Index
New Directions in Children’s and Adolescents’ Information Behavior Research
ISBN: 978-1-78350-813-6, eISBN: 978-1-78350-814-3
ISSN: 1876-0562
Publication date: 17 September 2014
This content is currently only available as a PDF
Citation
(2014), "Index", New Directions in Children’s and Adolescents’ Information Behavior Research (Library and Information Science, Vol. 10), Emerald Group Publishing Limited, Leeds, pp. 333-346. https://doi.org/10.1108/S1876-056220140000010051
Publisher
:Emerald Group Publishing Limited
Copyright © 2014 Emerald Group Publishing Limited
INDEX
Academic Database Assessment Tool (ADAT)
, 231
Academic help seeking
, 95–98
social network sites for
, 97–98
Acquaintances
, 70, 72, 81, 92, 194, 207
Adolescents, late
people as information sources, use of
, 67–100
data analysis
, 76
discussion
, 94–98
family ties, role of
, 88–90
friendship ties, role of
, 87–88
limitations of
, 99–100
methods
, 74–76
related literature
, 69–74
research questions
, 69
results
, 76–81
school achievement/education level and
, 80
seeking help
, 81–86
social network analysis
, 74
social network attributes
, 76–78
social network sites for help seeking, usage and presentation of
, 92–94
teachers, role of
, 90–92
Advice
, 71
Aesthetic experience
, 11–12
Affdex Facial Coding
, 108
Affect
defined
, 108
negative
, 111
Affective behaviors
, 54–57, 60
of young children
, 113–115
in cross-cultural environments
, 115–116
Affective coping skills
, 110
Affective information behavior
, 112–113
Affective load theory
, 110
Affective responses
, 107–126
literature review
, 112–124
affective behavior
, 113–115
affective behavior, in cross-cultural environments
, 115–116
affective information behavior
, 112–113
affective responses to access and ICT use
, 118–119
developing countries, mobile technologies use in
, 123–124
gender differences, in developing countries ICT research
, 120–121
gender differences, in information behavior research
, 119–120
gendered digital divide
, 121–123
interface design
, 117–118
method
, 112
research questions
, 109
theoretical frameworks
, 110–112
Affective revolution
, 108
Affective support
, 71
Allô prof
, 82, 83, 99
American Life Project
, 68, 218
Americans with Disabilities Act (ADA)
, 161
Anticipation
, 55
Appalachian Regional Commission (ARC)
, 159
Apple, Inc.
, 13, 15, 230
Apprehension
, 110, 300
Ask Kids
, 299
Assignment design
, 59
Autism Spectrum Disorder (ASD)
, 9
Autism Spectrum Disorder Foundation (ASDF)
, 9
Availability
, xxi
Bags of Stuff technique
, 310
Barney
, 20
BAT (Beginning, Acting, Telling) model
, xx–xxi, 8, 47–54, 60
Behavior
affective
, 54–57
cognitive
, 57–58
everyday-life information
, 70
help-seeking
, 81–86
information
, 136, 146, 147
information-seeking
, 41–42, 45–47
Berry-picking model
, 60, 138
Big6
, 43–44
Bill & Melinda Gates Foundation
, 140
Bing
, 299
Bonded Design
, 304, 308–311, 323, 324
Boredom
, 57
Brainstorming
, 45, 146, 311, 312, 315, 316–317
Broadband
defined
, 220, 222
home
, 222–225
importance of
, 235–237
school
, 225–227
in United States
, 220–222
Broadband access and children’s information seeking, relationship between
, xxv, 217–253, 261–263
discussion
, 242–248
broad connectivity, factors emerging
, 242–243
changing over time
, 248
gender
, 246–248
information seeking
, 243–246
locales
, 246–248
sites
, 246–248
socioeconomic status
, 246–248
failure to connect
, 250–253
limitations
, 248–249
reliability
, 249
validity
, 249
literature review
, 220–230
broadband deployment
, 222–227
Information Search Process
