Maja Krtalić, Jennifer Campbell-Meier, Alison Day, S. Lilley
This paper identifies the information needs of individuals in the process of tattoo acquisition and discusses those needs in relation to information literacy skills that support tattoo information experience. Findings of 21 interviews with participants in Aotearoa New Zealand show that for a successful tattoo information experience, people need to engage with information to find a tattoo image, select and communicate their needs and negotiate with artists, mitigate health and safety risks, understand tattoo-related rights and appropriateness, capture and share their experience, and present their identity in social settings. Seven categories of information needs emerged supported by accompanying literacies under the overarching category of Information Needs (Information Literacy): Health Information Needs (Health Literacy), Visual Information Needs (Visual Literacy), Legal Information Needs (Legal Literacy), Cultural Information Needs (Cultural Literacy), Societal Information Needs (Societal Literacy), Digital and Media Information Needs (Digital and Media Literacy). Although just briefly mentioned by our participants, there was an indication of Financial Information Needs (Financial Literacy). Information literacy in the workplace and formal learning contexts has been well-researched. Still, there is an opportunity to focus more on literacies in everyday life, and tattoos present such an opportunity with significant contribution to individuals, tattoo artists and communities.
{"title":"Literacies in everyday life: Tattoo information needs","authors":"Maja Krtalić, Jennifer Campbell-Meier, Alison Day, S. Lilley","doi":"10.3233/efi-230046","DOIUrl":"https://doi.org/10.3233/efi-230046","url":null,"abstract":"This paper identifies the information needs of individuals in the process of tattoo acquisition and discusses those needs in relation to information literacy skills that support tattoo information experience. Findings of 21 interviews with participants in Aotearoa New Zealand show that for a successful tattoo information experience, people need to engage with information to find a tattoo image, select and communicate their needs and negotiate with artists, mitigate health and safety risks, understand tattoo-related rights and appropriateness, capture and share their experience, and present their identity in social settings. Seven categories of information needs emerged supported by accompanying literacies under the overarching category of Information Needs (Information Literacy): Health Information Needs (Health Literacy), Visual Information Needs (Visual Literacy), Legal Information Needs (Legal Literacy), Cultural Information Needs (Cultural Literacy), Societal Information Needs (Societal Literacy), Digital and Media Information Needs (Digital and Media Literacy). Although just briefly mentioned by our participants, there was an indication of Financial Information Needs (Financial Literacy). Information literacy in the workplace and formal learning contexts has been well-researched. Still, there is an opportunity to focus more on literacies in everyday life, and tattoos present such an opportunity with significant contribution to individuals, tattoo artists and communities.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49189094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chatbots have experienced significant growth over the past decade, with a proliferation of new applications across various domains. Previous studies also demonstrate the trend of new technologies, especially artificial intelligence, being adopted in libraries. The purpose of this study is to determine the current research priorities and findings in the field of chatbots in libraries. A systematic literature review was performed utilising the PRISMA checklist and the databases Scopus and Web of Science, identifying 5734 records. Upon conducting the first screening, abstract screening, full-text assessment, and quality assessments guided by the CASP appraisal checklist, 19 papers were deemed suitable for inclusion in the review. The results of the review indicate that the majority of the existing studies were empirical in nature (primarily adopting qualitative methods) and technology reviews with a focus on reviewing the implementation and maintenance, design, evaluation, characteristics, and application of chatbots. The chatbots of interest were mainly text-based and guided chatbots, with closed-source tools with access portals mostly built on library web pages or integrated with social software. The research findings primarily concerned the development models and necessary tools and technologies, the application of chatbots in libraries. Our systematic review also suggests that studies on chatbots in libraries are still in the early stages.
