Stephanie Agnes-Crockett – The Green Gables Wardrobe (2024)

Since I’m researching building codes and wildfires for my final paper, I decided to research the intersection between this week’s topic— disaster response for special populations— and wildfires.

Tchekmedyian and Bermudez (2017) reported, in the midst of the Northern California wildfire season, reported that “the average age of those who died [due to wildfires] was 79.” The authors go on to cite mobility as a major concern, relaying stories about victims who were confined to their houses as the fires drew closer. Bizjak, Hendricks, Reese and Sullivan (2018) describing a different incident, draw a similar conclusion: “Many of the at least 85 people who perished in the raging Camp Fire on Nov. 8 were elderly, infirm or disabled.” Bizjak et. al, in including the infirm and the disabled in their analysis, reveal that the determining factor is not age, but ability to evacuate in the event of a disaster. Raychawdhuri (2019), in a recent article for the Daily Bruin, echoes this sentiment as he describes the bleak face of disaster preparation for disabled UCLA students. The author notes that UCLA does not have a strong preparedness plan for wildfires, in general, and contends that “for students with disabilities, the lack of reassurance is tenfold.”

What is to be done for the elderly and disabled populations in the event of a wildfire? Who is working to better serve them in the preparation and execution of safe evacuation? FEMA (2015) offers preparedness pamphlets for the disabled and elderly, including instructions about preparing medications, creating a safety network and planning to use accessible transportation, if necessary. ready.gov echoes these sentiments, adding that it is a good idea to alert first responders to medical needs. The website also recommends a lighter-weight wheelchair, for those with mobility issues. The Red Cross provides a specific evacuation plan for people with disabilities, including the importance of remaining in the company of one’s caregiver, or making plans to stay with family members. Unfortunately, for those who are unable to stay with family or caregivers in the event of an evacuation, not all shelters will be able to provide the necessary services.

While provisions are being made to ensure that organizations comply with accessibility legislation, there is absolutely room for growth when it comes to meeting the needs of special populations.

References

Bizjak, T., Yoon-Hendricks, A., Reese, P., & Sullivan, M. (2018, Dec. 4). Many of the dead in Camp Fire were disabled, elderly. Could they have been saved?. Sacramento Bee. Retrieved from https://www.google.com/amp/s/amp.sacbee.com/news/california/fires/article222044970.html

FEMA. (2015). Prepare for Emergencies Now: Information for People with Disabilities. Retrieved from https://www.fema.gov/media-library/assets/documents/90360

Raychawdhuri, A. (2019, Nov. 14). UCLA lacks necessary plans for students with disabilities in event of wildfires. Daily Bruin. Retrieved from https://dailybruin.com/2019/11/14/ucla-lacks-necessary-plans-for-students-with-disabilities-in-event-of-wildfires/

Ready. Individuals with Disabilities. Retrieved from https://www.ready.gov/disability

Red Cross. Disaster Safety for People with Disabilities. Retrieved from https://www.redcross.org/get-help/how-to-prepare-for-emergencies/disaster-safety-for-people-with-disabilities.html

Tchekmedyian, A. & Bermudez, E. (2017, Oct. 13). California firestorm takes deadly toll on elderly; average age of victims identified so far is 79. Los Angeles Times. Retrieved from https://www.latimes.com/local/lanow/la-me-ln-norcal-fires-elderly-20171012-story.html

For this week’s blog post, I’m taking a reflective turn as I think about the California wildfires of the past few years, as well as their repercussions. I’m located in Fresno, CA and I haven’t been very directly affected by the wildfires (with the exception of some nasty smoke), but I have a good friend who lives in Northern California. Just a few minutes ago, I received a phone call from him and learned that there’s a wildfire just a mile away from his home. They’re staying put at the moment, but could receive an evacuation order. Through this friend, I’ve learned a lot more about the recent power outages, as well as the homeowners’ insurance challenges.

The power outages are pre-emptive moves on the part of PG&E, so that downed power lines don’t result in even more of a fire hazard. While legislators have urged the company to offer a credit to home and business owners affected by the outages, the company has exercised its prerogative not to do so.

The insurance issue stems from the fact that insurance providers have been losing a lot of money as they respond to claims in areas affected by the fires. Kasler, report that companies have been spending $1.70 for every $1 spent on insurance. As a result, insurers are drastically raising their prices, or are even refusing to insure certain fire-prone areas.