, 227–230
methods
data analysis
, 233–235
data collection
, 230–233
research questions
, 219–220
results
content analysis
, 235–239
relationship analysis
, 239–241
Calliou
, 20, 23
Case study research
, 12–13
Catalogs
online public access
, 270–272
public access
, 275
Science Library Catalog
, 266, 271
Categorization
, 268
Children
cognitive and developmental stages
, 267–269
information behavior
, 5–7
information seeking and broadband access, relationship between
, 217–253, 261–263
discussion
, 242–248
failure to connect
, 250–253
limitations
, 248–249
literature review
, 220–230
methods
, 230–235
research questions
, 219–220
results
, 235–241
interaction with technology
, 7–10
searching
, 270–272
information seeking and broadband access, relationship between
, xxv
Children with special needs (CSN), in Southern and Central Appalachian region
, xxiii–xxiv, 157–179
data analysis
, 168
discussion
, 177–178
findings
, 168–176
problem statement and research significance
, 159–162
research methods
, 166–168
research questions
, 162
survey instrument
, 188–189
theoretical framework
, 162–166
Children’s Defense Fund
, 160
CLARIFY
, 277
Classification schemes
, 58–59
Cognitive behaviors
, 57–58
Cognitive development
, 267–269
stages of
, 25
Cognitive information behavior
, 287
Cognitive IR theory
, 273
Communication
, 23–24
Competencies for Librarians Serving Children in Public Libraries
, 161
Concept mapping
, 45, 50, 52
Connect America Fund
, 221
Connected Nation
, 223
Consultation
, 306–307
Content
, 59
Content analysis
, 233–239
Contextual Design
, 302, 309
Cooperative Inquiry
, 303–304, 308, 309
Critical incident technique
, 76
Critical theory approach
, 164
Curiosity
, 55, 56
Currency of resources
, 58
Current Population Survey 2010 (CPS)
, 224
Cut the Rope
, 19
Cyberinfrastructure
, 222
Design thinking
, 144
Developing countries
gender differences, in ICT research
, 120–121
mobile technologies use in
, 123–124
Device handling
, 21
Digital learning
, 222
Digital libraries
, 8–9
Digital literacy development
, 118
Digital natives
, xvii, xviii, 6, 18, 68, 296, 317
Disappointment
, 56
Disengagement with technology
, xviii, 12, 17–18, 24, 26, 27–29
Dissatisfaction
, 57
Distraction
, xviii, 56–57
Distributed Co-Design
, 304
Diversion
, 56
Dora
, 20, 23
Dora Gets Shot
, 21, 22
Eighth Broadband Progress Report
, 222–223
Ella
, 15–16, 18–19
Emerald
, 232
Emotient Facial Expression Recognition
, 108
Emotionally sound instruction
, 115
Emotions
negative
, 307
positive
, 307
Emotiv EEG
, 108
Engagement
process
, 12
defined
, 12, 324
point of
, 10–11
sustained
, 11–12
with technology
, xviii, 10–12, 17–18, 24–30, 109
Ethnic minority youth, as information mediaries
, 139–140
European Council on Information Literacy
, 144
Everyday-life information behavior
, 70
Everyday Life Information Seeking (ELIS) model
, 194, 195
Executive help seeking
, 71
Exploratory-descriptive research
, 13–14
Extending Interactions with Text (EXIT) model
, 44, 45
Eye rolling
, 208
Facebook
, 21, 26, 68, 73, 79, 80, 84–86, 91–92, 97–98, 146, 148, 229, 296
Family ties, role in seeking help
, 88–90
Fear-Envy-Anger -Sympathy-Pleasure (FEASP) approach
, 115
Federal Communications Commission (FCC)
, 221
Eighth Broadband Progress Report
, 222–223
Federal Trade Commission (FTC)
, 298
Feelings
, 54–57, 60
Field observation
, 301
Filtering software
, 59
Florida State University (FSU)
Library system
, 231
Focused inquiry
, 51, 52, 60
Focus formulation
, 51, 60
Frequency analysis
, 235
Friendship ties, role in seeking help
