Search (33 results, page 1 of 2)

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Date

17. 1.2000 13:16:22

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Date

22. 1.2017 16:45:48

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Abstract

Objectivity, in the form of the application of external scrutiny according to standards agreed within a research community, is an essential characteristic of information science research whether pursued from positivist, interpretative, or action research perspectives. Subjectivity may represent both a legitimate focus of research (e.g., people's perceptions and attitudes) and a legitimate component of methodology (e.g., enabling researchers to enter, experience, and share the perceived worlds of their subjects). However, subjectivity that both (a) is not open to external scrutiny and (b) gives rise to contingent dependencies is problematic for research. The issue of problematic types of subjectivity is considered, and the contributions to the debate concerning possible solutions of two key thinkers - the cybernetician Gordon Pask and the methodological philosopher Brenda Dervin - are discussed. The need identified by Dervin for researchers to be able to escape (expose and test) their own assumptions is explored in terms of a dynamic interplay between relatively subjective and objective forces, each requiring the liberating and constraining energies of the other. The extent to which meta-methodological awareness - a prerequisite for any such escape - can be fostered, for example, by the quality of research environments, is explored along with implications for those responsible for managing and funding research.

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Source

Information research news. 4(1994) no.3, S.2-6

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Abstract

Research into information retrieval (IR) cannot yet answer the basic question of how we can design IR systems to help people search for information with optimal levels of effectiveness. In relation to human-system interaction, we have failed to develop any valid and at the same time robust user models capable of driving practical system development. If we strip away assumptions and over-optimism relating to the generalisability of what are essentially sporadic and fragmented research efforts, the great "darkness to light" ratio characterising our knowledge of human aspects of IR becomes apparent. From a more critical and pessimistic (but by no means less realistic) perspective, we are getting nowhere fast. A range of strategies is proposed to improve the situation by supporting relatively "horizontal" as well as "vertical" knowledge integration. These consist of: greater use of pluralistic research approaches; enhanced access to research data; more multidisciplinary and multi-perspective integrative reviews and conceptual mappings; and establishing a greater critical mass of published research findings sufficient to support the generation of a less sparse and fragmented evidence-based knowledge map. The potential of electronic publishing and data access for helping achieve these goals is discussed.

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Source

Electronic library and visual information research: Proceedings of the 4th ELVIRA Conference (ELVIRA 4), Electronic Library and Visual Information Research, De Montfort University, Milton Keynes, May 1997. Ed. by C. Davies u. A. Ramsden

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Abstract

Purpose - The purpose of this paper is to report research that sought to understand the requirements of information systems designed to support people engaged in creative intellectual activity. The research aimed to provide empirical evidence based on a case study of a particular arena of creativity, namely electro-acoustic music composition. However, it also sought to identify issues that may apply more widely to other arenas of human creativity. Design/methodology/approach - The research was based on a related series of three in-depth studies of electro-acoustic music composers at work. These studies entailed the collection of qualitative data from interviews, observations and "think aloud" protocols. These data were analysed inductively to reveal concepts and relationships that formed the basis for a model of interactions between the composers and the information systems with which they were working. Findings - The paper presents a model of relationships between information system features and use, and the resulting effects in terms of the extent to which creativity was perceived by the composers to have been facilitated and inhibited. In particular, a number of tensions were identified which suggest that conventional "best practice" in the design of data-intensive information systems may be fundamentally at odds with the requirements of such systems to support important aspects of creativity. Research limitations/implications - The limitations associated with in-depth qualitative research based on small samples is acknowledged, relating in particular to its lack of ability to generalise on the basis of statistical probability. However, such an approach arguably offers the complementary strength of being particularly suited to exploratory research aimed essentially at charting new territory and identifying rich and possibly unanticipated constructs rather than testing hypotheses based on existing theory. The resultant findings, however, must remain tentative and provisional pending further systematic investigation designed to establish the extent to which they are generalisable. Practical implications - As well as identifying limitations in conventional approaches to designing data-intensive information systems, an alternative architecture is proposed which seeks better to map onto the requirements of creativity support. It is hoped that both the criticisms of conventional approaches and the proposed novel architecture may be of practical use to those engaged in the design of data-intensive creativity support systems. Originality/value - The research reported here offers a novel perspective on the design of information systems in that it identifies a tension between conventional "best practice" in system design and the requirements of important aspects of creativity support. It has the advantage of being based on the in-depth observation of real composers in action over protracted periods of time. It also proposes a novel system architecture which seeks to avoid reduce such tensions.

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Source

Electronic library and visual information research: Proceedings of the First ELVIRA Conference (ELVIRA 1), Electronic Library and Visual Information Research, De Montfort University, Milton Keynes, May 1994. Ed. by M. Collier u, K. Arnold

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Abstract

Based on a review of constructs that have been the subject of both educational and information science research, a model of learning-related information behaviour is developed. The model details components of such behaviour, including: basic information processes, information processing types and information processing approaches; and factors affecting information behaviour relating to educational environments (in particular, learning objectives) and mental (including cognitive and affective) states. The complexity of information needs and associated relevance judgements implied by the model are discussed, as are implications for the provision of cognitively and affectively ergonomic access to information, and for research into learning-related information behaviour.

