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Informatics is a relatively new interdisciplinary field which is not very well understood outside of specific disciplinary communities. With a review of the history of informatics and a discussion of the various branches of informatics related to health-care practice, the paper aims to provide an overview designed to enhance the understanding of an information professional interested in this field.

The paper is designed to provide a basic introduction to the topic of informatics for information professionals unfamiliar with the field. Using a combination of historical and current sources, the role of informatics in the health professions is explored through its history and development.

The emergence of informatics as a discipline is a relatively recent phenomenon. Informatics is neither information technology (IT) nor information science but shares many common interests, concerns and techniques with these other two fields. The role of the informaticist is to transform data to knowledge and information. Consequently, while the outcomes may be different, there are many commonalities in informatics with the work information professionals perform.

Most introductions to informatics assume the reader is either an IT professional or a clinical practitioner in one of the health science fields. This paper takes a unique approach by positioning the discussion of the history and application of informatics in the health sciences from the perspective of the information professional.

This paper looks at a number of approaches to health informatics that support decision‐making relevant to the integrated development and management of information systems with clinical and managerial practices in healthcare. Its main aim is to explore three such approaches for integrated development, the soft information systems and technologies methodology, participative simulation modelling and stakeholder analysis. A description of the health informatics research and development environment in the UK is given as necessary background to the paper. Organisational and social aspects are examined through these approaches including information and clinical process development, telemedicine, ethical issues of drug use and management, health policies and information management and strategies, tele‐education and modelling structures. In the conclusion the synergies between the three approaches are discussed and some principles are extracted for future research and development in integrated approaches to health informatics research.

The purpose of this paper is to trace how the relationship between city governments and citizens has developed over time with the introduction of urban informatics and smart city technology.

The argument presented in the paper is backed up by a critical review approach based on a transdisciplinary assessment of social, spatial and technical research domains.

Smart cities using urban informatics can be categorised into four classes of maturity or development phases depending on the qualities of their relationship with their citizenry. The paper discusses the evolution of this maturity scale from people as residents, consumers, participants, to co-creators.

The paper’s contribution has practical implications for cities wanting to take advantage of urban informatics and smart city technology. First, recognising that technology is a means to an end requires cities to avoid technocratic solutions and employ participatory methodologies of urban informatics. Second, the most challenging part of unpacking city complexities is not about urban data but about a cultural shift in policy and governance style towards collaborative citymaking. The paper suggests reframing the design notion of usability towards “citizen-ability”.

The concept of the paper is how the library can be a useful framework for designing nurses' computer skills. The overarching aim of the research is to focus on how the computer skills involved in nurses' increasing access to health informatics can be used to improve nursing practice, consequently leading to better health care delivery. The objectives involved in achieving this aim include: finding out the level of nurses' computer literacy; finding out nurses' quest for electronic information for problem‐based nursing practice; investigating nurses' level of awareness of research‐based nursing practice; and finding out areas of desirability of informatics in nursing practice.

The measuring instrument used was a self‐administered questionnaire to senior nursing cadres in the Teaching Hospitals Complex, Ile‐Ife, Nigeria. There were 230 nurses in these categories, of whom 180 were given questionnaires to fill in. The questionnaire was pre‐tested and validated. A total of 167 copies were returned and found to be usable. Simple percentages and a summation weighted index were used to analyse the data.

The paper provides empirical insight into nurses' computer skills and the library's role. The majority of the respondents did not have knowledge of computers; in the School of Nursing they learned it through various means while practising, while a few could access and retrieve information from the available databases. Some difficulties were expressed, such as workload, lack of skills, location of the library with regard to the hospital, etc. The desirability of the introduction of health informatics to the profession is high.

The study is limited to a teaching hospital and the results may not be generalisable to non‐teaching hospitals, hence the need for further studies.

The impact of health informatics on nurses' computer skills and the library's role will save nurses from routine work, enhance their productivity, and will equip them better for the challenges that information technology presents for health professionals.

This paper fulfils and identifies the need to introduce health informatics to nursing practice in order to improve patient care.

The rapid development of eHealth requires the extension of existing health informatics competences sets. These competences are needed not only by health-care professionals but also by health-care consumers. The purpose of this paper is to analyse literature production of health informatics and eHealth competences/skills (EHCS).

Bibliometric analysis and mapping have been used as a form of distant reading approach in the manner to perform thematic analysis, identify gaps in knowledge and predict future trends.

This study shows that the literature production of health informatics and EHCS differs in bibliometric indicators, as well as in research content. Thematic analysis showed that medicine is the most productive subject area in both fields. However, health informatics competencies/skills are more oriented toward education, nursing, electronic health record and evidence-based practice, while EHCS cover health information technology, engineering, computer science and patient-centred care. The literature research production exhibits positive trend and is geographically widespread in both fields.

The use of Scopus database might have led to different results if the authors had used Web of Science or Medline, because of the fact that different databases cover different lists of source titles. The authors used various search strings, and the most optimal one for their study; however, a different search string might result in slightly different outcomes. In addition, the thematic analysis has been performed on information source abstracts and titles only, as the analysis of full texts (if available) could lead to different results. Despite the fact that the thematic analysis has been performed by three researchers with different scientific backgrounds, the results of the analysis are subjective. On the other hand, the bibliometric analyses and comparison of health informatics and eHealth competences have never been done before and this study revealed some important gaps in research in both fields.

The World Health Organization defined four distinct but related components of eHealth: mobile health, health information systems, telemedicine and distance learning. While the research in telemedicine and health information systems seems to be well covered, the skills and competencies in mobile health and distant learning should be researched more extensively.

