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Introduction. Pregnant women rely on information during pregnancy for better health outcomes. This paper investigates pregnant women's interests in services that can offer health literacy and health information through appropriate sources and channels. Method. An exploratory study was conducted in 2015 using explanatory sequential mixed methods to investigate thirty-seven women visiting two private gynaecological practices in Pretoria, South Africa. Questionnaires and an interview schedule were used for data collection. Analysis. Descriptive statistics and thematic analysis were used for data analysis. McKenzie's two-dimensional everyday-life information practices model was slightly adapted as theoretical framework. Results. Knowledge of pregnant women’s most preferred information sources and channels by care providers can improve maternal and infant health. Participants mostly reported some interests in information monitoring and current awareness services using mobile technologies. Pregnant women desire information monitoring on a one-off basis and/or an on-going basis. Conclusions. Information monitoring can assist with the promotion of patient-centred information and provision of reliable and new information especially by means of freely available sources. The emphasis in more affluent communities was more on well-being than maternal and infant mortality.

Introduction. Applying participatory design in educational contextscan improve the congruence between perceptions of students, teachers and instructional designers.Information behaviour activities such as collaborative information seeking and information sharing are core to participatory design. Information behaviour studies related to participatory design must be guided by an information behaviourframework informed by the principles of participatory design. Albeit a few examples of frameworks, reference is mostly only to participatory design steps, phases and stages, with limited acknowledgement of information activities. This paper suggests a participatory design information behaviour framework for studies in educational contexts. Method. Scoping review of selected publications on participatory design and information behaviour, and participatory design in education. Analysis. Thematic analysis applied in educational context as exemplar. Results. A participatory design information behaviour framework must allow for the following constructs: context, participant selection (i.e., actors, stakeholders), definition of shared visions and purposes; roles and tasks; information resources and access; iterative information activities; participatory design steps, phases and stages; consideration of intervening factors; and finer nuances of all of these constructs. Conclusion. The suggested framework can guide information behaviour studies on participatory design with a focus on information activities.

Introduction. Intermediary and proxy searching, where one person searches on behalf of another, are noted in information science, health sciences and library science (e.g., reference work and early day online searching), professional workplace practices (e.g., lawyers, nurses) and everyday life contexts (e.g., caregivers). It is also observed within the competitive intelligence process, which involves collecting intelligence data from business environments on behalf of senior management and clients. Many problems occur in competitive intelligence intermediary information seeking that might be addressed by examining interdisciplinary contexts. Method. Literature searches were conducted in key library and information science, health science and law databases. A total of 136 publications were manually selected and analysed for a scoping literature review. Analysis. Thematic analysis was applied. Results. Challenges emerging from the thematic analysis are disaggregated into facets of intermediary information seeking (e.g., skills in question negotiation and information needs assessment, search heuristics and knowledge of information infrastructures). Conclusion. Systematised intermediary practices (e.g., application of appropriate question negotiation techniques, expanded knowledge of information infrastructures and landscapes, competitive intelligence domain knowledge and communication) can enhance intermediary information seeking, and should be investigated in competitive intelligence.

Purpose Competitive intelligence failures have devastating effects in marketplaces. They are attributed to various factors but seldom explicitly to information behaviour. This paper addresses causes of competitive intelligence failures from an information behaviour lens focussing on problems with key intelligence and information needs. The exploratory study was conducted in 2016/2017. Managers (end-users) identify key intelligence needs on which information is needed, and often other staff members seek the information (proxy information seeking). The purpose of this paper is to analyse problems related to key intelligence and information needs, and make recommendations to address the problems. Design/methodology/approach The study is placed in a post-positivism research paradigm, using qualitative and limited quantitative research approaches. In total, 15 participants (competitive intelligence professionals and educators/trainers originating from South Africa and the USA) contributed rich data through in-depth individual interviews. Findings Problems associated with articulation of information needs (key intelligence needs is the competitive intelligence term – with a broader scope) include inadequate communication between the person in need of information and the proxy information searcher; awareness and recognition of information needs; difficulty in articulation, incomplete and partial sharing of details of needs. Research limitations/implications Participant recruitment was difficult, representing mostly from South Africa. The findings from this exploratory study can, however, direct further studies with a very understudied group. Practical implications However, revealed valuable findings that can guide research. Originality/value Little has been published on competitive intelligence from an information behaviour perspective. Frameworks guiding the study (a combination of Leckie et al.’s 1996 and Wilson’s, 1981 models and a competitive intelligence life cycle), however, revealed valuable findings that can guide research.

