Index
Information Experience: Approaches to Theory and Practice
ISBN: 978-1-78350-815-0, eISBN: 978-1-78350-816-7
ISSN: 1876-0562
Publication date: 12 August 2014
This content is currently only available as a PDF
Citation
(2014), "Index", Information Experience: Approaches to Theory and Practice (Library and Information Science, Vol. 9), Emerald Group Publishing Limited, Leeds, pp. 327-338. https://doi.org/10.1108/S1876-056220140000010029
Publisher
:Emerald Group Publishing Limited
Copyright © 2014 Emerald Group Publishing Limited
INDEX
Achievement motivation
, 286
Action, human
, 221, 224
Action research
, 36, 44
advantages of
, 47
Whisken, Anne
, 36–37
Adaptors
, 278
Affect, in information studies
, 276–277
Affective domain
, 69
Affirmation
, 176
Affordance
, 163
Ageing Australians
, 173–175
Almehmadi, Fatmah
, 51
American Library Association (ALA)
, 55
Approaches and Study Skills Inventory for Students
, 280
Approach to studying
, 275–290
Association of American College Research Libraries (ACRL)
, 55
Auraria Library, USA
, 211
Australia
, 21, 114
Brisbane Flood (2011), see Natural disasters
disaster management
, 120–121
natural disasters in
, 120
environmental change
, 126–127
experiencing information literacy in
, 126
research project
, 121–122
analysis
, 124–125
data collection
, 123–124
information literacy and information experience
, 122–123
maintaining quality
, 125
participants
, 123
Awareness
, 176
levels of
, 59
Berrypicking model
, 246
Boundary events
, 194
Boundary objects
, 193, 194, 196, 199, 200
Brisbane flood, in Australia (2011)
, 120
drawing on past experience
, 129–130
environmental change
, 126–127
experiencing information literacy in
, 126
helping to inform others
, 128–129
information experience, understanding
, 131–133
information network, building
, 127–128
learning about
, 129
understanding significance
, 130–131
Bruce, Christine
, 13, 42–43, 169, 315
Business information
, 190, 192, 193, 194, 201
Business outcomes
, 201
Business partners, communication with
, 199–201
C2C (customer-tocustomer) exchanges
, 302
Carmody, Kev
, 70
Case study
, 42, 44
Case Western Reserve University (US)
, 304
Cherokee people
, 149, 150
Church community
, 176–177, 178
Classroom learning
, 259–271
Cognitive domain
, 69
Collaboration
, 251–252, 295, 301–302, 305, 307
Collaborative action capacity
, 215
Collaborative design
, 204, 208, 214
Collaborative evidence-based interactions
, 215
Collaborative knowledge creation
, 60
Collaborative learning
, 215, 252
Collaborative skills
, 59
Colleagues
, 251, 252
Collective awareness
, 4
information experience for
, 12–15
Communal information
, 175
Communication
, 72, 190, 192, 193, 195, 196, 199
Community
, 21, 131, 132
and communication
, 175–176
Community information
, 77
experiences
, 13, 171
literacy
, 171
Concept fusion
, 245, 247–248, 253
Conceptualizing information experience
, 316–318
Constituency
, 221–237
Constitutionalism
, 262
Constructionism
, 317–318
Constructivist grounded theory (CGT)
, 37–38, 44, 46, 102
advantages of
, 47–48
data analysis
, 46
data collection method of
, 46
Davis, Kate
, 38–39
research outcomes of
, 47
Content creation
, 101, 253
Content creators
, 101–114
Context
economic
, 236, 237
political
, 222, 224
social
, 221, 224
Contextualised information
, 175
Controlled information
, 175
Control
, 158
Corporeal experience of information
, 92–93
Corporeal experience of renal care nurses
, 94–95
Corporeal information
, 85–86, 93, 95
Critical incident approach, expanded
, 40, 44
Critical incident technique (CIT)
, 40
Cultural traditions
, 135, 144–145
Culture and information experience
, 144–145
Curiosity
, 278, 279
Customers, communication with
, 194–196
Dance
, 78–82
hearing and listening
, 78–79