As I reflect on these mounting issues in my home state, I find myself wondering about the intersection between capitalism and community in crisis-affected areas. Companies like PG&E have the legal right to withhold a credit. Insurance providers may truly be unable to sustain the cost of service in more dangerous areas…

To what extent, though, do companies have a responsibility to their communities, beyond the clauses of their contracts? At what point, if any, do these hardships go beyond inconveniences (from the perspective of the business) and develop into crises? Is there a point at which organizations will interact their clients, people-to-people, to meet the needs of those in a community, apart from financial gain? To what extent should for-profit organizations adopt the humanitarian work of non-profit agencies, in the event of a crisis?

I have not performed a lot of research on these issues, so my point is not so much to call attention to these specific companies/ industries so much as it is to consider the implications of the business-client relationship in the event of a crisis. I’m particularly interested in the effect on the individual client, who may have no recourse in these trying situations.

I’m very curious to hear other people’s thoughts on these musings!

References

Myers, J. & Luna, T. (2019, Oct. 16). California Utilities—not lawmakers—are calling the shots on power outages to prevent wildfires. Los Angeles Times. Retrieved from https://www.latimes.com/california/story/2019-10-26/california-utilities-politicians-wildfire-power-outage-analysis

Kasler, D. & Sabalow, R. (2019, July 18). ‘Sticker Shot’ for California Wildfire Areas: Insurance rates doubled, policies dropped. The Sacramento Bee. Retrieved from https://www.sacbee.com/news/politics-government/capitol-alert/article232575652.html

In my first blog post for this course, I discussed the positive impact of social media in disaster situations. The following week, as we covered social media as a class, I learned that this medium can also be used to spread misinformation—knowingly or unknowingly.

The same can be said of traditional news sources (such as radio and television), which can be used to dispense information as well as misinformation. Antonio Guterres, Secretary General of the UN, lauds the radio medium, stating, “Radio can create a community” (United Nations, 2019). Similarly, Mitch Stripling of the New York City Department of Health and Mental Hygiene recommends learning how to operate HAM radios, particularly in instances where other forms of communication are unavailable. For example, Birowo (2012) describes the importance of one Indonesian radio station in mobilizing citizens during volcanic eruptions.

Of course, media, regardless of its format, should still be subjected to scrutiny. In a very exaggerated fashion, this clip from the showNews Radio demonstrates that radio personalities need to be very careful about what they say. It’s a good thing this wasn’t happening during a crisis!

Nonetheless, radio not only demonstrates potential, but has also proven truly beneficial in the realm of disaster informatics. In the event of crisis and disaster situations, accountability becomes even more important. When hearing reports of hazardous weather, for instance, listeners need to know that information is reliable and trustworthy.

With this in mind, Humanitarian Stations, such as those implemented in South Sudan, exist specifically for the purpose of crisis management, “acting to dispel rumors, provide accurate news and information, and support community members in making informed decisions about their lives.” These stations are designed as temporary fixtures to aid communities in crisis and offer quick access to important information. Holding itself accountable to the public, the Humanitarian Station invites the voices of affected people, without offering a platform for politics. The radio station also seeks to hold other humanitarian organizations accountable: holding them to the promises they make to affected communities (Internews).

In the event of a crisis, these radio stations are proving very helpful to those in danger, and certainly serve to fill an information need.

Birowo, M. (2012). Community Media and Civic Action in Response to Volcanic Hazards. In Christine Hagar (Ed.), Crisis Information Management: Communication and Technologies (pp. 139-153). doi: 10.1016/B978-1-84334-647-0.50008-4

Henry, A. (2018, Feb. 15). How to Prepare Your Community for a Disaster. New York Times. Retrieved from https://www.nytimes.com/2018/02/15/smarter-living/prepare-your-community-for-a-disaster.html

Internews. Humanitarian Radio Module: South Sudan. Retrieved from https://internews.org/sites/default/files/2017-12/humanitarian_radio_part1%262.pdf

[soul2squeeze]. (2010 Nov. 10). The Real Deal with French Diplomacy. [Video File]. Retrieved from https://youtu.be/ANNwlJOwXo4

[United Nations]. (2019 Feb. 13). World Radio Day— UN Chief (13 February 2019) [Video File]. Retrieved from https://youtu.be/14PEwTo_hVo

For my first reflective blog post, I chose to investigate Hurricane Dorian through an informatics lens, specifically with emphasis on social media. While a quick search of social media outlets such as Facebook and Twitter reveals that many, many people are “talking” about the disaster, Palen and Anderson (2016) note that it is very important to scrutinize the content of these posts, rather than attempting to make a snap judgment based on the sheer quantity of responses. It is necessary to evaluate this information through the same scientific method that is applied to other areas of research, honing in on specific documents to produce reasoned, relevant, analysis. Thus, it is not enough to consider social media as a whole. One must determine an angle of research.