Global changes in the cataloguing environment, training needs of cataloguers, the professional profile of cataloguers, and concerns about the future of the cataloguing profession have been widely noted over many years. Document types are published in a variety of formats, and are accordingly recorded in metadata formats other than conventional MARC. Expanded cataloguing theory to include the digital environment has required cataloguers to adjust to new job content. This necessitated training of qualified newcomers and non-qualified individuals in cataloguing practice. Life-long learning and mastering new skills are inescapable. These circumstances also apply in South Africa. This article reports on a mixed methods study about the continuing education needs and learning patterns of contemporary cataloguers in South Africa. The purpose of the study was to meet continuing cataloguing education needs by designing a self-directed framework for this purpose. Data were collected between April and May 2015 by means of an electronic semi-structured self-administered questionnaire and focus group interviews. Members listed on two professional, electronic distribution lists – LIASA-IGBIS and SabiCat – were invited to participate. Fifty-nine useful questionnaires were returned, and three focus group interviews were conducted with 17 participants overall. A self-directed learning framework was designed based on findings from the literature review and empirical study. The framework was influenced by models on professional practice, the spheres where continuing education originate, the work of Knowles (1975) and Brockett and Hiemstra (2012) on self-directed learning theory, and the personality trait of self-directedness as understood and constructed by Oddi (1984), another self-directed learning theorist.

Purpose Libraries of all types have often been called on to take on challenges ranging from information literacy and developing a reading culture to promoting social justice. In recent literature they have been challenged to contribute to the development of informed and educated nations – a big issue in developing countries. Sometimes even to empower people. The purpose of this paper is to raise awareness for this call as important for developing as well as developed nations and the numerous issues, role players and lenses they need to bear in mind. As an opinion piece it can merely scratch the surface of raising awareness. Design/methodology/approach This contribution builds on the literature of library and information science, education and politics to present an exploratory viewpoint and a nascent model to support further work. It intentionally touches on a diversity of issues that may seem at odds with each other, but that in the opinion reflect the enormous scope to address and diversity of individual, institutional and global input and lenses that can make a difference. Findings Many obvious approaches to achieve the object of an informed and educated nation with empowered individuals can be noted such as focusing on information literacy, digital literacy and information fluency. However more awareness is required of the need to take a holistic view of issues to focus on such as tolerance and ethics, and the information behaviour and information practices of people in various contexts, and how changes in the awareness of needs to address and the need to seek information and support from diverse sources, can contribute. A first step would be to note the diversity that might contribute towards a holistic view of a global problem to which libraries can contribute. Originality/value There are limited publications on the topic in the library and information science literature although “developing an informed and educated nation” features in the mission and vision plans of some countries, and empowerment is sometimes specifically noted in publications on user education and information literacy. This paper offers an exploratory viewpoint to raise awareness to consider various approaches and threads to the topic and to not think only in terms of education and information literacy, but to recognise the full role libraries and librarians can play – also in reaching out to other role players such as users, governments and grant providers.

Purpose– The purpose of this paper is to explore the challenges faced by national libraries regarding the legal deposit of electronic books, and to make recommendations for issues to consider – especially with regard to developing, planning and implementing.Design/methodology/approach– Literature published from 2000 to 2014 on legal deposit of electronic publications was examined. Key databases covering library and information science were searched, and case studies, general reviews, research papers/reports and view point articles were considered.Findings– National libraries embarking on projects on legal deposit of electronic books need to consider the collection, preservation and accessibility of the legal deposit collection. They face challenges regarding legal deposit legislation and institutional policy, legal considerations such as copyright, environmental factors, established mechanisms for deposit, information retrieval and access, preservation, human resources, financial implications and trust. Further research and continued monitoring of issues of concern and changes are required due to technological developments and the obsolescence of technology.Practical implications– The review raises awareness of issues that need to be considered by national libraries and other repositories to manage the legal deposit of electronic books in their institutions.Originality/value– The review can serve as a guide for nations (particularly in developing countries) to embark on the legal deposit of electronic publications, specifically electronic books.

