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  • × author_ss:"Bates, M.J."
  1. Bates, M.J.: Fundamental forms of information (2006) 0.01 
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    Date
    22. 3.2009 18:15:22
  2. Bates, M.J.: Information and knowledge : an evolutionary framework for information science (2005) 0.01 
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    Source
    Information research. 10(2005) no.4, paper 239
    Year
    2005
  3. Bates, M.J.: Learning about the information seeking of interdisciplinary scholars and students (1996) 0.01 
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    Date
    14. 4.1997 20:22:55
  4. Bates, M.J.: Hjoerland's critique of Bates' work on defining information (2008) 0.01 
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    Abstract
    In a recent article, Birger Hjørland (2007) critiqued the author's efforts in defining and conceptualizing information as a core concept in information science (Bates, 2005, 2006). It is argued that Hjørland has seriously misrepresented and confused the actual line of argument in those articles. Specifics of that case are presented, and the reader is urged to return to the original Bates articles to understand her claims. In those articles, Bates attempted to develop a broad conception of information, as well as a number of subtypes of information, for use in the field of information science. The development of information was related to evolutionary processes, with emergence as a significant theme.
  5. Bates, M.J.: Speculations on browsing, directed searching, and linking in relation to the Bradford distribution (2002) 0.01 
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    Date
    22. 2.2007 18:56:23
  6. Mizrachi, D.; Bates, M.J.: Undergraduates' personal academic information management and the consideration of time and task-urgency (2013) 0.01 
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    Abstract
    Young undergraduate college students are often described as "digital natives," presumed to prefer living and working in completely digital information environments. In reality, their world is part-paper/part-digital, in constant transition among successive forms of digital storage and communication devices. Studying for a degree is the daily work of these young people, and effective management of paper and digital academic materials and resources contributes crucially to their success in life. Students must also constantly manage their work against deadlines to meet their course and university requirements. This study, following the "Personal Information Management" (PIM) paradigm, examines student academic information management under these various constraints and pressures. A total of 41 18- to 22-year-old students were interviewed and observed regarding the content, structure, and uses of their immediate working environment within their dormitory rooms. Students exhibited remarkable creativity and variety in the mixture of automated and manual resources and devices used to support their academic work. The demands of a yearlong procession of assignments, papers, projects, and examinations increase the importance of time management activities and influence much of their behavior. Results provide insights on student use of various kinds of information technology and their overall planning and management of information associated with their studies.

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