A Qualitative Study on the Life-World Experiences and Everyday Information Practices of Urban Youth
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Abstract
In an information-intensive society, everyday information practices are central to the daily life of people. Everyday information practices (EIP) are set in culturally and socially established ways to identify, seek, use, and share information. This study explores Pakistani urban youth’s individual, social, cultural, and economic factors shaping their EIP. A qualitative research approach was used. We collected data through semi-structured interviews with 25 urban teens, aged 13 to 19, using purposive sampling. We used NVivo software for the analysis. The findings revealed that individual, social, cultural, and economic level factors are connected to the EIP of youth and had influence on these practices. Urban teens’ EIP are reliant on technology through internet sources and often face confusion due to information overload. The youth’s reliance on librarians and libraries as primary information sources is also diminishing, as the outdated practices and lack of technology in libraries no longer meet the needs of today’s technology-savvy youth. Relevant recommendations are given for librarians, educational institutions, publishers, policymakers, and curricula designers to improve EIP of the youth.
1 Introduction
Everyday information practices (EIP) are means of identifying, searching for, using, applying, and sharing information in socially and cultural established ways. Savolainen (1995, n.p.) coined the term “everyday life information seeking” (ELIS) in library and information science (LIS), which is mostly employed in a non-work setting, such as hobbies, involvement in social activities, and overall everyday problem-solving activities. Wang (2024) detailed that the social orientation was achieved by emphasizing experiences and relationships that focus on inter-individual and inter-group interactions to construct ELIS practices. However, the information practice and the information behavior approach differ substantially in their theoretical foundations. While the latter is predicated on cognitive constructivist beliefs, the former has its roots in social constructivism (Savolainen 1995). This study preferred to explore EIP in contrast to ELIS, as it allows one to capture the broader context of seeking, using, and sharing information. Moreover, EIP develops a comprehensive understanding of how urban youth interact with information in their daily lives. The term lifeworld is part of the everyday information practices model introduced by Savolainen (2008) where he explained that information seeking, information use, and information sharing are modes of EIP in the context of the daily lifeworld. This context refers to the totality of experiences such as the individually perceived lifeworld and the shared context of intersubjective actions that are determined by social, cultural, and economic factors.
This study aimed to analyze and understand the various activities related to information, as well as the factors that influence EIP. Some aspects that influence shaping EIP are societal norms, one’s knowledge base, internal barriers to accessing information, emotions, and time (Savolainen 2008, 2010, 2014, 2015). According to McKenzie (2003), sociocultural contextual elements influenced how pregnant women formed relationships with information sources. According to Isah and Byström (2016), the information practices that occur on a daily basis at a hospital are actively performed, integrated, and maintained as an integral component of the work activity itself. Research has investigated the use of embodied information practices in certain professional groups, including firefighters and artists (Lloyd 2006; Lo and Chu 2015; Olsson 2010). However, the number of these studies is still rather small and furthermore limited in the context of Pakistan as a developing country. Agosto (2019, 114) mentioned that “youth information behavior and practice is still a relatively small area of research” and more needs to be learned about this area. This study addresses this research gap and investigates the lifeworld experience and EIP of urban teens in Pakistan. Besides, studying Pakistani urban teens is crucial for multiple reasons such as that 64 % of the Pakistani population is comprised of youth, which has demographic significance and can help design an effective information and services system by understanding their EIP. Comparatively (with rural youth), urban areas have good digital infrastructure and allow youth to interact with online information resources, meaning this urbanization and digitization are important factors in how urbanization shapes information practices. Additionally, through Pakistan’s distinct social-cultural environment (being a hub of various cultures, social values, and norms), we can acquire valuable insights studying this population and how urban youth develop their EIP. Finally, there is limited literature on this topic investigating EIP, and urban youth can thus add significant insights to the existing body of knowledge and help create the foundation for future research tailored to youth requirements.
The research questions for this study are:
How do urban teens’ lifeworld experiences, such as individual, social, cultural, and economic, relate to their EIP?
What is the effect of lifeworld experiences on teens’ EIP?
2 Literature Review
Everyday Information practice (EIP) is a closely related concept of everyday information activity including seeking, using, sharing, and everyday information behavior. Numerous studies have been conducted on different constructs of the information behavior and practices of teens, such as Shenton and Dixon (2003) who researched the information needs of school students, Agosto and Hughes-Hassell (2005) who examined ELIS of teens, and Julien and Barker (2009) who evaluated high school students seeking scientific information. Moreover, Vraga and Bode (2017) argued that everyday users can reduce health misunderstandings on social media by managing their collected information. Elsewhere, Bartlett et al. (2018) tested the daily health information search behavior of 3,565 millennials for selected resources. Grossman et al. (2019) emphasized that extended family conversations with teens regarding sex may protect them from risky sexual behavior. Hertzum and Hyldegard (2019) examined the EIP of international students. Barahmand et al. (2019) pointed out that the transition to student life is a stressful period for most students because it provides opportunities and challenges. Wu (2021) developed a typology of youths’ preferred ELIS sources, Rafiq et al. (2021) mentioned students needing everyday life information for their academic, social, and self-help concerns, and Salceanu and Calin (2022) assessed differences between young rural and urban residents regarding these two psychological dimensions.
