Search

This research aimed to gain a detailed understanding of how genealogists and historians interact with, and make use of, finding aids in print and digital form. The study uses the lens of human information interaction to investigate finding aid use. Data were collected through a lab-based study of 32 experienced archives' users who completed two tasks with each of two finding aids. Participants were able to carry out the tasks, but they were somewhat challenged by the structure of the finding aid and employed various techniques to cope. Their patterns of interaction differed by task type and they reported higher rates of satisfaction, ease of use, and clarity for the assessment task than the known-item task. Four common patterns of interaction were identified: top-down, bottom-up, interrogative, and opportunistic. Results show how users interact with findings aids and identify features that support and hinder use. This research examines process and performance in addition to outcomes. Results contribute to the archival science literature and also suggest ways to extend models of human information interaction. [ABSTRACT FROM AUTHOR]

This paper reports on a study of digital reading that investigates the effects of different textual environments on information interaction and comprehension outcomes. While there is a large body of literature that compares print and digital reading, research that compares differently designed digital reading environments is limited. Such work can inform the design of information and search systems intended to support learning. This study investigated the effects of two design dimensions: Text Presentation (Plain Text vs In-Context) and Interactivity (availability of Reading Tools). Results show that the simplest textual environment (Plain Text presentation with no Interactivity) was associated with the highest comprehension outcomes, but that Interactivity mitigated the negative effects of texts presented In-Context. Both time spent reading and certain reading behaviours varied to some extent by condition and may be associated with comprehension; however, personal characteristics of the readers played little to no role in determining outcomes. [ABSTRACT FROM AUTHOR]

Purpose -- One core element of interactive information retrieval (IIR) experiments is the assignment of search tasks. The purpose of this paper is to provide an analytical review of current practice in developing those search tasks to test, observe or control task complexity and difficulty. Design/methodology/approach -- Over 100 prior studies of IIR were examined in terms of how each defined task complexity and/or difficulty (or related concepts) and subsequently interpreted those concepts in the development of the assigned search tasks. Findings -- Search task complexity is found to include three dimensions: multiplicity of subtasks or steps, multiplicity of facets, and indeterminability. Search task difficulty is based on an interaction between the search task and the attributes of the searcher or the attributes of the search situation. The paper highlights the anomalies in our use of these two concepts, concluding with suggestions for future methodological research related to search task complexity and difficulty. Originality/value -- By analyzing and synthesizing current practices, this paper provides guidance for future experiments in IIR that involve these two constructs. [ABSTRACT FROM AUTHOR]

This research explores the professionalization of Library and Information Science (LIS) students who participated in a peer-tutoring service, "Research Rescue." Research Rescue was a collaboration of the Chapman Learning Commons and the School of Library, Archival and Information Studies (SLAIS) at the University of British Columbia. The purpose of the service was to provide an experiential learning opportunity for LIS students, benefit undergraduate students in need of assistance with term papers, and increase undergraduates' awareness and use of the campus libraries through targeted referrals. Research Rescue interactions were documented as "shift notes" in a wiki, which was moderated by a learning services librarian and SLAIS faculty. The wiki acted as a shared learning resource and a means of observing and exploring LIS students' learning and professional development as an outcome of participating in the service. In this paper, we report on our qualitative analysis of the shift notes, which provide evidence that peer tutors took steps towards the formation of their professional identities. We explore the learning and socialization that occurred as part of tutors' involvement in Research Rescue, while also advocating that peer tutoring is a viable model for LIS education. [ABSTRACT FROM AUTHOR]

Introduction. We investigated how online news consumers select content in an explicitly social scenario using uses and gratification theory (UGT). Method. Participants (n=30) browsed an online news Website and selected three items. In a post-task interview, participants rated articles on interest, intellectual curiosity, and likelihood to share, and articulated their motivations for choosing each item. Analysis. The article (n=90) was the unit of analysis. Structured content analysis of the interview data involved classifying motivations according to UGT's categories of surveillance, social utility, personal identity, entertainment, and habit. We quantitatively examined interest, intellectual curiosity and willingness to share ratings. Results. Participants employed different strategies in selecting content. The prospect of making conversation influenced many participants to select content with broad appeal, and some made use of social features of the news Website to accomplish this. Surveillance and social utility motivations dominated selections; entertainment was a minor consideration. However, more personal considerations such as interest, a desire to keep up to date with world events, and alignment with point of view played an important role in selecting content. Conclusions. When seeking information to share with others, personal interest and curiosity play an important role in selection, but a wide range of situational factors and goals also come into play. Participants articulated nuanced considerations of how information could be used to forge connections with others, construct social interactions, and make an impression on others. Information seeking as a means of satisfying social needs is an area ripe for exploration in information behaviour research. [ABSTRACT FROM AUTHOR]