聊天机器人在过去十年中经历了显著的增长，各种领域的新应用程序激增。以往的研究也显示了新技术，特别是人工智能，在图书馆被采用的趋势。本研究的目的是确定当前图书馆聊天机器人领域的研究重点和发现。利用PRISMA检查表和Scopus和Web of Science数据库进行系统的文献综述，确定了5734条记录。经过第一次筛选、摘要筛选、全文评估和在CASP评估清单指导下的质量评估，19篇论文被认为适合纳入综述。综述结果表明，现有的大多数研究都是实证性质的(主要采用定性方法)和技术综述，重点是对聊天机器人的实施和维护、设计、评估、特征和应用进行综述。我们感兴趣的聊天机器人主要是基于文本和引导的聊天机器人，其闭源工具的访问门户主要建立在图书馆网页上或与社交软件集成。研究结果主要涉及聊天机器人的开发模型和必要的工具和技术，以及聊天机器人在图书馆中的应用。我们的系统综述还表明，图书馆中聊天机器人的研究仍处于早期阶段。
{"title":"Chatbots in libraries: A systematic literature review","authors":"Rumeng Yan, Xin Zhao, Suvodeep Mazumdar","doi":"10.3233/efi-230045","DOIUrl":"https://doi.org/10.3233/efi-230045","url":null,"abstract":"Chatbots have experienced significant growth over the past decade, with a proliferation of new applications across various domains. Previous studies also demonstrate the trend of new technologies, especially artificial intelligence, being adopted in libraries. The purpose of this study is to determine the current research priorities and findings in the field of chatbots in libraries. A systematic literature review was performed utilising the PRISMA checklist and the databases Scopus and Web of Science, identifying 5734 records. Upon conducting the first screening, abstract screening, full-text assessment, and quality assessments guided by the CASP appraisal checklist, 19 papers were deemed suitable for inclusion in the review. The results of the review indicate that the majority of the existing studies were empirical in nature (primarily adopting qualitative methods) and technology reviews with a focus on reviewing the implementation and maintenance, design, evaluation, characteristics, and application of chatbots. The chatbots of interest were mainly text-based and guided chatbots, with closed-source tools with access portals mostly built on library web pages or integrated with social software. The research findings primarily concerned the development models and necessary tools and technologies, the application of chatbots in libraries. Our systematic review also suggests that studies on chatbots in libraries are still in the early stages.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this paper is to support and foster the research on the Croatian Glagolitism within the digital humanities framework, by identifying and examining the features of a virtual research environment that would enhance the possibilities of an interdisciplinary collaborative research of Croatian Glagolitism in a digital environment, supported by the use of digital methods and tools. A survey was conducted among scholars in the Croatian Glagolitism to find out their opinions on the use of digital tools and methods in researching Glagolitism, and get an insight into their experience with digital tools and methods in their research. The scholars were also asked to identify the digital infrastructure elements that would be the most useful and applicable for their research process. This study 1) summarizes the feedback of scholars in Glagolitism obtained in a survey that examined their expectations of a virtual research infrastructure for studies in Glagolitism, 2) provides a fresh insight into the current situation regarding virtual research environments and manuscript studies and 3) gives a proposal of features that a virtual research environment should have to enable collaborative interdisciplinary research in Glagolitism.
{"title":"Towards virtual research environment for Glagolitic manuscript studies","authors":"M. Tomic, Laura Grzunov, Marta Ivanović","doi":"10.3233/efi-230029","DOIUrl":"https://doi.org/10.3233/efi-230029","url":null,"abstract":"The aim of this paper is to support and foster the research on the Croatian Glagolitism within the digital humanities framework, by identifying and examining the features of a virtual research environment that would enhance the possibilities of an interdisciplinary collaborative research of Croatian Glagolitism in a digital environment, supported by the use of digital methods and tools. A survey was conducted among scholars in the Croatian Glagolitism to find out their opinions on the use of digital tools and methods in researching Glagolitism, and get an insight into their experience with digital tools and methods in their research. The scholars were also asked to identify the digital infrastructure elements that would be the most useful and applicable for their research process. This study 1) summarizes the feedback of scholars in Glagolitism obtained in a survey that examined their expectations of a virtual research infrastructure for studies in Glagolitism, 2) provides a fresh insight into the current situation regarding virtual research environments and manuscript studies and 3) gives a proposal of features that a virtual research environment should have to enable collaborative interdisciplinary research in Glagolitism.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45209520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper discusses a newly created platform of online courses covering a range of digital humanities methods and asks what the assortment of courses demonstrate about the nature of digital humanities (DH). The role of methods in defining the field of “digital humanities” is reviewed, followed by description of the educational platform itself – Digital Methods Platform for Arts and Humanities (DiMPAH) – before reflecting on what the ensemble of courses reveal about digital humanities in practice. Themes emerging from this reflection include: the division between research-driven and collection-driven initiative; the situatedness of methods; and the persistent role of disciplinary knowledge matters. The paper concludes by what the platform – produced by scholars from across Europe – along with the methods and use cases presented therein suggest about future stories for the continent through DH.