2.1 Information Seeking
The term EIP refers to how people find information in their daily lives. Beheshti and Large (2013) explained that this is something people do every day. Savolainen (2010) said that EIP is normal and happens regularly. ELIS, which comes from ideas by Bourdieu and Savolainen, is about how people look for information and make decisions in their daily lives. Other studies by Agosto and Hughes-Hassell (2005), and Meyers et al. (2009) also talk about ELIS and how it changes depending on different cultures and societies. Recently, Hanif and Warraich (2024) mentioned that EIP are also developing a relationship with other factors including information use, sharing, and applying in the real lifeworld.
2.2 Information Use
Dervin (2003) says that people look for information for specific reasons. Todd (1999) and Gross (2006) talk about how people, especially young people, think and learn when they use information, and that young people build knowledge by using information actively. They show that young people are good at deciding what information matters to them. Hanif and Warraich (2023) claimed that teens rely on social media sources and frequently experience perplexity as a result of information overload when utilizing information.
2.3 Information Sharing
Mohammed and Norman (2017), Hanell (2017), and Peel and Rowley (2010) looked at how people share information now, especially because of new technology, and showed how technology changes how we spread information. Safdar et al. (2023) found that people share information because they want to help others or feel good about themselves. Regarding information sharing, Hanif and Warraich (2023) stated that: “In today’s technology-driven society the most preferred information sharing platforms were found [to be] the internet and social media” (n.p.).
Literature on information seeking, use, and sharing shows a number of studies are available on EIP. However, studies on “EIP of teens” are limited, especially from developing countries. In Pakistan, there isn’t a single direct study on this topic, however, we found some relevant literature from studies on information needs, information behavior, knowledge sharing, and everyday information seeking. This study addresses the gap in the literature and investigates the EIP of urban youth.
3 Methodology
In this study, the researchers employed the qualitative approach. Marshall and Rossman (1990) define qualitative data analysis as the process of giving order, structure, and meaning to large amounts of acquired textual data. The sample population consisted of 40 urban youths aged 13 to 19 from various locations in Pakistan (capital city of four provinces, capital territory; Islamabad and Gilgit-Baltistan). We chose these six cities due to the large number of youth living in these cities as well as their better digital infrastructure. Purposive sampling was used to collect data from all of Pakistan’s provinces including Punjab, KPK, Sindh, Balochistan, capital territory, and Gilgit Baltistan. Semi-structured interviews were done, each lasting 40–50 min. Fifteen face-to-face interviews and 10 interviews were conducted online through scheduled Zoom meetings. Finally, a complete transcript was shared with the participants to ensure the accuracy and validity of the data. After 25 interviews, the researchers assumed that they had reached saturation point, as new information emerged from participants’ responses. Finally, the transcribed data was imported into NVivo-13 (plus) software for thematic analysis following the six-stage process by Braun and Clarke (2006). During the first phase (familiarization of data), the interview excerpts were transcribed and carefully reread. The study generated the initial codes in the second stage (initial code) and looked for themes for those codes in the third phase (generating themes). In the reviewing themes phase, researchers critically reviewed themes and created relationships between them. Themes were outlined within their broad categories in the fifth step. In the last phase, the study’s findings were presented.
Regarding the demographic details of interviewees, we took a sample of 25 urban youths aged 13 to 19 until reaching the saturation point. The sample was obtained from all Pakistani provinces, including Sindh, Punjab, Khyber Pakhtunkhwa, Balochistan, and special areas such as Gilgit Baltistan (GB) and the Federal Capital Islamabad. Five participants were taken from three provinces and the capital territory, whereas three and two participants were taken from Balochistan and GB, respectively. Figure 1 below depicts the demographic information of the participants.
Demographic information of participants.
4 Analysis of Life-World Experiences of Urban Teens
We used Savolainen’s (2008) framework to understand EIP which is linked to information seeking, information use, and information sharing of teens (Figure 2).
Constructs of EIP (Savolainen 2008).
The main focus was to know how urban teens’ life-world experiences (individual, social, cultural, and economic levels) affect their information practices. For each practice, common responses that were developing the themes were mentioned. The categorization of factors influencing everyday information practices is divided into individual, cultural, social, and economic factors based on the term lifeworld which is part of the everyday information practices model introduced by Savolainen (2008) where information seeking, using, and sharing are part of the everyday information practices model. This term covers the framework recognizing the interplay between individual and environmental factors shaping everyday information practices. The overlapping factor is inherent in the complex and dynamic nature of everyday information practices, where at an individual level some factors influence the practices, while at the cultural and economic level the same factors influence the practices.
By addressing these concerns, the aim is to provide a clearer and more concise analysis of everyday information practices of Pakistani urban youth. This also highlights the complex interplay between individual, social, cultural, and economic factors.
