Personal Information
Management
Mike Eisenberg
University of Washington
2008Agenda
1. Review WJ understandings
2. Information problem-solving
4

Developing your own PIM skills

4

Teaching PIM skills to others

3. Value-Added
4. My own “PIM”
4

Personal taxonomy, tools, devices, approaches

4

Changing PIM© M. Eisenberg 2008

Agenda1. Review WJ understandings
2. Information problem-solving
4

Developing your own PIM skills

4

Teaching PIM skills to others

3. Value-Added
4. My own “PIM”
4

Personal taxonomy, tools, devices, approaches

4

Changing PIM© M. Eisenberg 2008

PIM Is…
“ the practice and the study of theactivities a person performs in orderto acquire or create, store, organize,maintain, retrieve, use and distributethe information needed to meet life’s
many goals and to fulfill life’s manyroles and responsibilities. ”© M. Eisenberg 2008

PIM …
• Meta-level activities• Not specific incidence• Not spoken for by daily activities© M. Eisenberg 2008

PIM …
• Information overload• Information fragmentation• Information attention© M. Eisenberg 2008

PIM Is about the Mapping Between Needand Information (that We Each Have)© M. Eisenberg 2008

Six senses of PIM
1. Controlled by, owned by me.
2. About me.
3. Directed toward me.
4. Sent (posted, provided) by me.
5. (Already) experienced by me.
6. Relevant (useful) to me (or not).
© M. Eisenberg 2008

The Six Senses of PersonalInformation•2. aboutme•6. useful tome•5. alreadyexperiencedby me

1. ownedby me•4. sent byme

•3. directedto meFinding and Re-finding© M. Eisenberg 2008

6 Kinds of PIM Activitiy
1. Finding
2. Keeping
3. Maintaining and organizing*
4. Managing privacy and the flow ofinformation*
5. Measuring and evaluation*
6. Making sense of things*Meta-level or “m-level”© M. Eisenberg 2008

Agenda1. Review WJ understandings
2. Information problem-solving
4

Developing your own PIM skills

4

Teaching PIM skills to others

3. Value-Added
4. My own “PIM”
4

Personal taxonomy, tools, devices, approaches

4

Changing PIM© M. Eisenberg 2008

Exercise• Sense-making• Choose a recent [information]
problem• List out the actions taken [use cardsor PowerPoint]• [pause]© M. Eisenberg 2008

Information Problem-Solving(Information Literacy Standards)• ACRL Standards• AASL Standards• 21st Century Partnership• ISTE - NETS
• Information Fluency© M. Eisenberg 2008

Exercise• Compare actions to the information
problem-solving process• The Big6

© M. Eisenberg 2008© M. Eisenberg 2008

- plan -© M. Eisenberg 2008© M. Eisenberg 2008

- do -© M. Eisenberg 2008© M. Eisenberg 2008

- review -© M. Eisenberg 2008© M. Eisenberg 2008

Information Problem Solving:
The Big6 Skills™

1. Task Definition
2. Info Seeking Strategies
3. Location & Access
4. Use of Information
5. Synthesis
6. Evaluation© M. Eisenberg 2008© M. Eisenberg 2008

Task Definition
1.1 Define the problem
1.2 Identify the informationneeded© M. Eisenberg 2008

Information Seeking
Strategies
2.1 Determine all possible
sources
2.2 Select the best sources© M. Eisenberg 2008

Location & Access
3.1 Locate sources
3.2 Find information withinsources© M. Eisenberg 2008

Use of Information
4.1 Engage (read, hear, view)
4.2 Extract relevant, quality
information© M. Eisenberg 2008

Synthesis
5.1 Organize
5.2 Present© M. Eisenberg 2008

Evaluation
6.1 Judge the result
6.2 Judge the process© M. Eisenberg 2008

Association of College andResearch Libraries
Information Literacy Competency
Standards for Higher Education

