Search (4 results, page 1 of 1)

  • × author_ss:"Urquhart, C."
  • × theme_ss:"Informationsdienstleistungen"
  1. Urquhart, C.; Yeoman, A.: Information behaviour of women : theoretical perspectives on gender (2010) 0.00 
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    Abstract
    Purpose - The purpose of this paper is to examine whether there is a need to consider gender or sex differences as variables in information behaviour research and, if so, how? Design/methodology/approach - A metasynthesis approach is used. A preliminary framework to categorise information behaviour research on women is developed by integrating main themes from feminist research and information behaviour research. Within each category, studies are compared and contrasted, to identify similar and divergent themes. Themes are then compared across categories, to synthesise the main concepts. Findings - The categorisation works for most studies, apart from a group of studies on health information use, communicating risk and decision making. The meta-synthesis indicates the importance of concepts such as situation (as mesh), intermediaries (as node with connections), and connecting behaviour. Gender-related or, rather gender-ascribed, constructs, such as concern for others, not gender alone are likely to be important variables in information behaviour. Research limitations/implications - The meta-synthesis is a top-level synthesis, as the number of studies prohibited a more detailed approach. Further meta-synthesis of a few high quality research studies would help to confirm the findings. Practical implications - The synthesis illuminates a different perspective on information behaviour: the network of information users rather than the individual information seeker. Originality/value - The synthesis integrates some feminist research themes with information behaviour research, and the findings have implications for general information behaviour research.
    Type
    a
  2. Rowley, J.; Urquhart, C.: Understanding student information behavior in relation to electronic information services : lessons from longitudinal monitoring and evaluation, part 1 (2007) 0.00 
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    Abstract
    This two-part article establishes a model of the mediating factors that influence student information behavior concerning electronic or digital information sources that support their learning. The first part reviews the literature that underpinned the development of the research methodology for the Joint Information Systems Committee (JISC) User Behavior Monitoring and Evaluation Framework, as well as the literature that has subsequently helped to develop the model over the 5 years the Framework operated in the United Kingdom, in five cycles of research that were adjusted to meet the emerging needs of the JISC at the time. The literature review attempts to synthesize the two main perspectives in the research studies: (a) smallscale studies of student information behavior; and (b) the studies that focus on the quantitative usage of particular electronic information services in universities, often including implications for training and support. As the review indicates, there are gaps in the evidence concerning the browsing and selection strategies of undergraduate students and the interaction of some of the mediating influences on information behavior. The Framework developed a multimethod, qualitative and quantitative methodology for the continued monitoring of user behavior. This article discusses the methods used and the projectmanagement challenges involved, and concludes that at the outset, intended impacts need to be specified carefully, and that funding needs to be committed at that point for a longitudinal study. A research project on information behavior, intended to inform current policymaking on infrastructure provision, is inherently difficult as behavior changes lag behind provision.
    Type
    a
  3. Foster, A.; Urquhart, C.: Modelling nonlinear information behaviour : transferability and progression (2012) 0.00 
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    Abstract
    Purpose - This paper aims to report on a project aimed at moving Foster's nonlinear model of information seeking behaviour forwards from an empirically based model focused on one setting and towards one that is robustly transferable and enables testing of the model in other information-seeking situations. Design/methodology/approach - The method utilised recoding of the original dataset, comparison of code decisions, and testing of the code book on a second dataset. Findings - The results of the coding confirm the structure and interactions in version one of the model. The dynamic and nonlinear nature of information seeking is confirmed, as are the core processes and contextual dimensions of the original model with some extension and refinement of coding. Practical implications - Changes to the model include new scales of extent and intensity, refinement of code descriptions, and extension of some elements to include multidisciplinary theories. Collectively these changes enable testing of the model in other information situations and opportunities for further research. Originality/value - The results incorporate a number of enhancements that have been developed since the original Foster model was created; cognitive dimensions relating to personality and learning are enhanced and the codes essential to the revised Foster model are described along with a code book. The paper concludes by highlighting areas for further research.
    Type
    a
  4. Rowley, J.; Urquhart, C.: Understanding student information behavior in relation to electronic information services : lessons from longitudinal monitoring and evaluation, part 2 (2007) 0.00 
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    Abstract
    This second part of a two-part article establishes a model of the mediating factors that influence student information behavior concerning the electronic or digital information sources used to support learning. This part discusses the findings of the Joint Information Systems Committee User Behavior Monitoring and Evaluation Framework (1999-2004) and development of a model that includes both the individual (micro) and organizational (macro) factors affecting student information behavior. The macro factors are information resource design, information and learning technology infrastructure, availability and constraints to access, policies and funding, and organizational leadership and culture. The micro factors are information literacy, academics' information behavior, search strategies, discipline and curriculum, support and training, and pedagogy. We conclude that the mediating factors interact in unexpected ways and that further research is needed to clarify how those interactions, particularly between the macro and micro factors, operate.
    Type
    a

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