, 87–88
Fruit Ninja
, 19
Frustration
, 56, 57, 86, 110, 111, 114, 116, 118, 201, 222, 230, 307
Gatekeepers. See Information carriers
Gender differences
in developing countries ICT research
, 120–121
in information behavior research
, 119–120
Gendered digital divide
, 121–123
Google
, 21, 59, 299
Google Generation
, xix, 68, 296, 318
Google Scholar
, 232
Gossip
, 208–209
Guided inquiry
, 46, 51, 60
Happiness
, 55–56
Hello Kitty
, 21
Help-seeking
behavior
, 81–86
criteria for
, 83–85
executive
, 71
instrumental
, 71
family ties, role of
, 88–90
friendship ties, role of
, 87–88
not asking help, reasons for
, 85–86
social network sites for, usage and presentation of
, 92–94
teachers, role of
, 90–92
Hermeneutics
, 13
History Trek search engine
, 8
Hobbies
, 23
Hole-in-the-Wall (HiWEL)
, 121, 122, 124
Home broadband
, 222–225
adoption of
, 223–224
used by children
, 224–225
Hopelessness
, 118
Horizontal information seeking
, 296
Horn of Africa Services
, 142
Icons
, 269–270, 280
Identity
, 23–24
Immigrants
, 136–138, 140–145, 149–151
Impact factors
, 58–59, 60
Imposed query
, 51, 60, 227
Incomprehension
, 55
Indigenous peoples
, 195
Indignation
, 118
InfoMe program. See Information Mediary (InfoMe) program
Informant Design
, 303, 319
Information
carriers
, 208
exchanging
, 198, 207
seeking. See Information seeking
shared
, 199–200
sharing
, 198
Information and communication technologies (ICT)
, xxi–xxii, 68, 109
in information-poor societies, young girls’ use of
, 107–126
literature review
, 112–124
method
, 112
research questions
, 109
theoretical frameworks
, 110–112
Information behavior
, 5–7, 136, 146, 147
affective
, 112–113
of children
, 5–7
cognitive
, 287
everyday-life
, 70
of Māori secondary school students (New Zealand)
, xxiv–xxv, 191–210
analysis
, 197
discussion
, 207–209
method
data gathering
, 196
focus groups
, 196
participants
, 195–196
setting
, 197
related literature
, 193–195
research questions
, 193
results
gymnasium
, 200–201
information sources
, 197–198
outside school shop
, 203–204
restrooms
, 202–203
school grounds
, 198–199
shared information
, 199–200
sharing, exchanging, and seeking information
, 198
smokers’ hangout
, 204–205
sports practice
, 205–206
research, gender differences in
, 119–120
Information carriers
, 208
Information grounds theory
, 191–210
Information literacy
, 151
defined
, 42
faces of
, 43
and information-seeking behavior, intersection of
, 45–47
models of
, 42–45
Information mediaries
, 165
Information Mediary (InfoMe) program
, xxii–xxiii, 135–152
implications for
, 150–151
ethnic minority youth
, 139–141
Institutional Review Board
, 143
participants’ recruitment
, 141–142
partners
, 142
Status
, 143–144
methodology
data collection and training
, 142–143
Teen Design Days
, 136, 142, 143, 144–148
theoretical understanding of
ethnic minority youth
, 139–140
youth, everyday information worlds of
, 138–139
Information needs
, 165, 171–175
Information overload
, xviii, 8, 10, 27, 29, 246, 300, 305
Information-poor societies, Young girls’ ICT use in
, 107–126
literature review
, 112–124
method
, 112
research questions
, 109
theoretical frameworks
, 110–112
Information problem
, 301
Information Power
, 43
Information retrieval (IR)
, 265–288
Information Search Process. See ISP (Information Search Process)
Information seeking
, 198, 207
behavior
defined
, 41
and information literacy, intersection of
, 45–47
models of
, 41–42
and broadband access, relationship between
, xxv, 217–253, 261–263
discussion
, 242–248
failure to connect