Natalie Meade of The New Yorker, in an article entitled, “How Social Media is Helping Survivors of Hurricane Dorian in the Bahamas” focuses on the role of social media in connecting people to make a humanitarian impact. She describes the way that social media helped Bahamians to connect with their rescuers. She goes on to recount specific stories about people reaching out for information, and donations, via social media. For example, one family member reached out to a Facebook group called “Dorian People Search Bahamas” to learn whether or not her relatives had survived. According to Meade, the seeker received an affirmative response within twenty minutes.

Created on September 1st, the same day the hurricane made landfall, the Facebook group consists of over 12,000 members and offers searchers the chance to input the names of loved ones into a searchable database. Of nearly 12,000 people listed in the database, over 7,000 of them have their whereabouts accounted. People with information can also input the name of a person they know about.

Thanks to this databases, civilians are becoming indexers with the ability to meet one another’s information needs. This example certainly demonstrates the positive role of social media in connecting people to one another, particularly in a digitized world where it is becoming increasingly difficult for people to sort fact from fiction in the deep pool of available information.

References:

Malkin, E. (1 Sept. 2019). Hurricane Dorian Batters Bahamas as ‘Catastrophic’ Storm.New York Times. Retrieved from https://www.nytimes.com/2019/09/01/world/americas/hurricane-dorian-bahamas.html

Meade, N. (11 Sept. 2019). How Social Media is Helping Survivors of Hurricane Dorian in the Bahamas. The New Yorker. Retrieved from https://www.newyorker.com/news/news-desk/how-social-media-is-helping-survivors-of-hurricane-dorian-in-the-bahamas/amp

Palen, L., & Anderson, K. (2016). SOCIAL MEDIA RESEARCH. Crisis informatics–New data for extraordinary times. Science (New York, N.Y.), 353(6296), 224-225.

Click a book cover to learn more information.

the book cover to learn more information about the book.

This is my first semester in an MLIS program and INFO 200 was my first introduction to the concept of information communities. Or rather, it was my first time assigning a term to the concept. I soon learned that, although I hadn’t heard the word before, I had already been exposed to, and participated in, various information communities.

I selected the family historian information community for the semester’s coursework, since I already had a bit of experience with the community. My mom had been researching our family history for the past several months, particularly in conjunction with her at-home DNA test. It was a major topic of conversation at home and I was already learning a lot about research methods, in addition to our own family history.

As I reflect on this semester’s coursework, something that stands out to me is that different information communities engage in different information seeking behaviors. This is true even in terms of sunsets of information communities. Within the family historian community, for example, those with common ancestry may have specific websites and forums tailored to meet their needs. For example, the website JewishGen offers resources to those with Jewish heritage. As groups become more specific within a given information community, the resources become more helpful to those who actually need them, but may be completely irrelevant to those who do not occupy that specific subsection. For this reason, it is important to gain a good understanding of the user in question, in order to evaluate which tools may be helpful in satisfying their information needs.

I also learned that, in our increasingly digitalized world, it is more important than ever to preserve family artifacts. As Darby and Clough explain, people are less likely to find obscure information about their ancestors online and often begin scouring family repositories to discover more detailed information. I imagine this truth carries over to other information communities as well, particularly where historical documents are of interest.

In terms of my career as an information professional, I’d like to borrow from Bates’ discussion on the “Invisible Substrate,” which I read for INFO 202. When it comes to servicing an information community, I don’t need to be an expert on what they’re studying— I just need to be an expert at connecting them with information.

