This chapter discusses individual differences in information experiences, with particular focus on emotional aspects. It reports findings from two studies that explored K12 and mature students’ experiences of uncertainty in the information search process. These experiences were related to the respondents’ personality traits and approaches to studying. The studies found that intrinsic motivation and openness to experience increased the likelihood of a pleasant information experience in a study context, while extrinsic motivation and insecurity often resulted in a negative one. Conscientious and systematic searchers tended to be foremost goal-oriented, whereby the affective tone of a search depended on the amount of progress towards the goal. Patterns of explorative or systematic searching were found both during a specific inquiry process and as broader conceptions of regularly occurring information experiences.
Study 1 describes findings from the project Impact of School Libraries on Student Learning (Study A) funded by the Institute of Museum and Library Services. Professor Ross Todd and Professor II Carol C Kuhlthau, Directors of the Center for International Scholarship in School Libraries, Rutgers University, served as Principal Investigators on the project.
HeinstrÃ¶m, J. (2014), "The Emotional Valence of Information Experience: Relation to Personality and Approach to Studying", Information Experience: Approaches to Theory and Practice (Library and Information Science, Vol. 9), Emerald Group Publishing Limited, pp. 275-293. https://doi.org/10.1108/S1876-056220140000010014Download as .RIS
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