touch and movement
, 79–82
Dancers
, 74, 79, 80
Data analysis
, 46
Data collection method
, 46
Davis, Kate
, 38–39, 315
DDT (pesticide)
, 143
Decision-making
, 198, 297, 298, 302–303, 305–306
Deep students' uncertainty
, 282, 283, 285
Defining information experience
, 103
Democratization
, 299
Deprivation
, 278, 279
Dervin, Brenda
, 151, 153, 154, 161, 164
Design, information
, 214
Design, systems
, 207, 208, 214
Design Thinking
, 192
Digital communities
, 101, 103, 104, 173, 175
Digital environments
, 5
Disasters
, 20–21, 30, 119–132
Diversity
, 11, 12, 171, 181
Documentary forms of information
, 72, 82
Domain expertise, component of
, 248–249
Effective information use
, 169, 170
Embodied communication
, 90
Embodied experiences
, 94, 151, 153
Embodied information
, 82, 93
Embodied knowing
, 90
Embodied knowledge
, 91, 93
Embodied learning
, 89
Embodiment
, 90, 153
Emergency services studies
, 93–94
Emergent information experience research
, 298
Emoticon
, 158
Emotional valence of information experience
, 275
individual differences in approach to uncertainty
, 277–279
method
, 280–281
results
, 281–289
Emotions
, 157
Employees, communication with
, 196–197
Engagement
, 297, 301, 305–306
England
, 114
Epistemic curiosity
, 278–279
Epistemologies
, 52, 54, 60
Ethics
, 147
Ethnic communities
, 14, 169, 173, 177–179
Ethnography
, 224
Ethnomethodology
, 39, 44, 151, 154, 155
advantages of
, 48
data analysis
, 46
data collection method
, 46
Godbold, Natalya
, 39–40
Everyday life
, 24, 25, 128
Expanded critical incident approach (ECIA)
, 40, 44, 46
advantages of
, 48
Gillespie, Ann
, 40–41
research outcomes of
, 47
Experiences
, 157, 162
of information
, 112, 114
of learning
, 35
of using information
, 35
Experiential behaviour
, 279
Experiential brutality
, 151–165
Expertise
, 241–242, 244–245, 248, 253
acquiring
, 249–250
Expert searchers
, 239–254
Explanations
, 157, 162
Explorative students' uncertainty
, 284
Facebook
, 19, 21, 296, 300, 304, 306
Faith communities
, 14, 173, 176–177, 183, 184
Family
, 136, 137, 141, 142, 144, 147
Female legislators
, 221
constituency activities
, 225
district/affirmative constituency
, 229–230
constituency offices
, 230–231
gender concerns
, 231–232
role ambiguity
, 230
historical context
, 222–223
information exchange
for political representation
, 225
for social support
, 228–229
information experience and information research
, 223–224
methods
, 224
information experiences of
, 221–237
information intermediaries
, 227
making strategic links
, 232
constituency offices
, 232–233
local councils
, 233–234
transforming district women's information experiences
, 234
information sharing
, 234–235
women councils
, 235–236
in Ugandan Parliament
, 221
Flickr
, 300
Formal education/education, formal
, 265
Future research directions
, 318
Gender
, 221, 223, 230, 231–232, 236
Generic knowledge (GK)
, 248, 249
Gillespie, Ann
, 40–41
Goal-directed online behaviour
, 279
Godbold, Natalya
, 39–40, 151
Google+
, 296
Grounded theory, constructivist
, 37–38, 44, 101, 102, 103, 244
Grounded theory methodology
, 244
Harlan, Mary Ann
, 101
Health information literacy (HIL)
, 173–175
Health practitioners
, 156
Health professionals
, 157, 164
Heinström, Jannica
, 275–290
Hepworth, Mark
, 51
Higher education
, 179, 261, 262, 263, 264, 265, 271, 304
Hispanic community
, 177–179
Hughes, Hilary
, 12, 33, 42–43, 315–320
Humour
, 158
Identity shift
, 240, 253
Imitating Example Essays
, 268, 269, 270
Imperial British East African Company
, 222
Improving learning
, 270–271
Improving teaching
, 262–263
Inclusivity
, 182
In-depth interviews
, 21, 30
Indigenous communities
, 14, 173, 179–180, 184
Indigenous people
, 141, 148, 149
relationships among
, 141, 148, 149
Industrial Revolution
