Chatman And The Principles Revisited

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According to Chatman's normative behavior framework, the thirty-four tweens in our study should have lived in similar small worlds, sharing a cultural space where few surprises occur, life is predictable, and information-seeking is viewed as a normal and healthy, albeit somewhat boring, behavior that is necessary for holding the collective worldview or reality together.

Our research revealed differences in what perhaps could be best described as multiple normative behavior disorder (to pun on Chatman): the tweens repeatedly discussed straddling multiple worlds, navigating many systems simultaneously the home, the school.

The neighborhood, clubs, the world at large, and so forth each with its own set of social norms, worldview, social types, and Jewelry Store ...
... expected/condoned information behavior that could be in balance or diametric to those of the others.

Moreover, data analysis revealed that successful coping or healthful information-seeking behavior by the tweens suggested an ability to engage in multiple discourses or multiliteracies as a result of their expanding social networks/ social worlds paired with increased cognitive maturation.

Developmental factors (social, affective, and cognitive maturity) have an important influence on tween information behaviors and their place in the multiple information worlds they inhabit. Other factors, particularly race and socioeconomic status, emerged strongly within our study samples no doubt these also play an important role and require investigation.

While this study sought to delineate how tweens may be unique among other age groups, tweens are by no means homogenous. We approached tween information-seeking as a healthy part of their development, but we found that, in some tweens' worlds, information-seeking is rebellious, dangerous, or socially stigmatizing.

Further, we found that parents' and tweens' values regarding information-seeking often come in conflict, creating unhealthy situations for some tweens. Additional research is needed to tease out these other factors and to identify how cultural, economic, and education-related aspects of preteen's lives affect their information behavior.

The principles of Harris and Dewdeny [42] and the lessons of Case [43], applied to the supporting evidence from our tween informants, suggest that the collective lessons of research on adult information behavior are for the most part, broadly applicable to youth. There were, however, some important emphases in tweens' accounts of their information-seeking that influence the way these broad, general considerations may be applied.

We find the following summary points, specific to our study group, useful in assessing the fit between prior work and our own analysis:

1. Tweens' developing social worlds create a dynamic situation for information-seeking and use. The tweens are negotiating new relationships with interpersonal information sources.

2. Emotional support must preempt the asking of questions rather than merely accompanying it. Children need a supportive environment for inquiry. Barriers to information-seeking are strongly linked with emotions and social costs.

3. Tweens reported rejecting formal information channels and institutions in favor of interpersonal sources for everyday-life information. Information behavior often transcends the boundaries of traditional help systems.

4. Tween information behaviors can be complex. Beyond notions of "least effort," tweens expressed that they calculated social costs and benefits of sharing information and information needs. Social roles were important factors in assessing trust.

5. Tweens rely on informal social spaces (i.e., information grounds), both virtual and face-to-face, for everyday life information. Chanel Jewelry Within formal spaces, like school, tweens adapt and adopt social spaces (hallways, bath rooms, cafeterias) for information-sharing.

Table 4 aligns these points with the frameworks of Harris and Dewdeny and Case. The points above can be further distilled into a guiding framework for the development of youth-centered information services for tweens.