an unstable work environment on information behavior. Since the paper's publication in 2004, the evolution of information behavior, particularly with the increased online presence, may necessitate further research. This highlights the iterative nature of studying IB in various contexts and the importance of periodically reviewing and updating IB models to reflect these changes.

If the information need is not met, the information seeking of professionals model suggests that information-seeking activity can continue. For the decoy, probing for additional information may not be important if she is getting cues from a john, as well as from both internal (e.g., intuition) and external (e.g., activity in the car or on the street) sources, that she needs to pull her gun or walk away. Whereas the first activity may require obtaining more information from the john, the second activity, walking away, is not as clear-cut as the model suggests because it is not an end point, nor does it prompt further information seeking.

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Leckie: Information behavior of professionals

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Leckie: Information behavior of professionals

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"the conceptualization of why and how a professional seeks information cannot be reduced to a simplistic analysis of sources alone but, rather, involves a greater understanding of the various roles a professional performs and the associated tasks that prompt a need for information."

The resulting information-seeking activity is thus viewed as being contingent upon two major interacting factors: sources and awareness.

Using the six components of the theoretical framework, we can examine the information behavior of a receptionist:

1. Work roles: A receptionist's primary roles include greeting visitors, answering phone calls, scheduling appointments, and providing general administrative support.

2. Associated tasks: Tasks may include managing office calendars, maintaining records, handling incoming and outgoing mail, and responding to general inquiries from visitors and callers.

3. Characteristics of information needs: Receptionists typically require up-to-date information about the organization's activities, employees, and services. They also need to know how to locate and provide accurate information efficiently.

4. Awareness: Receptionists should be aware of the organization's structure, key contacts, and the resources available to help them find information. They must stay informed about changes in the organization, new policies, and procedures.

5. Sources: Information sources for receptionists may include organizational intranets, internal databases, printed materials, email correspondence, and direct communication with colleagues and superiors.

6. Outcomes: Successful information seeking enables receptionists to provide accurate and timely information to visitors, callers, and colleagues, contributing to the smooth functioning of the organization and a positive customer or client experience.

Example of information behavior:

When a visitor arrives and asks for a specific employee, the receptionist checks the organization's internal database to confirm the employee's office location and availability. If the employee is unavailable, the receptionist might consult the company calendar to offer an alternative appointment time or direct the visitor to another contact who can help address their needs. Throughout this process, the receptionist demonstrates effective information seeking behavior by identifying relevant information sources, efficiently locating the required information, and utilizing it to meet the needs of the visitor.

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roles and tasks can be overlapping sometimes in the information behavior of professionals model, how do we differentiate that, or do we have to differentiate that?

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Hagar: Whom Do You Trust? Information SeekingDuring the U.K. Foot and Mouth Crisis

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Hagar: Whom Do You Trust? Information SeekingDuring the U.K. Foot and Mouth Crisis

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1. Untimely information flow: Just as farmers in the U.K. faced delays in receiving information during the foot and mouth crisis, Nepali communities experienced untimely information flow regarding COVID-19, particularly concerning vaccine distribution and eligibility.

2. Isolation within isolation: Similar to the remote farming communities in the U.K., Nepal experienced a sense of isolation, not just geographically, but also due to the delayed impact of the pandemic compared to neighboring countries. This isolation affected the dissemination and relevance of information in local communities.

3. Trust in local communities: As seen in the foot and mouth crisis, Nepali communities relied more on local wards and trusted sources for information, rather than solely depending on the national government. This mirrors the farmers' trust in their local communities and peers during the U.K. crisis.

4. Improved response with local involvement: The COVID-19 vaccine rollout in Nepal was initially chaotic but improved significantly when local wards became more involved. This involvement enhanced trust and information dissemination within the communities, much like the farmers' experiences in the U.K. crisis.

Important points that stood out:

those experiencing the crisis do not knowenough to understand what is happening and lack knowledge about how to respond to the crisis.

When uncertainty and ambiguity exist, people try to make sense of organizations.

The stuff from DEFRAreceived in the post from London was irrelevant...we all knew what to doby the time it arrived.”

how much people trust other people or institutions affects how much information they gain from them.

all else being equal, trust matters more to individuals when outcomes are unfavorable

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Week 7:  Information and Communication in Unique Contexts

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Week 7:  Information and Communication in Unique Contexts

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Hagar, C. (2010). Whom do you trust? Information seeking during the U.K. Foot and Mouth crisis. Library & Archival Security, 23(1), 3-18. https://doi-org.ucd.idm.oclc.org/10.1080/01960070903200417.