A detailed description of each practice along with factors affecting EIP is given in Figure 3. The sub-theme for each factor is also given in this figure.
EIP of urban teens along with factors affecting EIP.
Factors affecting EIP are explained in Figure 3. Using NVivo, the parent and child nodes were identified, wherein seeking, using, and sharing were taken as parent nodes and individual, social, cultural, and economic factors were taken as child nodes.
4.1 Factors Affecting Everyday Information Seeking Practices
Urban teenagers rely on the internet for obtaining information. They mostly trust search engines such as Google and YouTube for seeking required information. The participants stated that their first choice for information seeking was the internet, followed by their parents, friends, and older siblings. Notably, teenagers aged 13–19 considered their teachers as a last resort. The highest amount of time invested in seeking information was amongst teenagers of Punjab and Islamabad.
For everyday information seeking practices, the individual, social, cultural, and economic factors were identified (Figure 4).
Themes diagram indicating information seeking practices of teens (NVivo Output).
4.1.1 Individual Factors
Under the child node of individual factors, the following subthemes emerged.
Simplifying. Teens were found to get the information simply by a seeking process, as a 19-year-old participant (HA-3, Balochistan) stated: “simplifying things in every phase of life makes us happy. I use simple ways to find my information.” Another participant said, “I am used to simplifying the information for future reference” (SZ, 18 years old, Islamabad).
Summarizing. However, individuals still also focus on summarizing the searched-for information. A 15-year-old male stated “I make sure that I compile all my collected information before concluding any debate” (HA-2, Punjab). Another participant quoted: “My friends and I are used to summarizing the collected information” (M.S, Balochistan). Another participant mentioned: “Whenever I need any specific information I start summarizing to reduce and bring it up to the mark (HA -5, Sindh).
Social media. This subtheme was perceived as a common platform to get information among teens. A 16-year-old male from Sindh stated: “All teens use social media as a basic source of information” (MZ-3). Another participant (HA-3, Balochistan) stressed that social media is always helpful during EIP: “I believe that social media is very helpful.”
Life experiences. An 18-year-old female (BR4, KPK) stated: “My brother is an engineer, and I have been a first-semester student, so whenever I face any issues academically, I seek his technical expertise.” Another 19-year-old female respondent from Punjab said: “if I face any issue I rely upon my the wisdom and past experiences of my elder sibling who is in the same university” (RAR-4, Punjab).
Technical expertise. The technology influx in developed areas has led to urban teenagers considering their parents as a secondary source of information, with the primary source remaining technical expertise in using social networks, social media, and websites, etc. “I ask my parents when I cannot get information from online sources, I am digitally literate to find information from the web” (SA-2 (Balochistan). A teen from Gilgit Baltistan mentioned “More information can be obtained if someone is digitally literate” (SZ Gilgit). Another participant said, “I don’t find any difficulty in finding information as I know how to search online” (AQ-1, Sindh).
4.1.2 Social Factor
Social network. Social networks have been gaining popularity among youngsters due to increasing technological adoption, such as teens. One female commented: “Social networks are frequently changing and becoming more convenient to use and to get any information quickly” (HA-5, Sindh). Another participant said: “we have started online shopping, and getting all the feedback through a social network” (EA-1, Punjab). A 16-year-old male stated: “social networks are the most common source of information today” (HA-2, Punjab).
Internet. Internet as an information seeking source became common during the pandemic as most students were attending online classes: “Internet is mandatory for us to take online classes and interact with fellows” (EA -1, Punjab). A female participant said: “the internet is mandatory for us as we cannot take classes without this facility” (M.S, Balochistan).
Academia. Respondents also highlighted the role of academia in seeking information. All the teens were students and searched for information for their academic needs. A female participant said: “I take screenshots of websites containing information to keep or to verify it later from my fellows and teacher” (UZ-3, Islamabad). Another male participant said: “I and my friends are receiving help regarding studies from our friends” (H. An, Islamabad). Similarly, a female participant responded: “I am receiving help from others whenever I need help for my studies.”
Broadcast media. Broadcast media was also discovered as a sub-theme as many teens were involved more in this form. A 13-year-old female mentioned “Broadcast media such as websites, online streaming, advertisements entice [individuals] to consult more sources to find information” (EA, Punjab).
Libraries. About libraries, respondents provided fewer opinions and more suggestions such as: “Libraries should be accessible and greater in number so that we could frequently visit them to find information” (BR-4, KPK). Another stated: “we don’t have a good library in our school, so we are not receiving any help through the library.” A male participant lamented: “we don’t have a good collection in our library, so the library is not a place where we can get information.” Similar was stated by another participant: “we do have a good collection in our library, but our library is not organized as I have seen abroad. We have to spend a lot of time searching anything through the library” (H. An, Islamabad).