{"title":"The sum of its parts: What a platform of digital humanities courses says about digital humanities","authors":"Ahmad M. Kamal","doi":"10.3233/efi-230053","DOIUrl":"https://doi.org/10.3233/efi-230053","url":null,"abstract":"This paper discusses a newly created platform of online courses covering a range of digital humanities methods and asks what the assortment of courses demonstrate about the nature of digital humanities (DH). The role of methods in defining the field of “digital humanities” is reviewed, followed by description of the educational platform itself – Digital Methods Platform for Arts and Humanities (DiMPAH) – before reflecting on what the ensemble of courses reveal about digital humanities in practice. Themes emerging from this reflection include: the division between research-driven and collection-driven initiative; the situatedness of methods; and the persistent role of disciplinary knowledge matters. The paper concludes by what the platform – produced by scholars from across Europe – along with the methods and use cases presented therein suggest about future stories for the continent through DH.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44976177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Written heritage preservation is a complex field that requires a holistic approach reflected in the model of comprehensive written heritage preservation management. Model encompasses key issues through five key aspects, namely strategic and theoretical, economic and legal, educational, technical and operational and cultural and social aspect. Designing an OER in this field needs to include its complexity to present the content more efficiently and purposefully to the intended end-user. To be able to achieve that end goal, it is necessary to adapt the content for the online environment. Considering the concepts within the term preservation, authors propose the creation of the content framework that can facilitate and guide the effective creation of OERs in the field of written heritage preservation. Framework includes content areas derived from the key issues defined in each aspect of comprehensive written heritage preservation management model. These considerations combined with Bloom’s taxonomy result in a quality basis for selecting appropriate educational digital tools that enable the creation of an OER specific to the field of preservation.
{"title":"Designing an OER course in the field of written heritage preservation: Importance of content adaptation","authors":"Ines Horvat, M. Milošević, D. Hasenay","doi":"10.3233/efi-230034","DOIUrl":"https://doi.org/10.3233/efi-230034","url":null,"abstract":"Written heritage preservation is a complex field that requires a holistic approach reflected in the model of comprehensive written heritage preservation management. Model encompasses key issues through five key aspects, namely strategic and theoretical, economic and legal, educational, technical and operational and cultural and social aspect. Designing an OER in this field needs to include its complexity to present the content more efficiently and purposefully to the intended end-user. To be able to achieve that end goal, it is necessary to adapt the content for the online environment. Considering the concepts within the term preservation, authors propose the creation of the content framework that can facilitate and guide the effective creation of OERs in the field of written heritage preservation. Framework includes content areas derived from the key issues defined in each aspect of comprehensive written heritage preservation management model. These considerations combined with Bloom’s taxonomy result in a quality basis for selecting appropriate educational digital tools that enable the creation of an OER specific to the field of preservation.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44876258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sanjica Faletar, Kornelija Petr Balog, Mirna Gilman Ranogajec
Library and information science (LIS) as a discipline is constantly changing in line with the trends of the profession, so in order to ensure LIS curriculum in higher education addresses the needs of contemporary stakeholders, evidence-based evaluation and improvement is needed. Student satisfaction has become an important factor in considering the success of the institution of higher education. The studies on student motivation for enrolling in LIS programs are many, but papers on student perception of satisfaction with their LIS study programs are rarer. This paper focuses on the efforts of ensuring curriculum quality of the LIS program at the graduate level of study at the Department of Information Sciences of the Faculty of Humanities and Social Sciences at the University of Osijek, Croatia. The main aim of the study was to determine how satisfied the students are with the quality of their study program and to identify its strengths and weaknesses. The study was carried out by anonymous online survey in which the students were asked to rate their satisfaction with the study program and the obtained professional and lifelong learning competences. Findings of the study are relevant for the revision of the LIS study program at the Osijek Department. This study can also have larger implications for LIS education trends globally, for it has confirmed some of the results from international studies.