Resources:

Bates, M. (2000). Invisible Substrate of Information Science. Journal for the American Society of Information Science 50(12). Retrieved from https://doi.org/10.1002/(SICI)1097-4571(1999)50:12%3C1043::AID-ASI1%3E3.0.CO;2-X

Darby, P. & Clough, P. (2013). Investigating the information-seeking behaviour of genealogistsand family historians. Journal ofInformation Science, 39. 73-84, DOI: 10.1177/0165551512469765

Initially, I intended to write this blog post concerning issues of privacy and censorship in the family historian community. Specifically, Barnwell, an Australian researcher, discusses this trend in Australia, where researchers have not always desired that information they discovered be made public.

Continuing my investigation in the hopes of finding evidence of this same trend in America, I came across another ethical issue, which I’ve decided to examine here, instead. This issue still deals with the dispersion of historical information, but is about interaction with social history, as opposed to specific family secrets.

Sleeter, who (possibly, by her own estimation) coined the term “critical family theory,” identifies the need for family historians to explore their personal histories through a contextualized lens (2013). As Sleeter explains, certain historians are more likely to investigate only their own ancestors, whereas others will research the historical context, as well. The former approach is problematic, Sleeter argues, as it not only minimizes the experiences of historically oppressed people groups, (in her case, colonized populations) but also perpetuates these same abuses (2016).

Responding to the same issue, the American Library Association emphasizes the need to represent differing historical perspectives. Just as Sleeter highlights the need to consider historical context holistically (and not merely the of the party in power), the ALA prioritizes the dispersion of all information, regardless of viewpoint.

On the other hand, Sleeter’s approach differs from the ALA’s in that her argument emphasizes the voice of the marginalized. In contrast, the ALA makes its statement with particular regard to controversial perspectives. “Libraries should provide materials and information presenting all points of view on current and historical issues,” the ALA writes. “Materials should not be proscribed or removed because of partisan or doctrinal disapproval.” Thus, while Sleeter might consider a racially-charged text by a white author to be limiting, the ALA might express their opinion that this very same text also deserves consideration. (For more information on how the general public may react to such a text, see also Burke, 2010). Krug also interacts with this concept, arguing against the censorship of information on the basis of political (for example) views(Krug 2010).

Nonetheless, I believe that all three authors are ultimately arguing the same point. Each contends that information should be dispersed regardless of perspective. That is to say, each party wishes for people to have access to information, even if (and perhaps especially if) this information does not reflect their own experiences.

Sources:

Barnwell, A. (2015). Telling social stories: family history in the library. The Australian Library Journal, 64(2), 105-112, DOI: 10.1080/00049670.2015.1011050.

Burke, S. (2010). Social tolerance and racist materials in public libraries,Reference and User Services Quarterly, 49(4), 369-379.http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=51203282&site=ehost-live&scope=site

Krug, J. (2003, 2010). Intellectual freedom and the American Library Association: A historical overview. InEncyclopedia of Library and Information Sciences, pp.2820-2830.Intellectual-Freedom-and-the-ALA_Krug.pdf

Library Bill of Rights. (2019). Retrieved from http://www.ala.org/advocacy/intfreedom/librarybill.

Sleeter, C.E. (2013). Critical Family History. Retrieved from http://christinesleeter.org/critical-family-history/.

Sleeter, C.E. (2016). Critical Family History: Situating Family within Contexts of Power Relationships. Journal of Multidisciplinary Research 8(1), 11-23, retrieved from https://www.academia.edu/26511816/Critical_Family_History_Situating_family_within_contexts_of_power_relationships.

To facilitate improved usability in the field of family history and genealogy research, Darby and Clough conducted a study on amateur family history researchers (FHRs) in the UK. This study built on, and differed from, past scholarship in that it focused on amateur (as opposed to academic) researchers. Darby and Clough published their findings, entitled, “Investigating the information-seeking behaviour of genealogists and family historians,” in a 2013 issue of the Journal of Information Science.

Paul Darby and Paul Clough of the Information School at Sheffield University received funding from the European Community’s Seventh Framework Programme to complete their study. In the process, they enlisted a small group of FHRs (roughly twenty-five) to complete a sample questionairre and/or participate in an interview. The majority of those who completed the questionairre also completed the interview. Darby and Clough questioned respondents regarding their research processes, to determine whether FHRs adhered to an existing model of fact-finding.