Peer network. The trend of working with peers was more common among teens. A 14-year-old male highlighted: “we prefer to go and join the academies/tuition centers where our friends are going. We also combine studies” (SS-5, Punjab). NA-1, an 18-year-old female from Islamabad, quoted “we prefer to do combine study and enjoy doing all projects together”. a 15-year-old male said: “Combined study is fun for us. We are used to visiting each other’s houses to study together” (HA-2, Punjab).
Family network. The importance of both family networks and the internet was also highlighted by participants. A 14-year-old female discussed the social perspective of everyday information seeking, as she mentioned: “Google provides plenty of information then I discuss it with my mother, who helps me to summarize the obtained information and to sort out the necessary information for me” (R.A-5, KPK). Elsewhere, a 13-year-old girl said: “we are five cousins studying in the same school, we help each other to find information” (M.S, Balochistan).
4.1.3 Cultural Factors
Family get-togethers. On a cultural level, teens learned a lot from family gatherings. A 13-year-old female quoted: “My elders are my first source; whenever I am visiting my grandparents, I ask them about many things” (AH-3, Punjab). Another participant mentioned: “My family is always telling me religious stories and I listen to their stories, so I can learn more about life” (SS-5, Punjab).
Religious gatherings. This subtheme emerged, with one participant stating: “religious gatherings give us the chance to get the guidelines for daily life from the life of our holy prophet (PBUH)” (BR-4, KPK). Another male participant stated: “Attending religious gatherings is a good thing as we are getting very good information related to our daily lives” (HA-3).
Holy scriptures. This subtheme emerged as two students were Christians and 23 were Muslims. They interacted by reflecting that they place importance on their Holy Scriptures. Another participant said: “I always accompany my mother to ‘Dars’ and always read and save the printed pamphlets they distribute containing Holy scriptures” (FH2, Sindh). A 13-year-old female stated: “Holy scriptures are a good source of information and provide us authentic information related to daily life’s ethics and behaviors.”
Print media. Print media is also a good source for finding information. Many families read the newspaper on daily basis. A 14-year-old male stated: “In our family, I have seen my father and grandfather read the newspaper on daily basis, they are always up-to-date about current affairs. I have also adopted this habit from them” (RAR 4, Punjab). Another young teen said, “For me, printed media is the most reliable source, I prefer to read newspapers to get the latest updates about the world” (HA-5, Sindh).
4.1.4 Economic Factors
Affordability. However, the seeking of information is not always financially-friendly. A 19-year-old male stated: “Sometimes I have to download very important files, but my internet package ends” (SR-1, Gilgit). Another 14-year-old female stated: “I have been facing the issue of slow internet speed and low bandwidth for the last six months and good internet packages are costly. Even last month my device broke down, I had to get a new one from the office” (FH2, Sindh).
Conveyance. Conveyance was identified as a key factor affecting everyday information-seeking practices. A female from Punjab stated “I prefer to keep myself up to date by watching the news daily, however, if I want to research more about something, I prefer going to the library, but I don’t have any conveyance” (SS-5, Punjab). Another male said, “the library is far away from my home and I have to wait for my father to bring me there to find information.”
4.2 Factors Affecting Everyday Information Use Practice
Teens were more cognizant of various sources for obtaining information and they can utilize it according to their needs. They are more reliant on technology and teachers/librarians are their least preferred source of information, which also indicates that teenagers are more independent and rely less on guidance from their teachers. Moreover, the urban teens from Balochistan were unable to use information sources effectively. Further segregation of the obtained responses into the sub-themes—the individual, social, economic, and cultural factors—are shown below in Figure 5.
Everyday information used practices of urban teens.
4.2.1 Individual Factors
Under this child node, the following subthemes emerged.
Knowledge repertoire. At an individual level, everyday information use practices were found to broaden participants’ knowledge repertoire. A 15-year-old male stated: “I can answer any question because I know how to search, and it also improves our impression if we know how, when, and where to use it” (HA-2, Punjab). An urban teen said: “Searching for information can only be useful if we are using that information” (SZ, 18 years, Islamabad). Participants further stated that they put hard work into searching and if they cannot find and use information then they cannot increase their academic worth.
Verification needs. The need to verify the information before use was mentioned by many students. A 15-year-old male stated: “I make sure that I compile all my collected information before concluding any debate” (HA-2, Punjab). Another participant stated: “It is highly important to verify the information and what we need before using any information” (SZ, 18 years, Islamabad).
Altruism. The most unique subtheme found was altruism. A 19-year-old stated: “I always save and then share interesting facts to help my friends, and if my friend needs help to find some information I search it for them (SS-5, Punjab). Another teen stated: “I provide information to my family and friends from the existing knowledge repertoire on my cellphone. This way they know information is authentic and is specifically searched for them” (SZ, 18-year-old, Islamabad).
Task specificity. Task specificity is important to save time and to find the exact information. An 18-year-old female stated: “For academic tasks, we need to have exact information. This task specificity makes information use more convenient” (BR-4, KPK). One participant mentioned: “I face problems when I have too much information and the task is not specific. A specific task helps us to use specific information” (SZ, 18 years, Islamabad).
