ethanporcaro/eric-fulltext-meta huggingface dataset:
Analytical Implications of Using Practice Theory in Workplace Information Literacy Research
Author: Moring, Camilla
Date: 2013-09-00
Type: Journal Articles
Subjects: Workplace Literacy,Information Literacy,Research,Communities of Practice,Social Theories

Introduction: This paper considers practice theory and the analytical implications of using this theoretical approach in information literacy research. More precisely the aim of the paper is to discuss the translation of practice theoretical assumptions into strategies that frame the analytical focus and interest when researching workplace information literacy. Two practice theoretical perspectives are selected, one by Theodore Schatzki and one by Etienne Wenger, and their general commonalities and differences are analysed and discussed. Analysis: The two practice theories and their main ideas of what constitute practices, how practices frame social life and the central concepts used to explain this, are presented. Then the application of the theories within workplace information literacy research is briefly explored. Results and Conclusion: The two theoretical perspectives share some commonalities as they both emphasise practice as a constellation of activities and share an interest in the constitution and conditioning of such activities in social life. However, researchers must be aware that there also exist differences between the two theories that impact on the analytical focus by emphasising some aspects of practice in favour of others. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
Empowering Interviews: Narrative Interviews in the Study of Information Literacy in Everyday Life Settings
Author: Eckerdal, Johanna Rivano
Date: 2013-09-00
Type: Journal Articles
Subjects: Interviews,Information Literacy,Qualitative Research,Empowerment,Contraception,Females,Information Sources,Visual Aids,Research Design

Introduction: This paper presents a way to design and conduct interviews, within a sociocultural perspective, for studying information literacy practices in everyday life. Methods: A framework was developed combining a socio-cultural perspective with a narrative interview was developed. Interviewees were invited to participate by talking and using visual tools (deck of cards of information sources, maps, and horizons of information sources). Five young women were interviewed about how they chose contraceptives and how they in the process engaged in information literacy practices. Analysis: A qualitative analysis was carried out, using transcripts of interviews, visual tools supplemented with observations, field notes and transcripts of conversations during counselling meetings before the interviews. Results: The interviews became &quot;empowering&quot; arenas, providing opportunities for interviewees and interviewer to reflect on and ponder over what it means to choose and use a contraceptive. The information literacy practices of evaluating information sources about contraceptives became a part of a story to tell about what it means to be a young woman, expressing oneself as leading a sexually active life. Conclusion: The proposed narrative interview design, in which interviewees are invited to take active part in the interview, proves itself fruitful within a sociocultural perspective. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
Heritage Language Acquisition and Maintenance: Home Literacy Practices of Japanese-Speaking Families in Canada
Author: Nomura, Takako
Date: 2013-09-00
Type: Journal Articles
Subjects: Japanese,Native Language,Mothers,Parent Role,Literacy,Immigrants,Heritage Education,Native Language Instruction,Foreign Countries,Family Environment,Diaries,Information Sources,Mother Attitudes,Semi Structured Interviews

Introduction: In this study, we examine the case of Japanese-speaking families in Canada and their experiences with teaching a heritage language at home, along with the uses and perceived usefulness of public library resources, collections, and services in the process. Methods: We interviewed fourteen mothers who speak Japanese to their children. We complemented the interviews with picture diaries produced by participants about their vision of the &quot;ideal&quot; library. Analysis: Interviews were transcribed and a thematic analysis conducted through an iterative process. A visual analysis process was performed on the picture diaries. Results: There is a disconnect between the women's needs and practices relating to heritage language education, and their ability to navigate the 'mainstream' information environment for relevant information. Conclusion: Findings point to the symbolic importance of engaging in heritage language literacy. Although the home remains the crucial site for heritage language literacy practices and the mother plays a critical role in this process, the literacy practices used by Japanese immigrant mothers in Toronto to teach and maintain heritage language are diverse and varied. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
The Place of Health Information and Socio-Emotional Support in Social Questioning and Answering
Author: Worrall, Adam
Date: 2013-09-00
Type: Journal Articles
Subjects: Social Networks,Internet,Web Sites,Information Sources,Information Seeking,Health Promotion,Health Education,Help Seeking,Shared Resources and Services,Evaluation Criteria,Librarian Attitudes,Nurses,Emotional Response,Users (Information),Use Studies,Coding

