Introduction: The concept of information needs is significant within the field of Information Needs Seeking and Use. How information needs can be studied empirically is however something that has been called into question. The main aim of this paper is to explore the methodological consequences of discursively oriented theories when studying information needs. The discussion takes its starting point in the model of information needs and question formations presented by Robert S. Taylor in the 1960s. Method: The empirical material used for exemplifying the proposed methodology consists of video recordings from an ethnographical study conducted at a Swedish primary school. Analysis: The analysis is guided by concepts based in sociocultural and dialogistic theories and is directed towards question-negotiations in conversations and interactions in naturalistic settings. Conclusions: Earlier studies of information needs are often based on the idea of an individually constructed actual need as it is presented in the first level in Taylor's model. With an interest in the two latter levels of the model the analytical focus is shifted to question-negotiations which are seen as the results of situated discursive and collective efforts. This shift entails a methodological shift in the study of information needs.
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