Technology bias. A 15-year-old from KPK reflected on technology bias: “I prefer to store files on my laptop and share them via email. I don’t like using WhatsApp for sending important files, because if the chat history is deleted, the file is lost” (HA-2, KPK). This shows that all students were not convinced to use any commonly used technology. Another participant said: “I am used to sending an email to my second email address because I cannot trust my laptop” (M.S., Balochistan). One participant from Sindh mentioned: “Computers, laptops, and USB are not reliable sources. We should use online ways to use safe information (HA-5, Sindh).
4.2.2 Social Factors
Social network. Social media is used by many students. A 15-year-old female from the Capital Territory said: “I read tweets on a hot issue on Twitter, then I ask my parents; if they do not have more information on the subject, I ask my aunt and my uncle; if they don’t know, then I try to find necessary information from books” (AI-2, Islamabad). This shows that teens prefer to use any social network which fulfills their needs. Another participant said: “I believe in using social networks and getting information from there.”
Social media. The difference between social media and social networks was quite clear to urban teens. As stated by many teens, social media was found to play a basic role not only in seeking everyday information but also using accurate information: “Without social media, we cannot get or confirm information” (EA-1, Punjab). According to HA-3, social networks are always helpful during EIP: “through social networks we are well connected and able to use accurate information.”
Family network. The family network was identified as the most reliable source, as many teens believed that they were getting accurate information from this. A 13-year-old female mentioned “Our families are sincere to us and they want us to use only authentic information” (EA, Punjab). A teen from Gilgit Baltistan mentioned: “Family cannot misguide so we should use the information that we have received from our family” (SZ Gilgit).
4.2.3 Cultural Factors
Interpretation of environment. A young teen said: “I always use the notes app on my cellphone, and I only copy and paste relevant information from the internet. I also make sure that whenever I am sharing something it does not hurt anyone’s religious or cultural sentiments” (SZ-2). This response shows that teens are aware of their social responsibilities. Another 13-year-old stated: “I only use information which is suitable for my environment; I cannot use information which is for any other cultural environment” (AQ-1, Sindh).
Relevancy. One participant highlighted: “The relevancy criteria provides us with the chance to only use relevant information” (BR-4, KPK). Another participant said: “It is useless to use such information which cannot fulfill our needs” (EA-1, Punjab). Elsewhere, a 16-year-old male stated: “I only use relevant information” (HA-2, Punjab).
Customization of information. Customization of information was a subtheme where the researcher observed that teens were conscious of and trusted in the customization of information according to their needs. A 14-year-old female from Sindh stated: “We cannot use all collected information in its original form. We have to customize it according to our requirements” (FH2, Sindh). A participant from an urban area said: “I receive a lot information and then customize that information according to my topic. All the information cannot be used.”
4.2.4 Economic Factors
Bandwidth and Storage limitation. Bandwidth limitations are interconnected with the use of information, which was mentioned by the majority of students. A 19-year-old male stated: “I want to save more and more information but I neither have good internet nor devices with good storage space” (SR-1, Gilgit). A 13-year-old girl said: “I know all the ways to search for information, but I don’t have those facilities and resources that can help me in using this information” (M.S, Balochistan).
Accessibility. Due to some economic factors, many teens cannot get access to proper information. A 14-year-male stated: “While using the information on the web, I encounter accessibility issues” (RAR 4, Punjab). Moreover, they also had to face accessibility and usability issues in an online environment when searching and using different sources. A female from Islamabad said: “I know many online resources which I want to use but I don’t have access to those resources” (NA-1).
Affordability. Financial issues were also the main reason for the lesser use of information. A 13-year-old female from Balochistan stated: “I have four younger siblings and we have one laptop that we all have to share; sometimes I need to search something urgently but it’s not my turn” (MS-1, Balochistan). Another young teen said: “We have affordability issues, there are many resources which are very useful and I want to use but I cannot afford them. There is no library near my home and I cannot travel on a daily basis to use the library” (H.An, Islamabad).
Conveyance. Conveyance again emerged as a sub-theme in information use practices. Many students want to be more active in consulting and using better information but conveyance emerged as the main factor affecting their everyday information use practices. A young teen from Punjab province said: “We don’t get the newspaper at home, so whenever I am given a task at school to prepare any project, I have to ask my father to drop me at the library” (EA-1, Punjab). A 14-year-old male stated: “I want to visit the public library frequently but it is far from my home” (RAR 4, Punjab).
4.3 Everyday Information Sharing Practices
The sharing practices of urban teens were varied, as the urban teens of the KPK region, Sindh, and Baluchistan mostly preferred not to share information if they doubted its authenticity, and hence only a few respondents were involved in information sharing (Figure 6).
Everyday information sharing practices of urban teens.
4.3.1 Individual Factors
The themes connected with individual factors are “specific needs,” “behavioral issues,” “altruism,” “hesitation,” “social media usage,” and “information-verification needs.”