2001
www.ala.org/acrl/ilintro.html© M. Eisenberg 2008

ACRL: Information Literacy
Competency Standards for HigherEducation

1. The information literate student
determines the nature and extent of
the information needed.
2. The information literate student
accesses needed information
effectively and efficiently.
http://www.ala.org/acrl/ilintro.html© M. Eisenberg 2008

ACRL: Information Literacy
Competency Standards for Higher
Education

3. The information literate student evaluates
information and its sources critically andincorporates selected information into hisor her knowledge base and value system.
4. The information literate student,
individually or as a member of a group,
uses information effectively to accomplisha specific purpose.
http://www.ala.org/acrl/ilintro.html© M. Eisenberg 2008

ACRL: Information Literacy
Competency Standards for Higher
Education

5. The information literate student
understands many of the economic,
legal, and social issues surroundingthe use of information and accesses
and uses information ethically andlegally.

http://www.ala.org/acrl/ilintro.html© M. Eisenberg 2008© M. Eisenberg 2008

Themes of the Big6
1. The Big6 process can be appliedin all subjects, with students of
all ages, and across all gradelevels (K-20).
The Big6 is not just for kids.

© M. Eisenberg 2008

Themes of the Big6
2. The Big6 is an adaptable andflexible; it can be applied toany information situation.

© M. Eisenberg 2008

School© M. Eisenberg 2008

Work

© M. Eisenberg 2008

Play

© M. Eisenberg 2008

The Big6 Examples
Personal Information Problems
WorkRecreation

Keeping up with e-mail.

Should I go skiing on Saturday? If so, where?

LifeCareer choice or job search.

Fun

What should I do about Valentine’s Day?

© M. Eisenberg 2008

Themes of the Big6
3. Technology skills take onmeaning within the Big6process.

© M. Eisenberg 2008

Technology - Out of Context• Word processing • Electronic spreadsheets• E-Mail• Spell/grammar check• Web browsing• Hyperstudio• Web page design• Upload/download• Instant Messaging• Web searching• Statistical analysis presentation• Online•catalogs
Multimedia production (PowerPoint)• Database management systems• Video production• Inspiration • Chat
• Group discussion• CAD/CAM• Electronic indexes• Graphics • Use of operating systems• Copy/paste• Telnet • Brainstorming software• ftp•• Algorithms
PDAs• HTML• Programming© M. Eisenberg 2008

ExerciseWord processing
Search engines, electronicindexes, online library catalogs
Spell/grammar check
Brainstorming software
Blogs
Presentation software(PowerPoint)
Email© M. Eisenberg 2008

Technology in Context
Task Definition
Info Seeking Strategies

Location & AccessBrainstorming software; EmailSearch engines, electronicindexes, online librarycatalogs; Blogs
Search engines, electronicindexes, online librarycatalogs

Use of Information

Presentation Software; Blogs

Synthesis

Presentation Software

Evaluation

Spell/grammar check; Email© M. Eisenberg 2008

Technology in Context
Big6 4.2 and 5.1
Use of Information
Synthesis

Note-taking Using
PowerPoint© M. Eisenberg 2008© M. Eisenberg 2008

4. Using the Big6 is not always alinear, step-by-step process.
ESUI
L&AISSTD© M. Eisenberg 2008

The Big6: Not LinearTaskDefinition

InformationSeeking
Strategies

Locationand AccessInformation
UseSynthesis

Evaluation© M. Eisenberg 2008

The Big6: Non-Linear
TD
E

ISS

S

L&AUI

© M. Eisenberg 2008

The Big6: Not Linear
TD

SISS
L&AUI
S
UIS
EISS
L&A

UI

S

E
© M. Eisenberg 2008

Themes of the Big6
5. The Big6 process is necessary
and sufficient for solving
problems and completing tasks.

