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The purpose of this paper is to analyze the ways to practice the written assignment in a university setting in the context of information literacy and in perspective of Schatzki's practice theory.

The analysis is based on both a qualitative in-depth study involving individual interviews with students from higher education and the practice theoretical perspective.

By analyzing informants’ negotiations of the “acceptable” way to perform the written assignment practice, a configuration of the particular practice has been made. In perspective of Schatzki's practice theory, a study into information literacy involves focussing on the changing character of the activities performing the practice in question. In this paper the changing character is analyzed by comparing the configuration of the written assignment practice with a description of the genre of scientific articles. The paper draws the conclusion that the configuration consists of both regular and irregular occurrences. Job orientation and use of social media seemed to influence the written assignment practice as it was performed by the informants.

This paper contributes to research into information literacy in educational settings by proposing an analysis based on Schatzki's theory combined with concepts of routinization, reflexivity, and genre.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides:

Literacy demands have changed over the years and for success in society it is necessary to handle a wide range of texts and written information. The school has been criticized for not giving their pupils the necessary abilities to handle the kind of information they are faced with in society. One important dimension of literacy is reading comprehension, but even though much written information has the form of tables, drawings, graphs, etc. such presentations are most often accompanied by written text. This chapter focuses the comprehension of different kinds of written information, and data from different tasks are evaluated in light of the simple view of reading. A total of 132 grade 6 readers were given four reading comprehension tasks concurrently with a decoding task and a listening comprehension task. It was found that the sum of decoding and listening comprehension accounted for a larger part of the variance in all the reading comprehension tasks than the product of decoding and listening comprehension. The pupils' results on a naming task and morphological tasks from preschool accounted for significant parts of the variance in the comprehension of both plain text and text combined with tables and graphs over and above the concurrent decoding and listening comprehension results. Speed of orthographic identification in 2nd grade accounted for an additional, significant part of the variance in the plain text reading tasks. These results show that processing speed and linguistic knowledge, such as morphological knowledge, are important contributors to the comprehension of different kinds of written information. Even if speed of orthographic identification is especially important for comprehending plain texts, a broad linguistic and cognitive perspective seems to be important when preparing pupils to comprehend different kinds of written material.

Computers and the Internet as sources of information retrieval and entertainment have become increasingly important. Web‐based environments allow for combining different representational codes and addressing different sensory modalities which might be especially beneficial for users with special needs (eg. for blind people or for people with reading and writing disabilities). Our studies investigated which representational formats are beneficial to foster recognition and understanding of users with learning disabilities. As factors, we varied modality (visual, visual + auditory) and codality (text, text + pictures) aspects which led to a 2×2 design, whereas visual information was presented by means of symbols. Dependent variables were ratings of recognition and understanding in the first study and performance on recall in the second study. Participants were students from schools for special educational needs. Our results show that users profit mostly from auditorily presented information accompanied by symbols. This is in line with our expectations because research shows that only a few learners with learning disabilities are able to process written language in a meaningful way. The results are discussed with respect to their implications for ways to make web‐based environments more accessible to disabled users.

The purpose of this paper is to elaborate the picture of situational relevance of music information from a performing musician’s point of view by delving into its diverse layers within the context of Doctor of Music students’ information seeking.

Music-related information is approached through six modes that categorize music information sources based on their levels of abstraction. Situational relevance of the modes of music information is examined in relation to the situational requirements of accomplishing a dissertation on music task consisting of both a series of concerts and a written thesis. The empirical material was collected by interviewing Finnish doctoral students in the field of music performance.

A set of situational relevance types related to each mode of music information were identified. As a whole, the differences between the perceived importance of the modes varied a little.

The goal of the present paper is not to create a generalizable list of situational relevance types suggested by modes of music information, but to show that the modes may suggest diverse situational relevance types of their own when evaluated by performing musicians.

The present paper provides a rare account on performing musicians’ vocational and school-related information seeking. For studies of music information retrieval, the present paper offers new contextual facets explaining why diverse music information could be relevant to musicians. For studies of music-related information seeking, the present study offers new insights on why performing musicians have information needs regarding certain types of music information sources.