Needs to be specific. Sharing information when required and not sharing information with everyone emerged as a theme. A 15-year-old mentioned: “I share information with selective people only, especially when I feel that I am in a position to help others.” A 16-year-old boy stated: “I can only share the information which is directly related to the topic.” Moreover, a 13-year-old girl from Balochistan said: “I can’t share all information but sharing only selective information can be possible.”
Behavioral issues. The next theme under individual factors is behavioral issues. A 15-year-old boy mentioned: “My mood matters a lot, when I am in a good mood then I can share information easily.” Elsewhere, a 19-year-old female student (NA-1, Islamabad) stated: “In the pandemic, it was tough to meet each other so I was not sharing information with others.”
Altruism. A 19-year-old boy mentioned: “I intend to help others, therefore, if anyone asks for information I feel pleasure to help them.” A girl from Punjab mentioned: “I like sharing my collected information with others; my friends and family members know I share only authentic information, therefore, they prefer to ask me.” Another participant, (Islamabad Z_2, 18-years-old) expressed: “I think we should fulfill our social responsibility and help others, therefore I prefer to help others.”
Hesitation. Another theme was hesitation. A few teens were found to hesitate to share their information with others. A male student also stated: “I am very careful that I do not share accurate information. If I am not sure about any information then I will not share it with anyone.” Further, a 13-year-old girl from Gilgit stated: “I am not comfortable and feel hesitation to share if I am not sure the information is accurate.”
Social media. The most common tool for sharing among teens is social media. A female 18-year-old student mentioned: “I find social media to be the quickest source as from this platform we are sharing information within seconds.” Elsewhere, a 13-year-old female student shared “My top source of information is social media.” A boy from Balochistan also mentioned: “I believe everyone is getting and sharing information through social media at this time.”
Verification needs. Teens were found to verify their information before they shared it with others. A male student from Sindh expressed his thoughts by saying: “For me, it is compulsory to verify my information and I am doing this regularly.” Another student shared: “getting verification about the authenticity of the information is always good.” A male student from Balochistan also said: “My practice of verification is to share it with others.”
Quality of shared Information. The teens had a clear understanding that sharing wrong information means that others will eventually come to know that they lack knowledge. Moreover, they are also worried about the quality of information, as they don’t want to be exposed as a person who doesn’t realize the quality of information. A 15-year-old female student shared: “I am very particular about the quality of information and I would not share any information if the quality is not good.” Elsewhere, a boy from Punjab expressed: “I think it is directly related to one’s reputation, therefore I am very much conscious about the quality of shared information.”
4.3.2 Social Factors
Social networks. The majority of the youth had strong social networks with their friends and families. A 14-year-old boy stated: “We are in touch with social networks all the time and share information through these networks” (AH-3, Punjab). Another 18-year-old boy expressed: “Everyone prefers the social network for sharing information because this is commonly used by everyone now.”
Quality management. To manage the quality of information, teens were performing different activities, as a 15-year-old boy mentioned: “Most of the time quality of information decides whether we should share it or not” (RAR-4, Punjab). Elsewhere, a 14-year-old girl said: “whenever I am sharing information with others I am taking feedback as well, in this way I became aware that the information shared by me had quality.”
Group discussion. Group study is a favorite activity among urban youth. A 14-year-old boy (RAR-4 from Punjab) said: “When we are studying together we are doing all the discussions and sharing everything.” A male from Balochistan (HA-3) expressed: “Classroom discussion is the best time to share any information, as we are getting feedback there and then.”
Family networks. Families are highly important as these teens have a clear understanding that their families are observing them. A boy from Punjab expressed his thoughts by saying: “I am used to responding whenever my cousins are looking for any information.” Another student stated: “Our favorite place of sharing is family networks.”
Psycho-social behavioral patterns. This subtheme was found to matter a lot, especially for the Pakistani urban youth. A 17-year-old girl highlighted: “My mood always affects my sharing practice, if I am in a good mood I’ll share information happily and quickly.” A participant from Balochistan said: “I believe that we should share information only with those who are sharing with us.”
4.3.3 Cultural Factors
Life experiences. All experiences of urban teens are connected with urban youth. A 19-year-old girl expressed: “Through sharing information we are sharing our culture.” At the same time, B.R-4 (KPK) stated: “I love sharing pictures of my shopping [about purchasing clothes on the eve of different events such as Eid al-fiter, Eid ul-Adha, marriages, family functions, etc.] with my cousins and they are also doing the same.” A female student from Balochistan mentioned: “Whenever I am going to buy something I take feedback from my family and friends.”
Developing relationship. Urban youth have a solid understanding that for developing relationships it is mandatory to cooperate and share the information required by someone. An 18-year-old girl mentioned: “It’s our culture to help each other so we practice this, and this exercise automatically develops our relationship with others. Elsewhere, a 19-year-old male student from Islamabad shared: “When we are sharing information, we are developing relationships with each other.”
