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This chapter explores the role of libraries and librarians from the perspective of the information seeker in general and from business school students in particular. In a recent article in First Monday, Keller et al. (2003) pose the question: “What is a library anymore, anyway?” The answer to this question would be “That depends.” It depends upon who you are asking and the perspective from which you are answering the question. The notion of perspective has been raised before in the library and information science literature. Zweizig (1976) noted that users were the focus of studies, they were examined from the perspective of “the user in the life of the library” rather than from the perspective of “the library in the life of the user.” More recently, Lipow (1999) noted that librarians discuss how to serve “remote users” when in fact it is the library that is remote to the user.

This chapter examines adolescent metacognitive knowledge in a fresh light and answers some methodological questions related to the investigation of the deepest layers of thinking during the information search. It does so by presenting a study that used an ethnographic approach to investigate the metacognitive knowledge of 10 adolescents, aged 16 to 18, over the course of four months, and in a variety of settings –– home, school, public libraries –– as they searched for, collected, and then used information for a school project. The study was framed by Flavel's model of metacognition (1977) and Kuhlthau's information search process (ISP) model, a six-stage, multidimensional model of information problem solving (1991, 2004). The chapter begins with a discussion about the ISP, metacognitive knowledge, and its potential for information seeking. The chapter then presents the findings of the study as a set of gaps and strengths of adolescent metacognitive knowledge, and concludes with commentary about the challenges and rewards related to conducting research with young people and suggestions for future areas of research.

Researchers have spent considerable time studying how racial-ethnic minorities experience poorer health than whites [Townsend, P., & Davidson, N. (Eds). (1990). Inequalities in health: The black report. England: Penguin Press; Platt, L. (2006). Assessing the impact of illness, caring and ethnicity on social activity. STICERD Research Paper No. CASE108 London England), and how low socioeconomic status (SES) can negatively influence health status (Lynch, J., & Kaplan, G. (2000). Socioeconomic position. In: L. F. Berkman & I. Kawachi (Eds), Social epidemiology (pp. 13–55). New York: Oxford University Press]. This research investigates the relationship between class and race and perceived health status among patients with chronic conditions. More specifically, we apply the concept of social capital to assess whether the quantity of health information seeking behaviors (HISB) via social networks mediates the relationship between race and health status, and between SES and health status. Regression, t-test and ANOVA analyses of 305 surveys completed at a chronic illness management clinic in a Northwest research hospital reveal three important findings: first, that social class affects perceived health status more strongly than race; second, that frequency and amount of HISB do not play a significant role in perceived health status, regardless of race or SES; and third, that an interaction effect between frequency and amount of HISB suggests that the way that patients seek health information, and the quality of that information, may be more useful indicators of the role of social capital in HISB than our study can provide.

This chapter discusses individual differences in information experiences, with particular focus on emotional aspects. It reports findings from two studies that explored K12 and mature students’ experiences of uncertainty in the information search process. These experiences were related to the respondents’ personality traits and approaches to studying. The studies found that intrinsic motivation and openness to experience increased the likelihood of a pleasant information experience in a study context, while extrinsic motivation and insecurity often resulted in a negative one. Conscientious and systematic searchers tended to be foremost goal-oriented, whereby the affective tone of a search depended on the amount of progress towards the goal. Patterns of explorative or systematic searching were found both during a specific inquiry process and as broader conceptions of regularly occurring information experiences.

To identify research work on Information and Communication Technology (ICT) in the context of young girls’ affective responses to access and use of ICT in developing countries.

A literature search covering the period from early 1990s to date in fields of information science, human–computer interaction, ICT, and educational technologies was performed using relevant databases and Google Scholar. Related literature in the context of specific theoretical frameworks was retrieved and analyzed.

Abundant research exists on ICT in developing countries. However, little empirical work was found on young girls’ affective responses to access and use of ICT. The gendered digital divide in relation to ICT showed differing perspectives on this issue. Generally, affective information behavior is much less observed in empirical research than the cognitive behavior, regardless of age, gender, or culture.

Young girls’ affective responses to access and use of ICT in these countries warrant additional research in this area of study. Findings from research on youth information behavior in Western countries may have little or no bearings on youth in developing countries. The study of young girls’ access and use of ICT in developing countries should account for cultural, socioeconomic, and institutional differences among countries and between societies or communities in a given developing country.

Minimal research exists on young girls’ affective responses to accessing and using ICT in developing countries. The literature review covered in this chapter is grounded in theoretical frameworks derived from varied disciplines, including the field of library and information science.

