Seeking Meaning: A Process Approach to Library and Information Services

by Carol Collier Kuhlthau

First published in 1993, this book presents a new process approach to library and information services. It gives a detailed description of the model of the information search process (ISP) and a framework for a process approach to library and information services. The author has completed substantial new work that expands the concepts and applications of the user-centered process approach presented in the first edition.

Seeking Meaning was first published in 1993. It has since become a widely used professional resource and required reading in library and information science schools in the United States and abroad. This book offers essential knowledge for anyone providing library and information services. Library and information services for intellectual access—the interpretation of information and ideas within sources—and the process of seeking meaning are detailed. Presented is a theoretical framework for a process approach to library and information services, which was developed in a series of studies of the Information Search Process of users. The framework has helped to illuminate the user's perspective of information seeking, and has offered insights into pressing problems of seeking meaning in an overabundance of information.

This second edition incorporates the original research and series of studies that underlie the model of the Information Search Process, including the articulation of an uncertainty principle for library and information services and the concept of a zone of intervention for implementing a process approach. New chapters reflect the authors' studies and ideas in the ten years since the previous publication. Alsodescribed are recent studies on the implementation of a process approach to library and information services in education; an investigation of these concepts in the workplace; and a treatment of systems and systems design. A summary of the conceptual perspective and the development of process-oriented services and systems that enable the constructive process of users seeking meaning, with recommendations for further research, make this important contribution an essential text to understand the seeking of meaning through information.

Genres: Nonfiction, Library Science, Librarianship

264 pages, Hardcover

First published January 1, 1993

Reviews

[Cade · Rating 3 out of 5]

As a book, this was not enjoyable. I understand the point of this: it's a book that's offering a firm research grounding in order to propose a new way of viewing library services, but god damn it was a dull read. Other reviewers have noted its repetitious nature, so I won't go on about that, but realistically a person could just read the introduction and get everything they need unless they were explicitly planning on diving headfirst into adopting the information search process that Kuhlthau proposes or if they want to try to tear it apart.

The insights themselves were good, though. I definitely learned a lot despite the dry scientific writing.

[Mark · Rating 4 out of 5]

From my blog: http://marklindner.info/blog/2010/11/...

This is my 4th book review for the 12 Books, 12 Months Challenge.

I mostly enjoyed this book, which I read from 10 October to 26 November. It is written fairly straightforwardly, is reasonably well edited, and has a better than average physical layout.

The last couple of chapters do seem fairly repetitive. The last chapter seems particularly so. Well that it should, as it is the wrap-up and conclusion; but somehow it doesn’t seem like it is seriously serving that purpose, only that it is repetitive. All in all, this is a small gripe.

The ideas in this book, centering around the Information Search Process (ISP), are important ones. Keep in mind, the ISP is for more complex tasks, such as researching and writing a term paper or preparing a case for trial, for example, and not for simple fact-finding questions.

* Ch. 1 The Constructive Process in Library and Information Science Theory
* Ch. 2 Learning as a Process
* Ch. 3 The Information Search Process
* Ch. 4 Verification of the Model of the Information Search Process
* Ch. 5 Longitudinal Confirmation of the Information Search Process
* Ch. 6 Uncertainty Principle
* Ch. 7 Roles of Mediators in the Process of Information Seeking
* Ch. 8 Zones of Intervention in the Process of Information Seeking
* Ch. 9 Implementing the Process Approach
* Ch. 10 Information Search Process in the Workplace
* Ch. 11 Process-Oriented Library and Information Services

The “book is about library and information services for intellectual access to information and ideas, and the process of seeking meaning” (xv).

It proposes a process approach, the ISP, based on: Constructivist theory of learning – John Dewey (provides historical & philosophical perspective); Personal construct theory – George Kelly (provides psychological perspective); and an Integrated perspective – Jerome Bruner (xvi).

It critiques the bibliographical paradigm and systems approach that remain predominant within library and information science (LIS); at least within the literature. This does seem to be slowly changing, though.

Much of what Kuhlthau writes seems highly integrational to me.

A model of sense-making information seeking should incorporate three realms of activity: physical, affective, cognitive. These form a complex interplay.

“The criteria for making these choices are influenced as much by environmental constraints, such as prior experience, knowledge, interest, information available, requirements of the problem, and time allotted for resolution, as they are by the relevance of the content of the information retrieved” (6).

The ISP is a 6 stage model which associates the feelings (affective), thoughts (cognitive), and actions (physical) that accompany each task and the process of moving along the information search process.

