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An Introduction to Metatheories, Theories, and Models
No full textČlánek představuje překlad první a úvodní kapitoly knihy Theories of information behavior (Fisher, Karen E., Erdelez, Sanda, and McKechnie, Lynne, Eds. Theories of Information Behavior. Medford, NJ: Information Today, 2005). Autorkou kapitoly je Marcia J. Bates, nese název Úvod do metateorií, teorií a modelů a jejím cílem je poskytnout obecný úvod k využití některých z klíčových teoretických konceptů výzkumu knihovní a informační vědy (KIV).An Introduction to Metatheories, Theories, and ModelsThe article represents the translation into Czech language of the first chapter of the book Theories of information behavior (Fisher, Karen E., Erdelez, Sanda, and McKechnie, Lynne, Eds.Theories of Information Behavior. Medford, NJ: Information Today, 2005). The author of the first chapter is Marcia J. Bates, the title is An Introduction to Metatheories, Theories, and Models and the objective of this chapter is to provide a general introduction to some key theoretical concepts of use in library and information science (LIS). Překlad Jan NěmecThe article represents the translation into Czech language of the first chapter of the book Theories of information behavior (Fisher, Karen E., Erdelez, Sanda, and McKechnie, Lynne, Eds.Theories of Information Behavior. Medford, NJ: Information Today, 2005). The author of the first chapter is Marcia J. Bates, the title is An Introduction to Metatheories, Theories, and Models and the objective of this chapter is to provide a general introduction to some key theoretical concepts of use in library and information science (LIS). Translation by Jan Něme
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Information acquiring-and-sharing in Internet-based environments: an exploratory study of individual user behaviors
Get PDFtextAdoption of Internet-based information resources and dissemination tools is
rapidly increasing. Given the far-reaching implications of this trend, researchers in
library and information science (LIS) are seeking to better understand individual users’
behaviors in these contexts. A user information behavior that is under-examined in the
human information behavior literature is information acquiring-and-sharing (IA&S) in
Internet-based environments. This overlooked status is problematic, because we cannot
get a complete picture of individuals’ information use behavior if we exclude what may
be the relatively common behavior of IA&S in Internet environments.
The objectives of this study were to systematically examine information IA&S
behaviors among individual Internet users, and to develop theory statements that describe
and explain these phenomena. Toward these goals, the following research questions were
developed:
1. What are the behaviors and processes associated with information acquiring
and-sharing in Internet-based environments?
2. What are the motivators and corresponding affective and cognitive states
associated with information acquiring-and-sharing in Internet-based environments?
Respondents targeted for this study were graduate students who study and/or
work at a medium-sized American public university who regularly acquire-and-share
information in Internet environments. Given the varied social roles and information
needs of these Internet users, they demonstrated a broad array of variables that
characterize this behavior.
An array of techniques that included screening surveys, critical incident logs and
grounded theory interview techniques were used to collect data that address the
exploratory research questions. Survey data were analyzed using simple descriptive
statistics. Interview, field note and critical incident data were analyzed using open, axial,
and selective coding processes.
Findings show that information IA&S in Internet environments is driven by a mix
of cognitive, affective, motivational, procedural, and need attributes. An emergent
conceptual framework based on grounded substantive theories is proposed that identifies,
explains, and integrates these attributes. The intention of this effort is to broaden existing
information behavior theories and models, and to inform the practice of information
professionals who are tasked with developing and improving information systems.Informatio
Information encountering: An exploration beyond information seeking
No full textThis study was conducted to provide an initial understanding of information encountering, a form of information behavior that involves accidental acquisition of information. The study addressed the two broad research questions: (1) What are the characteristics of information encountering? and 2) How does information encountering relate to users\u27 information behavior?
The study used exploratory research design and qualitative data collection and analysis methods. An open-ended survey was used to collect information encountering experiences from 132 respondents in an academic environment. The survey was followed by in-depth interviews with 12 respondents. Inductive data analysis involved the content analysis and faceted classification of study data to identify the characteristics of four dimensions of information encountering: user, environment, information, and problem.
The study found that respondents encountered information while performing both information and non-information related activities. There was a change in the types of feelings and thoughts experienced by respondents before and after information encountering. The respondents most often encountered information when in environments that specifically provide information services, but also in environments where information service was not the primary function. Information encountered by respondents included both interest and problem types of information, including present, past, and future problems, and also both active and passive problems. It was also identified that respondents encountered information across various functional problem areas and personal roles.
Regarding the relationship among information encountering and information behavior, the study suggested that information encountering was an integral element of browsing and information seeking activities performed by study respondents. Information encountering reinforced browsing by bringing satisfaction to respondents\u27 browsing activities. In the context of information seeking, information encountering shifted respondents across time, parallel problems, and different subject areas
The impact of change in web-based IR systems on users' experience
Get PDFInformation retrieval changes. Users, their knowledge and expectation changes as well as environment. Presentation deals with these changes and also explains possible implications they may have on users and systems that are part of IR process
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Consumer search behavior in online shopping : the effects of novice versus expert product knowledge
No full texttextThe Internet now provides consumers with a new tool for finding
information during the pre-purchase phase of a buying decision. It also
provides researchers with a method to study the information-seeking
behavior of consumers in a dynamic environment. User knowledge has
been identified in prior research as having an influencing effect on search
behavior. In the case of consumers, user knowledge is defined as their
novice- or expert-level product knowledge.
