| Chapter 1 Information Behavior: An Introduction | |
| Table 1.1. | Key Concepts Referred to in Information Behavior Research. |
| Sidebar (Section 1.3) | Must information be useful? |
| Sidebar (Section 1.3) | Does information require intentions? |
| Sidebar (Section 1.3) | Must information be true? |
| Sidebar (Section 1.4.1) | Myth #1: Only “objective” information is valuable. |
| Sidebar (Section 1.4.1) | Myth #2: More information is always better. |
| Table 1.2. | The Evolution of Information Behavior Research Questions, From System-Oriented to Holistic Approaches. |
| Sidebar (Section 1.4.1) | Myth #3: Objective information can be transmitted out of context. |
| Sidebar (Section 1.4.1) | Myth #4: Only formal sources, such as scientific journals or vetted institutions, are essential. |
| Sidebar (Section 1.4.1) | Myth #5: There is relevant information for every need. |
| Sidebar (Section 1.4.2) | Myth #6: Every problem has a solution. |
| Sidebar (Section 1.4.2.1) | Myth #7: It is always possible to make information available or accessible. |
| Sidebar (Section 1.4.2.1) | Myth #8: Material information, such as books or websites, will satisfy people's needs. |
| Sidebar (Section 1.4.2.2) | Myth #9: Individual situations and contexts can be ignored. |
| Sidebar (Section 1.4.2.3) | Myth #10: People make easy, conflict-free connections between external information and their internal reality. |
| Table 1.3. | Moving From Atomistic to Holistic Approaches in Studies of Information Behavior. |
| Chapter 2 The Evolution of Information Behavior Research | |
| Sidebar (Section 2.3.1) | Motivations for Information Seeking: Reducing Uncertainty |
| Sidebar (Section 2.3.3) | Motivations for Information Seeking: Making Sense |
| Sidebar (Section 2.4) | What Happened to Gatekeeping? |
| Fig. 2.1. | A Timeline of Digital “Firsts” That Have Had a Significant Impact on People's Experiences With Information. |
| Chapter 3 The Complex Nature of Information Behavior | |
| Sidebar (Section 3.1.3) | Misinformation vs. Disinformation – What's the Difference? |
| Sidebar (Section 3.1.3) | Misinformation and Disinformation: Examples of Information Behavior Studies |
| Sidebar (Section 3.2.1) | The COVID-19 Pandemic as Context for People's Information Experiences |
| Sidebar (Section 3.2.1) | Misinformation and Disinformation: A Particular Problem in the Pandemic |
| Sidebar (Section 3.2.4) | Conspiracy Theories: Complex Examples of Disinformation |
| Sidebar (Section 3.2.6) | The Rise of Fake News: A Major Research Focus |
| Chapter 4 Metatheories, Theories, and Models | |
| Sidebar (Section 4.1.1) | Epistemology |
| Sidebar (Section 4.1.2) | Ontology |
| Sidebar (Section 4.1.3) | Axiology |
| Sidebar (Section 4.2.2) | Practice Theory |
| Sidebar (Section 4.3) | Discursive Positioning |
| Table 4.1. | Most-Cited Theorists and Formal Theories in Four Journals, 2002–2022. |
| Sidebar (Section 4.3.1) | Social Network Theory |
| Sidebar (Section 4.5.1) | Communities of Practice Theory |
| Table 4.2. | Information Behavior Models Profiled in Earlier Editions of Looking for Information (Case, 2002, 2007, 2012; Case & Given, 2016). |
| Fig. 4.1. | The Kuhlthau Model. |
| Fig. 4.2. | The Savolainen and Thomson Model. |
| Fig. 4.3. | The Robson and Robinson Model. |
| Fig. 4.4. | The Meyer Model. |
| Fig. 4.5. | The Wilson Model. |
| Chapter 5 Research Design, Methodologies, and Methods | |
| Sidebar (Section 5.1.1) | Common Sources of Human Error |
| Sidebar (Section 5.1.2) | Methodology |
| Sidebar (Section 5.1.2) | Methods |
| Table 5.1. | Methodologies and Methods for Data Collection and Analysis. |
| Sidebar (Section 5.3.1) | Online Questionnaires: A Mainstay for Gathering Descriptive Data in the Pandemic |
| Sidebar (Section 5.3.1.1) | Qualitative Studies of COVID-19: An Emerging Research Focus |
| Sidebar (Section 5.3.3.1) | Big Data and COVID-19: A Common Analytic Approach |
| Chapter 6 Reviewing, Critiquing, Concluding, and Futuring | |
| Sidebar (Section 6.1) | United Nations’ Sustainable Development Goals |
| Fig. 6.1. | Seven Global Megatrends. |