Author(s): |
O'Connor, Lisa G. |
Source: |
Journal of Librarianship and Information Science, v45 n1 p3-22 Mar 2013 |
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Information Services; Information Seeking; Educational Attainment; Semi Structured Interviews; Economic Status; Internet; Information Technology; Information Sources; Information Needs
Abstract:
This exploratory study examines the information seeking and use behaviors of a group of US retired or near-retirement investors from everyday life information seeking and serious leisure perspectives. Although primarily qualitative, it also collects and analyzes quantitative data to describe retired investors' information preferences and use. Semi-structured interviews and journaling are used to examine the information seeking behaviors of a diverse group of investors and to assess the impact that personal characteristics, such as sex, socio-economic status, and educational attainment have on their behaviors. Findings suggest that the female investors studied were less likely to create information intensive fields and that this tendency is exacerbated by low educational attainment. Furthermore, the male investors studied were more likely to adopt Internet technology for their investing information seeking regardless of their educational attainment. Recommendations are made for improving information services to this important segment of the population. (Contains 1 table, 8 figures and 1 note.)
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Author(s): |
Godbold, Natalya |
Source: |
Australian Academic & Research Libraries, v44 n1 p14-28 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Patients; Information Needs; Information Sources; Computer Mediated Communication; Group Discussion; Social Networks; Social Support Groups; Chronic Illness; Health Materials; Information Technology; Health Promotion; Information Services; Information Skills
Abstract:
When patients need information, they may visit a doctor, ask a nurse, or look online. But these are not the only sources of information used by patients. This paper examines discussion threads in online renal support groups to describe how people living with kidney failure conceive of help, information and support. I use Actor Network Theory to locate unexpected sources of information and authority such as information obtained from lived experiences, from bodies or from the machinery used to maintain health. By virtue of being embedded in networks of interrelating elements, the patient emerged as a potential information locus: potentially able to confirm information such as medical measurements, make measurements themselves, generate information related to their own sensations, and summarise information about the trajectory of their illness. Implications for practice include an expanded conception of health information literacy for patients, and expanded possibilities for health information service provision. (Contains 3 figures.)
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Pub Date: |
2012-12-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Developing Nations; Information Seeking; Information Needs; Access to Information; Information Sources; Geography; Information Services; Intervention; Models; Secondary School Teachers; Preservice Teachers; Focus Groups; Questionnaires; Interviews; Content Analysis; Mixed Methods Research
Abstract:
Introduction: This study investigates the information needs and information-seeking patterns of secondary level geography teachers in Lesotho to guide the design and implementation of an information service for these teachers. Leckie, Pettigrew and Sylvain's model of professionals' information-seeking served as a theoretical framework but was overlaid with other models such as that of Savolainen and Wilson. Method: Data were collected from in-service teachers through focus group discussions, prospective teachers with a questionnaire, and key actors in Lesotho's secondary geography education context through individual interviews. Analysis: The Statistical Package for Social Sciences was used to analyse the questionnaire responses. Content analysis was used to analyse the verbal responses as well as an open-ended question on the questionnaire. Triangulation was applied through using three sets of participants and different data collection techniques for each. It allowed comparative analysis of responses and data collection techniques used in the study. Results: The work environment of in-service geography teachers is revealed including their work roles, associated tasks, information needs and information-seeking patterns. An information service model for Lesotho secondary level geography teachers (including possible interventions) is proposed. Conclusions: Lesotho geography teachers need information to fulfil their work related roles and tasks that might be addressed through an information service. An implementation agency, information specialist(s) and collaborative approach to service delivery are crucial for the implementation and sustenance of the proposed information service. (Contains 7 figures.)
