Michelle M. Kazmer, Ph.D.
Professor
School of Information
Florida State University
mkazmer@fsu.edu / ischool.cci.fsu.edu

Information scientists are a scholarly community who believe that it is vital to do empirical research to identify the information behaviors (a broad concept that encompasses many behaviors of people vis-à-vis information) of groups of users, and the environments (contexts, social worlds, etc.) in which they engage with information. Information behavior research within the field of information science centers the user and his/her needs, with the goal that information sources and services will be designed and delivered to meet those needs.

A review of the research about information needs of older adults indicates that substantial literature, including empirical research and expert opinions, focuses on “the information that experts believe older adults should have, and how the experts believe it should be delivered to them.” On one hand, this is entirely appropriate, because there are inherent flaws in allowing users of any age to completely define their own information use environments: people have pre-conceived notions about what is true or false, and they have preferred sources of information that may not be of high quality when measured objectively. There is a lot of vital information that would foster health, financial stability, and social connectedness, but people – and in particular older adults – are often unaware it exists or do not have means to access it.

On the other hand, when subject experts such as physicians, financial planners, and social media managers exclusively determine the information needs and design of information materials and services for older adults without systematically collecting and analyzing input from users, the results are often disappointing. Information is delivered in the wrong medium, and at the wrong time and place. Information users careen from information poverty to information overload and back again, overwhelmed by content with little context or process to help them figure out how to use it. Information technology environments are deeply over- or underestimated. The ability to use, store, and retrieve materials in a personal collection may be misgauged.

Through our research, intentionally focusing on the information needs and information use environments of older adults, our group of information science researchers have identified key factors to consider as inputs to designing information sources and services for older adults.

1. Breadth of needs
2. Technology and technology training
3. Religion and spirituality
4. Interaction and inclusions

Breadth of information needs
Health-related information is important to many people including older adults, and is the focus of a lot of existing research, but it is not the only type of information needed by older adults. It is important to understand empirically the full spectrum of their information needs. Genealogy, travel, cooking, finances, and lifelong learning opportunities are examples that have emerged, but ongoing research within specific service populations is needed. Considerations of age (the spectrum of “older”), language of origin, culture, ethnicity, education level, and personal interests is vital. Our tendency to group people obscures the fact that people are always members of more than one “group”; any tendency to consider “older adults” as a group with homogeneous information needs, for whom a similar set of information sources and services will work well, is doomed to fail.

Information technology and training
Among older adults, access issues that may affect people of any age in the community are sometimes, but not always, compounded by unfamiliarity and reluctance to engage with new technologies. The question of “why” emerges as a strong finding: older adults are more likely to ask “why” we need to apply information technology to an information source or service when it never required one before (why a website instead of a pamphlet? why a patient portal rather than making a phone call?). Many older adults are eager to seek information and try technology in a supportive environment. It is vital to explore the true range from technophobe to technophile, from reluctant to eager user when technology is available, and to consider how to assess and ameliorate practical naiveté among many older adults about phishing, malware, and other social engineering. Age is not as important a factor for learning and successfully using information technology as is one’s level of interest, engagement, and personality. Among older adults, those who are able to make it a priority to engage actively with technology generally succeed in using newer technology to fulfill their information needs.

The need to use great teaching techniques applies just as much to older adults as it does to young students when we design and implement information services and technology training. Using strong visuals, verbal explanations, demonstrations, and hands-on learning in the same learning session is optimal. Where feasible, adopt learners’ terms and language in teaching. For example, if you use the term “USB drive” and your learners use the term “thumb drive,” switch to that term where possible. All learners get overwhelmed from time to time; using language that they are already familiar with helps them to concentrate on learning new concepts.

Religion and spirituality
In some aging populations, religion and spiritual practices are intrinsically intertwined with information behaviors. From the church community as an information world, to the role of divine messages as an authoritative information source, it is important to consider how (or whether) we wish to, or are able to (or not), meet our older adults’ information needs in ways that are aligned with their religious and spiritual preferences. Either way, it is important to evaluate the extent to which we need to consider older adults’ religious beliefs and practices in understanding their approach to information, and the constraints and opportunities of these information settings.

Interaction and inclusion
While many older adults do feel comfortable communicating via social media, email, and text messaging, in-person and telephone are preferred for information seeking and sharing. Interpersonal information seeking among peers and family is common, but not in place of seeking information from experts; rather, interpersonal information seeking is used to identify useful experts (nurses, librarians, clergy) who are considered truly helpful.

When we consider in-person information interactions, we need to consider accessible and inclusive physical spaces. Meeting ADA standards in our physical information spaces, such as libraries, senior centers, and information commons in retirement communities, is necessary but not always sufficient. Continuing to focus on signs, seating, lighting, and other aspects of the physical environment and materials is important to successful information use. Partnerships that allow information to be where the users are – rather than requiring users to come to where the information is – are especially important for older adults.

Finally, part of being inclusive in considering the information behaviors of older adults is considering older adults as sources of information in addition to considering them as information users. As noted above, reviewing the literature shows a largely one-directional flow of information from “experts” to older adults, not taking into consideration the fact that they can be effective leaders who bring expertise to projects such as creating community histories, teaching technology classes, facilitating events, and guiding makerspaces. Our shared goal is an integrated, inclusive, multi-faceted and multi-directional approach to information behavior (information needs, seeking, use, etc.) and creation of information sources and services.