Search results

The purpose of this paper is to historicise research conducted in the fields of Information Seeking and Learning and Information Literacy and thereby begin to outline a description of the history of information in the context of Swedish compulsory education.

Document work and documentary practices are used as alternatives to concepts such as information seeking or information behaviour. Four empirical examples of document work – more specifically informational reading – recorded in Swedish primary classrooms in the 1960s are presented.

In the recordings, the reading style students use is similar to informational reading in contemporary educational settings: it is fragmentary, facts-oriented, and procedure-oriented. The practice of finding correct answers, rather than analysing and discussing the contents of a text seems to continue from lessons organised around print textbooks in the 1960s to the inquiry-based and digital teaching of today.

The paper seeks to analyse document work and documentary practices by regarding “information” as a discursive construction in a particular era with material consequences in particular contexts, rather than as a theoretical and analytical concept. It also problematises the notion that new digital technologies for producing, organising, finding, using, and disseminating documents have drastically changed people’s behaviours and practices in educational and other contexts.

The purpose of this paper is to analyse empirical studies regarding the use of digital talking books (Digital Accessible Information System (DAISY) books) as well as the possibilities and limitations that users with print disabilities encounter when using these books. Upon fulfilment of this purpose, it is also possible to identify research needs in the area of talking books.

An analysis of 12 empirical studies concerning the use of DAISY books is conducted. The concept of affordances is employed in the analysis, which focuses on: users of talking books, talking books as objects, and the social settings in which talking books are used.

First, the reviewed literature indicates that the navigational features of the DAISY talking book appear to provide unprecedented affordances in terms of the users’ approaches to reading. However, the affordances of talking books depend, to some extent, on whether the users have visual impairments or dyslexia/reading and writing difficulties. Second, the reviewed literature illustrates that the affordances provided by talking books depend on the settings in which they are used, both in terms of specific social situations and wider socio-political contexts.

Although the need for assistive reading technologies, such as digital talking books, is large, research in this area is scarce, particularly from a user perspective. This paper describes the results of those studies which have actually been conducted on this topic and highlights areas that require further study.

The purpose of this paper is to introduce a dialogically based theory of documentary practices and document work as a promising framework for studying activities that are often conceptualised as information behaviour or information practices within Library and Information Science (LIS).

An empirical example – a lesson on how to read railway timetables – is presented. The lesson stems from a research project including 223 Swedish lessons recorded in Swedish primary schools 1967-1969. It is argued that this lesson, as many empirical situations within LIS research, can fruitfully be regarded as documentary practices which include document work such as reading, rather than instances of information behaviour.

It is found that the theoretical perspective of dialogism could contribute to the theory development within LIS, and function as a bridge between different subfields such as reading studies and documentary practices.

The framework is yet to be applied on a larger scale. This would require a willingness to go beyond the entrenched idea of information as the core theoretical concept and empirical object of study within LIS.

The theoretical framework offers a view of the relations between individuals, documents, and social contexts, through which it is possible to explore the social significance of core LIS concerns such as reading, literacy, and document work.

The theoretical framework offers an alternative to the monologist, information-based theories and models of people’s behaviours and practices prevalent in LIS.

The purpose of this paper is to explore how students construct narratives of themselves as information seekers in a school context where their descriptions of their information activities are assessed and graded.

Blog posts on credibility judgements written by 28 students at a Swedish upper secondary school were analysed through a bottom-up coding process based in the sociocultural concept of narratives of selves.

Two tensions in the students’ accounts are identified. The first tension is that between the description of the individual, independent student and the description of the good group member. The second tension is between describing oneself as an independent information seeker and at the same time as someone who seeks information in ways that are sanctioned within the school setting.

The study focuses on a specific social practice and on situated activities, but also illustrates some aspects of information activities that pertain to educational contexts in general. It explores how social norms related to credibility judgements are expressed and negotiated in discursive interaction.

The study highlights that when information activities become objects of assessment, careful consideration of what aspects are meant to be assessed is necessary.

The study is based on the idea of information activities as socially and discursively shaped, and it illustrates some of the consequences when information activities become objects of teaching, learning, and grading.

The purpose of this paper is to investigate the role of Google in everyday online searching activities of Swedish teenagers in different contexts.

The study is qualitative and material has been produced through interviews and observations in two different schools with participants aged 15-16. Goffman’s frame analysis provides the analytical lens for studying how activities are assigned meaning.

Three different framings in relation to using Google and googling are identified in the material: Google and fact-finding, Google as a neutral infrastructure, and Google as an authority. There is an interplay between activity, context, and interaction in defining the role of Google. In relation to school, the fact-finding framing is more pronounced whereas the infrastructure framing comes forth more in their free time activities. The authority framing cuts across both framings and underpins their trust in the search engine.

The study addresses the way that Google is embedded in online activities and how the search engine is viewed in various contexts, as well as how it is made invisible in some contexts. Previous research has not addressed Google’s role in specific in relation to various everyday uses.

In this chapter, we argue that despite the fact that empirical research on trait neuroticism has shown fairly weak relations between the broad neuroticism trait and overall job performance, organizational research can benefit by increased attention to the neuroticism construct. This is because the influence of neuroticism on work behavior can be best understood by separating the more general neuroticism domain into its lower level facets. We discuss various conceptualizations of neuroticism and then review existing research on the relation between the facets of neuroticism and job performance. Next, we turn our attention to a theoretical framework that suggests that the relations between neuroticism facets and job performance outcomes are explained by the social, cognitive, and behavioral effects of having varying levels of neuroticism-based traits. In so doing, we not only focus on mediated relationships between facets of neuroticism and job performance dimensions but also recognize some important moderators, as well as some expected direct relations between the facets and job performance. Finally, we discuss implications for further conceptual development, offer some suggestions for testing the propositions, and discuss potential practical implications of finding support for this model.