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Purpose - The paper is aimed at analysis of benefits and limitations of the phenomenographic methodology which has been recently applied in information studies at the Department of LIS, Comenius University in Bratislava. We analyze briefly selected phenomenographic studies in information science. (Limberg et al., 2012; Bruce, 2016; Andretta, 2010; Webber et al., 2005; Diehm & Lupton, 2012; Virkus, Bagimbola, 2013 etc.). Design/Methodology/Approach - We apply a meta-analysis of studies based on dissertation theses focused on information literacy (Fázik, 2019), information ethics (Nováková, 2018) and the project of information behavior of researchers (Steinerová, 2019). The studies apply the phenomenographic methodology combined with data acquisition by semi-structured interviews, surveys, written tasks, information horizons of students. The analyses are combined with conceptual modeling and visualization of outcome conceptual spaces in final models of information literacy, information ethics and information environment of scholarly communication. Results - We present common aspects of the selected phenomenographic studies, namely relations to digital technologies, emotional background, motivation and social and situational representations. Benefits of the phenomenographic analyses are rich contexts discovering causes of problems in the topics of information literacy, information ethics, and information behavior. Limitations of the methodology are difficulties of multiple analyses and interpretations of the data, verification of outcomes, overcoming subjectivity with regard to validity of research. That is why the selected methods are usually related with other methods of research, e.g. observation, tasks and problem solving, visualization of information representations, etc. Originality - We characterized the innovative approach to phenomenographic analyses in information science. We confirmed the sociocognitive, sociotechnological and sociocultural background of information use regarding concepts of information literacy, information ethics and information behavior. Based on the analyses we present conceptual models of information interactions, digital literacy and digital ethics with the use of new knowledge of phenomenographic studies. We articulated recommendations for support of information literacy, information ethics of students and for information environment and information infrastructures of academic institutions. [ABSTRACT FROM AUTHOR]

This paper summarizes outcomes of quantitative research that has been made among students and staff of 2nd Faculty of Medicine at Charles University and University Hospital in Motol. The main goal is to give an overview of their information behaviour as well as to find out how the users are informed about superstructural services (they are reference, search, educational, promotional and interlibrary loan services) which are offered by library itself. The paper compares information behaviour of each user, superstructural services use, social sites use, and evaluation of information literacy classes. The final qualitative part of the research sums up users' suggestions and comments on particular library activity. [ABSTRACT FROM AUTHOR]

The paper is aimed at presentation of qualitative studies of information literacy and human information behaviour with the emphasis on concepts of informed learning, information culture, information landscapes and information fluency. Results of our own studies of information behaviour of students, managers, doctoral students and researchers in Slovakia are summarized. The objectives were to identify contexts and patterns of information behaviour, information literacy, information ecology and creativity. Qualitative and combined methods of studies have been applied (interviews, modelling, information horizons). Results are represented by a model of the information ecology of academic information environment composed of semantic, cognitive, and behavioral dimensions. A model of methodological literacy of doctoral students is presented and three information use patterns (interactive, sequential, evolutionary). Relationships between creativity and information literacy are identified in a model of creative information spaces. Results of information behaviour study of researchers in Slovakia are interpreted in methodological, expertise and open science factors. The qualitative paradigm and trends of research in information literacy and information behaviour are stressed. [ABSTRACT FROM AUTHOR]

In the paper we identify the origins and nature of qualitative methods of studies in information science. We mention the theoretical sources of qualitative methods based on psychological and social sciences, especially phenomenology, phenomenography and interpretative methods. We present the review of these methods, including selected studies from human information behavior and information literacy. We explain the procedures at applying of qualitative methods, namely the content analyses, interpretations, measuring of attitudes. Benefits of qualitative methods include holistic view on information use and knowledge representations from cognitive, affective and social aspects. Orientation on context of information, causes of information behavior, implicit knowledge and human experience is also considered. We also explain the limitations of qualitative methods and possibilities of its overcoming. The examples from the own studies of relevance, information behavior of doctoral students and information ecology are briefly reviewed. The linking of qualitative studies with modeling of creative information strategies in information behavior of communities is proposed. [ABSTRACT FROM AUTHOR]

Paper Transliteracy: new perspective of information education is focused on phenomenon of transliteracy, which was not yet solved in Czech environment. In the begining, transliteracy is defined, along with description of facts leading to its origin. Themain chapter is dealing with relation of transliteracy and other literacies (computer, digital and informational). Educational side of transliteracy, libraries and transliteracy, along with practical examples is described in the final chapter. [ABSTRACT FROM AUTHOR]

Paper in a brief historical excursus shows the relationship between information literacy and general social climate, which is determined by a number of technical phenomena. We describe the general relationship between information literacy and the information society. Evaluate information literacy as an essential element leading to the development of science, democracy, civil society and the economic sphere. [ABSTRACT FROM AUTHOR]