Search (5 results, page 1 of 1)

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Abstract

Purpose The purpose of this paper is to review key models of people's information behaviour (IB) exploring the integration of the concepts of information literacy (IL) and knowledge in their designs. Scholarly perspectives portray IL as providing individuals with capacity for good information practices that result in generating new knowledge. It is surprising that this important perspective is not reflected in the reviewed IB models. This paper contributes to the literature base by proposing a new model highlighting IL and knowledge as important concepts within the IB discourse. Design/methodology/approach A discourse of the integration of IL and knowledge, which are integral factors, associated with IB, in selected IB models. Findings Identifying a need for information and understanding its context is an IL attribute. IL underpins IB in providing awareness of information sources; how to search and use information appropriately for solving information needs and leveraging generated new knowledge. The generation of new knowledge results from using information, in a process that combines with sense-making and adaption. Correspondingly, the knowledge that develops, increases capability for sense-making and adaptation of information to suit various contexts of need, iteratively. Originality/value A new model of IB; the causative and outcome factors of information behaviour (COFIB) is proposed. COFIB stresses that IL and knowledge are prominent factors within the general framework of people's IB. The model emphasises knowledge generation as the outcome of IB, applied in solving problems within specific contexts.

Date

20. 1.2015 18:30:22

Type

a

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Abstract

As the range and volume of information available online increases so does the number and diversity of potential new users. Unlike traditional users of online services these new users will come from many backgrounds and have varaying levels of experience. Many of them will also have raised expectations of the level of sophistication of computer interfaces as a result of using a range of different microcomputer applications. Describes the advantage to end users of PC-based interfaces to online search services, with particular reference to Freeway, a system developed for end user searching of FT profile. Describes the stages in the development of Freeway and its operation under Windows

Type

a

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Abstract

The aim of this research was to develop a conceptual framework that would help to collect and understand the information needs of a target community. Even though many information behavior frameworks already exist, they tend to focus an different aspects of the person and their interaction with information. It was proposed that a synthesis of the existing frameworks could lead to one comprehensive framework. Previous research was analyzed and an initial framework defined. It was piloted, adapted, and then applied to data an informal carers, who are people caring for another person, generally a relative, for more than 14 hours per week, and who are not paid for it. The data stemmed from 60 interviews that were transcribed and coded. This paper presents the data an informal carers and their information experience using the final framework. It serves to demonstrate how the framework sensitizes the researcher to certain types of significant data, enables the organization of the data, indicates the relationships between different types of data, and, overall, helps to provide a rich picture of the target community's information needs. In conclusion, the paper discusses the differences and advantages of the framework in relation to previous work, the limitations of the study, and possible further research.

Type

a

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Abstract

Purpose - The purpose of this paper is first to highlight some of the social phenomena that are driving the design of people-centred information solutions; second, to develop a broad ontology of information behaviour research that serves to identify factors that should be taken into account when designing such solutions. Finally, the author illustrates how this knowledge is being applied in the design of people-centred inclusive information products and services. Design/methodology/approach - The author draws on the information behaviour literature to highlight key drivers and to develop and illustrate the ontological framework. The significance of this framework is then demonstrated by providing examples of how this knowledge has been applied in the design of people-centred inclusive information products and services. Research limitations/implications - This is a conceptual paper and based on the informed, subjective analysis of previous research. However, relating theory to practice does provide an indication of the validity of this conception of one's knowledge of information behaviour to people-centred design. Originality/value - The paper helps to provide an overview of information behaviour research, the nature of the domain and the levels of abstraction. The article also makes a direct link between the theoretical world of information behaviour research and the empirical world of people-centred design. Hence, it also presents a case for the importance of the body of knowledge that people in information science refer to as information behaviour.

Type

a

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Abstract

Purpose - This paper seeks to identify the changes in cognition associated with becoming information-literate, specifically, in relation to the evaluation of information. Additionally, it puts forward a model for a teaching and learning intervention that engages the learner and leads to higher order information literacy (IL) thinking. From a theoretical perspective the research integrates ideas from the fields of IL, teaching and learning, e-learning and information behaviour (IB). Design/methodology/approach - Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport and Exercise at Staffordshire University, to teach and test IL. Interventions took a blended approach and combined face-to-face and online social network learning (OSNL) - also referred to as social media learning (SML) - and focused on one aspect of information literacy: the ability to evaluate source material. Data were captured via interviews, focus groups and from the online discussion that was analysed thematically and categorised using task, behaviour, cognitive states, affective states, cognitive states and knowledge. This helped to evaluate the efficacy of the interventions and provided data for further analysis. This paper focuses on the cognitive data and their transitions during the interventions and, in particular, among those respondents who experienced OSNL. Findings - The changing cognitive states, associated with IL learning were modelled and made evident key cognitive states and transitions. This is represented in the paper in diagrammatic and mathematical notation. The findings indicate the complexity of the information behaviours associated with IL including the cognitive, behavioural, cognitive and affective elements. Although the cognitive transitions are the focus of this paper, an insight is also given into an IL intervention that fosters the capability to interact critically and reflectively with information. The pedagogy that underpins these changes is indicated. The intervention, which incorporated OSNL, proved the most successful. Research limitations/implications - Undergraduate students' IB can be changed and IL developed. Additional long-term data would have indicated whether this intervention had a lasting impact on the undergraduates. Practical implications - IL practitioners should consider incorporating OSNL and assessment in their interventions. Incorporating discussion, reflection and peer-to-peer assessment is likely to lead to deeper learning when teaching IL. Originality/value - The research adds detail to the understanding of the cognitive, behavioural, affective and cognitive states associated with IL and makes explicit how these may change, as the learner becomes information-literate.

Type

a