The primary research question that guided this study was whether
product knowledge creates significantly different search behavior among
consumers while online shopping. Specifically, the study examined
differences in the site types consumers use and in any patterns to their
site type visits. Two online shopping tasks were used to identify
distinctive external information-search patterns among consumers (n =
43). The participants were classified according to their level of product
knowledge. The objective of the analysis was to identify differences in the
site types used and in the sequence of site type usage between those
having expert and novice product knowledge. Using McNemar tests and
log-linear analyses, significant differences between novices and experts
were found in the usage of site types. Significant pattern differences were
also found in the antecedent site types used under expert versus novice
conditions. The resultant data has implications for both information
professionals and for marketers in designing specifically tailored web sites
and web tools that assist different user groups in finding the information
they seek.Informatio
Using the Internet in international educational activities [Elektronisk resurs] : a case study
No full textIntegration of Web-based courseware and other specialized applications for communication via Internet provides new technological opportunities for education across international borders. This paper will describe instructional activities and outcomes in organizing an educational project between students in the U.S. and Croatia. In this project students of library and information science from both countries collaborated in five small groups via Internet to complete an assigned research task. The research process required students to use various means of synchronous and asynchronous communication provided within the Web-based courseware Prometheus, such as email, file exchange and chat. The research outcomes were presented in the form of real-time student presentations at three locations in the U.S. and Croatia, using MS NetMeeting. After providing an overview of the project the paper will discuss the organizational and technological challenges involved in organizing an international educational activity on the Internet. In particular, the paper will address issues such as cultural and pedagogical differences, and logistical problems resulting from difference in time zones and difference in technology access. The concluding part of the paper will propose a number of strategic issues for organization of international, educational activities on the Internet involving students and faculty members from Croatia and participants from other countries.</p
Information interchange.
Get PDFThis book chapter presents the authors' theory of Information Interchange. The theory draws upon the authors' earlier research on government and parliamentary information service provision, and on citizens' information behaviour, at the regional, UK and European levels. The theory considers the roles and aims of both the information provider and the information user in assessing the effectiveness of the information communication process. It builds upon the dichotomy that appears to exist between the view of the provider and that of the user
Instructing Usability Evaluation in LIS curriculum: A Case of the U.S.
Get PDFIncreasing use of websites as vehicles for the diss
emination of information services in the digital
environment and interaction with users has raised m
any usability concerns in creating user-friendly digital
information services. Hence, it is important to und
erstand if and how the future generations of library and
other information professionals learn about usability evaluation through their LIS studies. Guided by
this
research objective, the authors of this paper reviewed the state of usability evaluation (UE) courses
in LIS
education. The study used content-analysis method to find answers to the research questions. The
sample was purposive consisting only ALA accredited
schools in the U.S. Publicly available descriptions
of the courses on their websites were accessed to review the UE content offered. The content of these
identified course descriptions was downloaded and further analyzed in terms of its format and coverage
.
Besides, based on the experience of the second auth
or, the paper provides insight into both challenges
and opportunities that the instructors of usability
evaluation courses face. Findings reveal that LIS
education programs have not yet fully accepted UE of digital resources as a standard course in their
educational repertory. The study suggests that a sy
stematic exposure to UE can place LIS professionals
in a better position to communicate with the inform
ation technology staff regarding the specific needs
of
the users and enhance their chances for a productive professional career
An Exploratory Survey of Reference Source Instruction in LIS Courses
No full textBecause reference sources are a staple of reference service, reference source education is an intrinsic part of reference education. However, limited information exists about the strategies reference instructors use to teach their students about sources. Reference instructors at forty-eight ALA-accredited programs of library and information studies were surveyed as to what strategies they used to teach about sources, what methods they felt were effective, and what challenges they faced in teaching about reference sources. Forty respondents described a total of sixty-one courses taught. In describing those courses, instructors indicated that reference source instruction primarily occurred through discussion and students’ hands-on experience, although that experience was not always provided in class. Instructors provided information on challenges in source instruction, including access to print and electronic reference sources
Using the Internet in international educational activities : a case study
No full textIntegration of Web-based courseware and other specialized applications for communication via Internet provides new technological opportunities for education across international borders. This paper will describe instructional activities and outcomes in organizing an educational project between students in the U.S. and Croatia. In this project students of library and information science from both countries collaborated in five small groups via Internet to complete an assigned research task. The research process required students to use various means of synchronous and asynchronous communication provided within the Web-based courseware Prometheus, such as email, file exchange and chat. The research outcomes were presented in the form of real-time student presentations at three locations in the U.S. and Croatia, using MS NetMeeting. After providing an overview of the project the paper will discuss the organizational and technological challenges involved in organizing an international educational activity on the Internet. In particular, the paper will address issues such as cultural and pedagogical differences, and logistical problems resulting from difference in time zones and difference in technology access. The concluding part of the paper will propose a number of strategic issues for organization of international, educational activities on the Internet involving students and faculty members from Croatia and participants from other countries
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