Purpose– The purpose of this paper is to suggest a framework for workplace information literacy based on a case study at the Central University of Technology (CUT), Free State (South Africa).Design/methodology/approach– The framework is based on a literature survey covering case studies from the private, public and academic sector and a case study conducted at the CUT, Free State (South Africa). A mixed methods approach was followed using questionnaires, individual interviews and focus group interviews. Descriptive statistics and qualitative data were collected.Findings– The data analysis reveals a need as well as support for workplace information literacy. It addresses institutional buy-in, the need for alignment to the institutional strategy, inclusion of workplace information literacy in job descriptions, whether workplace information literacy should be optional or mandatory, whether it should address the needs of all staff members, the responsibility for a workplace information literacy programme, perceived benefits, etc.Practical implications– The proposed framework can be used at the CUT, Free State. As a general framework it can also be used in other academic contexts as well as in the public and private sector.Originality/value– Although several studies on workplace information literacy have been reported, the literature survey did not trace a suitable framework that can guide the design and implementation of workplace information literacy in academic contexts. This paper intends to contribute towards filling this gap.

Purpose– The purpose of this paper is to explore the value of utilising a holistic ergonomic approach, covering engineering, cognitive and social perspectives, to cultivate beneficial and productive collaborative information seeking (CIS) systems and environments, specifically with regard to three main CIS pillars (control, communication and awareness).Design/methodology/approach– A qualitative research approach, based on a selective corpus of CIS literature, was utilised to perform a content analysis to note if terms and concepts normally associated with engineering, cognitive and social ergonomics can be used to eliminate terms reflecting issues related to three CIS pillars (control, communication and awareness) that can benefit from a holistic ergonomic approach.Findings– The content analysis revealed that a fairly extensive amount of holistic ergonomic terminology is prominent within the CIS literature, therefore establishing a connection between the two disciplines: CIS and ergonomics. This suggests that CIS system issues could benefit from the insights of a holistic ergonomic approach.Research limitations/implications– Since this is an exploratory study the scope of CIS literature utilised in the content analysis was limited to a selection considered most important by the authors; this should be supplemented by further research.Practical implications– Intended to instigate interest in further exploration of the beneficial and productive implications and practical application of holistic ergonomics in designing CIS systems and environments.Originality/value– This is the first research paper in the Library and Information Science literature that explores the potential of utilising holistic ergonomics to cultivate CIS systems and environments.

Purpose – The purpose of this paper is to raise awareness of the importance for library and information services (LIS) to take the responsibility to find a manageable way to regularly monitor internet censorship in their countries, and to suggest a framework for such monitoring and to encourage manageable on-going small scale research projects. Design/methodology/approach – The paper follows on contract research for the IFLA Committee on Freedom of Access to Information and Freedom of Expression on country specific trends in internet censorship. Based on an extensive literature survey (not fully reflected here) and data mining, a framework is suggested for regular monitoring of country specific negative and positive trends in internet censorship. The framework addresses search strategies and information resources; setting up alerting services; noting resources for data mining; a detailed break-down and systematic monitoring of negative and positive trends; the need for reflection on implications, assessment of need(s) for concern (or not) and generation of suggestions for actions; sharing findings with the LIS community and wider society; and raising sensitivity for internet censorship as well as advocacy and lobbying against internet censorship. Apart from monitoring internet censorship, the framework is intended to encourage manageable on-going small scale research. Findings – A framework of internet censorship monitoring can support the regular, systematic and comprehensive monitoring of known as well as emerging negative and positive trends in a country, and can promote timely expressions of concerns and appropriate actions by LIS. It can support sensitivity to the dangers of internet censorship and raise LIS’ levels of self-efficacy in dealing with internet censorship and doing manageable, small scale research in this regard. Originality/value – Although a number of publications have appeared on internet censorship these do not offer a framework for monitoring internet censorship and encouraging manageable on-going small scale research in this regard.