Selective sharing. Urban youth are more interested in selective sharing as they believe everyone should make an effort. A female student shared: “Instead of sharing too much information I am just sharing the selective and relevant information.” Another girl stated: “Too many things create misunderstanding, therefore, I prefer to share only relevant information.”
4.3.4 Economic Factors
Bandwidth limits. This subtheme was found to be a common problem for all, especially after the pandemic. A female student from Punjab shared: “I am downloading so many images daily and this is reducing space from my device.” Elsewhere, a student from Khyber Pakhtunkhwa stated: “If we are learning online we have to download some things for reference and record [these], and many times we are downloading many things, so as a result folders are becoming bigger and bigger.”
Lack of resources. Financial constraints matter a lot and many teens were facing significant issues due to a lack of resources. A female student said: “I don’t have many resources and I can’t buy many books and other resources, therefore for me, this is the biggest hurdle, and many times I am not in the position to share my information with others.” A boy from Sindh stated: “Having fewer resources directly affects my sharing practices.”
Conveyance. Conveyance becomes a hurdle for teens as they cannot go to libraries and resource centers frequently because they depend upon their family members to bring them to these places. A girl aged 13 mentioned: “Conveyance is a very important factor and it is affecting our all information practices.” Another boy aged 19 stated: “I cannot participate in combined classes after school as I have a serious issue of [being] pick[ed up] and drop[ped off].”
5 Discussion
5.1 Information Seeking Practices and Life-World Experiences
The finding revealed that teens’ seeking of everyday information mainly comes via social media. The data was collected from cities which have well-developed infrastructure and a digital environment (including free Wi-Fi in various localities such as colleges, universities, and public spaces), a factor which may have influenced social media usage. In Pakistan, youth widely own cell phones (Ashiq et al. 2023; Safdar et al. 2023). Siddiqui (2024) reported that Pakistan ranks tenth globally in terms of cell phone usage. Economic factors were also found as contributing factors to the EIP of Pakistani urban teens. The themes that emerged under economic factors were affordability, conveyance, accessibility, gadgetry, resource limitations, and bandwidth limitations, with all these themes connected to finance. Literature established that various social media platforms (Facebook, Twitter, WhatsApp, etc.) were seen as important for keeping in touch with friends and for finding information (Safdar et al. 2023; Smith and Hepworth 2012; Yoon and Chung 2017). Pakistani urban teens who belong to wealthy families normally do not face issues with devices, conveyance, and bandwidth limitations. However, a large number of middle-class youth have financial limitations and are facing challenges related to affordability, accessibility, gadgetry, and resource limitations. Findings showed that financial assistance is essential to enhance the EIP of Pakistani youth. These results are also aligned with the findings of Markwei and Rasmussen (2015), who found information needs of young teens resemble Maslow’s Hierarchy of Needs, with social capital found to be an important feature of social media usage. The findings of this study also revealed that the role of libraries is not effective in shaping the EIP of Pakistani teens. Agosto et al. (2016) mentioned that teens tend to consider the library as an outdated institution with little connection to their daily information practices which are technology-focused. This study emphasized that librarians can serve better if they are provided training on how to use the latest cutting edge tools and social media platforms to better facilitate young teens. Recently, Ashiq (2024) reported that Generation-Z library users are more inclined towards the latest technological tools and social media platforms and are better users of these tools compared to librarians. Elsewhere, the internet, social media, social networks, and broadcast media play an important role and have a high influence on the EIP of Pakistani urban teens. These findings are linked with the findings of some previous studies. Fauzi and Kadir (2015), for example, mentioned that when adolescents are not getting information from their parents, they are finding information from different sources like media, books, and websites. Dankasa (2015) emphasized the need to understand ELIS through the lens of a variety of cultural and social situations and explored the theme of “Adolescents making career decisions.” The assertions of Savolainen (1995), Spink and Cole (2001), and Smith and Hepworth (2012) also confirmed that culture has an important and significant role in everyday life information practices.
5.2 Information Use Practices and Life-World Experiences
Seeking information is an initial step of information practices, followed by information usage. Before using that information, the youth carefully judge the information. Technical expertise, life experiences, summarizing, and simplifying were the major findings of the EIP of urban teens. These themes demonstrate how youth who have received proper training can condense, simplify, and share the knowledge they have gathered. Previous research has already emphasized the importance of verifying acquired information before usage, as well as teens’ ELIS of health-related matters (Zhao 2009). Altruism, knowledge repertoire, task specificity, and technology bias were the next findings that came up as main factors affecting everyday information use practice of young Pakistani teens, which show the mental and physical information use behavior of Pakistani teens. These findings are consistent with previous studies such as that of Todd (1999) which explained that cognitive use is the cause of cognitive transformation. The use of information is further explained by Wilson as the mental and physical behavior of people receiving information in their structure of knowledge (Wilson 2000). The outcomes of our study also revealed memorization, journal writing, future use, organizing, quality management, summarizing, and simplifying are important themes, all of which emerged from the data. These themes are the practices that Pakistani urban teens are performing to manage their everyday information. They know how to manage and judge the quality of their information.
