Sammenlign metoder

	Everyday Life Information Seeking	Sense-Making Methodology
Fagfelt	Library Information Science	Library Information Science
Familie	Process / pipeline	Process / pipeline
Opprinnelsesår	1995	1998
Opphavsperson	Reijo Savolainen	Brenda Dervin
Type	Socio-cultural model of non-work, everyday information seeking	Methodology and metaphor for studying how people make sense across discontinuity
Opprinnelig kilde	Savolainen, R. (1995). Everyday life information seeking: Approaching information seeking in the context of 'way of life'. Library & Information Science Research, 17(3), 259-294.	Dervin, B. (1998). Sense-making theory and practice: an overview of user interests in knowledge seeking and use. Journal of Knowledge Management, 2(2), 36-46.
Alias	ELIS, Savolainen ELIS Model, Way of Life and Mastery of Life Model, Non-Work Information Seeking	Dervin Sense-Making, Situation-Gap-Use Model, Sense-Making Approach, Gap-Bridging Methodology
Relaterte	3	3
Sammendrag	Everyday Life Information Seeking (ELIS), introduced by Reijo Savolainen in his 1995 article in Library & Information Science Research, shifts the study of information behaviour away from work and professional tasks toward the ordinary, non-work information practices of daily life. Savolainen explains these practices through two linked concepts borrowed in part from Bourdieu: 'way of life,' the taken-for-granted order of things that structures how a person spends time, money and attention, and 'mastery of life,' the active effort to keep that order coherent and to restore it when disrupted. Both are shaped by habitus and social class, which mold a person's source preferences and problem-solving styles. ELIS thus situates everyday seeking within a socio-cultural and value framework rather than treating it as isolated, task-driven retrieval.	Sense-Making Methodology, developed by Brenda Dervin from the 1970s onward and synthesized in her 1998 overview, is a theory and method for studying how people construct meaning as they move through life and are repeatedly stopped by gaps in their understanding. Its central metaphor pictures a person moving through time-space, halted at a moment of discontinuity (a gap), and building a bridge across it by seeking and using information. Rather than classifying users by demographic traits, Sense-Making asks what situation a person was in, what gap or question they faced, and what help or use they sought — the situation-gap-use triad — elicited through the distinctive Time-Line and Micro-Moment interview. The approach reframes information not as an objective thing transmitted but as a construction people make sense of in context.