, 142
Information
, 276–277, 279–285
actions
, 114
activities
, 221, 231, 235, 236
as artifact
, 111–114
as collaboration
, 107–110
as inspiration
, 105–107
as participation
, 104–105
as process
, 110–111
nature of
, 72–73
seeking
, 287, 289–290
‘Information-as-it-is-experienced'
, 71
Information behaviour (IB)
, 13, 52–62, 264
Information behaviour research
, 240
Information design
, 191
Information environment
, 34, 132, 240, 242, 243, 244, 245–246, 247, 252, 253
Information exchange
, 204, 205
for political representation
, 225
for social support
, 228–229
Information experience
, 86, 169–185, 190, 221–237, 239–254, 276–277, 279, 280–281, 289–290, 296, 297, 298, 301, 304–305, 307, 315–320
as artifact
, 111–114
as collaboration
, 107–110
as inspiration
, 105–107
Native American's perspective
, 135–150
as participation
, 104–105
as process
, 110–111
questionnaire
, 281
as research domain
, 29–30, 132, 133
as research object
, 28–29
of teen content creators
, 101, 104
Information experience systems, designing
, 214
Information landscapes
, 87
Information literacy (IL)
, 4, 7, 9, 13, 14, 20, 22, 25, 28–29, 36, 47, 52, 55–62, 71, 72, 73, 119–132, 170, 172, 173, 181–182, 260, 262, 264, 265, 271
experience
, 13
and corporeal literacy
, 88
and learning
, 88
research
, 170, 171, 173, 181
researcher
, 70
Information needs, seeking, and use (INSU) studies
, 223
Information practice
, 101, 102, 103, 114, 221, 222, 224, 225, 264
‘Information-related competences'
, 55
Information research
, 4, 9, 52–58, 163–164, 223, 298, 319
Information search process (ISP)
, 242, 275, 280, 289
Information seeking
, 52, 54, 58, 59, 237, 242, 279, 280–281, 287–289, 295–308
Information skills
, 56
Information structures
, 246–247
Information systems
, 136, 139, 140, 142, 143, 144, 146, 147, 149
Information use
, 6, 163–164, 165, 170, 171, 172, 208
Information using experiences
, 34
Informed bodies
, 85–97
Informed learning
, 34, 35, 136, 149, 169–185, 203, 205, 209, 210, 214, 215–216, 259–271
in community contexts
, 173
design activities
, 213
and information experience
, 170
Informed resilience project
information literacy in times of natural disaster
, 22–28
research findings of
, 26
Informed systems
, 203–217
INISS project
, 54
Innovator-adaptor theory
, 277
Innovators
, 277–278
Instant Messenger
, 304
Instructions for Any Assignment
, 268, 269, 270
Internal information
, 75, 76, 82
Interpretive awareness
, 125
Interviews
, 21, 25, 38, 46, 74–76, 123, 124, 126, 154, 224
Intrinsic motivation
, 278, 279
Jenkins, Julian
, 189
Journalism
, 24
Kidney failure
online discussion groups, experiences
, 156
Kinaesthetic domain
, 69, 79, 82
Kinship, feeling and practice of
, 147
Kirton's innovator-adaptor theory
, 277
Knowledge of environment
, 70
Lakota Tribe
, 136, 137, 138, 141, 142, 143, 144, 145, 146, 147
Languages, teaching
, 144
Learning
design activities
, 213
experiences of
, 3, 8, 10, 34–35, 262–263
and organizational development
, 213
Learning organizations
, 205, 215
Learning study
, 260, 263, 271
Legislators
, 221–237
Lesson study
, 263
Lifeworld
, 5, 7, 9, 10, 30
LinkedIn
, 296
Live Action Role Playing (LARP) community
, 104
Lloyd, Annemaree
, 85
Locus of control
, 278
Lupton, Mandy
, 69
Mainstream media
, 23
Management consultancy
, 191
Master of Teaching English to Speakers of Other Languages (TESOL) program
, 43
Materiality
, 153, 163
Maybee, Clarence
, 42, 259
Maynard, Sally
, 51–62
Mentors
, 251, 252
Methodologies
, 61, 62, 262
Mirijamdotter, Anita
, 203
‘Moment of interaction'
, 53
Monitoring information
, 175
Motivation
, 276
achievement
, 286
extrinsic
, 278, 279
intrinsic
, 278, 279, 280, 282, 287, 289
Music
creating information
, 77
external information using
, 75
information-as-it-is-experienced