{"title":"Library and information science study program through the eyes of students: Preliminary findings","authors":"Sanjica Faletar, Kornelija Petr Balog, Mirna Gilman Ranogajec","doi":"10.3233/efi-230035","DOIUrl":"https://doi.org/10.3233/efi-230035","url":null,"abstract":"Library and information science (LIS) as a discipline is constantly changing in line with the trends of the profession, so in order to ensure LIS curriculum in higher education addresses the needs of contemporary stakeholders, evidence-based evaluation and improvement is needed. Student satisfaction has become an important factor in considering the success of the institution of higher education. The studies on student motivation for enrolling in LIS programs are many, but papers on student perception of satisfaction with their LIS study programs are rarer. This paper focuses on the efforts of ensuring curriculum quality of the LIS program at the graduate level of study at the Department of Information Sciences of the Faculty of Humanities and Social Sciences at the University of Osijek, Croatia. The main aim of the study was to determine how satisfied the students are with the quality of their study program and to identify its strengths and weaknesses. The study was carried out by anonymous online survey in which the students were asked to rate their satisfaction with the study program and the obtained professional and lifelong learning competences. Findings of the study are relevant for the revision of the LIS study program at the Osijek Department. This study can also have larger implications for LIS education trends globally, for it has confirmed some of the results from international studies.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45675108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Dismantling Deficit Thinking in Academic Libraries: Theory, Reflection, and Action","authors":"Ben B. Chiewphasa","doi":"10.3233/efi-230025","DOIUrl":"https://doi.org/10.3233/efi-230025","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47860168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"History, a compulsory component of basic education in South Africa from 2023 – Are South African archivists ready?","authors":"Nampombe Saurombe, Isabel S. Schellnack-Kelly","doi":"10.3233/efi-220046","DOIUrl":"https://doi.org/10.3233/efi-220046","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46438707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Bivens-Tatum, Wayne. (2022). Virtue Information Literacy: Flourishing in an Age of Information Anarchy. Library Juice Press. 262pp. ISBN 978-1-63400-141-0. http://litwinbooks.com","authors":"T. Gorichanaz","doi":"10.3233/efi-230005","DOIUrl":"https://doi.org/10.3233/efi-230005","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"51 1","pages":"87-89"},"PeriodicalIF":0.9,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using the Conway model of data science education as a guide, this paper introduces a model for undergraduate data science education for information schools. The core idea of the suggested model is that data science programs in information schools are unique due to their particular substantive expertise, which includes data management, information behavior, and ethics. This paper also suggests that, to create a data science program within an information school, it may be useful to expand curriculums by adding programming, statistics, and machine learning requirements.
{"title":"Teaching undergraduate data science for information schools","authors":"Loni Hagen","doi":"10.3233/efi-200372","DOIUrl":"https://doi.org/10.3233/efi-200372","url":null,"abstract":"Using the Conway model of data science education as a guide, this paper introduces a model for undergraduate data science education for information schools. The core idea of the suggested model is that data science programs in information schools are unique due to their particular substantive expertise, which includes data management, information behavior, and ethics. This paper also suggests that, to create a data science program within an information school, it may be useful to expand curriculums by adding programming, statistics, and machine learning requirements.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"36 1","pages":"109-117"},"PeriodicalIF":0.9,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/efi-200372","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43947863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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