Search (44 results, page 1 of 3)

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Abstract

Purpose Information literacy has been consistently undertheorised. The purpose of this paper is to contribute in the ongoing theorisation of information literacy by exploring the meaning and implications of the emergent grounded theory of mitigating risk for information literacy research and practice. Design/methodology/approach The grounded theory was produced through a qualitative study that was framed by practice theory and the theoretical constructs of cognitive authority and affordance, and employed constructivist grounded theory, semi-structured interviews and photo-elicitation methods to explore the information literacy practices of language-learners overseas. Findings This paper provides a theoretically rich exploration of language-learner information literacy practices while further identifying the importance of time, affect and information creation within information literacy research and practice as well as the need for the continued theorisation of information literacy concepts. Research limitations/implications The paper's constructivist grounded theorisation of information literacy remains localised and contextualised rather than generalisable. Practical implications The paper raises questions and points of reflection that may be used to inform the continued development of information literacy instruction and teaching practices. Originality/value This paper contributes to an increasingly sophisticated theoretical conceptualisation of information literacy as well as forming a basis for ongoing theoretical development in the field.

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Abstract

Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowl­edge organization systems with interdisciplinary visions, and in the expressions through which information is sought.

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Abstract

Purpose The purpose of this paper is to propose a theoretical framework to illustrate the archival knowledge applied by archivists in their personal archiving (PA) and the mechanism of the application of archival knowledge in their PA. Design/methodology/approach The grounded theory methodology was adopted. For data collection, in-depth interviews were conducted with 21 archivists in China. Data analysis was performed using the open coding, axial coding and selective coding to organise the archival knowledge composition of PA and develops the awareness-knowledge-action (AKA) integration model of archival knowledge application in the field of PA, according to the principles of the grounded theory. Findings The archival knowledge involved in the field of PA comprises four principal categories: documentation, arrangement, preservation and appraisal. Three interactive factors involved in archivists' archival knowledge application in the field of PA behaviour: awareness, knowledge and action, which form a pattern of awareness leading, knowledge guidance and action innovation, and archivists' PA practice is flexible and innovative. The paper underscored that it is need to improve archival literacy among general public. Originality/value The study constructs a theoretical framework to identify the specialised archival knowledge and skills of PA which is able to provide solutions for non-specialist PA and develops an AKA model to explain the interaction relationships between awareness, knowledge and action in the field of PA.

Date

22. 1.2021 14:20:27

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Abstract

Purpose The purpose of this paper is to identify key countries and their focal research fields on the information divide. Design/methodology/approach Literature was retrieved to identify key countries and their primary focus. The literature research method was adopted to identify aspects of the primary focus in each key country. Findings The key countries with literature on the information divide are the USA, China, the UK and India. The problem of health is prominent in the USA, and solutions include providing information, distinguishing users' profiles and improving eHealth literacy. Economic and political factors led to the urban-rural information divide in China, and policy is the most powerful solution. Under the influence of humanism, research on the information divide in the UK focuses on all age groups, and solutions differ according to age. Deep-rooted patriarchal concepts and traditional marriage customs make the gender information divide prominent in India, and increasing women's information consciousness is a feasible way to reduce this divide. Originality/value This paper is an extensive review study on the information divide, which clarifies the key countries and their focal fields in research on this topic. More important, the paper innovatively analyzes and summarizes existing literature from a country perspective.

Date

13. 2.2020 18:22:13

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Abstract

For laypeople, searching online health information resources can be challenging due to topic complexity and the large number of online sources with differing quality. The goal of this article is to examine, among all the available online sources, which online sources laypeople select to address their health-related information needs, and whether or how much the severity of a health condition influences their selection. Twenty-four participants were recruited individually, and each was asked (using a retrieval system called HIS) to search for information regarding a severe health condition and a mild health condition, respectively. The selected online health information sources were automatically captured by the HIS system and classified at both the website and webpage levels. Participants' selection behavior patterns were then plotted across the whole information-seeking process. Our results demonstrate that laypeople's source selection fluctuates during the health information-seeking process, and also varies by the severity of health conditions. This study reveals laypeople's real usage of different types of online health information sources, and engenders implications to the design of search engines, as well as the development of health literacy programs.