Purpose – A previous contribution set the scenario for pursuing options to find a balance between information communication technology (ICT), information retrieval systems (IRS) such as databases, library catalogues, repositories, Google Scholar, digital libraries, portals, search engines and the users of these systems. This contribution seeks to pursue the issues by asking how information service providers can target their users. The emphasis is on making a difference, and to move beyond merely targeting researchers, postgraduate students and professionals such as doctors, chemists, and lawyers. Design/methodology/approach – The contribution will be written against the background of research from information behaviour, user studies and marketing. Findings – Information services and database producers mostly focus on postgraduate students, researchers and professionals. There is little support for undergraduate students and novices to a profession. Acknowledging preferences for Google and social media, more effort is required to gain the interest and loyalty of upcoming professionals – starting with undergraduate students. Originality/value – Although there are many publications on user studies and marketing in the library and information science literature, this contribution aims to draw on new ways of targeting users, and to note new potential user groups.

Purpose – A previous contribution argues in favour of a balance in emphasis between information communication technology (ICT); information retrieval systems (IRS) such as databases, library catalogues, repositories, Google Scholar, digital libraries, portals, search engines; and the users of these systems. This contribution aims to pursue the need to consider affect and an affective paradigm more prominently in the design, evaluation, promotion and use of IRS and library and information services (LIS). Design/methodology/approach – The contribution is written against the background of research in information behaviour, user studies, systems design, and information literacy. Findings – Although the literature from LIS and other disciplines notes an affective paradigm or even paradigms, it is not strongly positioned compared with the systems and cognitive paradigms. A growing body of research and work practices such as information representation and tagging, and information skills training, is taking a slant towards affect and emotion. The question, however, is whether current work is sufficient to argue for an affective paradigm complementary to the systems, cognitive and socio-cognitive paradigms, and how an affective paradigm should be introduced in training/education for LIS. Originality/value – Although there are a number of publications on affect and emotion, and references to an affective paradigm, this contribution is aimed at stimulating thought on whether we should prominently introduce the affective paradigm into LIS curricula as preparation for adding more value to IRS, library services, and in dealing with emotion-laden jobs, and if so, how.

PurposeThe purpose of this contribution is to focus on an essential issue in all workplace settings where the emphasis is on productivity, time management and creativity: getting innovative, high quality work completed on time according to tight schedules – often facing serious staff shortages. The intention is not to offer an ultimate answer, but to take a different look at the issues that might bring some answers, or that might inspire research projects in the “own” circles of libraries and information services. What does it take to get quality work completed on time?Design/methodology/approachThe contribution is written against the background of research from time management, productivity, learning styles, information behaviour and collaborative work.FindingsThere might be simplistic solutions on offer to get work done on time such as the use of productivity and time management tools. When the aim is high quality, creativity and innovative work (done on time), there might be a need to consider more issues such as learning styles and whole brain learning; information seeking skills, writing skills and streamlining cognitive skills; a focus on productivity; brain health and maintaining a balanced life style; perceptions of stimulating creativity; recognition of the need to complement human weaknesses with collaborative strengths; and the need for flow as argued by Csikszentmihalyi.Originality/valueAlthough many publications have appeared on time management, productivity, software to support time management and other individual issues noted in this paper, the authors are not aware of work (at least not in the field of library and information science) that combine these with the need to consider learning styles, whole brain learning, acknowledging the limitations of mind and body, and addiction to adrenaline that might stimulate inspiration and creativity – among many things that might impact on time management.

