{"title":"Libraries, hospitals and schools: a new research frontier","authors":"L. Banwell, Catherine Edwards","doi":"10.3233/EFI-1997-15403","DOIUrl":"https://doi.org/10.3233/EFI-1997-15403","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"297-303"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901645","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 describes the methodological developments in two linked research projects con cerned with the use of interactive information systems in academic research. The first project, funded by the King's College Research Strategy Fund, was a short-term (one year) exploration of issues concerned with researching this area, with the prime aim of developing a methodological framework. The subsequent project, funded by the British Library Research and Innovation Centre, developed and refined the frame work developed in the exploratory study. The resulting methodology is a hybrid approach which borrows very heavily from the ethnographic tradition. Research techniques common in other areas of research, e.g. concept mapping, and purpose designed techniques have been used to augment the ethnographic approach.
{"title":"Exploring the use of interactive information systems in academic research: borrowing from the ethnographic tradition","authors":"D. Squires","doi":"10.3233/EFI-1997-15405","DOIUrl":"https://doi.org/10.3233/EFI-1997-15405","url":null,"abstract":"This paper describes the methodological developments in two linked research projects con cerned with the use of interactive information systems in academic research. The first project, funded by the King's College Research Strategy Fund, was a short-term (one year) exploration of issues concerned with researching this area, with the prime aim of developing a methodological framework. The subsequent project, funded by the British Library Research and Innovation Centre, developed and refined the frame work developed in the exploratory study. The resulting methodology is a hybrid approach which borrows very heavily from the ethnographic tradition. Research techniques common in other areas of research, e.g. concept mapping, and purpose designed techniques have been used to augment the ethnographic approach.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"323-330"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901743","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}
137 Abstract. All 57 library and information studies programs in the United States that are accredited by the American Library Association offer master's degrees to candidates who already have at least a bachelor's degree in some other subject. The dominance of the graduate route to professional qualifi cation, however, has not gone unchallenged, whether viewed in a historical or a contemporary con text. First, it took seventy years from the establishment of the first library school in the United States for graduate programs to become the standard. Second, many undergraduate LIS programs do func tion in North America, albeit without a stamp of approval from the American Library Association. Third, critics of the graduate program as the only way to professional qualifications continue to argue the case for undergraduate programs, either in parallel with or as a precursor of graduate programs. And fourth, some schools with accredited LIS master's programs are establishing new undergraduate programs in specialised areas like information systems or information management. 1. Visibility of Master's programs It is easy for an outsider to conclude that in the United States and Canada all first level qualifications in the field of library and information studies (LIS) are awarded by a graduate-level master's degree. The most prominent schools in both countries provide only this route to a first professional LIS qualification. To many observers on the North-American continent and beyond, LIS education is the bailiwick of the fifty American and seven Canadian schools currently hosting accredited Master's pro grams. Accreditation .. - the North-American method of ensuring a minimum educa tional standing in programs in many professional fields, including library and infor mation studies - is granted for LIS programs in both the United States and Canada by the Committee on Accreditation of the American Library Association. This Commit tee, however, accredits only programs leading to a master's degree (1). As the policy statement of the Council of the American Library Association expressed it in 1988: "The master's degree from a program accredited by the American Library Associa tion is the appropriate professional degree for librarians" (2). Entrants to the schools offering sueh Master's programs must have completed an undergraduate degree, and normally this will be in a discipline other than library studies. In many other countries around the world a second route is provided to LIS quali fications - an undergraduate degree, either as the sole means to gaining professional recognition or as an alternative to a first-level graduate qualification. A program of
{"title":"Undergraduate library and information studies programs in North America","authors":"Andrew Large","doi":"10.3233/EFI-1997-15204","DOIUrl":"https://doi.org/10.3233/EFI-1997-15204","url":null,"abstract":"137 Abstract. All 57 library and information studies programs in the United States that are accredited by the American Library Association offer master's degrees to candidates who already have at least a bachelor's degree in some other subject. The dominance of the graduate route to professional qualifi cation, however, has not gone unchallenged, whether viewed in a historical or a contemporary con text. First, it took seventy years from the establishment of the first library school in the United States for graduate programs to become the standard. Second, many undergraduate LIS programs do func tion in North America, albeit without a stamp of approval from the American Library Association. Third, critics of the graduate program as the only way to professional qualifications continue to argue the case for undergraduate programs, either in parallel with or as a precursor of graduate programs. And fourth, some schools with accredited LIS master's programs are establishing new undergraduate programs in specialised areas like information systems or information management. 1. Visibility of Master's programs It is easy for an outsider to conclude that in the United States and Canada all first level qualifications in the field of library and information studies (LIS) are awarded by a graduate-level master's degree. The most prominent schools in both countries provide only this route to a first professional LIS qualification. To many observers on the North-American continent and beyond, LIS education is the bailiwick of the fifty American and seven Canadian schools currently hosting accredited Master's pro grams. Accreditation .. - the North-American method of ensuring a minimum educa tional standing in programs in many professional fields, including library and infor mation studies - is granted for LIS programs in both the United States and Canada by the Committee on Accreditation of the American Library Association. This Commit tee, however, accredits only programs leading to a master's degree (1). As the policy statement of the Council of the American Library Association expressed it in 1988: \"The master's degree from a program accredited by the American Library Associa tion is the appropriate professional degree for librarians\" (2). Entrants to the schools offering sueh Master's programs must have completed an undergraduate degree, and normally this