More research in the skills and competencies associated with so-called connected health, a new subfield in eHealth research, is needed. The skills and competencies of how to better implement and use the services related to the management of chronic diseases, health coproduction and how to implement eHealth in developing countries are currently under research areas and with candidates for future research. For both health informatics competencies/skills and EHCS, we noted that more research is needed for personalised medicine, health coproduction, smart health, internet of things, internet of services and intelligent health systems.

The literature production on health informatics and EHCS has been analysed for the first time and been compared in a systemic way, using bibliometrics. The results reveal that current research directions as well as knowledge gaps could thus provide guidelines for further research.

This paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. Learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices.

Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens.

Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts.

The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning.

This chapter discusses the application of community informatics (CI) principles in the rural Southern and Central Appalachian (SCA) region to further the teaching of information and communication technologies (ICT) literacy concepts in courses that formed part of two externally funded grants, “Information Technology Rural Librarian Master’s Scholarship Program Part I” (ITRL) and “Part II” (ITRL2), awarded by the Institute of Museum and Library Services’ (IMLS) Laura Bush 21st Century Librarian Program to the School of Information Sciences (SIS) at the University of Tennessee (UT).

The chapter documents ICT use in ITRL and ITRL2 to extend librarian technology literacy training, allowing these public information providers to become change agents in the twenty-first century. It discusses aspects of CI that influenced these two projects and shaped the training of future rural library leaders embedded in traditionally underrepresented areas to further social justice and progressive changes in the region’s rural communities.

The chapter demonstrates the role that CI principles played in the context of ITRL and ITRL2 from project inception to the graduation of the rural librarians with examples of tangible IT services/products that the students developed in their courses that were directly applicable and tailored to their SCA contexts.

ITRL and ITRL2 provided a unique opportunity to apply a CI approach to train information librarians as agents of change in the SCA regions to further economic and cultural development via technology and management competencies. These change agents will continue to play a significant role in community building and community development efforts in the future.

The purpose of this paper is to address the problems associated with informatics and analytics projects that are developed in an “organic” manner. As such, this often circumvents formal project management principles and practices. The decision to do this is determined by organizational factors; however, even in an informal environment, ensuring that adequate disaster recovery and business continuity plans are in place for all mission-critical applications is vital to ensure the long-term survival prospects of an organization in the event of a disaster.

By adapting the principles and techniques of traditional disaster recovery and business continuity planning, an informatician can develop plans that integrate the requirements of their projects into a larger, organization-wide plan to recover from incidents and ensure continuity of business operations.

The use of disaster recovery planning and business continuity planning can help ensure the long-term viability of informatics and analytics projects within an organization.

Most business continuity planning is focused on projects that are formally developed and relatively large in scale. This paper applies these principles and practices to informatics and analytics projects that are developed informally and managed casually. Thorough an example, the point that more traditional disaster recovery and continuity practices can and should be applied in this less-formal environment is demonstrated.

Looking back over the 1990s, it is easy to see the widespread troubles of many ventures that depended upon advanced IT applications, including business process re‐engineering projects, enterprise systems, knowledge management projects, online distance education courses, and, famously, some of the dot‐com businesses. These “troubles” vary from substantial underperformance (i.e. projects that were much more costly and/or produced much less social or business value than most of the participating IT professionals anticipated) and many outright failures. Many of these “troubles” could have been avoided (or at least ameliorated) if the participating IT professionals had much more reliable and critical understanding of the relationships between IT configurations, socio‐technical interventions, social behavior of other participants in different roles, and the dynamics of organizational and social change. Social informatics is the name of the field that studies and theorizes this topic, and is discussed in more detail in this paper. The key issue addressed in this paper is who will produce social informatics research for IT professionals, and where will they learn about important findings, theories, design approaches, etc.? The paper examines the record of computer science in the US as a major contributor to the relevant research and teaching. It also examines the possibilities for new kinds of academic programs – sometimes called “information schools” and “IT schools” – that are being developed to expand beyond the self‐imposed boundaries of computer science and to integrate some organizational and social research as sites for social informatics.

The field of transportation research, and the World Conferences on Transport Research Society (WCTRS), has an illustrious history. The challenge today is to look to the future in a deep and thoughtful way, to identify emerging issues and opportunities for practice and for research.

This chapter identifies several critical issues in transportation research. We then explore one issue in depth, the need to increase individual and collaborative effectiveness.

This issue points to the need for a new direction in transportation research. Historically, transportation research has focussed on two major thrusts. The analysis thrust has focussed on predicting the consequences of a given transportation plan, project, or service proposal. Associated “design” research has dealt with algorithmic and heuristic techniques for finding “good” plans or policies. The policy thrust has focussed on the organizational issues and processes around making decisions on and implementing transportation plans, projects, or services. This thrust includes public policy issues and approaches, market structures and regulatory processes, organization design issues, distributional consequences, environmental policy issues, and related areas.

Today, we see the need to add a third major thrust to the field of transportation — cognition and action:

• to manage transportation services and enterprises better;

• to use analysis more effectively to inform and influence decisions;

• to use computer support more effectively in transportation organizations and enterprises.

to manage transportation services and enterprises better;

to use analysis more effectively to inform and influence decisions;

to use computer support more effectively in transportation organizations and enterprises.

Research in cognition and action examines how people think and act, and aims to develop aids to thinking and acting that result in significant improvements in peoples' behaviours and performance. Promising research directions draw on cognitive psychology and cognitive science, and especially empirical research on managerial cognition and problem-solving. We introduce the theory of cognitive informatics, describe some applications to transportation management, and discuss relevant software tools.