, 250–253
limitations
, 248–249
literature review
, 220–230
methods
, 230–235
research questions
, 219–220
results
, 235–241
horizontal
, 296
proxies
, 165
Information use environments
, 165
Information uses
, 165
Innovative Interfaces®
, 275
Inquiry
-based assignment
, 306–308
Cooperative Inquiry
, 303–304, 308, 309
focused
, 51, 52, 60
guided
, 46, 51, 60
Institute of Museum and Library Services (IMLS)
, 137, 140, 160
Institutional Review Board
, 143
Instrumental help seeking
, 71
Interaction with technology
, 7–10
digital libraries
, 8–9
library catalogues
, 8
mobile technologies
, 9–10
web, searching
, 7–8
Interests
, 23
Interface design
, xxvi, 117–118, 265–288
discussion
, 279–286
limitations
, 286
methods
participants and setting
, 274–275
procedures
, 276–277
public access catalogs
, 275
tasks
, 275–276
relevant literature
children’s cognitive and developmental stages
, 267–269
icons
, 269–270
searching
, 270–272
symbols
, 269–270
research questions
, 267
results
, 277–279
theory
, 272–274
International Children’s Digital Library (ICDL)
, 8–9, 115–116, 117, 273, 303–304
Interpretive task
, 110
Intervention tool
, designing, 295–324
background of
, 305
discussion
, 322–324
literature review
current systems
, 298–299
intervention
, 299–301
technology design methodologies
, 301–304
low-tech POC intervention tool
, 308–309
method
, 309–314
observations
, 305–308
research questions
, 297–298
results
, 314–317
Web Guide
, 317–322
Intervention tool, designing
, xxvi–xxvii
iOS
, 15
iPads
toddelers’/preschoolers’ use of
, 4, 9, 10–12
See also Mobile technologies
iPhones
toddelers’/preschoolers’ use of
, 4, 10–12
see also Mobile technologies
Irritation
, 56
ISP (Information Search Process)
, 45, 46, 60, 110, 227–230, 234–235, 237, 300–301, 305, 323
closure
, 229–230, 245, 300, 315
collection
, 228–229, 244–245, 300, 315
exploration
, 228, 244, 300, 315
formulation
, 228–228, 244–245, 300, 315
initiation
, 227, 243, 300, 315
selection
, 227–228, 244, 300, 315
Joint Information Systems Committee (JISC)
Academic Database Assessment Tool
, 231
K-12 schools
, 40, 43, 44, 178, 226
Kaiser Family Foundation
, 138
Keyword search
, 20–21
KidPad
, 303
KidsClick!
, 308
KidzSearch
, 59
King County Library System (KCLS)
, 142, 150
Knowledge and information management
, 306
Language acquisition
, 46
Late adolescents
people as information sources, use of
, 67–100
data analysis
, 76
discussion
, 94–98
family ties, role of
, 88–90
friendship ties, role of
, 87–88
limitations of
, 99–100
methods
, 74–76
related literature
, 69–74
research questions
, 69
results
, 76–81
seeking help
, 81–86
social network sites for help seeking, usage and presentation of
, 92–94
teachers, role of
, 90–92
Learner-Centered Design
, 302, 309
Learning4Life: A National Plan for Implementation for the 21st Century Learner and Empowering Learners: Guidelines for School Library Programs
, 161
Learning Stations
, 121
LestTans Cls
, 19, 25
Library(ies)
catalogues
, 8
digital
, 8–9
Library and Information Science Abstracts (LISA)
, 126
Library and Information Science and Technology Abstracts (LISTA)
, 126
Library and information service (LIS)
, 40, 43, 51, 126, 150, 165
Little Einsteins
, 20
LOGO
, 303
MacArthur Digital Media and Learning Conference
, 144, 150
Māori secondary school students (New Zealand), information behavior of
, xxiv–xxv, 191–210
analysis
, 197
discussion
, 207–209
method
data gathering
, 196
focus groups
, 196
participants
, 195–196
setting
, 197
related literature
, 193–195
research questions