Date

12.11.2020 13:22:09

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Abstract

Purpose The purpose of this paper is to investigate the knowledge and attitude about research data management, the use of data management methods and the perceived need for support, in relation to participants' field of research. Design/methodology/approach This is a quantitative study. Data were collected by an email survey and sent to 792 academic researchers and doctoral students. Total response rate was 18% (N = 139). The measurement instrument consisted of six sets of questions: about data management plans, the assignment of additional information to research data, about metadata, standard file naming systems, training at data management methods and the storing of research data. Findings The main finding is that knowledge about the procedures of data management is limited, and data management is not a normal practice in the researcher's work. They were, however, in general, of the opinion that the university should take the lead by recommending and offering access to the necessary tools of data management. Taken together, the results indicate that there is an urgent need to increase the researcher's understanding of the importance of data management that is based on professional knowledge and to provide them with resources and training that enables them to make effective and productive use of data management methods. Research limitations/implications The survey was sent to all members of the population but not a sample of it. Because of the response rate, the results cannot be generalized to all researchers at the university. Nevertheless, the findings may provide an important understanding about their research data procedures, in particular what characterizes their knowledge about data management and attitude towards it. Practical implications Awareness of these issues is essential for information specialists at academic libraries, together with other units within the universities, to be able to design infrastructures and develop services that suit the needs of the research community. The findings can be used, to develop data policies and services, based on professional knowledge of best practices and recognized standards that assist the research community at data management. Originality/value The study contributes to the existing literature about research data management by examining the results by participants' field of research. Recognition of the issues is critical in order for information specialists in collaboration with universities to design relevant infrastructures and services for academics and doctoral students that can promote their research data management.

Date

20. 1.2015 18:30:22

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Abstract

Purpose This paper investigates how school teachers look for informational texts for their classrooms. Access to current, varied and authentic informational texts improves learning outcomes for K-12 students, but many teachers lack resources to expand and update readings. The Web offers freely available resources, but finding suitable ones is time-consuming. This research lays the groundwork for building tools to ease that burden. Design/methodology/approach This paper reports qualitative findings from a study in two stages: (1) a set of semistructured interviews, based on the critical incident technique, eliciting teachers' information-seeking practices and challenges; and (2) observations of teachers using a prototype teaching-oriented news search tool under a think-aloud protocol. Findings Teachers articulated different objectives and ways of using readings in their classrooms, goals and self-reported practices varied by experience level. Teachers struggled to formulate queries that are likely to return readings on specific course topics, instead searching directly for abstract topics. Experience differences did not translate into observable differences in search skill or success in the lab study. Originality/value There is limited work on teachers' information-seeking practices, particularly on how teachers look for texts for classroom use. This paper describes how teachers look for information in this context, setting the stage for future development and research on how to support this use case. Understanding and supporting teachers looking for information is a rich area for future research, due to the complexity of the information need and the fact that teachers are not looking for information for themselves.

Date

20. 1.2015 18:30:22

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Abstract

Purpose The open science movement calls for transparent and retraceable research processes. While infrastructures to support these practices in qualitative research are lacking, the design needs to consider different approaches and workflows. The paper bases on the definition of ontologies as shared conceptualizations of knowledge (Borst, 1999). The authors argue that participatory design is a good way to create these shared conceptualizations by giving domain experts and future users a voice in the design process via interviews, workshops and observations. Design/methodology/approach This paper presents a novel approach for creating ontologies in the field of open science using participatory design. As a case study the creation of an ontology for qualitative coding schemas is presented. Coding schemas are an important result of qualitative research, and reuse can yield great potential for open science making qualitative research more transparent, enhance sharing of coding schemas and teaching of qualitative methods. The participatory design process consisted of three parts: a requirement analysis using interviews and an observation, a design phase accompanied by interviews and an evaluation phase based on user tests as well as interviews. Findings The research showed several positive outcomes due to participatory design: higher commitment of users, mutual learning, high quality feedback and better quality of the ontology. However, there are two obstacles in this approach: First, contradictive answers by the interviewees, which needs to be balanced; second, this approach takes more time due to interview planning and analysis. Practical implications The implication of the paper is in the long run to decentralize the design of open science infrastructures and to involve parties affected on several levels. Originality/value In ontology design, several methods exist by using user-centered design or participatory design doing workshops. In this paper, the authors outline the potentials for participatory design using mainly interviews in creating an ontology for open science. The authors focus on close contact to researchers in order to build the ontology upon the expert's knowledge.

