Applicability Of The Research To Practice: A Guiding Framework

Based on our empirical findings regarding tweens' everyday-life information behavior

, we propose that the following five principles be used as a framework for basing the mediation of information services to this age group. The principles operate on the basic assumption that tweens are social beings and that information as part of communication is natural and empowering. Information-seeking is a natural and necessary part of tweens' physical, social, and intellectual growth. Generation W-H-Y, as Austin and other tweens explained, is naturally and insatiably curious. They are constantly seeking information to perform academic work as well as aid in their transition to young adulthood. Two processes are at work during this period of development: socialization (how they come to adopt social norms and processes of relating to others) and individuation (how they develop a unique identity among peers). Both formal and informal sources of everyday life information are critical to these co-occurring developmental processes. Thus the founding principle of any service agenda to youth should focus on how information is an Thomas Sabo Jewellery intrinsic and central aspect in their worlds.

All aspects of information behavior have social and affective nuances.In most information-seeking incidents described by tweens, other people (peers, parents, other adults) played paramount roles in the search process. This finding is supported by research with younger [33] and older [19, 20] populations. In the tween years, however, we begin to see the mediating preferences switch from adults to peers. Adult influence in information-: seeking decreases and comes to be, in some instances, resented. Peer friendships begin to perform a more complex purpose: not only do these i peers provide entertainment and socialization, but they also become confidants, intimates, and sources of assistance in the transition to young adulthood. Such transitions involve emotions, which are important to personal and social life [56]. Abraham Maslow [57] stated that social needs such as friendship are integral to the intellectual health of the human. 5Tweens develop their emotive worlds through these social connections, which were found to be closely intertwined with their everyday-life information needs. As their curiosity tends toward relationships and intimacy, their Thomas Sabo information-seeking becomes more affect-laden.

Information literacy is developed and honed in informal social settings as well ' as in tandem with formal scholastic venues. Information literacy frameworks i used in formal education, such as the Big6 [58] and ISP [34], are rarely translated into the world of everyday-life information-seeking. Tweens re-i ported that they explore different information sources interpersonal, I text, and media and often develop an understanding of concepts such i as trust and authority through trial and error experimentation. These un-r structured forays into the realm of informal information literacy are val-fuable and often prove effective. Initiatives such as Connecting Learners I to Libraries [59] suggest the need to approach the student audience with 5 unanimity of purpose, blending public library and school library agendas. Tweens benefit from a consistent message and a consistent approach to I information literacy. However, they also need opportunities to explore a j variety of information strategies with the support of mediating professionals, adults, and peers.

by: allanleelovemonica

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