Exploring Information Use Behavior in the Context of Knowledge Construction

Abstract

The study focuses on a task-driven context to investigate two issues, including “informants’ information use behavior in a learning context” and “how the knowledge structure has changed after utilizing the information”. Qualitative methods were employed in this study, including observation, in-depth interview, and document analysis. One of the authors entered the setting as an observer-as-participant to observe the interaction between the lecturer and participants. Semi-structured interviews were conducted to better understand informants’ information use behavior and their cognition toward major concepts of the learning topic. Knowledge construction commenced with evaluating learning tasks assigned by lecturer, examining knowledge structure, deciding the ways of processing information, and then putting into action. During the process, the participants used information in different manners, including browsing, examining, re-examining, marking up, extracting, translating, reconstructing or setting aside. Findings indicate that information use behavior varied in different tasks, and knowledge structures were mainly expanded based on prior knowledge. Several factors influence information use behavior, such as the importance of learning tasks, different forms of knowledge representation, and the time limit, which are the key facts influencing how the information will be used.

Keywords

• information use
• information behavior
• knowledge construction
• knowledge representation