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Hepworth, M.: ¬A framework for understanding user requirements for an information service : defining the needs of informal carers (2004)
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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.
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Hepworth, M.: Knowledge of information behaviour and its relevance to the design of people-centred information products and services (2007)
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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.
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Walton, G.; Hepworth, M.: ¬A longitudinal study of changes in learners' cognitive states during and following an information literacy teaching intervention (2011)
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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.
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