, 193
results
gymnasium
, 200–201
information sources
, 197–198
outside school shop
, 203–204
restrooms
, 202–203
school grounds
, 198–199
shared information
, 199–200
sharing, exchanging, and seeking information
, 198
smokers’ hangout
, 204–205
sports practice
, 205–206
Marshmallow Murder
, 21, 22
Metacognition
, 58
Metadata
, 59
Mickey Mouse
, 20, 23
Millennials
, xvii, 68, 296
Mind wandering
, 27
Minimally Invasive Education
, 121
Mixed-methods approach
, 168, 141
Mixing Ideas
, 310
Mobile devices
, 16
Mobile technologies
, 9–10
in developing countries
, 123–124
see also iPads; iPhones
Multitasking
, xvii, 6–8, 26, 296
MySpace
, 73, 296
Name generator
, 76
National Broadband Plan (NBP)
, 221, 223
National Education Technology Plan (NETP)
, 222, 242
National Information Literacy Awareness Month Proclamation
, 151
National Science Foundation
, 200
Negative affect
, 111
Negative emotions
, 307
Negroponte, Nicholas
, 122, 123
Net-savvy
, 225
New literacies
, 122
New Zealand
Māori secondary school students, information behavior of
, xxiv–xxv, 191–210
analysis
, 197
discussion
, 207–209
method
, 195–197
related literature
, 193–195
research questions
, 193
results
, 197–206
Nonmetropolitan, defined
, 158–159
Northwest Communities of Burma
, 142
NSFNET project
, 200, 222
Obama, Barack
, 151
Observation
, 13
naturalistic
, 13
unstructured naturalistic
, 13
One Computer per Child
, 124–125
One Laptop per Child (OLPC) Project
, 122, 123
Online public access catalogs (OPACs)
, 270–272
Open Mind Programme’s Question Box Project
, 124
Optimism
, 110
Ordered Probit model
, 277
Paper
, 19
Paradigm shift
, xvii, 297
Parents
awareness of touch-based devices
, 18–19, 25
comfort with technology
, 25
precautions
, 28
shared devices with
, 19
Parents’ Choice Award
, 123
Parents’ Choice Foundation
, 123
PBS Kids Education
, 27
People as information sources, late adolescents’ use of
, 67–100
data analysis
, 76
discussion
, 94–98
academic help seeking
, 95–98
core social network, resources of
, 94–95
limitations of
, 99–100
family ties, role of
, 88–90
friendship ties, role of
, 87–88
methods
, 74–76
data collection instruments
, 75
participants and setting
, 74–75
procedures
, 75–76
social network analysis
, 74
related literature
, 69–74
importance
, 69–71
social capital
, 72–74
social network sites
, 72–74
social networks
, 72–74
research questions
, 69
results
, 76–81
frequency of contact
, 79–80
school achievement and level of education
, 80
social network attributes
, 76–79
seeking help
, 81–86
criteria
, 83–85
not asking help, reasons for
, 85–86
teachers, role of
, 90–92
Perceived ease of use (PEoU)
, 11, 111
Perceived usefulness (PU)
, 11, 111
Perceptual immediacy
, 280
Pew Internet
, 68, 218
Phenomenology
, 13
Physical objects, toddelers’/preschoolers’ engagement with
, 17–18
Placed resources
, 122
Play
, 23
PLUS (Purpose, Location, Use, Self-Evaluation) model
, 44–45
Pocoyo
, 20
Point of engagement with technology
, xviii, 10–11, 27–29
Portability
, 24
Positive emotions
, 307
Preschoolers, defined
, 4
Preschoolers’ use of touch-based devices
, 3–30
analysis and findings
access and connectivity
, 18
all-round development
, 24
changes over time
, 21–22
device handling
, 21
engagement with physical objects
, 17–18
engagement with touch-based devices
, 17–18
keyword search
, 20–21
parental awareness and support
, 18–19
shared devices with parents
, 19
tasks/applications used
, 19–20, 21
time spending
, 22–24
discussion and implications
, 24–29
framework for
, 28
future work
, 30
