The purpose of this report is to investigate the interviewees' information behavior. In this report it will report on two research interviews carried out in Second Life, and analyze transcripts of interviews in SL, including two interviews. At the first part, it will assess the success of the interviews. At the second part it will talk about the main results that emerged from both interviews.
The interviewees' information behavior can reflect their ability of information literacy. Information Literacy includes much information such as the knowledge of one's information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand: it is a precondition for participating effectively in the Information Society, and is part of the basic human right of lifelong learning (Information Literacy Meeting of Experts, 2003).
Since part of exploration of what "information" and "information literacy" mean in different contexts and the interview can be based elsewhere in Second Life, the research interviews are carried out in Second Life. The place, date and time are arranged in advance. This report will compare my own interview with the second interview transcript. The success of the interviews and the main results will be talked about.
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Second life is a virtual world based on the Internet. At the end of 2006, it has attracted a lot of attention as mainstream news media coverage. It is a downloadable client program developed by Linden lab development. Users in the game are called "residents". They can communicate with each other by the virtual incarnation. This program provides a high level of social network services on the basis of the usual universe. Residents can walk around, come into contact with other residents, participate in the individual or collective activity, manufacture and trade virtual property and service with other residents. The purpose of the interviews is to investigate the interviewees' information behavior by asking the interviewees to talk about a particular time when they needed information for a Second Life activity. The interviewees' information behavior can reflect their ability of information literacy. And the focus of information literacy is the content, spreading, analysis, including the information retrieval and evaluation, involving wider aspects. It is a kind of understanding, collecting, evaluating, and using the information knowledge structure.
2.0 The success of the interviews
2.1 The context for my own interview
Before the interview, I send an e-mail to the interviewee immediately. In the e-mail, it says that the interview is being used as part of a class assignment .It explains that the purpose of the interview is to investigate the interviewee's information behavior by asking him to talk about a particular time when he needed information for a Second Life activity. The interviewee replies his preferred date and time and we are going to meet on infolit iSchool. So we meet each other at infolit iSchool at 12 o'clock in December 8th in accordance with the contract.
2.2 The advantages and disadvantages of my own interview
Totally speaking, my interview is successful. Firstly, this is a research interview, which means that the objective is to test a hypothesis or probe an issue. In my interview, the aim is to investigate the interviewees' information behavior which can reflect their ability of information literacy. I asked the interviewee several questions and I got the information I want. Secondly, I created rapport with interviewee quickly. This is important to maintain a neutral persona for this interview. My eye contact, facial expression, tone of voice contributed to establish an atmosphere of trust, confidentiality for this interview. Thirdly, I listened to the interviewee actively. This means I paid attention to the speaker (not letting the words flow past me, not just thinking about what I am about to say). I am being concentrating on the speaker's feelings and meaning, not just on my own. In the conversation, I continually use the word like "right" "I see" "ok" to express the meaning that I am following his talk actively. Meanwhile, I nodded to his talk. "That is a good strategy" this praise left a good impression to the interview. My attitude is empathetic and neutral.
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But there are still some disadvantages in this interview. At the start, when introducing topic, I was slightly passive. The interviewee said "ok, I m ready, so, what now? You have questions?" which let me have a feeling that I am not prepared adequately. In fact it is not true. Maybe I can talk with the interviewee about some other questions like weather or infolit iSchool. After creating a friendly context, we can start the first question. Secondly, I did not connect the questions with each other. After one question, sometimes I just put forward another question. In the interval, I can put in the clause like "I was just wondering" Which will make the questions connected. Still after coming up with one question, I can use the sentence like "I'll give you some time to think." This will control the interview unobtrusively: being able to progress and close the interview efficiently, covering the questions required, without making the interviewee feel 'used'.
2.3 The contrast between two interviews' approaches
Since both the interviews are research interviews, both of them are the type of Information seeking. Both of them include open questions and closed questions. Their purpose is to investigate the interviewees' information behavior which can reflect their ability of information literacy. But it seems the second interview transcript has extensions - asking a question to fill in extra detail, follow a related line of questioning suggested by a remark of the interviewee. My interview is a type of encouragement (nodding, making 'I'm listening' noises etc.). The second interview transcript will reflect on what the interviewee has said for confirmation or elaboration (e.g. repeating back what they've said). In certain question, it may preface with phrases like "So using information on peoples profiles to get to other sources of information really helped you then.", or to summarize what was said. Both of two interviews provide helps (e.g. giving examples, or describing similar expressions to the one the interviewee is struggling to express) in order to encourage the interviewee to respond.