Date

20. 1.2015 18:30:22

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Abstract

This article provides analyses, describes dilemmas, and suggests way forwards in the teaching of knowl­edge organization (KO). The general assumption of the article is that theoretical problems in KO must be the point of departure for teaching KO. Section 2 addresses the teaching of practical, applied and professional KO, focusing on learning about specific knowl­edge organization systems (KOS), specific standards, and specific methods for organizing knowl­edge, but provides arguments for not isolating these aspects from theoretical issues. Section 3 is about teaching theoretical and academic KO, in which the focus is on examining the bases on which KOSs and knowl­edge organization processes such as classifying and indexing are founded. This basically concerns concepts and conceptual relations and should not be based on prejudices about the superiority of either humans or computers for KO. Section 4 is about the study of education in KO, which is considered important because it is about how the field is monitoring itself and about how it should be shaping its own future. Section 5 is about the role of the ISKO Encyclopedia of Knowl­edge Organization in education of KO, emphasizing the need for an interdisciplinary source that may help improve the conceptual clarity in the field. The conclusion suggests some specific recommendations for curricula in KO based on the author's view of KO.

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Abstract

Training in knowl­edge organization (KO) involves an understanding of theories for the construction, maintenance, use, and evaluation of logical documentary languages. Teaching these KO concepts in LIS programs are related basically to accessing documents and retrieving their intellectual content. This study focuses on access to documents and exploring the ethical theme in all its dimensions as applied to the teaching of an undergraduate discipline as part of a Bachelor of Library Science degree offered at the Federal University of Minas Gerais (UFMG). As a methodology, a Project-based Pedagogy strategy is used in the teaching of a discipline called "Classification Systems: UDC" for students to classify a documentary resource from a collection on ethics. The teaching of bibliographic classification requires students to learn how to use the mechanisms available to form a notation as well as to use a syntax schema (tables) appropriately. Students also learn to determine a place for the document in the collection, considering the knowl­edge represented in the collection as a whole. Altogether, such a practice can help students to understand the theory underlying a classification system. The results show that the students were able to understand the basic concepts of knowl­edge organization. The students were also able to observe that the elements of the different tables of a classification tool are essential mechanisms for the organization of knowl­edge in other contexts, especially for specific purposes.

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Abstract

The rapid deployment of emergency remote teaching in the pandemic presents sweeping societal-level information systems phenomena worthy of scholarly inquiry. This paper reports findings from teacher interviews conducted with K-12 public school teachers, exploring how digital access and use gaps in communities reflect wider digital and social inequalities as schools fulfilled emergency remote teaching mandates, becoming swept up into e-learning technology expansion trends propelled by mandates, and unfettered corporate edtech. Results show persistence of home and school level digital affordance gaps as hindrances to pandemic pedagogy. We build upon theory of the digital divide, and crisis and critical informatics literature considering how critical approaches to the study of socio-technical systems research can inform these understandings, providing insights into how localized digital inequities contribute to broader digital inequality and social inequality, in the educative processes expected of public education in democratic societies. Our work gives voice to one highly pressured and conflicted stakeholder in these dynamics-K-12 public school teachers-and demonstrates some of the ways in which digital inequity gaps may play a further magnifying role of societal division through expanding edtech deployment in K-12 grades, if current edtech trends hold.

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Abstract

This paper presents findings from an interview study of research data managers in academic data archives. Our study examined policies and professional autonomy with a focus on dilemmas encountered in everyday work by data managers. We found that dilemmas arose at every stage of the research data lifecycle, and legacy data presents particularly vexing challenges. The iFields' emphasis on knowledge organization and representation provides insight into how data, used by scientists, are used to create knowledge. The iFields' disciplinary emphasis also encompasses the sociotechnical complexity of dilemmas that we found arise in research data management. Therefore, we posit that iSchools are positioned to contribute to data science education by teaching about ethics and infrastructure used to collect, organize, and disseminate data through problem-based learning.