, 74–78
internal information
, 76
Music composers
, 74–78
MySpace
, 113, 296, 300
Nalumaga, Ruth
, 221
National Resistance Movement (NRM)
, 222
Native American Community
, 179–180
Native American's experience
, 135
advancing technology
, 142–144
concluding thoughts
, 149–150
culture and information experience
, 144–145
downsizing and simplifying
, 140–141
early career
, 138–140
early life
, 136–138
life changes and learning
, 141–142
nature and information experience
, 145–146
school days
, 138
values and principles
, 147–149
Natural disasters
, 19, 20–30, 119–132
2011 Brisbane Flood, in Australia
, 120
drawing on past experience
, 129–130
environmental change
, 126–127
experiencing information literacy in
, 126
helping to inform others
, 128–129
information experience, understanding
, 131–133
information literacy in times of
, 22–28
information network, building
, 127–128
learning about
, 129
social media in times of
, 20–22
understanding significance
, 130–131
Nature and information experience
, 145–146
The NEO Five-factor inventory
, 281
Net Lenses Model
, 243
New perspectives and research directions
, 315
conceptualizing information experience
, 316–318
future research directions
, 318
variations on the theme of information experience
, 315–316
New Way of Learning
, 268, 269, 270
Normality
, 158
Novice-expert research
, 241
Nursing
, 94–95
Observations
, 224
Older communities
, 173–175
Online
collaboration
, 301–302
communities
, 302
discussion groups
, 151, 156
engagement
, 301
Open-ended individual interviews
, 73
Optimism
, 279
Organisations
, 194
communicating with external partners
, 198–201
communicating with their customers
, 194–196
communicating with their employees
, 196–197
communicating with their senior leaders
, 197–198
Organizational learning
, 207, 209
Participatory action research
, 36
Participatory design
, 204
‘Participatory sense-making'
, 153, 154
Participatory university decision-making
, 305–306
Partridge, Helen
, 13, 19, 119, 169, 315
‘Passive recipient’ of information
, 54
Personal information
, 175
Personality
, 277–281, 289
Phenomenography
, 8, 19, 22, 30, 41, 44, 119, 121–122, 183, 260, 262, 264, 265, 271
advantages of
, 48
data collection
, 46
Maybee, Clarence
, 42
research process of
, 45
Physical information
, 71, 89
Physicality
, 153, 156, 158, 164
Political representation
, 225
Powerful information
, 175
Practical learning
, 207
Practice theory
, 91, 92, 101, 151, 153, 154
Practising bodies
, 91–92
Pre-enrolment information experiences
, 296
Principles
, 147–149
Product Disclosure Statements (PDSs)
, 195, 196
Professional searchers
, 251
practices and traits of
, 243, 244
Prospective students
, 302–303
Prospective students' information experience
, 295, 297, 306–307
experience
, 297–298
pre-enrolment information experiences
, 296
social media
, 298
multiple uses
, 300–301
online collaboration
, 301–302
online communities
, 302
online engagement
, 301
traditional media versus
, 299–300
young people's use of
, 300
university selection and information experience
, 302
prospective students
, 302–303
prospective students' use of social media
, 303
UNIGO.com: participatory university decision-making
, 305–306
universities' use of social media
, 304–305
Prospective students' use of social media
, 303
Qualitative analysis
, 42–43, 73
Qualitative approaches
, 33, 35, 121
Qualitative case study
, 8, 42–48
Qualitative methods
, 12, 30
Qualitative research
, 21, 43, 45, 121–122, 192, 195
Quality outcomes
, 201
Queensland
, 21–22
Questionnaire
, 280–281
Ratemyprofessors.com
, 301
Really Simple Syndication (RSS) feed
, 304
Reciprocal relationships
, 147–148, 180
Reddy, Vijay
, 295–308
Reference librarians
, 249, 250, 252
Reflection
, 34, 46
Relationships