will be in a discipline other than library studies. In many other countries around the world a second route is provided to LIS quali fications - an undergraduate degree, either as the sole means to gaining professional recognition or as an alternative to a first-level graduate qualification. A program of","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"137-151"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1997-15204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901139","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":"A new approach to information education","authors":"G. Sherron","doi":"10.3233/EFI-1997-15205","DOIUrl":"https://doi.org/10.3233/EFI-1997-15205","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"153-169"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1997-15205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901145","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":"Training information service specialists in the less-favoured regions of the European Union (TRAIN-ISS): the diploma/MSc programme at the University of Sheffield","authors":"Ian Owens, F. Wood, T. Wilson, A. Correia","doi":"10.3233/EFI-1997-15102","DOIUrl":"https://doi.org/10.3233/EFI-1997-15102","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"17-25"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901421","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":"Libraries as information environments","authors":"D. Rosenberg","doi":"10.3233/EFI-1997-15404","DOIUrl":"https://doi.org/10.3233/EFI-1997-15404","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"305-322"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1997-15404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901691","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}
While focus groups are a frequently-used research method in other disciplines, they are still something of a novelty in library and information studies, particularly in the UK Scanning the LISA I database (in December 1996) there are only 43 references to focus group and most relate to US studies. Often, focus groups are seen as a way of obtaining views on the research subject prior to the investigation proper. This paper will argue, however, that focus groups have great potential as the principle data-gathering method. This paper will discuss: what focus groups are; why focus groups should be considered an appropriate research tool in library and information services; the advantages of using focus groups; the practicalities of running a focus group session; and the type of data generated in focus groups and methods of analysis. It is concluded that focus groups are a valuable research method which simultaneously gives participants a social space in which they can voice their concerns, while allowing the researcher/moderator to control (to whatever extent) the discussion.
{"title":"Joking, being aggressive and shutting people up: the use of focus groups in LIS research","authors":"A. Goulding","doi":"10.3233/EFI-1997-15406","DOIUrl":"https://doi.org/10.3233/EFI-1997-15406","url":null,"abstract":"While focus groups are a frequently-used research method in other disciplines, they are still something of a novelty in library and information studies, particularly in the UK Scanning the LISA I database (in December 1996) there are only 43 references to focus group and most relate to US studies. Often, focus groups are seen as a way of obtaining views on the research subject prior to the investigation proper. This paper will argue, however, that focus groups have great potential as the principle data-gathering method. This paper will discuss: what focus groups are; why focus groups should be considered an appropriate research tool in library and information services; the advantages of using focus groups; the practicalities of running a focus group session; and the type of data generated in focus groups and methods of analysis. It is concluded that focus groups are a valuable research method which simultaneously gives participants a social space in which they can voice their concerns, while allowing the researcher/moderator to control (to whatever extent) the discussion.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"331-341"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1997-15406","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901754","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":"From Michelangelo to 2001 AD: information crafting - a new art","authors":"M. Burke","doi":"10.3233/EFI-1997-15103","DOIUrl":"https://doi.org/10.3233/EFI-1997-15103","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"27-33"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69900972","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}
M. Forrester, Christopher A. H. Ramsden, D. Reason
The research interview constitutes one of the main methods for obtaining information from library users. Typically, interviews are now recorded and then analysed later by the interviewer. In this paper we consider the advantages and disadvantages of using discourse and conversation analysis when examining users' responses. We focus upon two concrete examples; a study employing discourse analysis when re-designing;an index, and research in which conversation analysis is used as part of the evaluation procedure for interface design. Our suggestion is that discourse analysis is particularly useful when seeking information of a general nature, whereas conversation analysis has the advantage of uncovering implicit models and metaphors employed by people when using library services. Our primary aim in this paper is to highlight some of the costs and benefits of utilising discourse and conversation analytic methods for library staff.
{"title":"Conversation and discourse analysis in library and information services","authors":"M. Forrester, Christopher A. H. Ramsden, D. Reason","doi":"10.3233/EFI-1997-15402","DOIUrl":"https://doi.org/10.3233/EFI-1997-15402","url":null,"abstract":"The research interview constitutes one of the main methods for obtaining information from library users. Typically, interviews are now recorded and then analysed later by the interviewer. In this paper we consider the advantages and disadvantages of using discourse and conversation analysis when examining users' responses. We focus upon two concrete examples; a study employing discourse analysis when re-designing;an index, and research in which conversation analysis is used as part of the evaluation procedure for interface design. Our suggestion is that discourse analysis is particularly useful when seeking information of a general nature, whereas conversation analysis has the advantage of uncovering implicit models and metaphors employed by people when using library services. Our primary aim in this paper is to highlight some of the costs and benefits of utilising discourse and conversation analytic methods for library staff.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"283-295"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1997-15402","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901630","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":"A Wider Horizon to Information Handling: Teaching Abstracting to Students of Translation.","authors":"T. Koltay","doi":"10.3233/EFI-1997-15104","DOIUrl":"https://doi.org/10.3233/EFI-1997-15104","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"35-42"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1997-15104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69900980","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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