Introduction: Little is known about the quality of health information in social contexts or how socio-emotional factors impact users&apos; evaluations of quality. We explored how librarians, nurses and users assessed the quality of health answers posted on Yahoo! Answers, focusing on socio-emotional reactions displayed, advice given to users and relationships between socio-emotional support, advice and evaluation criteria. Method: Forty evaluators from each of three groups (librarians, nurses and Yahoo! Answers users) evaluated ten health answers using an online tool. Participants answered open-ended questions asking for overall impressions, suggestions and advice for users and any other comments. Analysis. Responses were analysed qualitatively using an inductive open coding approach. Emergent codes were developed for evaluation criteria, emotional reactions and advice themes. Results: Criteria matched with previous research, but greater consideration was given to style, sources and subjectivity by participants in this research. Users value social and emotional support and are accepting of the subjectivity of social questioning-and-answering Websites, but librarians and nurses are less accepting. Conclusion: Both objective and subjective strategies have a place in the seeking, sharing and evaluation of information from social questioning-and-answering sites. Implications exist for design; virtual reference and other library services; and user, patron and patient education.
Knowledge Management, Codification and Tacit Knowledge
Author: Kimble, Chris
Date: 2013-06-00
Type: Journal Articles
Subjects: Knowledge Management,Literature Reviews,Economics,Codification,Theories,Philosophy

Introduction: This article returns to a theme addressed in Vol. 8(1) October 2002 of the journal: knowledge management and the problem of managing tacit knowledge. Method: The article is primarily a review and analysis of the literature associated with the management of knowledge. In particular, it focuses on the works of a group of economists who have studied the transformation of knowledge into information through the process of codification and the knowledge transaction topography they have developed to describe this process. Analysis: The article explores the theoretical and philosophical antecedents of the economists&apos; views. It uses this as a basis for examining the dominant views of knowledge that appear in much of the literature on knowledge management and for performing a critical evaluation of their work. Results: The results of the analysis centre upon the question of when is it appropriate to codify knowledge. They present a basic summary of the costs and benefits of codification before looking in more detail at its desirability. Conclusions: The conclusions concern the implications of the above for knowledge management and the management of tacit knowledge. They deal with the nature of knowledge management, some of the reasons why knowledge management projects fail to achieve their expectations and the potential problems of codification as a strategy for knowledge management.
A Practice Theoretical Exploration of Information Sharing and Trust in a Dispersed Community of Design Scholars
Author: Pilerot, Ola
Date: 2013-12-00
Type: Journal Articles
Subjects: Foreign Countries,Researchers,Trust (Psychology),Sharing Behavior,Design,Interviews,Social Theories,Information Networks,Information Science

Introduction: This paper presents an exploration of information sharing and trust in a geographically dispersed network of design scholars. Method: The study used a practice theory approach to identify aspects of trust in relation to information sharing. The empirical material consists of 15 in-depth interviews with design scholars from four Nordic countries and field notes from workplace visits. Analysis: The interview transcripts and field notes were categorised in accordance with three themes derived in synergy from practice theory and the empirical material. Results: A number of strategies for assessing and creating trust in relation to information sharing were identified. Depending on the dimension of practice in analytical focus, different aspects of trust emerge. Conclusions: Trust issues connected to information sharing appear in relation to the information to be shared, the people involved, the tools used for sharing, and the place where information sharing occurs. The practice-theoretical perspective has proven effective in order to identify and capture the elusive phenomenon of trust in connection to information sharing.
Information Source Characteristics and Environmental Scanning by Academic Library Managers
Author: Babalhavaeji, Fahimeh
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Libraries,Administrators,Access to Information,Questionnaires,Correlation,Information Sources,Use Studies,Environment

