Written by Greetings all – I think it would be useful for the next assignments for all of you to work on refining your description of your information community. You wrote a blog post a few weeks ago:
Blog Post #2: Describe the Information Community you are choosing to explore for the course and the research paper. Utilize Durrance and Bishop’s definition and characteristics of Information Communities to describe your choice to the class, as well as other readings and resources described in the lectures.
However, you might want to revisit the description a bit as you go forward. Note the major assignments call for this in their Introductions:
Information Sources Survey: Introduction. Based on your reading in the secondary literature and exploration of your community, describe your chosen information community and the types of information sought and valued by its members.
Literature Review Matrix: Define the Information Community and explain the significance of studying the information behaviors of this group (e.g. why is this research important).
Research Paper: Introduction. Identify the information community being studied and why an examination of this group is significant. This opening section should conclude with an overview of what topics related to the information needs and information-seeking behaviors of the community the paper will address.
A successful description for the assignments addresses who the community is, what information needs and behaviors they have, and should cite some of our foundational literature as well as your own pertinent, peer-reviewed resources. You might even include some stats pulled from research-based sources as well.
Would some of you brave 200 folks like to share the descriptions you have crafted? I think it might inspire others. Did anyone use a good citation for an article that defines community beyond Block and F&F Please share.
Here is what i have for my Information Sources Survey:
Crafters are individuals who engage in various forms of crafting. Crafting is a “leisure activity that involves learning about tools, materials, and techniques as well as connecting to people and crafting creative expressions (Gauntlett, 2018 reference by Einarsson & Hertzum, 2021, p. 1529). Crafters include knitters, crocheter, welders, card-makers, furniture makers, jewelry makers, artists, and many others. Another name for crafters is makers (Brown, 2020).
Crafters share many of the five characteristics of information communities (Fisher & Fulton, 2022). While crafters tend to work on projects alone, they come together on Online Social Networks and Communities (OSNC) (Lee & Ocepeck, 2023) as well as makerspaces (Einarsson, 2021). These different information communities allow crafters to look for inspiration, find technical information, seek for “immediate help, sometimes in the event of a mishap or unexpected outcome” (Torrey et al., 2009, p. 1374), lurk and monitor blogs and forums, collaborate, socialize as well as share ideas, projects, and advice.
@pythao nice! Very nicely we’ve multiple citations into the two paragraphs. That is a good way to demonstrate you understand your community and you have evidence to support your description.
@michael Thank you! 🙂
@pythao 👍
Hey Professor @michael, this is what I have so far, but will need edit and add tangible connections so it comes full circle.
Autonomous Sensory Meridian Response (ASMR) content creators are part of an online community and phenomena, generating users across multiple online platforms, but with a known concentration on YouTube as the preferred method of content distribution. The accessibility to video metrics is an appealing feature in order to view subscribers, comments, likes, and dislikes–information that is valued as a way to direct their content production. These creators know the importance of developing material that is accepted within the community, encouraging a sort of patronage/dealer critic system (Maddox, 2020, para. 3). It is known that they thrive on engagement from viewer-listeners who go on a multisensory journey that includes content they can see, feel, and most importantly, hear. (Klausen, 2021, para. 3). Buckland’s framework (1991), Information as Thing, encourages the extension of ‘text’ and ‘document’ to include images, and even sounds intended to convey some sort of communication, aesthetic, inspirational, instrumental, whatever (p.3). Sound being produced by ASMR content creators is seen as a core element in what is being created for their listeners. Barratt and Davis (2015, as cited in Klausen, 2021, para. 1) defines these sounds as tingles/triggers that emanate a euphoric sensation that begins at the head or scalp and runs down the spine, and out towards the shoulders. As stated, sounds are a meant to embody a feeling that can also be emotional; whispering (one of many triggers) may mimic closeness and brings an association of emotional concepts such a secrecy, trust, familiarity, and intimacy, which creates both a physical-bodily and emotional sense (Klausen, 2019, pp.92-93). Honing in the production of audio, ASMRtists (artists) are able to create clear, crisp, and complex close-up sounds that has become the essential part of most ASMR videos which are set to improve the quality of the ASMR experience (Garro, 2017, as cited in Klausen, 2019, p.92). ASMR creators find value in the search for sound, equating it to identification to enable preferences and improving quality to emit some kind of emotional connection, and by focusing on quality and detail they are able to curate an immersive environment that relies on relaxation and escapism for their audience (listeners).
@izgz Yay for Buckland! Good explanation of the community.
One thought it might be a good idea to add one sentence perhaps early on the tells the reader who may not know 100% exactly what ASMR is…
professor @michael
Thanks for flagging that! I’ll make sure to add it!
@izgz Cool!
Hi, Professor @michael This is my polished description of my community. Please let me know what you think. Thank you.
When we collectively think of the prison system, who comes to mind? Stereotypical offenders may include gang members, drug dealers, and serial killers. From these preordained sentiments, mainstream media doesn’t help with the prison system’s imagery either due to TV entertainment series, such as The Irishman, Griselda, Narcos, and more. Programs such as these perpetuate misconceptions about the diverse realities of individuals in correctional facilities. As some of these personalities may exist in the system, the demographic group among inmates includes the elderly, ethnic minorities that speak little to no English, those needing drug and alcohol treatment, and those with a lack of educational outreach and vocational skills (Lehmann, 2011). Their disadvantages and stigmatizing stance translate to their high demand for information, learning materials, and self-improvement resources (Lehmann, 2011). All in all, the types of information sought by prisoners fall under three main categories:
• Re-entry: inmates sought information related to their reintegration into society following release. Their specific inquiries include questions about halfway houses which are spaces that offer substance-free living environments for individuals recovering from alcohol and substance abuse (Hodgman-Korth & Armstrong, 2024). Inmates also requested information regarding social security benefits and other practical issues involving job security (Drabinski & Rabina, 2015).
• Self-help: encompasses the incarcerated person’s desire to improve their circumstances while in prison. This includes inquiries regarding access to medical services, educational opportunities available within the prison system, and information that may support their legal defense (Drabinski & Rabina, 2015). Additionally, this category addresses the challenges associated with these inquiries, such as navigating the process of obtaining medical treatment denied by insurance and the lack of access to scholarships available to incarcerated individuals
• Reference inquiries: comprises inquiries about the inmates’ curiosity. Their questions are for general informational purposes that are neither for self-help nor re-entry; rather, they are endeavoring to expand knowledge and gain new skills. For example, they inquired about starting a business, exploring philosophical or religious beliefs, or discussing topics ranging from baseball statistics to neuroscience (Drabinski & Rabina, 2015). This category reflects prisoners’ efforts to explore and understand the world beyond the prison walls.
The world of prisoners is encased in heightened levels of stress, which may result in low opportunities for decision-making, and is socially isolating (Campbell, 2005). When prisoners participate in information behavior, it is favorably associated with two coping mechanisms. First, their information-seeking reduces the uncertainty that is causing the stress. Secondly, it evolves into an escape from their situation (Campbell, 2005). Prison libraries and the accessibility to literary material aid in a prisoner’s endeavor to seek information.
@priscilla023 That is well-crafted! I would suggest using most of it in your paper introduction, perhaps just list out the information sought categories and then use the full bullet points in the literature review. That is good stuff.