PurposeThe purpose of this contribution is to encourage library and information (LIS) professionals to draw on the initiatives by Carol Kuhlthau to align information seeking with learning theories and new roles for intermediaries. Considering the vast array of developments in information communication technology (ICT), and the challenges and pressures for continuing professional development (CPD) and reflection, it seems timely to encourage experimentation with the ideas of Kuhlthau on Zones of Intervention and Lev Vygotsky on Zones of Proximal Development (ZPD), as means to become au fait with these theories, ideas and related research, and to apply these theories and ideas on a practical level to offer opportunities for the continuing professional development of LIS professionals with specific reference to ICT, and to eventually also impact on the training of users.Design/methodology/approachThis contribution will be written against the background of research from information literacy, information behaviour (including information seeking), the learning theory of Vygotsky on Zones of Proximal Development, and continuing professional development.FindingsAlthough the information seeking process (ISP) model of Kuhlthau is widely cited, the idea of Zones of Intervention which she developed from the work of Vygotsky does unfortunately not feature strongly in the LIS literature. Considering the literature on Zones of Proximal Development, it can, however, hold much potential for LIS professionals to align support with information seeking with professional (optimal) development – especially if using the focus (Zones of Intervention and Zones of Proximal Development) as a means to become au fait, and if initially taking a more practical and relaxed approach as point of departure.Originality/valueRelatively few publications on Zones of Intervention and Zones of Proximal Development appear in the LIS literature. None of these are to the author's knowledge, aligned to the continuing professional development of LIS professionals on a practical level or with regard to fully exploiting ICT developments.

PurposeLibraries are subscribing to many expensive information products/services available through information aggregator/provider services. It is a concern for them, as well as these services, to get users (also referred to as consumers) to fully exploit the products/services, and especially new and innovative additions and features. This paper aims to address this issue.Design/methodology/approachThe paper is written against the background of research from information behaviour as well as a touch from marketing as reported in the library and information science (LIS) literature.FindingsThe paper reveals that to improve the use of information products/services, and especially new products/services and features, libraries, especially academic libraries, as well as information aggregator/provider services, need to address consumers on various levels. In the case of academic libraries, the librarians, faculty members, and students (under‐graduate and post‐graduate) should be included. To appeal to the seriousness and entertainment facets of the lives of consumers, a variety of targeted competitions and prizes can be used.Originality/valueAlthough publications have appeared on using innovative methods such as Web 2.0 and collaboration with students to market products/services, the authors are not aware of articles focusing on competitions and prizes specifically addressed at the serious and entertainment facets of the lives of consumers.

PurposeWhen confronted with a problem where the solution is not clear or obvious, a first step would be to search for more information, trying to make sense of the problem. The intention of this contribution is to make sense of the call for “libraries to go green”, while at the same time to show the potential of explicitly considering information behaviour and the need to draw on the full spectrum of information literacy skills (e.g. recognising and expressing an information need, seeking, using, and disseminating information) to stimulate librarians' interest and confidence in taking on the challenge of going green and making a difference.Design/methodology/approachThe column will be written against the background of research from information literacy, information behaviour, and research on sustainable and environmental friendly library and information (LIS) services.FindingsAlthough rather a limited number, publications on “going green” and the “paperless” library/society address a variety of issues ranging from planning “green” library buildings, to assessing the experiences of LIS professionals in developing sustainable “green libraries”, to information behaviour in using e‐books in academic contexts. Considering the finding and use of information on “going green”, from an information behaviour perspective, helps to bring many issues to consider in furthering research on “going green” to the front.Originality/valueAlthough much has been published about information behaviour and information literacy, and although attempts of publishing on various issues of “green” libraries are noted, the author is not aware of other work aligning these issues.

PurposeWhen using information communication technology (ICT) devices it is easy to be trapped by purely the purpose of their design, how they are marketed, product reviews and noting, or even copying, the behaviour of the younger, Net Generation. The purpose of this column is to argue for encouraging all to contribute to deepening our understanding of fully exploiting technology. This includes encouraging people who may be less techno‐savvy but with a richer life‐world and life‐experience to share their use of devices such as tablets, and to allow all to benefit from the idiosyncrasy in use that should be aimed at a life‐fit with personality, learning style, preferences, etc., and widening information spaces and information horizons.Design/methodology/approachThe column is written against the background of research from information behaviour, and the learning sciences (especially andragogics).FindingsThere are many reasons to explore more than the obvious ways in which ICT devices such as tablets can be used, and for encouraging a spectrum of users to share the idiosyncrasies in their use thereof. Library and information (LIS) services should move from merely teaching people information literacy and ICT skills to creating grounds for sharing practices and experiences in using devices such as tablets. The focus should move to exploiting the benefit of exploring idiosyncrasies in ICT use and how to encourage people to reflect their life‐world and life‐experience in their use of ICT devices such as tablets to widen their (and our) information spaces and information horizons.Originality/valueAlthough much has been published on ICT in the library and information science literature and more recently in relation to the Net Generation, the author is not aware of publications exploiting idiosyncrasy and the value that can be added by considering the life‐world and life‐experience of people in their choices in using ICT devices such as tablets. This paper sets the background for further reflection.