Purpose: This article examines characteristics of the external environment of library and information centres of Islamic Azad University in Iran, focusing on perceived environmental uncertainty and perceived source accessibility and quality, and their impacts on the amount of scanning and the frequency of information source use. Methods: This research surveyed the library managers of ninety-four units of Islamic Azad University. Data were collected by a mail questionnaire with a response rate of 90.42%. Findings: Results show that there is a positive correlation between respondents' perceived environmental uncertainty and the amount of scanning. Additionally, perceived source accessibility and quality are associated more with frequency of information source use in environmental scanning than with perceived environmental uncertainty; and managers mostly rely on personal and internal information sources. Conclusion: This research shows that: libraries as organizations are sensitive to their external environments, and variable, complex and important events occurred in it; managers of academic libraries feel uncertainty and complexity in their decision making and rely on information sources; and the use of library and electronic information services as information source in environmental scanning ranked in a high level compared to other sources.
Using Design Experiments to Investigate Conceptual Issues in Knowledge Organization: An Ongoing Study
Author: Feinberg, Melanie
Date: 2013-09-00
Type: Journal Articles
Subjects: Library Materials,Electronic Libraries,Video Technology,Design,Research Methodology,Classification,Data Collection,Feminism,Social Theories,Change,Minority Groups,Inquiry,Criticism,Experiments

Introduction: Star and Bowker describe the residual as what does not fit into a category system and as an inevitable byproduct of classification. In this project, we explore what happens when we attempt to give prominence to the residual instead of minimizing it. Methods: The three authors created three &quot;transformations&quot; of a small digital video library to enact three approaches to highlighting residuality. We also collected critical responses to our transformations from both invited experts and from students in a course on collection design. Findings: We show, through a discussion of coherence and authenticity in collections, how our thinking evolved through the related processes of making the design experiments, reflecting on the completed products, and synthesizing and contemplating the critical responses. Conclusion: At its current stage, the primary contribution of this project is in its vision and novel approach. Our research method involves both the process of design itself and various forms of structured reflection on the experimental products. We suggest that such theoretically motivated design interventions form a productive complement to the existing repertoire of research methods for information studies in general, and for knowledge organization in particular. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
The 4Ps of Innovation Culture: Conceptions of Creatively Engaging with Information
Author: Anderson, Theresa Dirndorfer
Date: 2013-09-00
Type: Journal Articles
Subjects: Scholarship,Innovation,Creative Thinking,Creativity,Heuristics,Researchers,Ethnography,Conference Papers

The paper provides a distillation of findings emerging from an ongoing series of investigations of the research practices of academics in a university context to foreground the creativity in our engagements with information. The empirical research involved an ethnographic exploration of the scholarly practices of two scholars engaged in the discovery, evaluation, use and generation of information and knowledge as part of their own ongoing research work. Findings reported in the paper are further supported by ongoing autoethnographic work associated with that fieldwork and a series of follow up explorations applying a similar approach. Through this research and writing emerged a heuristic (conceptualised as: plan, play, pressure, and pause) that might stimulate creative engagements with information. The paper discusses how scaffolding the four distinct but inter-related phase states represented in this heuristic can support an &quot;innovative culture&quot;. After introducing each of the four phase states, examples are provided that illustrate their interplay: i) the scholarly conference, ii) creative ecologies of learning, iii) conceptualisation of the heuristic itself. Discussion of the acute challenges associated with balancing these four states is followed by a call to broaden our conception of information and to engage more comprehensively with its potential as a catalyst for creative capacities. Active advocacy for systemic changes is required to expand our opportunities for nurturing creativity and innovation in all sectors of society. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
Questioning a Discourse of Information Literacy Practice in Web-Based Tutorials
Author: Schreiber, Trine
Date: 2013-09-00
Type: Journal Articles
Subjects: Information Literacy,Web Based Instruction,Discourse Analysis,Information Seeking,Assignments,Interviews,Student Attitudes,Foreign Countries

Introduction: A number of Scandinavian Web-based tutorials on information seeking mediate a kind of discourse of information literacy practice by combining the two themes, written academic assignment and information seeking. The aim of the paper is first to examine students' experience of the pragmatic value of two of these Web-based tutorials, &quot;VIKO&quot; (www.ntnu.no/viko/english) and &quot;UB-testen&quot; (www.ubtesten.dk), and second to discuss the discourse and it's way to contextualise information seeking in the particular Web-based tutorials. Method: Individual interviews with twenty-seven students have been carried out in 2011. Analysis: In the analysis, concepts from Schatzki's practice theory (2002, 2012) and an ideal typology from Halkier (2010) have being applied. Results: The analysis indicates that there is a gap between, on the one hand, the intended use of the Web-based tutorial seen from the perspective of the discourse, and on the other hand, the students' reactions to the same tutorial during interviews about their study activities. The result of the analysis is a questioning attitude towards the written assignment as a way to contextualise information seeking in the particular Web-based tutorials. Conclusion: The study contributes to the discussion about what kind of contextualisation is needed in Web-based tutorials on information seeking. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
The Conceptual Landscape of iSchools: Examining Current Research Interests of Faculty Members
Author: Holmberg, Kim
Date: 2013-09-00
Type: Journal Articles
Subjects: Information Science Education,College Faculty,Information Science,Research,Interests