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Source

Journal of information science. 22(1996) no.2, S.79-92

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Source

Electronic library and visual information research: Proceedings of the Second ELVIRA Conference (ELVIRA 2), Electronic Library and Visual Information Research, De Montfort University, Milton Keynes, May 1995. Ed. by M. Collier u, K. Arnold

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Abstract

This article reports the results of a study of the role of individual differences in Internet searching. The dimensions of individual differences forming the focus of the research consisted of: cognitive styles; levels of prior experience; Internet perceptions; study approaches; age; and gender. Sixty-nine Masters students searched for information on a prescribed topic using the AItaVista search engine. Results were assessed using simple binary relevance judgements. Factor analysis and multiple regression revealed interesting differences, retrieval effectiveness being linked to: male gender; low cognitive complexity; an imager (as opposed to verbalizer) cognitive style; and a number of Internet perceptions and study approaches grouped here as indicating low self-efficacy. The implications of these findings for system development and for future research are discussed.

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Abstract

This is the second of two articles published in this issue of JASIST reporting the results of a study investigating relationships between Web search strategies and a range of human individual differences. In this article we provide a combined analysis of the factor analyses previously presented separately in relation to each of three groups of human individual difference (study approaches, cognitive and demographic features, and perceptions of and approaches to Internet-based information seeking). It also introduces two series of regression analyses conducted an data spanning all three individual difference groups. The results are discussed in terms of the extent to which they satisfy the original aim of this exploratory research, namely to identify any relationships between search strategy and individual difference variables for which there is a prima facie case for more focused systematic study. It is argued that a number of such relationships do exist. The results of the project are summarized and suggestions are made for further research.

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Abstract

Purpose - The purpose of this paper is to report an empirical investigation into conceptions of the "invisible web". Design/methodology/approach - This was an exploratory qualitative study based on in-depth semi-structured interviews with 15 members of academic staff from three biology-related departments at the University of Sheffield. Concepts emerged from an inductive analysis of the interview data to form a tentative model. Findings - A distinction is drawn between technical objective conceptions of the "invisible web" that commonly appear in the literature, and a cognitive subjective conception based on searchers' perceptions of search failure, and a tentative model of "cognitive invisibility" is presented. The relationship between objective and subjective conceptions, and implications for training, are discussed. Research limitations/implications - The research was qualitative and exploratory, designed to elicit sensitising concepts and to "map the territory". It thus aims to provide a tentative model that could form the basis for more systematic study. Such research could investigate the validity of the categories in different and/or larger samples, seek further to illuminate, challenge, extend or refute the model, and address issues of generalisability. Practical implications - The paper presents a conceptual model that is intended to be a useful reference point for researchers wishing to investigate user-based aspects of search failure and the invisible web. It may also be useful to trainers and those interested in developing information literacy, in that it differentiates technical objective and cognitive subjective conceptions of "invisibility, and discusses the implications for helping searchers develop more effective searching capabilities. Originality/value - The paper offers an alternative cognitive subjective view of "web invisibility" to that more commonly presented in the literature. It contributes to a still small body of empirical research into user-based aspects of the invisible web.

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Abstract

Purpose - This paper aims to examine our current knowledge of how searchers perceive and react to the possibility of missing potentially important information whilst searching the web is limited. The study reported here seeks to investigate such perceptions and reactions, and to explore the extent to which Simon's "bounded rationality" theory is useful in illuminating these issues. Design/methodology/approach - Totally 37 academic staff, research staff and research students in three university departments were interviewed about their web searching. The open-ended, semi-structured interviews were inductively analysed. Emergence of the concept of "good enough" searching prompted a further analysis to explore the extent to which the data could be interpreted in terms of Simon's concepts of "bounded rationality" and "satisficing". Findings - The results indicate that the risk of missing potentially important information was a matter of concern to the interviewees. Their estimations of the likely extent and importance of missed information affected decisions by individuals as to when to stop searching - decisions based on very different criteria, which map well onto Simon's concepts. On the basis of the interview data, the authors propose tentative categorizations of perceptions of the risk of missing information including "inconsequential" "tolerable" "damaging" and "disastrous" and search strategies including "perfunctory" "minimalist" "nervous" and "extensive". It is concluded that there is at least a prima facie case for bounded rationality and satisficing being considered as potentially useful concepts in our quest better to understand aspects of human information behaviour. Research limitations/implications - Although the findings are based on a relatively small sample and an exploratory qualitative analysis, it is argued that the study raises a number of interesting questions, and has implications for both the development of theory and practice in the areas of web searching and information literacy. Originality/value - The paper focuses on an aspect of web searching which has not to date been well explored. Whilst research has done much to illuminate searchers' perceptions of what they find on the web, we know relatively little of their perceptions of, and reactions to information that they fail to find. The study reported here provides some tentative models, based on empirical evidence, of these phenomena.