The need for specificity, along with elements of hesitation and self-interest, emerged as additional findings indicating that Pakistani urban youth, in their pursuit of information, are not solely utilizing and managing it for academic purposes; they possess other motivations and requirements as well. This finding is related to Savolainen’s framework which focused on the everyday life context and everyday life information seeking which suggested that much of the information seeking behavior (ISB) taking place is related to non-work and non-educational activities like healthcare, leisure, household care, and voluntary activities. Relevancy, interpretation of environment, and customization of information are other findings with influence. Hertzum and Hildegard (2019) in their research identified international students’ everyday information needs and their study-related behavioral issues. They found that in addition to their host university, cross-cultural, individual, and situational factors shape the information demands and seeking behaviors of international students.
5.3 Information Sharing Practices and Life-World Experiences
Information sharing is the last step of information practices where students share the information which they have received from different sources. Teens share their information with their families and friends, however, family networks emerged as a prime information sharing channel of Pakistani urban teens. One possible reason for this finding might be that these teens are more comfortable sharing social media information with their family members as compared to the friends, teachers, and other family members. This finding is consistent with the findings of Hanif and Warraich (2023) and Agosto and Hughes-Hassell (2005) that friends and families are preferred ELIS sources, as well as Grossman et al. (2019) who endorsed “extended family talk” with teens and the “effects of teen-parent communication” (n.p.). Social networks, social media, and group discussions were found to be other influencing factors. This finding shows a resemblance to the findings of some other studies, such as Dankasa (2015) who emphasized the need to understand ELIS through the lens of a variety of cultural and social situations. Meyers et al. (2009) found that quality management, psycho-social behavioral patterns, and verification needs play a role in sharing information to impact EIP. Furthermore, cultural effects such as managing technology, filtering information, sharing life experiences, developing relationships, and selective sharing were other important themes. These findings depict the culture and environment of Pakistan young teens who share life experiences and develop relationships on social media platforms. Overall, these findings showed that the EIP of young urban teens are shaped by individual, cultural, social, and economic factors.
5.4 Recommendations of the Study
Study results indicated students’ lack of satisfaction regarding the role of librarians in providing the required assistance. It is recommended that librarians should be more welcoming and trained to provide information literacy instructions to students. In Pakistan, the dependence of urban teens on their friends and family to obtain everyday information is a common practice. Thus, to enable a better pedagogical approach, the use of technology needs to be incorporated into educational curricula. Besides, educational institutions should conduct workshops to educate parents and encourage them to provide the required devices and internet access to the students. At the same time, they should also be guided about ways of monitoring the use of the internet by their children. Educational institutions should provide magazines, newspapers, and journals to students. Moreover, families/parents of urban teens need to be included in their information practices through homework and activities for better learning. Education policies should be revised in a way that educational institutions involve parents in information practice processes. It is recommended that parents should be guided to encourage their children from the very beginning to search for information from reliable sources like libraries, authentic websites, or sources.
6 Conclusion
In today’s technology-driven society, our research concluded that all individual, social, cultural, and economic factors significantly influence the EIP of urban teens. After investigating the involvement of their teachers and librarians in their daily information routines, we discovered that teenagers did not believe in the necessity of visiting libraries. Urban teens’ EIP are heavily reliant on technology and social media platforms. Teens rely upon internet sources and often face confusion due to information overload. We found that teens have become accustomed to taking screenshots of websites that contain their required information, while the concept of keeping journals and diaries is gradually diminishing. The youth’s reliance on librarians and libraries as primary information sources is also diminishing, as the outdated practices and lack of technology in libraries no longer meet the needs of today’s technology-savvy youth. Moreover, this study concluded that librarians need to promote youth-inclusive strategies that are technology-oriented to better serve the youth’s everyday information needs. Thus, the traditional role of librarians as mere keepers of books must evolve to cater to the needs of modern urban teenagers, especially as the participants showed an overall tendency to rely on channels and sources of information that are familiar and easily accessible.
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- GONGO Structure, Risk Transfer, and Waste in Iranian Public Libraries: An Exploratory Study
- Applications of the Critical Incident Technique in Library and Information Science Research: A Literature Review
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Artikel in diesem Heft
- Frontmatter
- Fun with Images: An Analysis of the Role of Visual Literacy in Facilitating Easy and Enjoyable Learning with a Focus on Future Prospects
- GONGO Structure, Risk Transfer, and Waste in Iranian Public Libraries: An Exploratory Study
- Applications of the Critical Incident Technique in Library and Information Science Research: A Literature Review
- Personal Information Management Practices of University Students in Punjab, Pakistan
- A Qualitative Study on the Life-World Experiences and Everyday Information Practices of Urban Youth
- University Students’ Needs for Communication Spaces in Higher Education in China: A Survey at Three Universities
- Assessing the Relevance of Implementing Blockchain Technology to Modernize Services in Academic Libraries