Introduction: This study describes the intellectual landscape of iSchools and examines how the various iSchools map on to these research areas. Method: The primary focus of the data collection process was on faculty members&apos; current research interests as described by the individuals themselves. A co-word analysis of all iSchool faculty members&apos; research interests was used as a research method. The relations between the current research profiles of the iSchools were compared by calculating the cosine similarity between co-word profiles and visualized in network graphs. Results: The results show that the iSchools still contain many dominant themes from library and information science, but have an expanded conceptual landscape with the introduction of new iSchools. The methods used for data collection guaranteed the most current data available (in contrast to using publications) and the methods used for analyses gave multiple perspectives to the research landscape of the iSchools. Conclusions: The results of the present study showed how the current research landscape of the iSchools and the shared research interests were built by many topics that still reflect dominant information science topics (e.g., bibliometrics, information retrieval, and information seeking behaviour), but that there are also growing areas that reflect the iSchools&apos; interdisciplinary composition, thus answering the research questions. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
Students' Engagement in Collaborative Knowledge Construction in Group Assignments for Information Literacy
Author: Sormunen, Eero
Date: 2013-09-00
Type: Journal Articles
Subjects: Information Literacy,Cooperative Learning,Information Seeking,Interviews,Secondary School Students,Student Projects,Cooperative Planning,Writing Assignments,Group Activities,Foreign Countries,Coding

Introduction: Information literacy instruction is often undertaken in schools as collaborative source-based writing assignments. his paper presents the findings of a study on collaboration in two school assignments designed for information literacy. Method: The study draws on the models of cooperative and collaborative learning and the task-based approach to study information seeking and use. Data were collected by interviewing seventeen groups of upper secondary school students during and after their group projects. Analysis: Thematic analysis revealed how students cooperated and collaborated, and built a basis for joint meaning making from sources and knowledge building in their own texts. Results: Few student groups worked closely together (collaborated) in all activities: planning the work, searching, assessing and reading sources, and writing the article. Some other groups started similarly but drifted to loosely coordinated cooperation at the stage of reading and writing. About a half of the groups divided the work into independent, personal text writing tasks but failed to merge texts into a coherent article. Conclusions: The case suggests that in the present school culture group assignments may turn into loosely connected individual efforts and waste much of the group work potential both in learning about the topic area and information literacy. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
Castles and Inverted Castles: The Work of Marcia J. Bates
Author: Hartel, Jenna
Date: 2013-09-00
Type: Journal Articles
Subjects: Information Science,Information Scientists,Journal Articles,Content Analysis,Figurative Language,Theories,Scholarship,Biographies,Search Strategies,Reference Materials,Online Searching,Information Seeking,Use Studies,Electronic Libraries,Best Practices

Introduction: Theorist Howard D. White has made a call to action for &quot;scientist-poets&quot; to synthesize concepts and oeuvres in the centrifugal literature of information science. In response, this paper interprets the work of canonical information scientist Marcia J. Bates through the original metaphor of &quot;castles and inverted castles&quot;. Methods: An intellectual biography and close reading is performed on a sample of eight major papers by Bates. Analysis. Bates&apos;s career is sketched and the eight landmark papers are summarized; then, the papers are analysed in terms of the architectural metaphor and located at different conceptual levels in the discipline. Results: Castles (elaborately built seats of power that bridge borderlands) express many of the unique qualities of Bates&apos;s work. Inverted castles (an invention of the author) reflect an additional utilitarian and pedagogical aspect of her thinking. Conclusion: A conclusion offers critical remarks on Bates&apos;s contribution. The outcome is a vivid interpretation of the work of one notable information scientist. [Paper was published as part of Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]