Background: Health librarians should keep up-to-date in a dynamic environment and accept the importance of continuing personal development (CPD) and growth in their critical reflection and creative thinking skills. They also need to acknowledge the potential value of research activity and the challenges of ongoing improvement and development. Conference programmes may prove a useful source of stimulation, especially if supplemented by creativity techniques, action research and the ideal of ‘finding flow’. Objectives: The article analyses the themes and papers presented at the 10th International Conference on International Medical Librarianship (ICML) to identify opportunities for further research, literature reviews, assessment of practices and services, etc. Methods: Content analysis approach to conference papers and suggestions for further action including supplementing with techniques of creativity and group input. Results: A fairly extensive list of further actions (although not intended to be exhaustive) is suggested for the sixteen conference themes. Although subjective, the list might help to stimulate growth in research on health librarianship and demonstrate how one source of stimulation – conference programmes (regularly presented to medical library communities) – can be used. Conclusions: Content analysis has proven a constructive means of generating research questions from a conference programme. Content analysis and other methods aimed at stimulating creative and progressive thinking, including brainstorming, force field analysis, De Bono’s 6 hats, creative swiping and creative visualisation, may prove equally useful and require further investigation. To ensure an ongoing cycle, these can be linked to action research.

PurposeThis paper aims to explore the potential of personal information management (PIM) and reference management. The contribution focuses on collaboration: the issues that need to be addressed in planning, the human component in collaborative information seeking, and issues for research by librarians.Design/methodology/approachThe paper is written against the background of research from information behaviour, PIM, collaborative information seeking and collaborative work.FindingsThere is growing emphasis on collaboration in information seeking, learning and work. PIM and reference management practices and their supporting software can greatly support this. There are, however, many planning/conceptual issues as well as the human component to recon with.Originality/valueAlthough much has been published on developments in PIM and reference management, there is limited coverage of collaboration and PIM and reference management.

PurposeThis column aims to explore the potential of personal information management (PIM) and reference management. It focuses on combining the use of PIM and reference management software with mind maps to stimulate the creative and innovative use of information collectedDesign/methodology/approachFollowing a brief review of the literature on the topic per se, awareness is raised of appropriate software and the potential of mind maps. The column is written against the background of research from information behaviour, PIM, mind maps, creativity, innovation and the reflective and evidence‐focused librarian.FindingsThere is growing emphasis on more than information literacy skills and the responsible use of information. Creative and innovative use of information is stressed. More intensive use and exploitation of information is necessary to justify the time and effort spent in using PIM and reference management software. Mind maps and collaboration might support creative and innovative use of information, and need to be further exploited. Although software is strong in supporting collaboration, there is very limited built‐in support for the combination of features for information and reference management with features for mind maps.Originality/valueAlthough much has been published on developments in PIM and reference management, there is limited coverage of combining PIM and reference management with the use of mind maps and creativity, reflection and noting evidence.

PurposeThis column aims to explore the potential of personal information management (PIM) and reference management. It seeks to focus on how librarians can stay alert on new developments regarding PIM and related issues such as plagiarism, reference techniques, information literacy and information behaviour. It also tries to stimulate interest in looking for hidden gems that can be of value in their careers as well as those of library users by considering the innovative and creative use of PIM, e.g. by also monitoring the potential of mind maps and concept maps.Design/methodology/approachThe column is written against the background of research from information behaviour, PIM, information curation, alerts on software development and related issues, and also social bookmarking.FindingsThere are many ways in which librarians can stay abreast of what is happening with PIM, reference management and related issues. There are also many things to note such as improvement of the software, uses of PIM and reference management, teaching skills in PIM and reference management, ways of sharing information, linking to innovation and creativity, and linking to information literacy and information behaviour.Originality/valueAlthough much has been published on developments in PIM and reference management, the author is not aware of other attempts to link alerting services on PIM and reference management to go beyond developments in software.