According to the proposed model, FHRs begin with a catalyst that prompts them to research. For some, this is the desire to unearth a specific family secret. Others seek information to leave to their posterity. From there, researchers are said to embark on the fact-finding mission, which includes a concrete step for determining how to use the research framework. As a result, FHRs can successfully conclude the process as they input information into their family tree. First they find the most accessible information, then they gradually move on to more challenging details.

Contrary to the established model, Clough and Darby discovered that researchers do not always move through the fact-finding model in such a determinate fashion. Rather, some people begin in the midst of the process. Additionally, many participants indicated that they learn how to research as they go, as opposed to developing a strong method in one single step. For these reasons, Clough and Darby assert the need for family-history research to become more user-based, accommodating the needs of those who are actively engaging in the process.

I believe Clough and Darby’s findings will prove foundational in my own research paper. This scholarship is particularly helpful in that it outlines a distinctive model for approaching family history research. Beyond doing so, the article also assesses the strengths and weaknesses of the model, culminating with information on how professionals can best serve this information community. Because the article ties together information communities and family historians, it is perfectly suited to my use.

Source:

Darby, Paul & Clough, Paul. (2013). Investigating the information-seeking behaviour of genealogists and family historians. Journal of Information Science. 39. 73-84. 10.1177/0165551512469765.

Part personal inventory and part team-building workshop, Collaborative Intelligence, by Dawna Markova and Angie McArthur, identifies differing personality and learning types, highlighting the patterns that develop between different thinkers—as well as strategic ways to interact with those who work differently.

According to Markova and McArthur, collaboration is an essential skill to have “in our global economy,” but very few people are good at it. For this reason, it is necessary for people to hone their “collaborative-intelligence quotient” or “CQ.” Markova and McArthur define CQ as “a measure of your ability to think with others on behalf of what matters to us all,” and devote much of the text to helping readers to improve their CQ (6).

The authors divide the text into four parts, with each section focusing on a different strategy for cultivating improved communication. Each part features interactive materials, such as flowcharts and kinesthetic activities, which empower the reader to better understand their own processes, and eventually the processes of others.

Part one, for instance, focuses on metacognition and the relationship between states of attention and the three “languages” of thought. The authors identify three states of attention (focused, sorting and open), and explain that, contrary to popular understanding, there is more than one way to pay attention. People typically associate “focused” behavior with attentiveness, but regard the explorative (“sorting”) and imaginative (“open”) faculties as inattentive. As a result, communicators often become frustrated with one another, based on apparent inattentiveness.

In response to this issue, Markova and McArthur explain that people shift between states of attention, based on the type (or language) of communication they are receiving. There are three languages of thought: auditory, kinesthetic and visual. Each language corresponds to a particular state of attentiveness, but this correspondence differs from person to person. Thus, while one person may become highly focused when stimulated auditorily, another person may shift into the open state, creating the false appearance that they are no longer paying attention.

The section then identifies six different patterns, based on a person’s attention-thought language correspondence. For each of the thought patterns, the authors highlight natural strengths, as well as areas for growth. Next, Markova and McArthur offer tangible strategies for bridging communicative lapses that occur on the basis of attentiveness. If, for example, a person “fiddle[s] a lot while you are talking,” it may be because the “kinesthetic triggers focused attention” (80). To work more effectively with this person, you may want to invite them to participate in a kinesthetic activity (such as using a flip-chart), while you are communicating auditorily with them.

In similar fashion, the next part of the book also begin with self-identification assessments, followed by information for dealing with those who think differently. Part two identifies “thinking talents,” such as optimism and precision, as well as “blind spots,” or areas that a person does not naturally prioritize.

The third section deals with four forms of inquiry, emphasizing the importance of working with teammates from a common ground, even when that requires bridging the gap from one learning process to another. Finally, part four builds off of the information generated thus far, encouraging readers to engage with others regarding their thinking styles, in order to best facilitate improved communication and teamwork.

Applying CQ to the Library

As collaborative as its name suggests, Collaborative Intelligence is extremely versatile, as its contents can be applied wherever relationships exist. This criteria is certainly met in the library, where librarians act as information mediators for their users, while also collaborating with fellow librarians regarding the future of the institution (on large and small scales).

First, when interacting with users in the library, it is imperative that librarians are strong communicators. In an increasingly digitized world, communication is more important than ever before, as communication may be the human element that differentiates a living librarian from a “Google” search. It is important that librarians not only provide access to information (which is something that a computer could do), but also make that information understandable to the user.