limitations
, 29–30
literature review
information behavior
, 5–7
interaction with technology
, 7–10
methodology
, 12–17
data coding
, 16–17
data collection
, 14
Ella
, 15–16
mobile devices
, 16
one child participant
, 14–15
theoretical perspectives
, 10–12
decision to adopt/point of engagement
, 10–11
sustained engagement
, 11–12
Pride
, 57
Principle of Least Effort
, 70
Project Tomorrow
, 229–230, 243, 245–247
PSU (Preparing, Searching, Using) model
, 47–49
Public access catalogs
, 275
Puzzle Map
, 19
QDA Miner
, 76
Quebec Ministry of Education, Recreation and Sports
, 74
Queens Public Library
New Americans Program
, 137
Radical change theory
, 12
Readability
, 59
Reengagement with technology
, xviii, 12, 27–29
Reflecting thinking
, 110
Reflection
, 57–58, 60
Refugees
, 142
Relief
, 57
Resources, currency of
, 58
Risk-taking
, 111
Rural, defined
, 158
Rural librarians
children with special needs in the SCA region, information behaviors of
, xxiii–xxiv, 157–179
data analysis
, 168
discussion
, 177–178
findings
, 168–176
problem statement and research significance
, 159–162
research methods
, 166–168
research questions
, 162
survey instrument
, 188–189
theoretical framework
, 162–166
Safari
, 14, 20, 22
Satisfaction
, 57
School
broadband
, 225–227
librarianship
, 46
-related homework
, 69, 83
-related subject information
, 71
school-savvy
, 225
Science Library Catalog (SLC)
, 266, 271
Search engine design
, 59
SearchKids
, 271
Seattle Public Library (SPL)
, 142, 150
Self-efficacy theory
, 110
Self-expression
, 23–24
Semantics
, 269
Sense-Making methodology
, 5, 11
Service Trends in U.S. Public Libraries, 1997–2007
, 160
SirsiDynix®
, 275
Situational relevance
, 111
Skimming
, 296
Small world
, 195, 207
Social-biological information technology model, of information behavior
, 113
Social capital
, 72–74
Social circle
, 149
Social network analysis (SNA)
, 74, 75
Social networks
, 72–74, 148, 207, 209
Social Network Services
, xxi
Social network sites (SNSs)
, 68, 69, 73–74, 76
for academic help seeking
, 97–98
for help seeking, usage and presentation of
, 92–94
Social networking theory
, 194
Socio-cognitive theory of users
, 273
Socioeconomic status (SES)
, 246–247
Sociogram
, xxi, 75, 76–77
Software, filtering
, 59
Solitary pretending
, 246
Southern and Central Appalachian (SCA) region
children with special needs in
, xxiii–xxiv, 157–179
data analysis
, 168
discussion
, 177–178
findings
, 168–176
problem statement and research significance
, 159–162
research methods
, 166–168
research questions
, 162
survey instrument
, 188–189
theoretical framework
, 162–166
SpongeBob
, 20, 21
SquarePants
, 21
“Standards for the 21st Century Learner in Action,” 43
, 161
State of America’s Children 2011, The
, 160
Stereotyping
, xxiv, 111, 162
Strength of Weak Ties theory
, 72, 80, 97, 194
Sustained engagement
, xviii, 11–12, 24, 25, 27–29, 30
Symbols
, 269–270, 280
Task(s)
, 19–20, 21, 275–275
complexity
, 8, 271
interpretive
, 110
multitasking
, xvii, 6–8, 26, 296
Task-Technology Fit (TTF) theory
, 10, 11
Taxonomy
, 283, 286
Teachers, role in seeking help
, 90–92
Technoliterate
, 299
Technology Acceptance Model (TAM)
, xxii, 11, 111–112
Teen Design Days (TDD)
, 136, 142, 143, 144–148
Telecommunications Act of 1996
, 221
Theory of Interpretive Task
, 110
Theory of Reflective Thinking
, 110
Thinking
, 57–58, 60
Time
, 301
Toddler Math
, 19
Toddlers, defined
, 4
Toddlers’ use of touch-based devices
, 3–30
analysis and findings
access and connectivity
, 18
all-round development
, 24