© M. Eisenberg 2008

™

The Big6 Skills
Necessary and Sufficient
1. Task Definition
2. Info Seeking Strategies
3. Location & Access
4. Use of Information
5. Synthesis
6. Evaluation© M. Eisenberg 2008

™

The Big6 Skills
Necessary and Sufficient
1. Task Definition
2. Info Seeking Strategies
3. Location & Access
4. Use of Information
5. Synthesis
6. Evaluation© M. Eisenberg 2008

™

The Big6 Skills
Necessary and Sufficient
1. Task Definition
2. Info Seeking Strategies
3. Location & Access
4. Use of Information
5. Synthesis
6. Evaluation© M. Eisenberg 2008

™

The Big6 Skills
Necessary and Sufficient
1. Task Definition
2. Info Seeking Strategies
3. Location & Access
4. Use of Information
5. Synthesis
6. Evaluation© M. Eisenberg 2008

Themes of the Big6
6. The Big6 provides a common
vocabulary for “metacognition” –that helps everyone talk about how
they learn and solve problems.

© M. Eisenberg 2008

6 Kinds of PIM Activitiy
1. Finding
2. Keeping
3. Maintaining and organizing*
4. Managing privacy and the flow ofinformation*
5. Measuring and evaluation*
6. Making sense of things* Meta-level or “m-level”© M. Eisenberg 2008

6 Kinds of PIM Activitiy
1. Finding
2. Keeping
3. Maintaining and organizing*
4. Managing privacy and the flow ofinformation*
5. Measuring and evaluation*
6. Making sense of things* Meta-level or “m-level”© M. Eisenberg 2008

Teaching/Learning/Applying PIM as partof Information Problem-Solving• Within the IPS process• In context© M. Eisenberg 2008

Information Problem-Solving & PIM- Questions – Comments? -© M. Eisenberg 2008

Agenda1. Review WJ understandings
2. Information problem-solving
4

Developing your own PIM skills

4

Teaching PIM skills to others

3. Value-Added
4. My own “PIM”
4

Personal taxonomy, tools, devices, approaches

4

Changing PIM© M. Eisenberg 2008

The Value-Added Approach
4R.S. Taylor

4

Value-Added Processes in Information
Systems

4Ablex, 1986

© M. Eisenberg 2008

Underlying the ValueAdded Perspective
1.

Information is ubiquitous.

2.

There is a hierarchy of information - the“information spectrum.”3.

The purpose of an information system is to add
value to better meet user needs.

4.

We are constantly engaged in information
problem-solving: encountering, solving, andresolving information problems.

© M. Eisenberg 2008

The Information Spectrum
ACTIONKNOWLEDGE
INFORMATION
DATA© M. Eisenberg 2008

Taylor: Essentially what
is being asked:
What do users want from information systems
that would enable them to perform better,
however “better performance” is defined in theircontext?

(Taylor p. 55)© M. Eisenberg 2008

The Value-Added User View
of Information Systems• The purpose of an information
system is to meet the needs ofits users• The system does so by adding
value to information© M. Eisenberg 2008

R.S. Taylor
The Value-Added Model• User - criteria of choice• Interface - values-added• System – value-added processes© M. Eisenberg 2008

The Value-Added Model• User Criteria• Values Added• System Processes© M. Eisenberg 2008

Taylor’s Value-Added Model
USER CRITERIAOF CHOICEINTERFACE (Values Added)

SYSTEM (Value-added processes)

Ease of Use

Browsing

Alphabetizing

Formatting

Highlighting important terms

Interfacing I (Mediation)
Interfacing II (Orientation)
Ordering
Physical Accessibility
Noise Reduction

Access I (Item identification)

Indexing

Access II (Subject description)

Vocabulary control

Access III (Subject summary)

Filtering

Linkage
Precision
Selectivity© M. Eisenberg 2008

Taylor’s Value-Added Model
USER CRITERIAOF CHOICEINTERFACE (Values Added)

SYSTEM (Value-added processes)