David Ellis is Professor in the Department of Information Studies at Aberystwyth University. He was previously lecturer and senior lecturer in the Department of Information Studies, University of Sheffield. He has a PhD and an MA in Information Studies from the University of Sheffield, and a BA in Philosophy and Politics from the University of Durham. His PhD study of the information behaviour of academic social scientists represented one of the first attempts to apply a rigorous qualitative methodology to modelling the information seeking patterns of social science researchers and was subsequently extended to studies of scientists in both academic and industrial research environments. These interests were further developed in the course of the uncertainty in information seeking project carried out in collaboration with researchers at the University of Sheffield and the University of North Texas. Professor Ellis has published extensively in the information studies field, his work has been recognised as representing a distinct, substantive and methodological contribution to the fields of information behaviour and information retrieval research, and is widely cited in both. His current research interests are in the areas of information behaviour, information and knowledge management and information systems. Professor Ellis's professional activities have included service on the UK Research Assessment Exercise, Peer Review Panel for Library and Information Management, and Research Convenor of the Arts and Humanities Research Council (AHRC) Peer Review Panel for Librarianship, Information and Museum Studies. He is a member of the AHRC and the Economics and Social Sciences Research Council (ESRC) Peer Review Colleges and Research Notes Editor of the International Journal of Information Management.

David Bawden is professor of information science at City University London, UK. He has a first degree in organic chemistry (Liverpool University) and masters and doctoral degrees in information science (Sheffield University). He worked in research information services in the pharmaceutical industry before joining City University in 1990. His academic interests include the history and philosophy of the information sciences, information-related behaviour, knowledge organisation, scientific information, digital literacy and academic-practitioner research collaboration. He is editor of the Journal of Documentation, the leading European journal of library/information science, and is a member of the board of EUCLID, the European Association for Library and Information Teaching and Research. His interests in individual differences in information behaviour stem from studies of ‘information for creativity’ in the 1980s, and he has a particularly interest in ways of understanding individual attitudes and preferences as a way of improving information provision. His email address is db@soi.city.ac.uk.

This chapter explores how early theorising about information behaviour and the emergence of conceptual modelling in information behaviour research had its beginnings in thinking that was taking place in the very late 1970s and early 1980s in Europe and the USA. Some of these ideas were presented in papers that are very familiar and much cited, but others in papers which may be less familiar and, consequently, may not be much cited, but which together contribute to explain why the rapid development in conceptual thinking about, as opposed to the simple empirical study of, information behaviour took place from that period to the present. Four dimensions are identified which together underpin the emergence of conceptual modelling in contemporary information behaviour research. The four dimensions are (1) the adoption of a social science perspective, (2) a qualitative as opposed to a quantitative orientation, (3) a focus on the modelling of information behaviour and (4) a concern with empirical validation and exemplification in the development of such models. These four dimensions came together to provide a tacit rather than explicit framework for subsequent theorising about information behaviour, and in particular underpinned studies involved the conceptual modelling of information behaviour. Information behaviour research then began to develop conceptual models very different from the empiricism of earlier studies, and, at the same time exhibited a strong concern for the exemplification or validation of these models in empirical studies. This combination of theoretically based conceptual modelling and empirical exemplification and validation together gave much of the character to information behaviour research from the later 1970s and early 1980s, an influence that extends to the present.

This chapter focuses on health information-seeking (HIS) which reflects people’s search of information about health issues via the use of mass media resources. Several empirical studies report that consumption of such resources is not randomly distributed across demographic groups and countries. We aim to explain differences in HIS using the perspectives of sociological theories which state that individuals are rational beings who strive to reach their goals by means of available resources. Based on these theories, we hypothesize that variation in the extensiveness of social security policies explains cross-national differences in HIS and in relationship between education and HIS.

Our results are obtained using hierarchical multilevel analysis of the data from the Eurobarometer 58.2, in a sample of 14,835 respondents from 15 European countries: Austria, Belgium, Denmark, Finland, France, Germany, Greece, Ireland, Italy, the Netherlands, Luxembourg, Portugal, Spain, Sweden, and the United Kingdom.

We found that social security policies matter for the relationship between education and health information-seeking. The results indicate that in Southern European countries, the better educated use more mass media for getting health information than the less educated. However, in Central, Northern and Western European countries, the negative impact of low education is absent. This might suggest that social security policies in these countries have a favorable impact on health information-seeking behavior of the low educated.

Further research is needed to find which specific social security policies are more effective in reduction of the negative impact of low education on HIS. The findings of this chapter offer suggestions for social policy initiatives to reduce educational differences in HIS or to keep the reduction reached stable over time.

In this chapter, we have used a more sophisticated method of multilevel analysis to examine the combined impact of social security policies and individual education on the use of mass media resources for search of health information. This has not yet been studied in the previous research.

Cultural differences are often important motivators for tourism, but they may also be associated with increased risk perceptions. Different cultures may also perceive risk differently. Despite the importance of this topic for tourism research, few studies have aimed to systematize literature on cultural differences, tourism and risk. Therefore, the main goal of the present chapter is to elaborate a bibliometric analysis of this literature, more specifically, to quantify its sources and clusters of co-citation and terms. To achieve this goal, the publications indexed in Web of Science with the terms cultural differences and tourism (242) are analysed using VOSviewer. A qualitative analysis of the studies which focus specifically on risk is also performed.