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Nicole Boubée Associate professor Information Science and Communication

The cross s elf c onfrontation method & challenges in researching the active information- seeking of young people. Nicole Boubée Associate professor Information Science and Communication Higher School of T eaching and E ducation University of Toulouse, France.

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Nicole Boubée Associate professor Information Science and Communication

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  1. The cross self confrontation method & challenges in researching the active information-seeking of young people Nicole Boubée Associateprofessor Information Science and Communication HigherSchool of Teaching and Education University of Toulouse, France LIDA 2014, Zadar, Croatia, 16 - 20 june

  2. Outline of the presentation • Overview of the CSC method • CSC methodinterests: matching a method to issues raised by YISB • CSC method and relatedresearch question • Adaptation of the CSC method • Two major findings : - Roles of copy-and-paste in young information seekingprocess - Uses of image in young information seekingprocess Conclusion

  3. Overview of the CSC method • A specificresearch interview : • Interviewees are confrontedwithevidence of theiractivities and are asked to comment on it. • Origins : • Educationalpsychologists : Bloom (60’s), « stimulaledrecall », Nielsen, « self-confrontation », • Humanethologist : Von Cranach (80’s), • French studies of workplaces : simple self-confrontation & cross self-confrontation • Cross self-confrontation : • Pairs (or more persons) with the samelevel of expertise are confrontedwith one activity or the other, or both. • Expectedbenefits • Help in memoryrecall • Re-presentation of the context of activity • Reflexivity of intervieweesincreased • Co-analysis participants/researcher • Personaltouch, personaldexterity (« tour de main ») • Rarelyused to study ISB (Branch 2001, Foss & al., 2013, Watson, 2014) (seealsoMcKechnie et al. For researchmethod trends)

  4. CSC methodinterests : matching a method to issues raised by YISB • Several challenges : • Speed in carrying out information seekingprocess  Withthesevery quick ways of seeking information, how canyoung people give an exhaustive account of activities? (see Navarro et al., 1999; Branch (2000); Bowler & Mattern (2012)) • Difficulties to articulate actions and thoughts : • Not only a matter of linguisticskills • Asymetricrelationship in the relation of the adultresearcher • Very short answers, silence. • Limitations of CSC methodnotedwithteens (Guérin et al., 2004) • Young people are able to getinvolved in researchproject (Agostoet al. 2006, Meyerset al. 2007)

  5. CSC method and relatedresearchquestion • The goal of the CSC methodis to observe an activity as itiscarried out by persons in theirownmanner(« personaltouch ») and to obtain the meaningsgiven by interviewees.  For YISB, thisrefers to a greattheorical challenge Theorical perspectives in YISB studies are basedtoomuch on information expertise (Boubée, 2006; Bernier, 2007; Boubée & Tricot, 2011; Koh 2013).  Whatyoung information seekersaren’tdoingiswell know. Whatthey are doingisunknown. • Sample : 30 young people aged10-19 • 2005-2007 (3 years to collect data and data analysis) • References to mycurrentworks (January & february 2014), basedonly on simple interviews (34 highschoolstudents), to clarifyassumptions on the CSC interests.

  6. Adaptation of the CSC • 30 = 15 tandems from 5 differentsschools (3 middle schools; 2 highschools). • Taskschoosen by young : 7 self generated information tasks; 8 imposed information tasks • Tandem choose to use only one computer or two computers. Activitiesvideotapedwith a camera (focusing on only one screen). • CSC interviews witheach tandem. • Recordedactivityviewed on a TV screen, • Interviews videotaped(focusing on participants).

  7. Adaptation of the CSC Most commonlength of : - session (IS) : 45 minutes. - CSC interviews : 50 minutes (the shortest : 40 minutes)

  8. Image Uses « Whenyou [on image fromgoogle Images], itgivesyou a good website » (Tandem, grade 8) • Use 1 Searching by image • Use 2 Assessing by image « Wecouldseefrom the photos thatithadnothing to do withit » (Tandem, grade 9)

  9. Image Uses « Image is a document in itsown right ». Tandem, grade 11 « To giveour opinion » Tandem, grade 11 • Use 3 Extracting image and the arguments that are foundthere • Use 4 Recognising the information needthrough the image

  10. Copy-and-paste Copy-and-pastestacked • « Put one after the other ». • « Go and do the next one ». • « Just pasteit all in likethat and we’ill do the layoutafter ». • « It doesn’t look likeanythinglikethat! • Yeah, we’lltweakit all in a bit ». 3 Websites Format is not defined in session Small talks – Several sessions

  11. Roles of copy-and-paste in young information seekingprocess • Collection Document • In 7 (/15) sessions, in all kinds of information tasks ( Imposed (I), self-generated (AG)) withstudents of middle school(MS) & highschool(HS). • How much? High number of extractions / session • When ? Generally, extraction processbeginsverysoon • How often ? Quiteregular extractions

  12. Roles of copy-and-paste in young information seekingprocess • Relevant extractions • Afterhavingdone a copy-and-paste : query formulation includes a new concept • Collection document regularlyscrolled down

  13. Roles of copy-and-paste in young information seekingprocess • What do the youngseekerssay about their copy-and-paste ? Theygive an account of the reasonswhichmainlyconcern IS process(and not the final product): • to check how completely the topic has been covered • to decide to either stop or continue searching • to store information and to continue to search information • to avoidgettinglost • to avoid massive amount of overlappingwindows • to makebetter use of the time • to leave the internet et to continue the activity offline Discussion Copy-an-paste : • a way of resolving the IS problem • allowingyoungseekers to monitor and regulatetheir IS process(metacognitiveskills).

  14. Conclusion CSC methodcombinedwith a research question whichattempts to understand the logicbehind the actions … … give more insight on young information « bricoleur »

  15. Thankyou for your attention nboubee@univ-tlse2.fr

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