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Abstract

When writing a research paper, the author has to select information to include in the paper to support various arguments. The information has to be organized and synthesized into a coherent whole through relationships and information structures. There is hardly any research on the information structure of research papers, and how information structure supports rhetorical and argument structures. Thus, this study is focused on information organization in the Abstract and Introduction sections of sociology research papers, analyzing the information structure of research objective, question, hypothesis, and result statements. The study is limited to research papers reporting research that investigated cause-effect relations between two concepts. Two semantic frames were developed to specify the types of information associated with cause-effect and comparison relations, and used as coding schemes to annotate the text for different information types. Six link patterns between the two frames were identified-showing how comparisons are used to support the claim that the cause-effect relation is valid. This study demonstrated how semantic frames can be incorporated in discourse analysis to identify deep structures underlying the argument structure. The results carry implications for the knowledge representation of academic research in knowledge graphs, for semantic relation extraction, and teaching of academic writing.

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Abstract

Throughout an information search, a user needs to make sense of the information found to create an understanding. This requires cognitive effort that can be demanding. Building on prior sensemaking models and expanding them with ideas from learning and cognitive psychology, we examined the use of cognitive mechanisms during individual sensemaking. We conducted a qualitative user study of 15 students who searched for and made sense of information for business analysis and news writing tasks. Through the analysis of think-aloud protocols, recordings of screen movements, intermediate work products of sensemaking, including notes and concept maps, and final reports, we observed the use of 17 data-driven and structure-driven mechanisms for processing new information, examining individual concepts and relationships, and detecting anomalies. These cognitive mechanisms, as the basic operators that move sensemaking forward, provide in-depth understanding of how people process information to produce sense. Meaningful learning and sensemaking are closely related, so our findings apply to learning as well. Our results contribute to a better understanding of the sensemaking process-how people think-and this better understanding can inform the teaching of thinking skills and the design of improved sensemaking assistants and mind tools.

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Abstract

Social question-and-answer (Q&A) communities are becoming increasingly important for knowledge acquisition. However, some users withhold knowledge, which can hinder the effectiveness of these platforms. Based on social exchange theory, the study investigates how different types of questions influence knowledge withholding, with question difficulty and user anonymity as boundary conditions. Two experiments were conducted to test hypotheses. Results indicate that informational questions are more likely to lead to knowledge withholding than conversational ones, as they elicit more fear of negative evaluation and fear of exploitation. The study also examines the interplay of question difficulty and user anonymity with question type. Overall, this study significantly extends the existing literature on counterproductive knowledge behavior by exploring the antecedents of knowledge withholding in social Q&A communities.

Date

22. 9.2023 13:51:47

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Abstract

Purpose Personal information management (PIM) is an activity in which people store information items in order to retrieve them later. The purpose of this paper is to test and quantify the effect of factors related to collection size, file properties and workload on file retrieval success and efficiency. Design/methodology/approach In the study, 289 participants retrieved 1,557 of their shared files in a naturalistic setting. The study used specially developed software designed to collect shared files' names and present them as targets for the retrieval task. The dependent variables were retrieval success, retrieval time and misstep/s. Findings Various factors compromise shared files retrieval including: collection size (large number of files), file properties (multiple versions, size of team sharing the file, time since most recent retrieval and folder depth) and workload (daily e-mails sent and received). The authors discuss theoretical reasons for these negative effects and suggest possible ways to overcome them. Originality/value Retrieval is the main reason people manage personal information. It is essential for retrieval to be successful and efficient, as information cannot be used unless it can be re-accessed. Prior PIM research has assumed that factors related to collection size, file properties and workload affect file retrieval. However, this is the first study to systematically quantify the negative effects of these factors. As each of these factors is expected to be exacerbated in the future, this study is a necessary first step toward addressing these problems.

