Marginalized Knowledge: An Agenda for Indigenous Knowledge Development and Integration with Other Forms of Knowledge

How, when and where is information sought on the web?

Several ways have been identified by scholars explaining how users go about the process of seeking information. Kuhlthau (1999:3) suggests that a user goes through a six stage process referred to as initiation, selection, exploration, formulation, collection and presentation; while Choo et al distinguish starting, chaining, browsing, differentiating, monitoring and extracting. Some information seekers (representing different disciplines or occupations) have shown a change in their preference for information channels depending on their phase of information seeking. There are some who put forward the view that users have generally begun to adopt very different forms of information seeking behaviour as a result of encountering electronic information services such as the Internet and World Wide Web. The SIGIR WISI (Web Information-Seeking and Interaction) Workshop (2007: n.p) claims that the popularity of web browsing and web search engines has given rise to distinct forms of information seeking behaviour, and new styles of interaction.
The infrastructure for web information seeking in educational institutions is usually found in libraries, computer laboratories, and offices. The use of personal computers is also increasing. Moreover, the Internet has become an essential component of every library, allowing it to function as a gateway to vast resources of dispersed information, and thus transforming the way students, scholars and librarians think about collections and service (Lawrence and Miller, 2000: 30). Harris (2005: 6) claims that “For most college students the Internet is a functional tool, one that has greatly changed the way they interact with others and with information as they go about their studies.” Students and staff alike have developed the habit of searching online for information. Most times, this involves active or purposeful information seeking stemming from the need to complete course assignments, prepare for class discussions, seminars, workshops, conferences, write final year research papers, and get news, sports, weather, stocks and teaching material, to name a few. Everyone is becoming familiar or making the effort to become familiar with database searching and access.
In spite of existing mechanisms to educate students in information seeking through information literacy programs (such as library orientations), it is evident in tertiary learning contexts that students and staff appear to find their way on the web through serendipity. Unlike traditional environments, there is no ‘best’ clear cut pattern followed online.