, 6, 12, 41, 61–62, 87, 88, 91, 108, 121, 122, 124–125, 136–137, 140, 141, 146–148, 149, 150, 162–163, 180, 190–191, 206, 208, 210, 213–216, 301–302
Religious information literacy
, 176–177, 265
Research agendas
, 183, 208
Research domain
, 7, 20, 29–30, 120, 122
delineating information experience as
, 29–30
information experience as
, 7–9
Researcher-searchers
, 250–251
Research methods
, 7–8
action research
, 36, 44
characteristics
, 43
constructivist grounded theory (CGT)
, 37–38, 44
ethnomethodology
, 39, 44
expanded critical incident approach (ECIA)
, 40, 44
outcomes
, 43
phenomenography
, 41, 44
processes
, 43
qualitative
, 43
qualitative case study
, 42, 44
six research snapshots of
, 35
similarities and differences
, 45–47
Research object
, 20, 30–31, 181, 316
delineating information experience as
, 28–29
information experience as
, 9–11
Research projects
, 20–28, 121–125
Research trajectory
, 267, 269
Search experience
, 240–241, 243, 245, 277, 279, 290
Searching
, 240–241, 247–248, 275, 276, 279, 281, 282, 284, 287, 289
Search self-efficacy
, 279
‘Search tactics', idea of
, 243
Second Life
, 300, 304
Seldén, Lars
, 7, 14, 221
Semi-structured individual interviews
, 73
Senior leaders, organisations communication with
, 197–199
Sense making
, 39–40, 47, 56, 151–165, 212–213
background
, 153–154
embodied aspects
, 151–152
experiential
, 151–152
experiential brutality in
, 151
findings
, 157
experiential brutality
, 157–161
information research, implications for
, 163–164
iterative rounds
, 161–163
methodological perspective
, 154–155
setting study
, 155–156
data collection
, 156–157
Senses
, 71, 72, 74, 82, 94
Sensory information
, 71, 73–75, 78, 82, 93–94
Shared learning
, 203, 204
Sherman, Ben
, 135
Skype
, 21, 304
Social Admissions Report (2013)
, 303
Social body
, 89
Social constructionism
, 102
Social information
, 71, 89, 95
Socially resilient project
research findings of
, 23–24
social media in times of natural disaster
, 20–22
Social media
, 11, 14, 19, 20–22, 29, 38, 175–176, 296, 306–308
multiple uses
, 300–301
participation
, 301
online collaboration
, 301–302
online communities
, 302
online engagement
, 301
prospective students' use of
, 303
in times of natural disasters
, 20–22, 175–176
traditional media versus
, 299–300
universities' use of
, 304–305
young people's use of
, 300
Sociocultural forms of information
, 82
Sociocultural perspectives
, 85, 86, 264
Socio-technical design movement
, 54
Soft Systems Methodology (SSM)
, 8, 205, 208, 209, 211–212
Somerville, Mary
, 13, 169, 172, 203, 207
Spiritual traditions
, 135, 144, 145, 146
Stoodley, Ian
, 13, 169, 315
Storytelling
, 136
Strategic students' uncertainty
, 280, 284, 286
Students
, 278–281, 289–290
deep
, 282–283, 285
explorative
, 284, 287
optimistic
, 278
strategic
, 284–286
surface
, 283–285
systematic
, 287
Students, prospective see Prospective students' information experience
Study approaches
, 280–281, 283–284, 287
Stumbleupon
, 301
Subject domain knowledge (SK)
, 249, 252
Surface students' uncertainty
, 283–285
Survey
, 280
Sustained learning
, 209
Sweden
, 114, 121, 208
Systematic students' uncertainty
, 287, 289
Systems design
, 191, 207, 208, 217
Systems principles
, 203
Systems thinking
, 204, 207, 209, 217
Technology
, 76, 77, 139, 140, 142–146, 214, 231
Teen content creators
, 13, 101
information experience
as artifact
, 111–114
as collaboration
, 107–110
as inspiration
, 105–107
as participation
, 104–105
as process
, 110–111
Textual information
, 71, 102
‘Theory-makers'
, 161
Threshold concepts
, 14, 239, 245–248, 253, 254
Threshold concept theory
, 14, 239, 244, 245
Traditional media versus social media
, 299–300
Traditional tribal learning
, 180
Triangulation
, 45
Tucker, Virginia M.
