Search (6 results, page 1 of 1)

  • × author_ss:"Blandford, A."
  1. Gow, J.; Blandford, A.; Cunningham, S.J.: Special issue on digital libraries in the context of users' broader activities (2008) 0.02 
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    Source
    Information processing and management. 44(2008) no.2, S.556-557
  2. Blandford, A.; Adams, A.; Attfield, S.; Buchanan, G.; Gow, J.; Makri, S.; Rimmer, J.; Warwick, C.: ¬The PRET A Rapporter framework : evaluating digital libraries from the perspective of information work (2008) 0.01 
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    Source
    Information processing and management. 44(2008) no.1, S.4-21
  3. Pontis, S.; Blandford, A.; Greifeneder, E.; Attalla, H.; Neal, D.: Keeping up to date : an academic researcher's information journey (2017) 0.01 
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    Source
    Journal of the Association for Information Science and Technology. 68(2017) no.1, S.22-35
  4. Makri, S.; Blandford, A.; Cox, A.L.: Investigating the information-seeking behaviour of academic lawyers : from Ellis's model to design (2008) 0.01 
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    Source
    Information processing and management. 44(2008) no.2, S.613-634
  5. Rimmer, J.; Warwick, C.; Blandford, A.; Gow, J.; Buchanan, G.: ¬An examination of the physical and the digital qualities of humanities research (2008) 0.01 
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    Source
    Information processing and management. 44(2008) no.3, S.1374-1392
  6. Warwick, C.; Rimmer, J.; Blandford, A.; Gow, J.; Buchanan, G.: Cognitive economy and satisficing in information seeking : a longitudinal study of undergraduate information behavior (2009) 0.01 
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    Abstract
    This article reports on a longitudinal study of information seeking by undergraduate information management students. It describes how they found and used information, and explores their motivation and decision making. We employed a use-in-context approach where students were observed conducting, and were interviewed about, information-seeking tasks carried out during their academic work. We found that participants were reluctant to engage with a complex range of information sources, preferring to use the Internet. The main driver for progress in information seeking was the immediate demands of their work (e.g., assignments). Students used their growing expertise to justify a conservative information strategy, retaining established strategies as far as possible and completing tasks with minimum information-seeking effort. The time cost of using library material limited the uptake of such resources. New methods for discovering and selecting information were adopted only when immediately relevant to the task at hand, and tasks were generally chosen or interpreted in ways that minimized the need to develop new strategies. Students were driven by the demands of the task to use different types of information resources, but remained reluctant to move beyond keyword searches, even when they proved ineffective. They also lacked confidence in evaluating the relative usefulness of resources. Whereas existing literature on satisficing has focused on stopping conditions, this work has highlighted a richer repertoire of satisficing behaviors.

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