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The Cross Self-Confrontation Method Challenges in Researching Active Information Seeking of Young People

This presentation outlines the Cross Self-Confrontation (CSC) method and its adaptation to study the information-seeking behaviors of young individuals. The method involves confronting interviewees with evidence of their activities to gain insights into their information-seeking processes. The presentation discusses challenges such as speed in seeking information, articulating actions and thoughts, and asymmetrical relationships in research settings. The CSC method aims to observe activities as performed by individuals and understand the meanings behind their actions. The study focuses on young information seekers aged 10-19 and emphasizes the need to explore what they are doing rather than what they are not doing.

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The Cross Self-Confrontation Method Challenges in Researching Active Information Seeking of Young People

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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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