Instructional materials enhance the teaching/learning process by exhibiting information necessary to acquire knowledge and skills. Focuses on printed forms of instructional materials and provides detailed information, including examples, on five types of job performance aids, three types of instruction sheets, and two types of modules. Checklists of considerations that affect the quality of finished products are also provided. Job performance aids (JPAs)provide procedural or factual guidance in the performance of tasks. They store essential details in a variety of functional forms for use just before or during task performance. Research shows that JPAs are a cost‐effective supplement or alternative to training. They reduce the time needed to master task performance and facilitate the transfer of learning from the training setting to the job. Instruction sheets assure that all trainees have the same complete and accurate information for performing practical work and for completing assignments. These sheets also help manage large groups of trainees with diverse abilities who are working simultaneously at several different tasks. Modules are carefully structured documents which facilitate self‐directed and self‐paced learning. While their components may vary, modules typically include learning objectives, an introduction, instructional content, directions, learning activities, and test questions with feedback answers. With modules, trainees assume personal responsibility for their progress. Regardless of the care used in their preparation, all types of instructional materials must be evaluated prior to general use. Presents a comprehensive quality control procedure for confirming effectiveness and value. This was prepared to enhance both formal classroom instruction and individual study. Figures, tables, checklists, appendices, and a glossary of keywords and terms, supplement the text in explaining the content.

This article uses continuum theory to analyse how Bangladeshi rural women who participated in an information and communication technology for development (ICT4D) project accessed and preserved information during and after the end of the project.

Semi-structured interviews were conducted over the phone with a sample of the project participants two years after the end of the ICT4D project, and a survey of all the participants in one village was conducted face-to-face by one of the project participants using a questionnaire developed by the author.

The majority of the participants used paper notebooks to write down information that they received in digital format during the project as a guarantee against the fragility of digital data and continued to use them to access and preserve information after the end of the project.

The author suggests that the application of proactive appraisal during the planning stage and throughout ICT4D projects can ensure that the longer-term needs of the communities for information and their capacities to use specific formats will be considered.

The author applies the continuum theory concept of proactive appraisal to the use of information in an ICT4D context and argues that it can help with assessing the information needs of marginalised communities and the technologies and formats that should be used to ensure that the information provided to them will remain accessible for as long as they need it.

Avatars have become increasingly prevalent on brand websites, yet their impact on consumers' use of these sites remains underexplored. The current study focuses on avatars, which are three-dimensional animated graphical web interfaces that verbally aid the brand stakeholders (e.g. customers, employees and suppliers). Avatars provide administrative and technical information through the brand website. Drawing upon the stimuli–organism–response (S-O-R) paradigm, this research examines the impact of avatars as an information provision and interacting tool (vs a traditional format) on consumers' perceptions, attitudes and behaviors toward a brand. It also investigates the roles of familiarity with avatar use and the language used by an avatar in shaping consumers' responses.

Across two laboratory experiments, the authors examined and confirmed causal relationships between the use of avatars (vs a traditional format) on a website and attitudinal and behavioral constructs.

We show that avatars (vs written information) had a significant effect on controlling information. The users in our experiments had greater control over the information provided when it was presented as text on a website compared to the case of avatars “telling” the information. Different languages and familiarity with avatar use also affected the consumers' hedonism in terms of website use.

We advance the understanding of avatar use in website design, particularly avatars' verbal interaction, in shaping consumers' cognitive, affective, attitudinal and behavioral responses and add important empirical evidence to the growing body of research and practices involving avatar use in interactive marketing.

The purpose of this paper is to determine what written information is given to informally admitted patients in England and Wales regarding their legal rights in relation to freedom of movement and treatment.

Information leaflets were obtained by a search of all National Health Service mental health trust websites in England and health boards in Wales and via a Freedom of Information Act 2000 request. Data were analysed using content analysis.

Of the 61 organisations providing inpatient care, 27 provided written information in the form of a leaflet. Six provided public access to the information leaflets via their website prior to admission. Although the majority of leaflets were accurate the breadth and depth of the information varied considerably. Despite a common legal background there was confusion and inconsistency in the use of the terms informal and voluntary as well as inconsistency regarding freedom of movement, the right to refuse treatment and discharge against medical advice.

The research has demonstrated the value of Freedom of Information Act 2000 requests in obtaining data. Further research should explore the effectiveness of informing patients of their rights from their perspective.

Work should be undertaken to establish a consensus of good practice in this area. Information should be consistent, accurate and understandable.

This is the only research reporting on the availability and content of written information given to informal patients about their legal rights.