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Abstract

Purpose - The purpose of this paper is to describe: a new taxonomy of metacognitive skills designed to support the study of metacognition in the context of web searching; a data collection instrument based on the taxonomy; and the results of testing the instrument on a sample of university students and staff. Design/methodology/approach - The taxonomy is based on a review of the literature, and is extended to cover web searching. This forms the basis for the design of the data collection instrument, which is tested with 405 students and staff of Sheffield University. Findings - Subjects regard the range of metacognitive skills focused on as broadly similar. However, a number of significant differences in reported metacognition usage relating to age, gender and discipline. Practical implications - These findings contribute to the long-term aims of the research which are to: develop a model of the actual and potential role of metacognition in web searching, and identify strategic "metacognitive interventions" that can be built into an intelligent information retrieval system, driven by the model, capable of enhancing retrieval effectiveness by compensating for metacognitive weaknesses on the part of the searcher. Originality/value - The value of the paper lies in: the consideration of metacognition in the context of web searching, the presentation of an extensible taxonomy of metacognitive skills, development and testing of a prototype metacognitive inventory, finding of significant differences in reported metacognition usage according to age, gender and discipline, and reflection of the implications of the results for future research into web searching.

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Content

Inhalt: Learning: Basic Processes - Introduction - Basic Information Processes - Integrating Themes - Where do Integrating Themes come From? - Theory Generation and Testing - Learning: Individual Differences - Styles of Learning - Levels of Learning - References - Education - Educational Philosophies and Learning Design - Autonomy and Mediation - Library and Information Science - Standards for Supporting Resource Discovery - Information Seeking and Autonomous Learning - Information Seeking as Conversations - ICT Developments: Resource Discovery - Tools and Techniques to Support Information Seeking and Resource Discovery - Metadata - Ontologies and the Semantic Web - Educational Metadata and Ontologies - ICT Developments: Learning Design And Teaching - Intelligent and Adaptive Tutoring Systems - Learning Environments and Interoperability - General ICT-Based Developments - Educational Opportunities Afforded by ICT Developments - Educational Informatics Systems: Individual Approaches - Metadata-Enabled Learning Resource Discovery - Adaptive Systems for Personalised Resource Discovery - Open Corpus Resource Discovery - From Supplantation to Metacognition - Educational Informatics Systems: Social Approaches - Alternative Pedagogies - Educational Informatics Systems that Learn - Community-Based Learning - Real World Learning - Theory and Practice - Educational Informatics Support for Critical Thinking and Creativity - Making Sense of Research: Generating Useful Real World Knowledge - Going Forward: Research Issues and the Future - Different Perspectives on Educational Informatics Developments - Types Of Evidence - Contingent Dependencies, and Object and Meta Languages - Reality Checking For Quality Control - Towards the Learning Web

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Abstract

Purpose The purpose of this paper is to develop a content analysis framework and from that derive a process model of knowledge construction in the context of virtual product user communities, organization sponsored online forums where product users collaboratively construct knowledge to solve their technical problems. Design/methodology/approach The study is based on a deductive and qualitative content analysis of discussion threads about solving technical problems selected from a series of virtual product user communities. Data are complemented with thematic analysis of interviews with forum members. Findings The research develops a content analysis framework for knowledge construction. It is based on a combination of existing codes derived from frameworks developed for computer-supported collaborative learning and new categories identified from the data. Analysis using this framework allows the authors to propose a knowledge construction process model showing how these elements are organized around a typical "trial and error" knowledge construction strategy. Practical implications The research makes suggestions about organizations' management of knowledge activities in virtual product user communities, including moderators' roles in facilitation. Originality/value The paper outlines a new framework for analysing knowledge activities where there is a low level of critical thinking and a model of knowledge construction by trial and error. The new framework and model can be applied in other similar contexts.

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Abstract

Although much previous research has considered how we read, less attention has been paid to why we read, and the influence not only of individual or text-related factors on a reader's intention to read, but also of broader societal factors. This article presents a novel, empirically-based model of fiction reading in a public library context, taking into account the characteristics differentiating the readers of individual fiction genres. It begins with a literature review of factors motivating a reading choice or habit, and of the effects of reading different fiction genres, before introducing three previous studies by the first author into readers' attitudes towards, and engagement with, fiction and selected fiction genres. The methodologies are then summarized both for the three previous studies and the present study. The authors present a combined analysis that integrates the findings of the previous studies in order to generate a new, evidence-based model for the reading of fiction genres. Incorporating both demographic and motivational aspects, this model illustrates how the broad themes of the fiction reader profile interrelate, giving them a new causal ordering. Finally, there is a discussion of the implications of this work for library and information science research and practitioner communities.

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Series

British Library research and innovation report; 75