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The paper seeks to draw on Sice's systems model, itself based on Senge's “fixes that fail” archetype, and on data from two previous research projects conducted by one of the authors. The purpose of this paper is to synthesise a new model that portrays the information‐seeking behaviour of children and young people.

The systems model provides the backbone of the new framework but additions, accommodations and revisions were made to ensure that the version featured here represents the phenomenon of information seeking by the young as appropriately as possible in terms of the data that were gathered.

One of the new model's most significant characteristics is its emphasis on problems and issues that prevent information seeking from proceeding smoothly. Information seeking is also shown to be an iterative process, with the individual often revisiting previous stages, frequently in response to difficulties.

Data were collected from pupils in just seven schools. The undertaking of research further a‐field would be invaluable, if the extent to which the model is applicable to other information‐seekers in different environments is to be ascertained.

The model demonstrates the importance of the information professional's educative role, in terms of both delivering formal information literacy instruction and providing assistance at the point of need.

Although the use of ideas and frameworks from other disciplines, with the aim of increasing understanding of phenomena within LIS, is a growing trend, this paper represents one of the first attempts to apply an existing model associated with systems thinking to information behaviour.

This paper seeks to draw on the linguistic model of narrative recursion developed by Ochs and Capps and on data collected and analysed in previous research projects conducted by Shenton in order to synthesise a new framework that represents the information behaviour of children and young people.

The model of narrative recursion provides the basis of the framework proposed. However, additional, LIS‐specific details have been introduced to ensure that the reworked version represents the phenomenon of information behaviour pertaining to the young as appropriately as possible.

The individual elements within the Ochs and Capps model correspond closely to three phases typically associated with information behaviour – the emergence of an information need, information‐seeking action, and information use.

No claim is made that the model delineates all instances of information behaviour. It ignores cases where information is acquired incidentally, where no clear goal is involved in the activity and where no enhancement of the knowledge state results, even though information has been accessed.

The model is sufficiently simple to be employed in information literacy sessions with secondary school pupils. It could also be extended to provide an instructional tool and is useful in highlighting various points in youngsters' information‐related action where intermediaries may help.

Although the adoption of ideas and frameworks from other disciplines with the aim of increasing understanding of LIS phenomena is a growing trend, the paper forms one of the first attempts to apply to information behaviour an existing model associated with linguistics.

The purpose of this paper is to use new data to explore the pertinence, to the work of an information professional dealing with inquiries, of an existing typology indicating the forms of action taken by people when approached for information by youngsters.

The study featured here drew on qualitative data from a transaction log maintained in the resource centre of an English high school and from two interviews with the information specialist employed.

Broadly, the results demonstrate that the original typology does reflect accurately the actions taken by the intermediary under scrutiny. However, two of the original categories did not emerge and a new one was detected.

The study was small‐scale in nature. It was conducted in just one school, with data provided by a solitary information specialist. The transaction log was maintained for one week only. Future research of a similar type but staged in other kinds of library/resource centre would be invaluable.

An examination of the actions taken by the information specialist reveals that it is possible to identify a series of essential skills and areas of knowledge in which the individual should be expert. Skills associated with liaison may be considered especially important.

No previous paper has applied the original typology of action to the work of an intermediary. The fact that the article seeks to extend the theoretical knowledge base via an investigation of actual inquiry situations will interest both LIS academics and library professionals who work regularly with information users.

The paper seeks to explore the complex relationship between education and library/information science (LIS). It aims to identify areas of convergence and significant differences, especially in terms of how what takes place in educational environments may be seen to run contrary to textbook LIS principles.

The author investigates the salient issues through the use of a wide range of sources, including books, work presented at conferences, academic journal papers, articles in professional periodicals and newspapers, statutory documents, blog entries and contributions to a DVD programme. Many of these first came to the author's attention whilst he was conducting work for a doctoral project beginning in the late 1990s; the more recent sources were identified during investigations specifically undertaken for the preparation of this paper. He also includes insights and other thoughts based on his own experience as a teacher and support officer in schools.

There are various ways in which the function and duties of teachers and information professionals coincide and, in several respects, they support one another. Yet there are disparities, too, especially in terms of attitudes to the school library, to how resources should be provided for learners and to educational priorities. Contrasts with regard to perceptions of and skills in relation to information literacy exist and differences are apparent in the relative positions within schools of teachers and information professionals.

Studies examining the relationship between education and LIS are rare. This should not imply that the territory is unimportant, however. Indeed, an improved understanding of this area is crucial if professionals in the two camps are to work in greater harmony. Teachers and librarians alike would benefit from reading the work as, having done so, they will be better placed to appreciate the contribution to learning of those professionals in the other category.

The purpose of this paper is to explore meta‐models that pertain to information behaviour. It seeks to highlight the possibilities they offer to researchers wishing to develop their own and to readers more generally interested in information behaviour literature.

Various frameworks that may be regarded as information behaviour meta‐models were examined and three separate types were identified. These are discussed in turn, with particular characteristics of individual meta‐models used to illustrate the types.