Purpose – This column seeks to explore the potential of personal information management (PIM) and reference management to offer more than easy citation of information sources and the creation of bibliographies. The emphasis is on the role librarians and information professionals (hereafter referred to only as librarians) can play in raising awareness of the potential of PIM and reference management and issues to be considered. The end goal is increasing quality, productivity, collaboration and creativity in the use of information. Over the next few issues, the column will share impressions from personal research in the field of information behaviour and PIM, analysis from the subject literature, exploration of the software as such, and trends noted through various means.Design/methodology/approach – The column will be written against the background of research from information behaviour, information organisation, PIM and information curation, as well as alerts on software development in this regard and so...

PurposeThe purpose of this article is to alert researchers to software for web tracking of information seeking behaviour, and to offer a list of criteria that will make it easier to select software. A selection of research projects based on web tracking as well as the benefits and disadvantages of web tracking are also explored.Design/methodology/approachAn overview of the literature, including clarification of key concepts, a brief overview of studies of web information seeking behaviour based on web tracking, identification of software used, as well as the strengths and short‐comings noted for web tracking is used as a background to the identification of criteria for the selection of web tracking software.FindingsWeb tracking can offer very valuable information for the development of websites, portals, digital libraries, etc. It, however, needs to be supplemented by qualitative studies, and researchers need to ensure that the tracking software will collect the data required.Research limitations/implicationsThe criteria is not applied to any software in particular.Practical implicationsThe criteria can be used by researchers working on web usage and web information seeking behaviour to select suitable tracking software.Originality/valueAlthough there are many reports on the use of web tracking (also reported in this article), nothing could be traced on criteria for the evaluation of web tracking software.

PurposeTo explore the value of web information‐seeking studies for practice, and to bring selected research findings and their potential to the attention of library and information science (LIS) practitioners.Design/methodology/approachBased on a selective literature review of web information‐seeking studies to highlight findings considered most relevant to LIS practitioners. A fairly extensive, but not exhaustive, list of sources was identified. Reasons for the gap between web information‐seeking theory in the form of research reports and LIS praxis are briefly considered.FindingsThe value of web information‐seeking studies is limited to theoretical and methodological growth if they do not also affect practice. Suggestions are offered on a selection of aspects of how LIS practitioners can incorporate findings from web information‐seeking studies. These include improved self‐knowledge and self‐efficacy of practitioners and users, adapted approaches to information literacy and user empowerment programmes, improved access to the full spectrum of the information infrastructure, a stronger emphasis on the link between information‐seeking and information use and knowledge generation, and involvement in pragmatic small‐scale research.Research limitations/implicationsAlthough the scope of findings discussed is limited to a selection considered most important by the author, this could be supplemented by further reviews to allow for new findings and insights into practical implications.Practical implicationsShould stimulate LIS practitioners' interest in the results of web information‐seeking studies and their value for praxis.Originality/valueAlthough all research papers are concluded with recommendations etc., a similar literature review with specific guidelines for practitioners has not been published in the LIS subject literature.

In a dynamic, information and technology‐driven society, librarians can create new roles by assessing changes in their environment, the potential effect and ways to reposition themselves. Scenario building, literature reviews, situation analysis, speculation and forecasting may be used. Librarians have a good idea of what they can offer, but are often unable to reposition themselves in time. Reasons for this generally slow reaction are speculated on and the future role of librarians (including expected knowledge and skills) is briefly reviewed. An argument is then pursued on how an educational perspective that supports a constructivist‐learning environment, portfolio assessment, and affective and metacognitive skills could support librarians in preparing for change. The value of task analysis, needs assessment, and market research are mentioned briefly. Apart from knowledge (cognitive level), teaching should focus on affective and metacognitive skills, decision‐making abilities, environmental scanning, change management and the typical personality characteristics required to survive in the cyber age (e.g. assertiveness, self‐confidence, creative thinking, and innovativeness).