, 239–254
Twitter
, 19, 21, 296, 298, 300, 301, 307
Uganda
, 221–237
Ugandan Parliament
, 221–237
Ugandan Parliament, female legislators in
, 221
constituency activities
, 225
district/affirmative constituency
, 229–230
constituency offices
, 230–231
gender concerns
, 231–232
role ambiguity
, 230
information exchange
for political representation
, 225
for social support
, 228–229
information experience and information research
, 223–224
methods
, 224
information intermediaries
, 227
making strategic links
, 232
constituency offices
, 232–233
local councils
, 233–234
transforming district women's information experiences
, 234
information sharing
, 234–235
women councils
, 235–236
Uncertainty, individual differences in approach to
, 277–279
locus of control
, 278
method
in habitual information seeking
, 280–281
in inquiry project
, 280
result
in habitual information seeking
, 287–289
in inquiry project
, 281–287
Undergraduate classrooms
, 259–271
Understanding information experience
, 28–30
UNIGO.com
, 305–306, 307
United States
, 55, 114, 136
Universities' use of social media
, 304–305
University of Warwick (UK)
, 304
University selection and information experience
, 302
prospective students
, 302–303
prospective students' use of social media
, 303
UNIGO.com: participatory university decision-making
, 305–306
universities' use of social media
, 304–305
University students
, 72–74, 243, 296, 303, 307
User-based design
, 192
User experience
, 3, 4, 10, 190, 197, 208, 276
Using information to learn
, 13–14, 28, 34, 103, 170–173, 176, 180–182, 204, 205, 209, 213, 216, 264, 271
Values
, 147–149
Values-based leadership
, 140
Variations on the theme of information experience
, 315–316
Variation theory
, 41–42, 263, 266, 271
Vimeo
, 104–105, 114
Visioning activity
, 248
Vocational body
, 91
Web 2.0
, 247, 298–300, 303, 307
applications
, 299, 304
Western traditions of information
, 142
Whisken, Anne
, 36–37
Wikipedia
, 105, 300
Windows MovieMaker
, 110
Women's information activities
, 223
Workplace
, 86
culture disruption
, 215
information experiences in
, 203–217
learning
, 91, 210, 211, 214
Yates, Christine
, 9, 12, 19, 119
Young people's use of social media
, 300
YouTube
, 19, 104, 105, 298, 300
- Information experience: Approaches to theory and practice
- Library and Information Science
- Information Experience: Approaches to Theory and Practice
- Copyright Page
- List of Contributors
- List of Editors
- Editorial Advisory Board
- Preface Preface Preface
- Chapter 1 Information Experience: Contemporary Perspectives
- Chapter 2 Researching Information Experience: Object and Domain
- Chapter 3 Researching Information Experience: Methodological Snapshots
- Chapter 4 A Reflection on the Relationship between the Study of People’s Information Behaviour and Information Literacy: Changes in Epistemology and Focus
- Chapter 5 Creating and Expressing: Information- As-It-Is-Experienced
- Chapter 6 Informed Bodies: Does the Corporeal Experience Matter to Information Literacy Practice?
- Chapter 7 Information Experiences of Teen Content Creators
- Chapter 8 Exploring Information Literacy during a Natural Disaster: The 2011 Brisbane Flood
- Chapter 9 Information Experiences: A Native American’s Perspective
- Chapter 10 Experiential Brutality in Sense Making: Researching Dynamic Sense Making Processes in Online Discussions about Kidney Failure
- Chapter 11 Diversifying Information Literacy Research: An Informed Learning Perspective
- Chapter 12 How to Lose Friends and Alienate People: The High Cost to Business of Poor Information Experiences
- Chapter 13 Information Experiences in the Workplace: Foundations for an Informed Systems Approach
- Chapter 14 Information Experiences of Female Legislators: Examining Constituency Activities and Representation in the Ugandan Parliament
- Chapter 15 The Expert Searcher’s Experience of Information
- Chapter 16 Experiences of Informed Learning in the Undergraduate Classroom
- Chapter 17 The Emotional Valence of Information Experience: Relation to Personality and Approach to Studying
- Chapter 18 Information Experience in the Context of Information Seeking Methods by Prospective Students
- Chapter 19 Information Experience: New Perspectives and Research Directions
- About the Authors
- Index