changes over time
, 21–22
device handling
, 21
engagement with physical objects
, 17–18
engagement with touch-based devices
, 17–18
keyword search
, 20–21
parental awareness and support
, 18–19
shared devices with parents
, 19
tasks/applications used
, 19–20, 21
time spending
, 22–24
discussion and implications
, 24–29
framework for
, 28
future work
, 30
limitations
, 29–30
literature review
information behavior
, 5–7
interaction with technology
, 7–10
methodology
, 12–17
data coding
, 16–17
data collection
, 14
Ella
, 15–16
mobile devices
, 16
one child participant
, 14–15
theoretical perspectives
, 10–12
decision to adopt/point of engagement
, 10–11
sustained engagement
, 11–12
Tom and Jerry
, 20
TouchDevelop programming language
, 147
Train-the-Trainer Workshop Series
, 144, 150
Transforming American Education: Learning Powered by Technology. See National Education Technology Plan (NETP)
Tro
, 20
Tween Days
, 136, 138
Uncertainty
, 42, 55, 60, 110, 116, 300, 301, 305, 307, 308
Universal Service Fund (USF)
, 221
U.S. Bureau of the Census
, 158
U.S. Department of Education
, 242
Transforming American Education: Learning Powered by Technology
, 222
User-centered design
, 302
User-centered services
, 163–164
User engagement with technology
, 12
versus engagement with physical objects
, 17–18
U.S. Impact Study
, 140
Visual hierarchy
, 271
Web, searching
, 7–8
Web 2.0
, 73
Web Guide
, 317–322
testing
, 320–322
XO Tablets
, 122–123
Yahoo!
, 299
Yahoo!Kids
, 299
Yahooligans!
, 7, 114, 308
Young children
affective behavior of
, 113–115
Young girls
affective responses to access and ICT use in information-poor societies
, 107–126
literature review
, 112–124
method
, 112
research questions
, 109
theoretical frameworks
, 110–112
Youth, everyday information worlds of
, 138–139
Youth Community Informatics (YCI) Project
, 139
YouTube
, 14, 15, 20–22, 148, 296, 311
Zone of Intervention
, xxiv, 301, 305
Zone of Proximal Development (ZPD)
, 25, 29, 301
- New Directions in Children’s and Adolescents’ Information Behavior Research
- Library and Information Science
- New Directions in Children’s and Adolescents’ Information Behavior Research
- Copyright Page
- List of Reviewers
- List of Contributors
- Editorial Advisory Board
- Introduction
- Section I: Through the Ages
- Use of Touch Devices by Toddlers or Preschoolers: Observations and Findings from a Single-Case Study
- Depicting the Intersection between Information-Seeking Behavior and Information Literacy in the Research Process: A Model
- Social Capital and Academic Help Seeking: Late Adolescents’ Use of People as Information Sources
- Section II: Special Population
- Young Girls’ Affective Responses to Access and Use of Information and Communication Technology (ICT) in Information-Poor Societies
- InfoMe: A Field-Design Methodology for Research on Ethnic Minority Youth as Information Mediaries
- Perspectives of Rural Librarians about the Information Behaviors of Children with Special Needs in the Southern and Central Appalachian Region: An Exploratory Study to Develop User-Centered Services
- The Social Information Grounds of Māori Secondary School Students
- Section III: Designing Systems
- A Failure to Connect: The Elusive Relationship between Broadband Access and Children’s Information Seeking in American Academic Research
- Interface Design: The Impact of Images and Catalog Organization on the Information Retrieval of Children Ages Five to Eight While Subject Browsing
- Designing an Intervention Tool for Students with Students
- Index