Since they believe reading to be fun and a wonderful privilege and opportunity to enter new and different worlds, parents, teachers and public librarians all strive to promote reading. They want kids to enjoy reading, and widen their horizons in the ongoing search for new and exciting authors. Often this is difficult, because kids claim to have read everything of interest, and the promoters' recommendations are limited by their own reading experiences and knowledge of authors a particular kid may like. Their only alternative is then to rely on what other parents, teachers and librarians recommend certainly a shortcoming in a world marked by a booming publishing industry and strong competition form the Internet and interactive computer games. Like the previous two editions, the latest edition of Who next ...? can help them to address this challenge by offering a ready reference work on children's fiction and authoritative recommendations on authors who write alike. What better way than a colourful, glossy, easy to handle publication to stimulate a child's reading interests and to widen his / her reading experiences and to save face in not admitting that you are at wits end in making a good recommendation?

Since 1998 the Department of Information Science in collaboration with the Library Services of the University of South Africa (Unisa) has used portfolio assessment for a module in Research Information Skills (RIS). The Bureau for University Teaching assisted with the assessment strategy for the module. The theoretical basis of portfolio assessment and an analysis of what is required to master research information skills were initially used to formulate the assessment criteria. Portfolio assessment emphasises continuous, critical reflection. In line with this, the latest information on assessment is considered for new insights and guidelines. These cover the evolution and complexities of self-assessment. Informal observations based on the assignments submitted by students, their questions and comments, and feedback obtained during two focus group interviews are also used to analyse the value of portfolio assessment. Portfolio assessment has an impact on the students, the lecturers, the development of course material and the mastery of required skills. Recommendations are made for the use of portfolio assessment.

Palliative care is associated with life-threatening diseases in the last phase between life and death. Although noted, the emotion, trauma, despair, and physical deterioration of this phase are not fully exposed in information behavior literature. Concerns about unmet information needs and frustrations continue. To deepen understanding of the complexity of information behavior in palliative care, the diversity and multiplicity of contexts faced by patients/families, and how to identify and label these must be studied. The poster reflects work in progress in identifying and labeling contexts such as informing, awareness, location of disease and disease trajectory, pain, supportive social networks, and location of care. Many more could be identified by in-depth literature reviews of palliative care per se to be followed by future empirical studies, theory and model development.

The users of information services should be enabled to fully exploit current awareness services (CAS) on the Internet to their own benefit and also that of the larger organisation. Services available via the Internet have added to the importance of current awareness, the meaning of the concept of CAS and the purposes served by CAS. Empowerment requires commitment by both parties (information services and their users), a supportive environment, a clear idea of the outcomes to be achieved, and a new attitude to the training methods and opportunities to employ. The planning of CAS empowerment programmes within the familiar constraints on information services is considered. Aspects users should know about Internet CAS are identified, the role of the information specialist is considered and a few suggestions are made about the implementation of empowerment programmes. This article is based on a paper read at the Fifth Southern African Online Meeting, held on 9 June 1999, in Midrand, South Africa.

In 1998 the Department of Information Science in collaboration with the Library Services of the University of South Africa (Unisa) - a distance education institution - introduced a module in Research Information Skills. The Bureau for University Teaching assisted with the assessment strategy for the module. Portfolio assessment was considered as a more authentic assessment method which involves the student and emphasises the learning and growth processes. It also complies with the requirements for research information skills. The latter require personal growth in the search process and the formulation of search strategies and critical reflection on search results, search strategies and the effectiveness of personal databases. The approach followed in this module, the guidelines given to students, the criteria used and the students' experiences are shared. The benefits and disadvantages of portfolio assessment for research in- formation skills are considered. Portfolios are mostly enjoyed by students and offer valuable insights into students' growth processes.

The implications of disintermediation for librarians and information specialists (intermediaries) can be experienced as either a threat of a challenge, depending on how the issue is viewed. The different ways in which information specialists can react to disintermediation are discussed. Although most of these are viable, none addresses all implications of disintermediation. A holistic approach to disintermediation is therefore proposed, in which the situation of the intermediary is viewed within the wider society. The following aspects should be analysed with regard to their effect on disintermediation: changes in the society at large, the availability of information sources, the process of information searching, the specific organisations in which intermediaries operate, and the availability of information services. The specific end‐users and the information specialists involved should also be analysed. With this approach it will be found that the effects of disintermediation will vary according to the particular situations. To prepare information specialists for the effects of disintermediation, their training should also be adapted accordingly.