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Pub Date: |
2012-08-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Higher Education; Academic Freedom; Tenure; Profiles; Information Sources; Reputation; Periodicals; Labor Market; Writing for Publication; Scholarship; Faculty Publishing; Professional Recognition; Faculty Promotion; Library Role; Electronic Publishing; Information Services; Vendors; Teacher Attitudes
Abstract:
With faculty balking at the price of academic journals, can other digital publishing options get traction? University libraries are no strangers to one of the most popular online alternatives, the open-access archive. These archives enable scholars to upload work--including drafts of articles that are published later in subscription journals--so they can be accessed for free by the public. In the current higher education environment, though, no up-and-coming scholar can advance his career by placing articles in an open-access archive alone. In academia, there's no prestige in self-publishing. Fair or not, prestige matters. Publishing in high-profile journals--or failing to do so--can make or break a career in academia, where the American Association of University Professors estimates the ratio of tenure-track openings to new doctorates at around 1:4. Having an article appear in a big-name publication isn't just a win for the scholar. Schools use the prestige of their faculty to bargain for bigger budgets, draw new hires, and recruit students. Prospective students look for programs with high-profile faculty whose reputations will give them a boost in the grad school, post-doctorate, and job markets. The stakes are high, particularly in the hard sciences where there's big money to be won. Which explains why new journals--or new digital modes of scholarship--are slow to take off. It remains to be seen whether there's enough pent-up frustration in academia to overturn systems that are stacked in favor of publishers. There are encouraging signs that new open-access journals--following fair publishing practices--can achieve success online. While much of the anger about journal pricing has been aimed at Elsevier, the truth remains the company is a for-profit business that will charge what the market can bear. The real culprit in all this is the tenure-track culture of higher education that places a market-distorting emphasis on publishing in prestigious journals, often at the expense of academic freedom and efficiency.
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Pub Date: |
2012-08-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Research Libraries; Library Services; Foreign Countries; Library Materials; Library Research; Academic Libraries; Evaluation Methods; Outcome Measures; Value Judgment; Measurement Techniques; Consortia; Use Studies; Information Services
Abstract:
Demonstrating the value of library and information services has been a theme in library discussions in recent years. The application of many different approaches to evaluation has waxed and waned together with the development of theories of evaluation across the humanities and social sciences. Over the past two decades research and activity on library value has seen the adoption of new approaches and an increase in the number of studies. There has been a new enthusiasm for harnessing increasingly sophisticated methods and a great range of metrics has resulted from these approaches. The development of more complex means of valuing library services has taken the road from simple output measures to calculating broad social value measures. This paper provides a summary of a report by Outsell commissioned by the Group of 8 University libraries in Australia which was led by Vic Elliott, then University Librarian, Australian National University (Elliott 2010). (Contains 9 tables and 4 graphs.)
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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Disabilities; Inclusion; Information Services; Evidence; Curriculum Development; Professional Development; Special Education Teachers; School Libraries; Federal Legislation; Public Schools; Accessibility (for Disabled); Student Diversity; Student Needs; Librarians; Teacher Role; Models; Skill Development; Teamwork; Program Effectiveness; Workshops
Abstract:
US school libraries are required to ensure that schoolchildren and school staff with disabilities have equal opportunity to use and benefit from library facilities and information services under federal law. However, evidence indicates teacher-librarians (TLs) often lack the training, knowledge and skills to provide programmes and services that meet the needs of students with disabilities. Project ENABLE (Expanding Nondiscriminatory Access by Librarians Everywhere) was created to respond to this shortfall by designing, implementing and evaluating a professional development programme in New York State. The project applies a social model of disability to help 100 TLs, special educators and general educators further develop their skills and resources by teaming together to create an inclusive environment for all students. This is achieved through the use of universal design principles, appropriate assistive and other technologies, an emphasis on person-first language and sensitivity simulations, a focus on inclusive lesson planning, and by developing collaboration capacity among participant teams. Curriculum development, data collection and analyses are presented. The effect of the Project ENABLE trainings was significant in terms of higher levels of skill and knowledge reported by participants for creating accessible library programmes, advancing inclusive education and building effective collaborations. Drawing from their workshop learning and resources, participant teams developed action plans to implement during the 2011-2012 school year. This project underscores the importance of TLs in the education of all students, including those with disabilities. Higher education and local professional development programmes must place greater emphasis on preparing TLs to perform this role effectively and confidently. (Contains 12 figures and 3 footnotes.)
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