It took me about half way through the chapter for me to figure out what I think is its purpose. I found myself seeking real life examples of what they were referring to for much of the reading. I struggled to stay focused with all the jargon and redundancies because I wasn’t finding anything particularly relevant to me or to my work. Once they began sharing the exemplars, then I began to see how these theories were applicable to something that might matter to me or others. I could then see the purpose in trying to determine how a user seeks and finds information or not and how it can help institutions get better at helping people have a better experience. When the authors shared the interviews with hospital patients and blood donors for example, it helped me to think that perhaps this research holds some interest for me because it can apply to serving customers. I am both a consumer or user of information as well as part of providing a service to others (namely students and their families), so here there was some connection for me. For the most part, I found myself frustrated by what seemed like a lot of unnecessarily dense, complex, and repetitive language to explain the concept of how we as humans use information to make sense of our experiences.
Based on the challenges for me to access the article, I think for high school students, I would start with some kind of experience or provocation to get them thinking and wondering before they begin to try to make sense of the article. Maybe they could create an online survey for one another about a common experience similar to the exemplars shared in the chapter. Then in discussion, they could find similarities in what information was missing that would have been useful in that situation. In addition to chunking it into smaller sections, I might also rearrange it for groups to collaborate on one piece at a time. Perhaps they could create a visual model of their own using the figures in the article as an example.