A meta‐model is considered here to be a model that has been derived from one or more existing models. Information behaviour meta‐models fall into three categories: those that unify, within one framework, disparate models/theories from a number of areas; those that integrate the fundamentals of several models which share common strands; and those that recast an established model for a particular purpose.

The extent of the typology presented in the paper is bound by the limits of the authors' endeavours in uncovering relevant meta‐models. Should further meta‐models be traced, it is possible that other types would also come to light.

The work will aid the reader's understanding of how theoretical frameworks in information behaviour are developed. It will help those who study the field's literature to grasp variations in the origin of the individual models they see, by demonstrating that models may be derived from others in different ways. It will also enable readers intent on constructing their own models to understand some of the courses of action open to them.

The purpose of this paper is to ascertain the key journals publishing on the topic of information behaviour.

The study focusses on four key textbooks in the field to compile a list of key journals that were being cited.

The primary aim of the project discussed in this paper is to identify the serials that may be considered the core journals reporting research on young people's information behaviour, with a view to helping the information professional stay up‐to‐date with important work in this field. While the study is in progress, it emerges that the research may also be of value to practitioner researchers looking to publish their own investigations in this area since it may be assumed that the journals in the upper echelons of the ranking lists are particularly receptive to submissions relating to information behaviour.

The paper should be of interest to practitioners involved in the support of information seeking in young people.

The paper offers a useful insight for researchers and others interest in information behaviour into the journals they should focus energy in consulting.

The purpose of this paper is to discuss the problems of a one size fits all approach to information literacy (IL) teaching, and consider how to make the experience more relevant to the learner.

The paper provides a discussion based on an extensive analysis of the literature.

Isolated rote learning, without any self‐motivation on the part of the learner, will limit the degree to which information skills can be applied in other situations. If lifelong learning is the true goal of IL education, information specialists are ideally placed to impart skills that go beyond the ostensibly limited relevance (from a student's perspective) of academic assignments.

The paper discusses alternative approaches to the teaching of IL based on a review of the literature. It offers new models for consideration for IL practitioners.

The paper discusses the role of the learner and their motivation and how librarians can make IL training more relevant to the individual. As such should be of interest to practitioners in educational institutions of all kinds.

The paper seeks to explore two qualitative techniques that may be used to evaluate the effectiveness of school libraries. The first is based on a “willingness to return” concept previously applied to reference interviews. The second extends a modelling‐through‐reaction methodology that has recently been developed to identify the characteristics of the ideal “information entity”.

Although each method draws on data relating to the strengths and value of the library as perceived by users, modelling‐through‐reaction also addresses possible areas of improvement and the ideas of non‐users. Data are typically collected via individual interviews and focus groups. Direct quotations from participants are likely to feature prominently in outcomes when the modified “willingness to return” approach is employed, whereas more abstract principles result from modelling‐through‐reaction.

The findings emerging from the application of the methods can be employed in several ways. The first technique is of particular use in advocacy, since it enables intermediaries to demonstrate the specific benefits that their work brings to the lives of pupils. The second helps information professionals identify the strengths and weaknesses of their library. It can also inform subsequent quantitative investigation, in which Likert responses are given to statements, and may facilitate target setting.

The paper is unusual in highlighting various information behaviour issues within the course of a study of evaluation. Whilst the use of a wide range of references in the paper helps to endow the methods proposed with academic credibility, they are intended primarily to be of practical use to intermediaries.

The paper aims to highlight the role of information capture within the scope of information behaviour (IB), especially with regard to young people in academic contexts.

The examination is based on insights from the pertinent literature and the author's considerable experience of working with youngsters.

A range of forms of information capture can be identified. The process may take place at several points in the overall spectrum of IB and have various causes. Although information capture and note‐making are sometimes considered to be very similar and, on occasion, the terms are used virtually synonymously, there is strong evidence to suggest that they are actually quite separate and should not be confused.

Work for the paper does not involve the undertaking of new, specially conducted research. Illumination is gained purely from the reading of source material and the author's reflection on his professional experience in schools.

After ascertaining the motivations behind capturing behaviour, it may be possible to identify deficiencies in students' skills, some of which may be remedied through teaching. Conversely, where capturing behaviour forms part of exemplary IB, educators may well consider instructing other students in the appropriate strategies.

The paper is unusual in covering an aspect of IB that is frequently overlooked in models. Although the article's principal readership is intended to be academics and information professionals, it should also be useful to teachers keen to learn more about how their students tackle assignments.

Despite the fact that effective information skills are a prerequisite for young people in today's society, relatively little is known about how youngsters actually find information. The existing knowledge base on the subject is scanty and piecemeal, and few efforts have been made to explore, as an entirety, studies of young people's information‐seeking and to isolate the methods, perspectives and strategies that researchers have adopted. Examination of these areas can alert prospective investigators to issues that they should explore and approaches that they might wish to take in their own work. Matters for consideration include the purposes of past studies, the specific focuses that have been under scrutiny, the techniques that have been employed for gathering and analysing data, and stances that have been taken with regard to the generalisablility/transferability of findings.