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The purpose of this paper is to examine the role of reading in scholarly work among academics in Finland. This study analyzes readings from a variety of publication types including books, conference proceedings, research reports, magazines, newspapers, blogs, non-fiction and fiction.

An online survey was developed and distributed in Finland in 2016–2017 (n=528). Participants were asked their finding and use of scholarly information resources of all types.

Scholars read from a variety of publications. Different types of publications are read and used differently. Reading also varies between disciplines, ranks, work responsibilities and type of research performed.

The study was a nationwide study of researchers in Finland; therefore, all findings are within the context of researchers in a single country. All results are self-reported; therefore, the authors assume but cannot be sure that respondents accurately recollect the specifics of their use of scholarly information.

The results of this study are relevant to publishers, research librarians, editors and others who serve consumers of scholarly information resources, design information products and services for those scholars, and seek to better understand the information needs and use of a variety of types of scholarly publications.

This study replicates previous studies in a variety of countries and provides a more up-to-date and single-country contextualized overview of how researchers find and use scholarly information in their work.

There is an increasing interest in incorporating information literacy (IL) instruction into undergraduate curricula in higher education (HE) as a stand alone specialism, "a soft applied discipline" on its own. However, diverse and conflicting views exist about whether information use and evaluation can be taught as discrete activities in isolation from disciplinary content and context, and who, faculty or librarians, should be teaching information literacy. This article seeks to shed additional light on these issues by empirically exploring how literature evaluation and use is taught by faculty in four fields: physics, medicine, social politics and social work, and literature. Using Becher's (1989) characterizations of academic fields along the dimensions hard-soft and pure-applied, convergent and divergent, rural and urban, we explore the relationships between the nature of knowledge production within the fields studied and their practices of teaching literature use and evaluation. The findings indicate that IL is best conceived as something that can not be meaningfully approached or taught as separate from disciplinary contents and contexts. Information skills must be taught in ways that are wholly integrated with the ways literature is searched, used, and evaluated within disciplines.

Based on in-depth interviews of forty-four scholars across four specialist fields, this article explores the role of formal and informal learning in scholars' adoption of computing expertise. In the light of the findings, formal courses had a minor role in the development of scholars' computing expertise. Patterns of collaborative work and information sharing at the workplace, professional role and identity, available time resources, the nature of work tasks, place(s) of work, and existing social ties and networks, were the most important factors at play. It is argued that considerations such as interconnectedness of professional identities and ICT, the mutually shaping relationships between ICT and the sociocultural context in which working and learning takes place, and the importance of social networks for development ICT expertise, are rarely foregrounded in information society initiatives. The findings may thus inform efforts to support professional development not only in academia but other workplaces as well.

To develop a unified research framework that synthesizes similarities between cognitive science and information studies, particularly language. This framework is proposed and explored as useful for future information study research.

Analysis is conducted of two contemporary developments in the distinct disciplines of information studies and cognitive science. The theories of extended cognition and social constructionism are explored, focusing on the issue of context in each of the arguments. The complementarity argument is presented as the strongest argument for extended cognition, while Sanna Talja's work is offered as representative of social constructionism in information studies. The philosophical similarities between extended cognition and social constructionism are then integrated at points of similarity.

Cognitive science and information studies have a number of unexpected similarities both in broad and specific terms. The opportunity to develop a synchronized research framework is presented as both feasible and mutually beneficial. Additionally, cognitive science is suggested as useful tool in bridging the gap between the frameworks of cognitivism and social constructionism in information studies.

The philosophic discussion borders on technical at times possibly limiting it to those familiar with or interested in the philosophy or meta‐theory within cognitive science and information studies.

The conclusion points to future research between cognitive science and information studies that can be conducted in further research projects. The arguments also move toward continuing discussions of interdisciplinarity in information studies.

Cognitive science is being frequently employed in information studies research and practice. This paper presents an alternative take on how the two can relate and possible benefits, while also exploring very particular movements within each discipline.

Mäkinen.

The paper proposes a model aiming at the explanation of the formation of coordinative knowledge practices in distributed work. Findings from a pilot study aiming at the preliminary testing of the model are presented and discussed.

The explanatory model was developed by combining concepts and findings developed in studies of social capital, knowledge sharing and computer supported cooperative work. The empirical data were gathered in 2007‐2008 in a multi‐unit Finnish chemical company production site. The methods used were structured observation of work processes, semi‐structured interviews and a web‐based questionnaire.

The model suggested that coordinative knowledge practices are shaped by four major factors: work coupling, social capital, spatio‐temporality and affordances of collaboration technologies. The empirical study showed that these concepts can be successfully applied in empirical research to better understand and support the development of coordinative knowledge practices.

The findings can be utilized in the analysis and assessment of coordinative knowledge practices between distributed work groups in multi‐unit organizations. The findings can also be used in the development of solutions for knowledge sharing and communication in distributed work organizations and communities.

The model developed provides a novel perspective for the study of knowledge practices in the context of distributed group work. The model proposes that varying degrees in work coupling intensity, social capital, spatio‐temporality and affordances of collaborative technologies explain the emergence of coordinative knowledge practices. The study shows how coordinative knowledge practices can be studied empirically. The empirical study resulted in a typology of coordinative knowledge practices.

Describes the basic premises of three metatheories that represent important or emerging perspectives on information seeking, retrieval and knowledge formation in information science: constructivism, collectivism, and constructionism.

Presents a literature‐based conceptual analysis. Pinpoints the differences between the positions in their conceptions of language and the nature and origin of knowledge.

Each of the three metatheories addresses and solves specific types of research questions and design problems. The metatheories thus complement one another. Each of the three metatheories encourages and constitutes a distinctive type of research and learning.

Outlines each metatheory's specific fields of application.

Over the years, we the editors of ALAO have worked to internationalize the annual volume. In addition to work done in the United States, we have featured articles from Taiwan, Thailand, Australia, New Zealand, Canada, Germany, South Africa, and Great Britain, among others. It has never been our interest to simply report on events elsewhere in the world, but rather to recognize and promote the quality of the LIS literature colleagues produce who have been trained and work throughout the world. Several years ago, James M. Nyce approached us with the idea of producing a volume that would showcase Finnish research in library and information science. We jumped at the opportunity and have worked with the volume editors to develop a concept for this book. The result is the volume you have in hand.

Previous research has shown that there are major differences in the search methods used in different disciplines, and that the use of electronic journals and databases likewise varies according to domain. Previous studies have not, however, explored whether, or how, this variation is possibly related to factors such as domain size, the degree of scatter in a domain or domain‐specific relevance criteria. The aim of this paper is to contribute to the development of a domain analytic approach for explaining the use and non‐use of e‐journals and databases. We identify and define factors to account for disciplinary differences in e‐journal use, outline hypotheses to be tested more rigorously in future research, and test them initially on a limited data set. The empirical data was gathered as a part of a wider qualitative study exploring scholars’ use of networked resources in four different disciplines: nursing science, literature/cultural studies, history and ecological environmental science. The findings suggest that e‐journals and databases are likely to be used most heavily in fields in which directed searching is the dominant search method and topical relevance the primary relevance type, and less in fields in which browsing and chaining are the dominant search methods and paradigmatic relevance the primary relevance type. The findings also support the Bates hypothesis that domain size has an important impact on the search methods used.