3.0 The main results that emerged from BOTH interviews
3.1 The contrast between the results and the theories
From the interviews, we can see that both of the interviewees have a starting point for trying to find the information. One interviewee said that if I need something to find in SL I often search on web (out SL) to find the SLURL or name. The other interviewee said that I already had a few LMs I knew I wanted them to see: Health Info Island, the Hallucination, and Non-Profit Commons. Both of them use appropriate strategy to find the information. This means that they use Information literacy and it helps them. Information literacy is a comprehensive ability of information. Information literacy involves various aspects knowledge, which is a special ability. It contains humanism, technical, economic and legal of many factors, and many subjects are closely linked (Lloyd, 2005).
From Bruce's Seven Faces of Information Literacy in Higher Education, it can be seen that awareness of a process to find and use information and organizing and controlling information so it can be retrievable are needed (Bruce, 1997). In the interviews, both of them are aware of how to get their information. And through the strategy, they got the information that they expected. Meanwhile, both of them bump into some irrelevant garbage information and harmful information. But they know what they need and they get rid of them. This is called Information immune, which is an important ability of Information Literacy. Information immune: the good and bad vast information resources are often intermingled, which needs to have the correct outlook on life, the values, screen, ability and self-control, self-discipline, and self-regulation, can consciously resist and eliminate garbage information and harmful information of interference and erosion, and perfect information ethics literacy conforms to the times (Cheuk, 2004).
When asked that did you ever check (monitor) anything regularly for useful information (Some examples are a blog, a newspaper, Twitter, Facebook, a TV channel, a class website), both of them said yes. Learning or gaining new knowledge through interacting with information is very important, which is an ability of information literacy (Crawford, 2006). It is an effective way of obtaining information retrieval by collecting various learning material and information, applying good reading, access, discussion, visit, experiment, etc according to the learning goals (Bruce, 1999). In a variety of gathering information interaction, and on the basis of sudden spark of creative thinking, creating a new growing point of information, so as to create new information and achieve the ultimate purpose of gathering information (Johnston and Webber, 2006).
3.2 The differences and similarities between the interviewees
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There are some similarities between the interviewees. Firstly, both of them have a starting point for trying to find the information. One interviewee said that if I need something to find in SL I often search on web (out SL) to find the SLURL or name. The other interviewee said that I already had a few LMs I knew I wanted them to see: Health Info Island, the Hallucination, and Non-Profit Commons. Both of them use appropriate strategy to find the information. When asked that did you ever check (monitor) anything regularly for useful information (Some examples are a blog, a newspaper, Twitter, Facebook, a TV channel, a class website), both of them said yes. Learning or gaining new knowledge through interacting with information is very important, which is an ability of information literacy (Crawford, 2006). When asking "how did you decide to finish looking for information", both of them said no more time and they have what I needed. But there are some differences between the interviewees. When both of them browse around for information, one of them did not get useful information, it just give inspiration needed. And the other found more than enough info to handle what he needed to do.
Totally speaking, both of them demonstrated information literacy in meeting this information need. Information literacy is that knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner (Webber, Boon and Johnston, 2005). Both of them use their ability of information literacy to get the information they wanted, although there are some differences between the interviewees.
In conclusion, both of them demonstrated information literacy in meeting this information need. Information literacy is that knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. Both of them use their ability of information literacy to get the information they wanted, although there are some differences between the interviewees. Information literacy is a comprehensive ability. Information literacy involves various aspects knowledge, which is a special and covers a range is very wide ability, it contains humanism, technical, economic and legal of many factors, and many subjects are closely linked. Information technology supports information literacy and familiarity with emphasis on technology of information technology, the understanding and the understanding of using skills. And the focus of information literacy is the content, spreading, analysis, including the information retrieval and evaluation, involving wider aspects. It is a kind of understanding, collecting, evaluating, and using the information knowledge structure. It needs skilled information technology, also needs perfecting the survey method, by identifying and reasoning to complete. Information literacy is ability and information technology is tool. Through investigating the interviewees' information behavior, it can be summarized that both of them demonstrated information literacy in meeting this information need.
Bruce, C.1999 "Workplace experiences of information literacy." International Journal of Information Management, 19(1), 33-48.
Bruce, C. 1997. Seven Faces of Information Literacy in Higher Education. Brisbane: Queensland University of Technology.
Cheuk, B.2004. A seven stage guide to community implementation. In Communities of Practice: Lessons from Collaborative Leading Enterprises, ed. by Simon Lelic, 83-91. London: Ark Group Limited
Crawford, J. 2006 "The use of electronic information services and information literacy: A Glasgow Caledonian University study." Journal of librarianship and information science, 38, 33-44
Information Literacy Meeting of Experts 2003 The Prague Declaration: towards an information literate society. Washington: National Commission on Library and Information Science.
Lloyd, A. 2005 "Information literacy: different contexts, different concepts, and different truths?" Journal of Librarianship and Information Science, 37 (2), 82-88
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Webber, S. Boon, S. and Johnston, B. 2005 "A comparison of UK academics' conceptions of information literacy in two disciplines: English and Marketing." Library and Information Research, 30 (93), 4-15.