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perspectives, or 'world-views', on user experi-
ences and library services, for the purpose of
initiating reflective dialogue aimed at comparing
perceptions and mental models for subsequent
action taking.
O v e r t i m e a in- d w i t h e x p e r i e in- c e , p a r t i c i p a in- t s i in- -
creased their working knowledge of Soft Systems
Methodology ideas and participatory action re-
search. Workplace learning was advanced through
SSM training complemented by both formal and
informal socialization activities. For instance, the
organizational leader integrated systems thinking
concepts into internal e-newsletters and other
organizational communications. She also used
face-to-face information sharing opportunities
to summarize group successes in confronting
long standing assumptions and moving beyond
insular behaviors. These accomplishments were
also noted in annual performance appraisals,
which constitute an important part of the organiza-
tion's 'reward structure'—i.e., rankings convert
to salary increases. In addition, the leader culti-
vated dialogue-based social relationships among
participants and with users to ensure satisfying
inter-subjective 'meaning making' experiences. In
a variety of ways, then, participants gained SSM
conversance adequate to produce shared practices,
vocabulary, competencies, and memories. This
led them to question existing ways of seeing and
doing things and to “open up novel and elegant
proposals for … advancing thinking and taking
action” (Jackson, 2003, 208).
aim of the interviews was to learn about under-
graduate college students' conceptions of both
information and also information usage.
Phenomenographic studies explore differing
ways in which people experience, perceive, ap-
prehend, understand, and conceptualize various
phenomena in and aspects of the world. Since
Bruce (1997a) introduced it into educational re-
search in Australia, Lupton (2004) and Edwards
(2006) in Australia and Limberg (1999) in Sweden
have used the methodology to investigate students'
conceptions of information literacy, information
searching, and research processes.
With supervision from Somerville, graduate
student Maybee modified Bruce's research ques-
tions to explore the differing ways that students
experience, perceive, apprehend, understand, and
conceptualize information. He asked subjects:
“How do you use information to complete class
assignments?” “How do you use information
outside of your coursework?” “Tell a story of a
time when you used information well.” “Describe
your view of someone who used information well.”
“Describe your experience using information.”
Recorded interview data was transcribed in prepa-
ration for interpretative analysis which focused
on aggregated data—i.e., individual interview
transcripts were analyzed as a whole. Categories
were assigned to describe students' varying ways
of experiencing the phenomenon of information
usage and its advancement (Maybee, 2006).
As librarians reflected and created mean-
ings based on Maybee's research findings, they
recognized the importance of considering under-
graduates' perceptions in designing information
services and systems. They also recognized that
“to adequately address the needs of student learn-
ers, a user-centered approach must be adopted that
reflects the complexities inherent in the current
information environment” (Maybee, 2006, 79).
In addition, they were convinced that learning
is about changes in conceptions, that learning
always has a content as well as a process, that
learning is about relations with the learner and
initiAl 'Finding out'
In January 2004, following an introduction to SSM
'thinking terminology', the process of 'finding out'
about library users' needs and preferences com-
menced in advance of participants' introduction to
SSM tools. The initial activity required librarians'
consideration of research data generated from
open-ended phenomenographic interviews with
nineteen representative polytechnic students. The
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