BBC News London (2019. January 21). Flying with London's air ambulance. YouTube. https://www.youtube.com/watch?v=D98KJoIvnEc

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What are the sources of data for a completely new thing? a crisis, a pandemic, or an emergency situation? things that need to be dealt with urgently but with no source of real data?

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My visit to the Fabrique des Lumières in Amsterdam proved to be an extraordinary experience, as I was fortunate enough to attend one of their immersive exhibitions on my final day in the city. This innovative venue offers a unique blend of digital imagery, sound, and the works of renowned artists, breathing new life into the world of art.

The three exhibits on display during my visit featured a range of artistic styles and historical periods: the Dutch masters from Vermeer to Van Gogh, an exploration of Mondrian's vibrant use of color, and the expansive vistas of Infinite Horizons.

A distinct aspect of the Fabrique des Lumières was its communication style, which relied solely on music, visuals, and minimal text rather than verbal explanations. Visitors were encouraged to roam freely through the space, without any staff intervention or guidance, save for the initial ticket check. This approach allowed for an intimate, self-directed experience of the artworks.

The efficient use of space was notable, with exhibits visible from every angle and a variety of enclosed areas, mirrored walls, and engaging projections. Despite being the first show of the season, the event ran smoothly, without any apparent technical issues. For those seeking additional information, a separate section featured more traditional displays with images and text. However, the majority of the event relied on cutting-edge technology, such as large projected screens and QR codes, to communicate its message.

The Fabrique des Lumières' website and mobile app reflect the institution's commitment to fusing art and state-of-the-art technology, offering users further insights into current exhibitions through commentaries and additional features. This seamless integration of innovation and creativity truly sets the Fabrique des Lumières apart as a one-of-a-kind cultural destination.

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I have broken down key concepts of the chapter and how I made sense of each of it relating to a class team project, for example:

1. Positioning: If we imagine a group of friends deciding who will take the lead on a class team project - each person might position themselves as more or less responsible, creative, or organized, assigning roles based on their self-perceptions.

2. Moral dimensions of positioning: In the same team project scenario, moral dimensions might come into play as the members negotiate responsibilities. For example, a member who positions themselves as "more creative" may feel entitled to take charge of presentations but might be perceived as avoiding other duties like strategic planning, leading to tensions.

3. Cultural context: If we consider the team project to be a multicultural workplace where members have different understandings of leadership, cultural factors influence how they position themselves and their colleagues, shaping expectations and judgments. For instance, a team member from a culture valuing assertiveness might position themselves as a leader, while another, from a culture valuing modesty, may prefer a supporting role.

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Week 8: Personal Trip to Fabrique de lumieres

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Week 8: Personal Trip to Fabrique de lumieres

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I understood the positioning analysis triangle mentioned in the chapter in the following way. Since it consists of three interconnected components: positions, storylines, and act interpretations in the same team project setting:

1. Positions would be the roles and identities that members adopt within the project. In this case, these might be roles like "team leader," "presenter," "researcher,"etc. Each position carries certain expectations, rights, and responsibilities. For instance, for a presenter, it would be to prepare an engaging presentation (expectations), seek team feedback (rights), and effectively communicate team ideas (responsibility).

2. Storylines would be the narratives that give meaning to the social interaction and help members make sense of their positions. For example, a team might develop a storyline that emphasizes collaboration and equal contributions or one that values competition and individual accomplishments.

3. Act interpretations would be the meanings people assign to specific actions or behaviors within the context of the storyline. In the context of a team project, members might interpret the team leader's decision to assign tasks as fair, authoritarian, or strategic, depending on the storyline they have in mind.

An interesting thing about the positioning analysis triangle mentioned is how changes in one component can affect the others. For instance, if the storyline of the team shifts from emphasizing collaboration to competition, team members might adjust their positions (e.g., trying to become the "star performer") and rethink actions accordingly (e.g., perceiving task delegation as strategic rather than fair).

This triangle made it easier for me to understand the dynamics of social interactions, specifically in team settings in class.

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Week 9: Managing Workplace Information and Communication

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Week 9: Managing Workplace Information and Communication

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Harré, R. (2012). Positioning theory: Moral dimensions of social-cultural psychology. In J. Valsiner (Ed.), The Oxford handbook of culture and psychology (pp. 191-206). Oxford University Press.

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Week 10: The Evolving Area of Human Interaction & Our Professional Commitment

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Week 10: The Evolving Area of Human Interaction & Our Professional Commitment

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Wellings, S., & Casselden, B. (2019). An exploration into the information-seeking behaviours of engineers and scientists. Journal of Librarianship and Information Science, 51(3), 789-800. https://doi.org/10.1177/0961000617742466

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Wellings: Engineers vs Scientists - who knows better and how?

