{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,8,2]],"date-time":"2025-08-02T17:08:40Z","timestamp":1754154520096,"version":"3.41.2"},"reference-count":66,"publisher":"Emerald","issue":"5","license":[{"start":{"date-parts":[[2011,9,20]],"date-time":"2011-09-20T00:00:00Z","timestamp":1316476800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2011,9,20]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-heading\">Purpose<\/jats:title><jats:p>This paper seeks to draw on the linguistic model of narrative recursion developed by Ochs and Capps and on data collected and analysed in previous research projects conducted by Shenton in order to synthesise a new framework that represents the information behaviour of children and young people.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Design\/methodology\/approach<\/jats:title><jats:p>The model of narrative recursion provides the basis of the framework proposed. However, additional, LIS\u2010specific details have been introduced to ensure that the reworked version represents the phenomenon of information behaviour pertaining to the young as appropriately as possible.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Findings<\/jats:title><jats:p>The individual elements within the Ochs and Capps model correspond closely to three phases typically associated with information behaviour \u2013 the emergence of an information need, information\u2010seeking action, and information use.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Research limitations\/implications<\/jats:title><jats:p>No claim is made that the model delineates all instances of information behaviour. It ignores cases where information is acquired incidentally, where no clear goal is involved in the activity and where no enhancement of the knowledge state results, even though information has been accessed.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Practical implications<\/jats:title><jats:p>The model is sufficiently simple to be employed in information literacy sessions with secondary school pupils. It could also be extended to provide an instructional tool and is useful in highlighting various points in youngsters' information\u2010related action where intermediaries may help.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Originality\/value<\/jats:title><jats:p>Although the adoption of ideas and frameworks from other disciplines with the aim of increasing understanding of LIS phenomena is a growing trend, the paper forms one of the first attempts to apply to information behaviour an existing model associated with linguistics.<\/jats:p><\/jats:sec>","DOI":"10.1108\/00012531111164987","type":"journal-article","created":{"date-parts":[[2011,9,24]],"date-time":"2011-09-24T07:35:39Z","timestamp":1316849739000},"page":"499-516","source":"Crossref","is-referenced-by-count":2,"title":["Modelling the information behaviour of children and young people"],"prefix":"10.1108","volume":"63","author":[{"given":"Andrew K.","family":"Shenton","sequence":"first","affiliation":[]},{"given":"Naomi V.","family":"Hay\u2010Gibson","sequence":"additional","affiliation":[]}],"member":"140","reference":[{"key":"key2022020119472237800_b1","unstructured":"Atkin, C. 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