Communicating information requires more than understanding of the research. It also entails self-assessment, as well as observation of the user in question. The information professional should know about his or her own communication styles and pay special attention to areas that require improvement. However, it is not enough to understand one’s skill sets and deficiencies in isolation.

The librarian will also benefit from researching how their own habits interact with others’. In this way, the professional can follow the models in Collaborative Intelligence to identify potential areas of communication breakdown. This is an important first step in being able to reestablish communication. For this reason, it can also be very helpful for librarians to educate themselves on others’ learning patterns, so as to find common ground. This means knowing how other people think, as well as recognizing the indicators that point to a specific thought pattern.

These same principles can be applied in terms of communication with coworkers and colleagues. It is important to understand, not only the information to be presented, but also how one plans to present the findings. Moreover, understanding of one’s own communication patterns can help one to better present to those with differing collaborative styles.

As these understandings are established, individuals can develop a stronger common ground, which will enable them to grow in collaboration, thereby increasing creativity and positive teamwork.

Sources

Bush, Vannevar. “As We May Think.” The Atlantic. July 1945.

Markova, Dawna, and Angie McArthur. Collaborative Intelligence. Random House, 2015.

Stephens, Michael. “Information Seeking Behavior.” Lecture, Info 200 Information Communities from SJSU School of Information.

Evaluation of any information community begins with the assumption that information communities “emphas[ize]… collaboration among diverse information providers” (Fisher & Bishop, 2015, p. 22). This is certainly evident amongst family historians, who employ various modes of research as they participate in the information-seeking process of “serious leisure.” Hartel, who coined the termed, describes three forms of leisure: serious pursuits, casual leisure and project-based leisure (2016). Because the study of family history is “complex,” but is not “time-bound,” I would characterize this as a “serious pursuit,” which requires education (Hartel, 2016). This is not to say that the realm of family history is inaccessible to the novice, but that the novice is very likely to undergo education in the process, as he or she learns more about effective modes of study.

Yakel corroborates the conclusion that genealogy is a leisurely past-time, describing the pursuit as “everyday life information seeking” (Yakel, 2004). She goes on to note several key trends in the field. For instance, she finds that today’s family historians utilize library resources, but are not dependent on library professionals (Yakel, 2004). This marks a shift away from reliance on assistance from librarians. Barnwell also addresses the relationship between family researchers and librarians, from a different angle.

Reporting at the intersection of several disciplines, Barnwell investigates the relationship between family history and the library, through a sociological lens (Barnwell, 2015). Paraphrasing Berzin, Barnwell notes that, in the 1960s (in Australia), “a boom in genealogy was initially met with resistance from librarians due to family historians’ perceived lack of knowledge about information systems” (2015). Although family historians expressed a definite need for information, information professionals felt unequipped to meet this need, due to “inadequate funding and infrastructure,” even “during the 1980s” (Barnwell, 2015). As Barnwell goes on to explain, it is thanks, largely, to the persistence of groundbreaking historians in the twentieth century that the library of today accommodates family researchers (Barnwell). Because the community’s need for information became evident, librarians arose to meet this need.

This growth of accessibility, however, has met with mixed reception, as revelation of hidden truths has proven undesirable in certain contexts, where family members wish to suppress information that has now been made public. Thus, “In the culture of family history research,” Barnwell writes, “we witness how societies change, and sometimes guard, their views about what can be revealed, on both individual and institutional levels” (2015).

Sources

Barnwell, A. (2015). Telling social stories: family history in the library. The Australian Library Journal,64(2), 105-112, DOI: 10.1080/00049670.2015.1011050

Fisher, K. E., & Bishop, A. P. (2018). Information Communities. In Hirsch, S. (Ed.), Information Services Today: An Introduction(pp. 20-26). Lanham, Maryland: Rowman & Littlefield.

Hartel, J., Cox, A. M., & Griffin, B.L. (2016). Information activity in serious leisure. Information Research, 21(4). Retrieved from journal https://web.archive.org/web/20180415154338/http://www.informationr.net/ir/21-4/paper728.html

Yakel, E. (2004). Seeking information, seeking connections, seeking meaning: genealogists and family historians. Information Research, 10(1). Retrieved from journal http://www.informationr.net/ir/10-1/paper205.html