Initiation, when a person becomes aware of a lack of knowledge or understanding so that uncertainty and apprehension are common

Selection, when a general area or topic is identified and initial uncertainty often gives way to a brief sense of optimism and a readiness to begin the search

Exploration, when inconsistent, incompatible information is encountered and uncertainty, confusion, and doubt frequently increase

Formulation, when a focused perspective on the problem is formed and uncertainty diminishes as confidence begins to increase

Collection, when information pertinent to the focused problem is gathered and uncertainty subsides as interest and involvement in the project deepens

Presentation, when the search is completed, with a new understanding of the problem enabling the user to explain his or her learning to others (165-166)

I think these ideas are extremely valuable and that they ought be taught to children in school as early as they begin doing projects of this kind of scope. Kuhlthau reports on some studies where this was done in the book.

All in all, I think the ideas in this book need to be given far more prominence in our schools and our libraries. Students should be educated in this process from a fairly early age.

LIS services and systems should take this model into account when they are designed and implemented. Reference and instruction can certainly benefit from the model; but our systems ought also be designed to assist with the process. The old bibliographic paradigm and systems view that provides one or more “relevant” sources for the user is a failed paradigm. This claim of failure is mine (and others) based on many things external to this book. I believe Kuhlthau would agree that it is a failed paradigm but I do not think she showed that as well as she might have, nor do I believe she used the word “failed.” Although, to be fair, the book is not about the bibliographic paradigm, nor the systems view, so she probably dedicated a reasonable amount of space to her critique.

My concern is the same as with all similar sorts of reform of our services and systems. Where will the time come from? This is not something that can happen in a one off instruction session. Also, it needs to happen at a much earlier age than when students get to college. But so much needs to change in our educational system, and society, before I can see a strong emphasis on teaching something like the ISP, that I have little hope that much progress can be made.

But. If for whatever reason you are still doing information seeking for complex tasks, such as writing long papers (thesis, perhaps) maybe learning a bit about the ISP might help you understand the kinds of feeling and thoughts that go along with the process as well as understanding the proper attitude to take towards your information seeking at each stage.

Recommended for reference librarians, instruction librarians, those who routinely undertake reasonably complex information seeking tasks, and anyone interested.

The following is a link to something I wrote a bit over 6 years ago in one of my early required masters courses regarding an article by Kuhlthau: Kuhlthau’s ISP Model

Looks like I finally got around to reading Seeking Meaning, and I stand by what I wrote way back when.

[Laura · Rating 5 out of 5]

I would not have imagined a book about libraries could have such broad educational relevance, but thank God one of my students (a former librarian) recommended it. This work is a powerhouse in explaining the interplay between students’ affective, behavioral, and cognitive experiences with information literacy. The book would be relevant to anyone who works with students and wants to develop fresh thinking about how to help them when they struggle with research papers. I so frequently felt the urge to mark up the library copy I’m reading that I had to break down and buy my own.

[Satu · Rating 2 out of 5]

I really want to hate this book because of the subject matter but Kuhlthau has a way of writing that makes this nonsense almost enjoyable.

[Martha · Rating 5 out of 5]

Even though this book is 20+ years old (I read the 1993 edition), it is still tremendously helpful for reference and instruction librarians, as it outlines a theoretical basis for what we do and articulates how this model has changed over time. It can also help with explaining what we do: we don't just tell people what resources to use, or where these materials are on the shelf; instead, we teach a process than enables people to make sense out of information any time they do research. I borrowed the book from a library, and ended up bookmarking so many pages that I decided to buy my own copy of the 2003 edition. I think it's going to be one I refer back to a lot in my work.

[MissInformation · Rating 5 out of 5]

Kuhlthau's second edition. She is known for incredible insights about information seeking- but this one goes beyond the first work by also including analysis of implementations of the process approach. Her studies having focused on school populations are particularly interesting.

[Josh · Rating 2 out of 5]

I liked the book's premise, and I think Kuhlthau makes some good points, but the chapters (especially from about the middle 'till the penultimate chapter) became incredibly repetitive and the writing style was sometimes unnecessarily complex.

[Karen · Rating 5 out of 5]

This is a fantastic book about the process whereby librarians approach those looking for information... it breaks down the skills and thought processes required to do an excellent research interview. And more.

[Claudio Laferla · Rating 5 out of 5]

Another excellent book by Kuhlthau. This book covers information literacy - to a certain extent - and have good examples.

[ACRL]

Read by ACRL Member of the Week John M. Jackson. Learn more about John on the ACRL Insider blog.

[Leslie Lea Nord · Rating 4 out of 5]

A must read for every librarian...

[Suvi · Rating 3 out of 5]

Tenttikirja. Sivuaa omaa ammattia siinä, että kyseessä on tutkimus siitä, kuinka kirjastonhoitajat auttavat asiakkaita löytämään omaan tilanteeseensa sopivaa tietoa.