The Role of Information in a Community of Hobbyist Collectors
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The Role of Information in a Community of Hobbyist Collectors Charlotte P. Lee Department of Technical Communication, College of Engineering, University of Washington, Seattle, WA 98195. E-mail: [email protected] Ciaran B. Trace School of Library and Information Studies, University of Wisconsin—Madison, 4253 Helen C. White Hall, 600 North Park Street, Madison, WI 53706-1403. E-mail: [email protected] This article marries the study of serious leisure pursuits explored the information-seeking behavior of people out- with library and information science’s (LIS) interest in side scholarly and professional realms (Rieh, 2004). Research people’s everyday use, need, seeking, and sharing of on the information-seeking behavior of low-income people information. Using a qualitative approach, the role of information as a phenomenon was examined in rela- (Chatman, 1991; Spink & Cole, 2001) and research in the vein tion to the leisure activity of hobbyist collecting. In the of Dervin’s sensemaking approach (Dervin, 1992) have done process, a model and a typology for these collectors much to expand the contexts in which studies are undertaken. were developed. We find that the information needs and Other promising arenas for expansion include studies of the information seeking of hobbyist collectors is best rep- role of community information systems in helping individu- resented as an interrelationship between information and object needs, information sources, and interactions als and building communities (Pettigrew, Durrance, & Unruh, between collectors and their publics. Our model of the 2002) and the role of the Internet in everyday life informa- role of information in a particular domain of hobby- tion seeking (Rieh).A recent article by Kari and Hartel (2007) ist collecting moves away from the idea of one indi- calls for more studies of information behavior in leisure activ- vidual seeking information from formal systems and ities. In so doing the authors take a strong rhetorical stance: shifts towards a model that takes seriously the social milieu of a community. This collecting community rep- reframing everyday life and problem solving as a “lower con- resents a layer of a social system with complex inter- text” for information behavior, and reframing pleasurable and actions and specialized information needs that vary profound activities as “higher contexts.” Leisure activities are across collector types. Only the serious collectors habit- considered higher because of, not in spite of, their pleasur- ually engage in information seeking and, occasionally, able qualities. The authors argue that leisure activities should in information dissemination, in the traditional sense, yet information flows through the community and serves not be ignored given that they comprise such an important, as a critical resource for sustaining individual and com- even cherished, part of the human experience. munal collecting activities. Difficulty in accepting the academic study of leisure is not limited to the field of LIS. For example, the meteoric rise of massively multiplayer online gaming and hybrid interactive Introduction learning environments have left researchers in domains such as educational technology and economics struggling to come Library and information science (LIS) has long been con- to terms, as academics, with notions of play and gaming. cerned with the information-seeking needs and behaviors Current research on the gaming culture typically contains of engineers, health professionals, and scholars, particularly elaborate justifications of value as follows: citing research vis-à-vis work activities (Case, 2002). Few studies have in anthropology, psychology, and education, which indicates that play is an important mediator for learning and social- Received May 23, 2008; revised October 11, 2008; accepted October 11, ization through life (Rieber, 1996); showing that play can be 2008 seen as a form of cultural production (e.g., folk art; C. Pearce, © 2009 ASIS&T • Published online 5 January 2009 in Wiley InterScience 2006); and demonstrating that much online play is undertaken (www.interscience.wiley.com). DOI: 10.1002/asi.20996 by all ages including adults with regular jobs and meaningful JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, 60(3):621–637, 2009 relationships, and not a small cadre of stereotypical, socially (which includes play, relaxation, and sociable conversation, isolated teenagers (Castronova, 2005). Currently, researchers as well as passive entertainment such as watching televi- in gaming and simulation are rallying around the term serious sion) is defined as “an immediately, intrinsically rewarding, games (Abt, 1970), while leisure studies researchers are rally- relatively short-lived pleasurable core activity, requiring lit- ing around the term serious leisure: the systematic pursuit of tle or no special training to enjoy it” (Stebbins, 2007, p. substantial amateur, hobbyist, or volunteer activity (Stebbins, 38). Project-based leisure (which includes activities such as 1992). What is unfortunate about the defensive armor of seri- volunteering for a sporting event) is characterized as a “short- ousness is that it posits itself against a vague other—a straw term, moderately complicated, either one shot or occasional, man of frivolity—that is unworthy of study. Rather than raise though infrequent, creative undertaking carried out in free up the study of leisure and play by denigrating other activities, time” (Stebbins, 2007, p. 43). Serious leisure (the focus of our we dispense outright with notions that some elements of the study), in contrast, is described as the “systematic pursuit of human experience, and hence the human information experi- an amateur, hobbyist or volunteer activity that is sufficiently ence, are somehow unworthy of academic study. Instead, we substantial and interesting for the participant to find a career take up the challenge of Kari and Hartel (2007) to research there in the acquisition and expression of its special skills and the pleasurable and profound. knowledge” (Stebbins, 1992, p. 3). Serious leisure, therefore, Our research subjects comprise hobbyist collectors who entails a level of commitment and perseverance, a distinctive participate in an online community information system that knowledge and skill set, the notion of a career, and durable includes an informational Web site and an electronic bulletin benefits that are typically absent in casual and project-based board. The collectors have a wide variety of occupations, leisure. including art director for a textbook publisher, homemaker, As both a component and a further typology of those artist, student, university researcher, retiree, private inves- involved in serious leisure, amateurs, hobbyists and volun- tigator, emergency management specialist, and high school teers have differences that Stebbins sees as setting these teacher.Their occupations require them to create, teach, learn, groups apart. Volunteers offer help, either formally or infor- care for others, and research. They have interesting occupa- mally, with no pay or, at most, token pay, for the benefit of tions to be sure, but, for us, it is their leisure activity that both other people and the volunteer. Amateurs (often found is of interest. What is the hobby shared by this disparate in the fine arts, science, sport, and entertainment) are usu- group of people ranging in ages from 18 to 60+? Their shared ally linked with professional counterparts and with publics. hobby is the collecting of toy rubber ducks. Stebbins introduces the professionals-amateurs-and-publics (PAP) framework from sociology to deconstruct this rela- tionship. Stebbins defines the concept of publics as “sets of Serious Leisure and its Relationship to Human people with a common interest; people not served by, but Information Behavior rather informed, enlightened, or entertained by professionals There is a substantial literature theorizing Web technolo- or amateurs, or both, and who make active demands upon gies as tools and venues for communication and social them” (Stebbins, 1992, p. 59). The notion of publics is fur- activity, and, therefore, the particular role of Web-based ther separated into lay and collegial publics, with collegial information systems forms a background to our research. publics made up of “the amateurs and professionals them- In contrast, there is a much more modest body of literature selves as they consume the products of their colleagues” that examines the intersection between leisure and informa- (Stebbins, 1992, p. 59). Stebbins characterizes a hobby as “a tion behavior, and this, therefore, forms the main interest specialized pursuit beyond one’s occupation, a pursuit that of our study. While a person-focused study of information one finds particularly interesting and enjoyable because of needs is a dominant approach in information studies (Case, its durable benefits” (Stebbins, 1992, p. 10). In contrast to 2002), we take steps here, following Hartel (2003), to inte- amateurs, hobbyists lack a professional counterpart, though grate the serious leisure perspective with a focus on the social they may have commercial equivalents and often have small worlds (Unruh, 1979) of the collectors and ultimately on how publics who take an interest in what they do. In contrast to the their activities result in and fulfill information needs. In doing amateur’s PAP system, hobbyists are said to have a hobbyist– so, we show that the social worlds of these collectors com- public