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Wellings: Engineers vs Scientists - who knows better and how?

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As someone with experience in both AI engineering and scientific research, I found the paper "An exploration into the information-seeking behaviours of engineers and scientists" by Susan Wellings and Biddy Casselden quite intriguing. The study resonated with me on several levels:

1. Digital vs. Print Preferences: I've found myself leaning towards digital sources when seeking quick information, taking advantage of the convenience and speed that keyboard shortcuts and search queries provide. However, when I need to delve into a topic in greater depth, I tend to prefer printed materials for their readability and ability to maintain my focus.

2. Internal Connections and Resource Recommendations: In my own experience, I've often sought guidance from supervisors and colleagues before diving into a new topic, leveraging their expertise and knowledge to identify the most relevant resources. This approach has helped me to build a strong foundation for further exploration and learning.

3. Reading Electronic vs. Print Material: In my engineering roles, where fast solutions were often required, I found myself skim-reading electronic materials to find the necessary information quickly. In contrast, when engaged in scientific research, I devoted more time and attention to thorough, in-depth study of theoretical books and other print resources.

While Wellings and Casselden's study employed a quantitative approach, it offered insightful and relatable findings on the information-seeking behaviors of engineers and scientists. The distinctions between "sources" and "resources" and the role that connections and recommendations play in guiding the search for knowledge were particularly noteworthy.

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Ruthven: Overwhelmed with information, but uncertain. Take a step back and narrow down on the information

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Ruthven: Overwhelmed with information, but uncertain. Take a step back and narrow down on the information

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Upon reading chapters 4 and 6, I found the concepts discussed to be highly relatable. The notion of limiting information sources and focusing on trustworthy ones as a strategy to manage uncertainty resonated with my personal experiences, particularly when searching for accommodations and navigating visa regulations during my time studying abroad. I often found myself closing numerous browser tabs and returning to official sources for definitive answers.

Uncertainty management is a crucial aspect of dealing with information, aiming to strike a balance between gaining insights and avoiding information overload.

This involves trusting certain sources, limiting information flows, and ensuring that the obtained information is sufficient for decision-making.

However, it is essential to recognize that managing uncertainty also extends to safeguarding one's online identity and reputation in an increasingly connected world.

Another point mentioned was the idea of trusting that things will work out as a coping mechanism for uncertainty, which I have embraced wholeheartedly. Additionally, the observation that relying on centralized platforms like LinkedIn for job searching may not always be advantageous due to potential ambiguity surrounding personal ambitions and skills further aligns with my own experiences.

During my internship search, I experienced the challenges of uncertainty management firsthand. With an abundance of information available online, I chose to prioritize a few trusted sources, such as reputable job boards and company websites, to avoid feeling overwhelmed. Additionally, I carefully curated my social media profiles, ensuring that potential employers would see a professional and appealing image of me. Ultimately, these strategies allowed me to navigate the internship search process more efficiently.

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Week 11: Translating Observed Patterns of Behaviour into Models

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Week 11: Translating Observed Patterns of Behaviour into Models

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Ruthven, I. (2022). Dealing with change through information sculpting. Emerald Publishing. Available via UCD Library as an e-book.

Two chapters: Dealing with uncertainty and Work

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One word - very eye-opening

I signed up for this course because of the positive reviews from the previous cohort of how engaging and welcoming the space is. Honestly, I never really thought "welcoming" would be a criterion to choose a course. But as I write this, I know why that was said. The class felt like a safe space where I never felt judged - although I did not know this area to start with. And having said that, I still can't believe that I had something to contribute in every class.

I want to become a successful product manager in the future, and I thought this course would help me be a better communication professional for that role. It was a little bit of that too.

Little did I know, it was more library science - a major that I had no idea about. As an AI engineer, the only models I knew of were machine learning models. Studying information models here, was a new experience for me. And with a deep interest in AI-powered information retrieval systems, I didn't know that information seeking was at the core of this subject that relates so much to my work.

While I hope to use these theories in some way or the other in my work, one thing I have actively learned through this module is to understand the context and cause of why something happens. In particular, every reading and every thought I contributed to the padlet, encouraged me to go beyond what is written and analyze things in my way. The research report particularly challenged my critical thinking skills. One thing I know for sure - I have to improve on my academic writing skills to decode information theories and hopefully come up with my own theory someday.

Overall, this course was everything I had no idea about. And I liked how the class and professors embraced this situation and helped me to get ideas.