information seeking model for archival research

8/2/2019 Information Seeking Model for Archival Research

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Running head: ARCHIVAL RESEARCH MODEL 1

An Information Seeking Model for Archival Research

Danielle DeMotte, Daniel Eells, Kate Hill

and Jerusha Shipstead

Emporia State University



ACHIVAL RESEARCH MODEL 2

Abstract

This paper investigates the information seeking process a student encounters while conducting

research in archives. Previous information seeking models are also examined, both within and

outside archival research to aid in the development of the suggested research model. The paper

also examines the application of this model for use by students conducting archival research.

The suggested model for information seeking in archival research by students depicts the steps a

student should take when seeking information in an archive.




An Information Seeking Model for Archival Research

Students are routinely presented with the task of locating and utilizing information

through new and unfamiliar methods and sources within the education system. The point of such

exercises is to expose students to different ways approaching information in an effort to inspire

new ideas and prepare them for future endeavors. Archives represent a sub-category of

information repositories that frequently are overshadowed by more diverse and accessible

institutions, such as public and academic libraries. Archives, like other specialized libraries,

generally limit the scope of their holdings to the extent that they cover a relatively limited

amount of topics that would appeal to a select group of people. We have based our model for

archival information seeking based on these two main concepts.

Background

Several models have been developed to illustrate information seeking behavior. Some

have influenced the design of our model. One example is Wilson’s first model; it shows general

information seeking behavior and can be broadly applied. The model originates with an

information seeker’s need. It includes information seeking results such as success and failure,

and it incorporates the exchange of information between people. These characteristics are

present in our design (Case, 2007, p. 123-124).

Zhou’s Student Archival Research Activity (SARA) model has also influenced the

development. This model is specific to archives and focuses on student research; it combines

Kuhlthau’s six-stage library search process model and the Yakel and Torres archival user

expertise model. Kuhlthau detects six stages in the search process: “1) task initiation, 2)

selecting topic, 3) exploring information on the general topic, 4) focus formation, 5) collecting

information on the focus, and 6) writing up results,” which Zhou adapts to the SARA model




(Zhou, 2008, p. 480). Yakel and Torres identify certain characteristics of an expert archival user.

They found three particular forms of knowledge are needed for the effective use of archives.

These areas of knowledge include domain (subject) knowledge, artifactual literacy, and archival

intelligence. Zhou incorporates the acquirement of this knowledge and adds a “role” element to

the model by including the archivist and the instructor’s interactions with the students (Zhou,

2008, p. 477-480).

The SARA model illustrates how students acquire the different forms of knowledge in

each stage of the research process and how the instructor and the archivist are involved. Zhou’s

focus on the student and the involvement of the teacher and the archivist are reflected in our

model. Both the SARA model and Wilson’s first model illustrate information seeking behavior

applicable to archives and to the concept of archival research that is expressed within our model.




The Model

Figure 1. Information Seeking Model for Archival Research.

Presented below is a link to a brief video on the model designed for information seeking in

archival research: mms://mythos.emporia.edu/esumedia/rgibson1/informationseekingmodel.wmv

http://mms//mythos.emporia.edu/esumedia/rgibson1/informationseekingmodel.wmv







Examination of the Model

Since this model is intended to be a practical illustration of how students access archives,

its application is reliant on the process or processes students take to locate and utilize the

necessary information for a specific project. Consideration was given to the actual steps taken

towards using both digital and physical archives in an effort to show how the experience differs

from the more familiar public or academic library settings.

Drawing on our own experiences as students, our goal was to give equal attention to

digital and physical archives. Digital archives present convenient access to archival collections

via the use of a computer and an Internet connection, but rarely contain complete collections of a

specific institution due to time, budget, and storage limitations. Physical archives allow

researchers to view all of their holdings in-person, but are regulated by rules for security and

preservation purposes. Because of this somewhat limited access, as well as the increasing

tendency of researchers to rely on digitalized materials, we believed it necessary to include both

digital and physical archives in describing student usage.

The third element of our model focuses on the role of mediator within the students search

for information. Authors such as Yakel and Torres (2003) have discussed how students with

little or no archival experience usually require some sort of orientation or assistance on locating

and interpreting information from primary sources (p. 56-58). They argue that:

Knowledge of archival theory, practices, and procedures has many components. Among

these are language abilities or the facility to understand archival jargon, and

internalization or rules so that they do not get in the way of higher level thinking,

interpretation of primary sources and their surrogates, and an awareness of one’s own and

others’ level of domain knowledge. (p. 58)































Understanding archival systems and their holdings requires some form of assistance for all types

of researchers. An archivist may be needed to page collections from shelves or to assist a patron

with the online database or finding aids. Once the patron locates the item they want to see,

further help may be needed in interpreting the item, finding similar items, or building an

historical context. In the case of a student project, a teacher, professor, or mediator may be

consulted to help with constructing such an analysis.