Quality

Accuracy

Quality control

Comprehensiveness

Editing

Currency

Updating

Reliability

Analyzing and comparing dataValidity
Adaptability

Closeness to problem

Provision of data manipulation
capabilities

Flexibility

Ranking output for relevance

Simplicity
Stimulatory
Time-Saving

Response Speed

Reduction of processing time

Cost-Saving

Cost-saving

Lower connect-time price© M. Eisenberg 2008

Figure 1: Taylor's Value-Added Model(From Taylor 1986, Table 4.2 – p. 50)
USER CRITERIA OF
CHOICE
Ease of Use

Noise ReductionQuality

Adaptability

Time-Saving
Cost-Saving

INTERFACESYSTEM(Values Added)(Value-added Processes)

Browsing
Formatting
Interfacing I (Mediation)
Interfacing II (Orientation)
Ordering
Physical Accessibility
Access I (Item identification)
Access II (Subject description)
Access III (Subject summary)
Linkage
Precision
Selectivity
AccuracyComprehensivenessCurrency
Reliability
Validity
Closeness to problem
Flexibility
Simplicity
Stimulatory
Response Speed
Cost-saving

Alphabetizing
Highlighting important terms

Indexing
Vocabulary control
Filtering

Quality control
Editing
Updating
Analyzing and comparing data
Provision of data manipulation capabilities
Ranking output for relevance

Reduction of processing time
Lower connect-time price© M. Eisenberg 2008

USER CRITERIA
Ease of Use

Noise Reduction

Quality

Adaptability

VALUES ADDEDBrowsing
Simplicity
Mediation
Orientation
Ordering
Accessibility
Item identification
Classification
Summarization
Order
Referral
Precision
Selectivity
Novelty
AccuracyComprehensivenessCurrency
Reliability
Validity
Authority
Contextuality
Flexibility
Simplicity
Privacy

SYSTEM PROCESSES
Alphabetizing
Highlighting
Formatting
Simplifying

Indexing
Controlled vocabulary
Filtering
Selection
Hyperlinking
Semantic connecting
SearchQuality control
EditingUpdating
Analyzing
Selecting
Data manipulation capabilities
Sorting
Customizing
User profiling
Informed consent
ChoiceBandwidth
Parallel processing
Server size
Processor speed
Resource allocation/sharing
Multi-tasking
Common protocols; business practices
Encryption; Password protection

Performance

Time saving
Cost saving
Security
SafetyPleasing

Aesthetics

DesignEntertaining
RewardingEngaging
Stimulating

InteractiveGaming
Reinforcing© M. Eisenberg 2008

Value Added Analysis
User Criteria
Ease of Use
Noise Reduction
Quality
Adaptability
Performance
Pleasing

Values Added

System Processes

Cell Phones

Value Added Analysis
User Criteria
Ease of Use
Noise Reduction
Quality
Adaptability
Performance
Pleasing

Values Added

System Processes

#2 - The Car Dashboard

Value Added Analysis
User Criteria
Ease of Use
Noise Reduction
Quality
Adaptability
Performance
Pleasing

Values Added

System Processes

#3 – Search System© M. Eisenberg 2008© M. Eisenberg 2008

Value Added Analysis
User Criteria
Ease of Use
Noise Reduction
Quality
Adaptability
Performance
Pleasing

Values Added

System Processes

Summary
The Value Added Model provides aframework for:• Analyzing user needs• Determining values and sub-values toadd that will meet those needs• Applying system processes that add
the desired values.

© M. Eisenberg 2008

Build into your toolkit • The user-centered, value-added
perspective• Be able to add value to informationin order to better meet the needs ofusers.

© M. Eisenberg 2008

Value-Added & PIM- Questions – Comments? -© M. Eisenberg 2008

Agenda1. Review WJ understandings
2. Information problem-solving
4

Developing your own PIM skills

4

Teaching PIM skills to others

3. Value-Added
4. My own “PIM”
4

Personal taxonomy, tools, devices, approaches4Changing PIM© M. Eisenberg 2008

Eisenberg & PIM- Questions – Comments? -© M. Eisenberg 2008

- thank you for listening -© M. Eisenberg 2008