Using a web-based survey, this study explored students' perceptions of their master's programs in information studies at six Canadian universities. Findings indicate that students rate most aspects of their programs positively, although few respondents give the highest ratings, indicating that there is substantial room for improvement. When asked directly, "How satisfied are you with the education you have received in this program?", the mean rating was 6.6 on a 10-point scale. Among the lowest ratings on quality measures were those for exposure to the latest developments in research and technology and exposure to the most significant developments in the field. We found a decrease in satisfaction as students progress through their programs. Compared to midstream students, a smaller proportion of students in their final term had positive perceptions on almost half of the measures. Findings from the study should be beneficial to information studies educators to inform decisions with respect to curriculum planning and program development. [ABSTRACT FROM AUTHOR]

The article discusses the usage of task-genre relationships to determine situational relevance. Studies had determined that genre repertoires of varying sizes are associated with specific work and information task, and that task and genre are associated on the basis of the level of detail in the work and the information content. They had also found out that there are varying degrees of strength and scope in the associations of a given genre with workplace tasks and some genres are more strongly associated with information tasks and others with work tasks.

The article presents abstracts of papers related to information science presented at the Ninth Great Lakes Information Studies Conference held at the Faculty of Information Studies at the University of Toronto in Toronto, Ontario during May 15-16, 2004. The papers "Music Information-Seeking Behaviour of Non-Music Experts: A Qualitative Study," by Audrey Laplante uses the sense-making methodology of Professor Brenda Dervin to explore the information-seeking behaviour of people searching for musical recordings for recreational purposes. The paper "Search and Retrieval Methods Used and Applied on Diverse Job Boards," by Christine Marchese assesses the retrieval methods of three contemporary job boards, each targeting a different type of job seeker. The paper "Customer-Knowledge Management Systems Supporting Innovation," by Scott Paquette examines knowledge that is external to an organization, residing in its customers. The importance of customer knowledge to organizational learning and the ability to innovate is examined.

The article offers information on the formation of the Canadian Association for Information Science/L'Association Canadienne des Sciences de L'Information (CAIS-ACSI) and its activities. It states that CAIS-ACSI was established in 1971 to foster the enhancement of information science in Canada and to facilitate information exchange concerning the use, access, retrieval, management and dissemination of information. CAIS-ACSI communicates with its members through the "Canadian Journal of Information and Library Science" (CJILS). The association conducts its conference every year in late May or early June.

The article focuses on the concept of genre. It discusses that it has been used since ancient times to classify texts, and in the modern world it is a prominent feature of almost all large collections of human-authored documents. It is considered as an occurring pattern of communication, characterized by common elements of form, function and content, which arise from recurring situations and communication needs and are recognizable within communities. In addition, it exists because it adds value to the communication process.

Library and information (LIS) education is undergoing a major transformation. During this time of change, there is a pressing need for data from all stakeholder groups to support strategic decisions within individual schools and across the discipline as a whole; students are a key stakeholder group. This paper reports on a 4-year study of master's students enrolled in an institution undergoing a transition toward an iSchool. The self-administered questionnaire was distributed to students enrolled in the Master of Information Studies program at the University of Toronto eight times: to incoming students in the fall term for 4years, and to the entire student body in the spring term of those same years. The data collected from approximately 1000 questionnaires indicate that students arrive excited about the information professions and optimistic about employment opportunities. As they progress through the program, however, many are not satisfied with professional aspects of their program. They want courses that prepare them for their first professional position, and opportunities to gain experience, which they believe will increase their employability. The data from the 4-year period revealed fluctuations over the years, which indicates the value of examining longitudinal data. [Copyright &y& Elsevier]