In our view, it is the mediator who helps to determine if the student succeeds in the

information search or not. As stated, students need a degree of guidance in finding and using

primary sources. The mediator’s role is to help assess the student’s information gathered, in

order to determine if it fulfills the requirements of the initial information need. Zhou’s (2008)

study emphasizes this point, describing the ways in which archivists and teachers assist their

students in locating and interpreting information (p. 487-490). If the required information is

obtained, the student’s work is complete. If the information is incomplete or nonexistent, the

student would most likely have to repeat the basic steps of the process, perhaps altering their

search terms or consulting a different archive.

Benefits and Challenges of Using Archives

As with any research, there are benefits and drawbacks when working with digital and

physical archives. The delicate and singular nature of primary sources dictates terms of use and

certain limitations may be in place to protect the materials. Digital archives offer convenient

availability; researchers can access the materials at any time of their choosing and from any

location providing Internet service, this also allows exploration of the sources without outside

interference. Because the fragile materials have been digitized, there is a greater prospect of

making and keeping a personal copy; the item is not being handled frequently. Digital


































collections are gaining in popularity and availability, which increases use of the collection. The

lure and charm of physical archives allows for an emotional connection with items of historical

significance (Duff, Craig, & Cherry, 2004, p. 19). There is also the added advantage of an

archivists’ user expertise, the holdings of an archive may not be all catalogued and an insider’s

knowledge could prove to be invaluable.

Conversely, there are certain disadvantages to conducting research in both digital and

physical archives. For the former, navigating online databases can be difficult and the available

materials may not represent the complete collection. As stated previously, items may be too

delicate and fragile to put through the rigors of conversion. Issues concerning copyright can also

hinder online access due to the complexities of copyright law and that libraries only place

materials online that are in public domain (Jones, 2001, para. 8). Additionally, it is expensive to

convert and maintain a digital collection, concerns abound regarding the longevity of digital

format, and some material may be permanently damaged in the process and irretrievably lost to

posterity. Visiting a physical archive is a rewarding but time-consuming venture; distance,

operational hours, and expense must be considered (Duff et al., 2004, p. 15). Finding aids and

other access tools meant to help locate documents can also be challenging for students and

possibly experienced researchers to understand and utilize effectively (Yakel & Torres, p. 64-

65).

Limitations/Future Directions

We encountered some obstacles during the course of this project, namely, inadequate

time in which to test and confirm our results. We spent considerable time examining previous

findings concerning the information seeking process in archives to get a better understanding of

what research was being done in this field. We discovered that there has not been a much






























research done on how students gather information in an archive. With more time, we could have

conducted a more comprehensive research on how students seek primary sources in an archive.

The other limitation we had on our projects coincides with the time constraint. We did not have

a sufficient amount of time to test our model’s accuracy and effectiveness among a group of

students.

The future directions our group would like to take this project and model both address the

limitations mentioned above and expand on the model and research we have conducted. The

first step in expanding the research on our model would be to survey and interview a student

population on their information seeking habits in an archive. The data gathered from interviews

and surveys will allow us to change our model to better fit the information seeking process of

students conducting archival research.

The next step in expanding our research and model is a wash, rinse, repeat method to

testing the model. We would test the model on a group of students using interviews and surveys,

collect and analyze the data, make modifications to the model that represents the results found in

data collection. These steps would be repeated until a model emerged that best represents our

view of information seeking process of student archival research.

Another topic the group discussed when approaching this project was the restriction of

only including students in the model. We deliberated on expanding the subject pool to include

non-student researchers, such as historians and genealogists. The data collection and research

methods used to analyze the information seeking process of these professionals would be

different based on their research habits. Our model, though specifically formatted for student

archival research, can be developed and used for other professionals.





























The group found these limitations did not hinder our goal of completing the research, but

it gave us a chance to better evaluate the research we had discovered. We felt with more time we

could have developed a more exact model of student archival research. With the future plans for

research, we will be able to eliminate the limitations on the project and design a better

representation of how students and professionals gather information in an archival environment.










References

Case, D. O. (2007). Looking for information: A survey of research on information seeking,

needs, and behavior (2nd ed.). Amsterdam, Holland: Elsevier.

Duff, W., Craig, B. & Cherry, J. (2004). Historians’ use of archival sources: Promises and

pitfalls of the digital age. The Public Historian, 26 (2), 7-22. Retrieved from

http://www.jstor.org/stable/3379687

Harris, L. E. (2002). Licensing digital content: A practical guide for librarians (2nd ed.).

Chicago, IL: American Library Association.

Jones, T. (2001). An introduction to digital projects for libraries, museums and archives.

Retrieved from http://images.library.uiuc.edu/resources/introduction.htm

Rubin, R. (2010). Redefining the library: The impact and implications of technological change.

Foundations of library and information science (3rd ed.) (pp. 225-270). New York, NY:

Neal-Schuman Publishers.

Yakel, E., & Torres, D. A. (2003). AI: Archival intelligence and user expertise. The American

Archivist, 66 , 51-78. Retrieved from

http://archivists.metapress.com/content/q022h85pn51n5800/fulltext.pdf

Zhou, X. (2008). Student archival research activity: An exploratory study. The American

Archivist, 71(2), 476-498. Retrieved from

https://archivists.metapress.com/content/n426270367qk311l/resource-

secured/?target=fulltext.pdf













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