Date

20. 1.2015 18:30:22

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Abstract

Drawing from social cognitive theory, the purpose of this study is to examine how personal, environmental and behavioral factors can interplay to influence people's use of YouTube as a learning resource. Design/methodology/approach This study proposed a conceptual model, which was then tested with data collected from a survey with 150 participants who had the experience of using YouTube for learning. The bootstrap method was employed to test the direct and mediation hypotheses in the model. Findings The results revealed that personal factors, i.e. learning outcome expectations and attitude, had direct effects on using YouTube as a learning resource (person ? behavior). The environmental factor, i.e. the sociability of YouTube, influenced the attitude (environment ? person), while the behavioral factor, i.e. prior experience of learning on YouTube, affected learning outcome expectations (behavior ? person). Moreover, the two personal factors fully mediated the influences of sociability and prior experience on YouTube usage for learning. Practical implications The factors and their relationships identified in this study provide important implications for individual learners, platform designers, educators and other stakeholders who encourage the use of YouTube as a learning resource. Originality/value This study draws on a comprehensive theoretical perspective (i.e. social cognitive theory) to investigate the interplay of critical components (i.e. individual, environment and behavior) in YouTube's learning ecosystem. Personal factors not only directly influenced the extent to which people use YouTube as a learning resource but also mediated the effects of environmental and behavioral factors on the usage behavior.

Date

20. 1.2015 18:30:22

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Abstract

This study investigates how privacy as an ethical concept exists in two languages: Mandarin Chinese and American English. The exploration relies on two genres of corpora from 10 years: social media posts and news articles, 2010-2019. A mixed-methods approach combining structural topic modeling (STM) and human interpretation were used to work with the data. Findings show various privacy-related topics across the two languages. Moreover, some of these different topics revealed fundamental incompatibilities for understanding privacy across these two languages. In other words, some of the variations of topics do not just reflect contextual differences; they reveal how the two languages value privacy in different ways that can relate back to the society's ethical tradition. This study is one of the first empirically grounded intercultural explorations of the concept of privacy. It has shown that natural language is promising to operationalize intercultural and comparative privacy research, and it provides an examination of the concept as it is understood in these two languages.

Date

22. 1.2023 18:59:40

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Abstract

While it is clear that using a mobile device can interrupt real-world activities such as walking or driving, the effects of interruptions on mobile device use have been under-studied. We are particularly interested in how the ambient distraction of walking while using a mobile device, combined with the occurrence of simulated interruptions of different levels of cognitive complexity, affect web search activities. We have established an experimental design to study how the degree of cognitive complexity of simulated interruptions influences both objective and subjective search task performance. In a controlled laboratory study (n = 27), quantitative and qualitative data were collected on mobile search performance, perceptions of the interruptions, and how participants reacted to the interruptions, using a custom mobile eye-tracking app, a questionnaire, and observations. As expected, more cognitively complex interruptions resulted in increased overall task completion times and higher perceived impacts. Interestingly, the effect on the resumption lag or the actual search performance was not significant, showing the resiliency of people to resume their tasks after an interruption. Implications from this study enhance our understanding of how interruptions objectively and subjectively affect search task performance, motivating the need for providing explicit mobile search support to enable recovery from interruptions.

Date

3. 5.2022 13:22:33

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Abstract

The paper reports a longitudinal analysis of the topical and methodological development of Library and Information Science (LIS). Its focus is on the effects of researchers' disciplines on these developments. The study extends an earlier cross-sectional study (Vakkari et al., Journal of the Association for Information Science and Technology, 2022a, 73, 1706-1722) by a coordinated dataset representing a content analysis of articles published in 31 scholarly LIS journals in 1995, 2005, and 2015. It is novel in its coverage of authors' disciplines, topical and methodological aspects in a coordinated dataset spanning two decades thus allowing trend analysis. The findings include a shrinking trend in the share of LIS from 67 to 36% while Computer Science, and Business and Economics increase their share from 9 and 6% to 21 and 16%, respectively. The earlier cross-sectional study (Vakkari et al., Journal of the Association for Information Science and Technology, 2022a, 73, 1706-1722) for the year 2015 identified three topical clusters of LIS research, focusing on topical subfields, methodologies, and contributing disciplines. Correspondence analysis confirms their existence already in 1995 and traces their development through the decades. The contributing disciplines infuse their concepts, research questions, and approaches to LIS and may also subsume vital parts of LIS in their own structures of knowledge production.

Date

22. 6.2023 18:15:06