Search

John Desmond Bernal (1901-1970) was one of the most eminent scientists of his generation; he also became, in mid-twentieth century Britain, an important political figure - the leading public spokesperson of "red" science. One remarkable but hitherto underexplored aspect of his career is a lifelong interest in scientific communication, documentation and information science. Utilising records in the Bernal archive in Cambridge, UK, this paper assesses Bernal's information career. It explores Bernal's initial interest in scientific documentation in the 1930s and examines his blueprint for the reform of scientific communication in Britain, advanced in Bernal's 1939 work, The Social Function of Science. It details his subsequent role, in 1945-1949, as figurehead of a co-ordinated but unsuccessful left-wing campaign to establish an Institute of Scientific Information in Britain. It analyses Bernal's later theoretical papers in information science, and describes his support, in the 1950s and 1960s, for an emerging information profession. Bernal, it concludes, can justifiably be regarded as a major influence on twentieth century information science, above all because of his pioneering focus on the social dimensions of the discipline. [ABSTRACT FROM AUTHOR]

Purpose: Since Poland's accession to the European Union in 2004, migration from Poland to the UK has increased substantially. These migrants are generally young and highly educated, and are migrating for reasons of economic improvement and self-fulfilment. Many are women migrating independently, an emerging trend in migration in general. Information behaviour research around migration has tended to focus on populations such as refugees; less research has been done on the information behaviour of economic migrants. This paper, therefore, investigates the role of information in the migration experience of young Polish women in the UK. Design/methodology/approach: This study takes an interpretivist, constructionist perspective. An exploratory study was conducted, involving expert and pilot interviews and analysis of secondary data. In the main study, 21 participants were interviewed using a semi-structured technique. Data were analysed thematically. Findings: The paper provides insights into the information behaviour and experience of this migrant group. They were found to be confident and successful information users, partly because their migration was planned, their language skills were high and cultural differences from their host country were not substantial. Weak ties were an important source of information. The paper contextualises these findings against previous research on migration in information science, and presents a model of the underlying factors shaping the relationship between migration and information behaviour. Originality/value: The paper examines the migration experience of a relatively understudied group, drawing attention to a broader range of experience and demonstrating that a wider conceptualisation of migration is required in information behaviour. It presents a model of key factors shaping information behaviour around migration, which is relevant not only to the information field, but also to a wider range of areas. It also delivers practical recommendations for migrants and those working with them. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this research is to identify UK English academics' conceptions of information literacy and compare those conceptions with current information literacy standards and frameworks. Design/methodology/approach - Three year AHRB-funded study involving 80 academics interviewed throughout the UK and using the phenomenographic research method to discover variation in experience leading towards identification of qualitatively different conceptions of information literacy. Conceptions are then reviewed in light of previous research and current librarian-generated frameworks and standards. Findings - The findings identify UK English academics' conceptions of information literacy and show them to be both similar to and significantly different from conceptions described in previous research and librarian-generated frameworks and standards. Research limitations/implications - The research focuses on creating a conceptual snapshot-in-time for the 20 English academics taking part. The research implies that disciplinary differences in conception of information literacy are significant and suggests further research to assess disciplinary conceptual differences. Practical implications - Librarians working with English faculty on information literacy need to be aware of differences in conception between themselves and academics to work effectively. The paper also highlights the significance of information literacy in English faculty's teaching and research practices and this relevance suggests that information literacy should be integrated into course and curriculum design. Originality/value - The paper fills a major gap in literature on information literacy by focussing on conceptions of lecturers, thereby counterbalancing the abundance of work produced by librarians. The paper illustrates the complexity of English academics' conceptions of information literacy and informs academics' use and understanding of information literacy. [ABSTRACT FROM AUTHOR]

Purpose - This philosophical essay aims to explore the concept of information science. Design/methodology/approach - The philosophical argumentation is composed of five phases. It is based on clarifying the meanings of its basic concept ‘data’, ‘information’ and ‘knowledge’. Findings - The study suggests that the name of the field ‘information science’ should be changed to ‘knowledge science’. Originality/value - The paper offers reflections on the explored phenomena of information science. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this research is to explore UK teachers' use of research-based information, with a particular focus on issues relating to access to information in schools, information literacy, and the role of the school librarian and school library services. Design/methodology/approach - The study adopts a mixed methodology. In-depth qualitative data gathered through vignette interviews (n = 28), group exercises (four groups of between three and five teachers) and a discussion forum were supplemented by quantitative data gathered through surveys of teachers (n = 312), head teachers (n = 78), school librarians (n = 78) and school library services (n = 26). Findings - Teachers' professional use of research information reflects a preference for predigested information and informal sources. Although professional bodies and government departments promote the use of research by teachers and provide a range of customised web sites for information, lack of ready local access to information and lack of time were cited as major barriers to the use of research information. Teachers also revealed uncertainties and lack of confidence in their own ability to find and evaluate such information. The findings suggest scope for more targeted provision by school librarians of both information and skills to support the professional development of teachers. However, this raises issues of priorities and resources, and needs to be seen in the context of a wider change in ethos supported by senior management. The study also raises questions about teachers' own experiences and approaches to the use of information in professional learning, and how this might impact on the provision of support for their pupils and the potential for collaborative working between librarians and teachers. Research limitations/implications - The qualitative aspects of the study provided a rich source of data from teachers with varying levels of experience and involvement with the use of research information. However, a low response to the teacher questionnaire survey (10.9 per cent, overall, 312 teachers) resulted in a bias towards more research-oriented teachers in that particular data set. While the data from research-oriented teachers do appear to triangulate, it is difficult to generalise to other teachers. Therefore teacher survey data have been treated with some caution and drawn on only to aid further understanding of the issues raised in interviews and group exercises. Originality/value - In focusing attention on teachers' information behaviour and information literacy, this paper provides a new perspective on the issues affecting the lack of uptake of research evidence within the teaching profession, contributes to the literature on information behaviour and information literacy in professional contexts, and contributes to the understanding of factors which may have a bearing on the development of student information literacy in schools. [ABSTRACT FROM AUTHOR]