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Book part
Publication date: 12 August 2014

Christine Bruce, Kate Davis, Hilary Hughes, Helen Partridge and Ian Stoodley

In this closing chapter the editors review key themes that have emerged through the book. We recognize the varied and dynamic nature of information experience across…

Abstract

In this closing chapter the editors review key themes that have emerged through the book. We recognize the varied and dynamic nature of information experience across multiple contexts, and present our own conceptualization of information experience. Finally, we consider possible future directions for information experience research.

Details

Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

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Book part
Publication date: 12 August 2014

Christine Bruce, Kate Davis, Hilary Hughes, Helen Partridge and Ian Stoodley

The purpose of this book is to open a conversation on the idea of information experience, which we understand to be a complex, multidimensional engagement with information

Abstract

The purpose of this book is to open a conversation on the idea of information experience, which we understand to be a complex, multidimensional engagement with information. In developing the book we invited colleagues to propose a chapter on any aspect of information experience, for example conceptual, methodological or empirical. We invited them to express their interpretation of information experience, to contribute to the development of this concept. The book has thus become a vehicle for interested researchers and practitioners to explore their thinking around information experience, including relationships between information experience, learning experience, user experience and similar constructs. It represents a collective awareness of information experience in contemporary research and practice. Through this sharing of multiple perspectives, our insights into possible ways of interpreting information experience, and its relationship to other concepts in information research and practice, is enhanced. In this chapter, we introduce the idea of information experience. We also outline the book and its chapters, and bring together some emerging alternative views and approaches to this important idea.

Details

Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

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Article
Publication date: 6 August 2021

Wuqiang Liu and Hung-Pin Shih

In the context of multi-sided platforms (MSPs), the authors address the evaluation of search- and experience-based information and the effect on different components of…

Abstract

Purpose

In the context of multi-sided platforms (MSPs), the authors address the evaluation of search- and experience-based information and the effect on different components of user satisfaction.

Design/methodology/approach

The instrument was developed by either modifying previous measures or developing new scales. The authors collected the sample of experienced 300 TripAdvisor users via online questionnaire survey of a customer panel. The structural equation modeling (SEM) package (AMOS) with the maximum likelihood estimation method was used to test the sample data.

Findings

Attitudes toward search-based information can foster user satisfaction with information interaction rather than user satisfaction with social interaction. Attitudes toward experience-based information can foster user satisfaction with information interaction and user satisfaction with social interaction. The motivation for information interaction is stronger than the motivation for social interaction to enhance user satisfaction with information quality.

Research limitations/implications

The distinction between search- and experience-based information provides different route messages to develop the attitude-driven framework of platform-enabled interactions.

Practical implications

The support for platform-enabled interactions to enhance the motivation for information and social interactions should be aligned with the evaluation of information quality.

Originality/value

The satisfaction-driven framework has been widely used to examine the post-adoption of information technologies (IT). In contrast, the attitude-driven framework was less examined in the literature. The authors develop a research model based on the attitude-driven framework to examine the platform-enabled interactions that can foster repeated intention.

Details

Aslib Journal of Information Management, vol. 73 no. 5
Type: Research Article
ISSN: 2050-3806

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Book part
Publication date: 12 August 2014

Christine Yates and Helen Partridge

This chapter presents the preliminary results of a phenomenographic study aimed at exploring people’s experience of information literacy during the 2011 flood in Brisbane…

Abstract

This chapter presents the preliminary results of a phenomenographic study aimed at exploring people’s experience of information literacy during the 2011 flood in Brisbane, Queensland. Phenomenography is a qualitative, interpretive and descriptive approach to research that explores the different ways in which people experience various phenomena and situations in the world around them. In this study, semi-structured interviews with seven adult residents of Brisbane suggested six categories that depicted different ways people experienced information literacy during this natural disaster. Access to timely, accurate and credible information during a natural disaster can save lives, safeguard property, and reduce fear and anxiety; however very little is currently known about citizens’ information literacy during times of natural disaster. Understanding how people use information to learn during times of crisis is a new terrain for community information literacy research, and one that warrants further attention by the information research community and the emergency management sector.

Details

Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

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Book part
Publication date: 12 August 2014

Mary M. Somerville and Anita Mirijamdotter

Informed learning can be enlivened through explicit and persistent attention to using information to learn during collaborative design activities. The resulting information

Abstract

Informed learning can be enlivened through explicit and persistent attention to using information to learn during collaborative design activities. The resulting information experiences and accompanying information practices in the workplace, when combined with systems principles, can produce transferable individual and group (and, ultimately, organizational) capacity to advance knowledge in ever expanding professional contexts.

In development in North America since 2003, the Informed Systems Approach incorporates principles of systems thinking and informed learning though an inclusive, participatory design process that fosters information exchange, reflective dialogue, knowledge creation, and conceptual change in workplace organizations. It also furthers expression of collaborative information practices that enrich information experiences by simultaneously advancing both situated domain knowledge and transferable learning capacity. Integrated design activities support participants’ developing awareness of the conceptions of information experience and informed learning, in a cyclical and iterative fashion that promotes and sustains continuous learning.

A shared learning focus evolves through intentional use of information to learn, including collective reflection on information sources, collaborative practices, and systems functionalities, which further participants’ topical understandings and enrich their information experiences. In addition, an action-oriented intention and inclusive participatory disposition ensures improvements of real world situations.

Details

Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

Keywords

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Book part
Publication date: 12 August 2014

Virginia M. Tucker

Expert searchers engage with information in a variety of professional settings, as information brokers, reference librarians, information architects and faculty who teach…

Abstract

Expert searchers engage with information in a variety of professional settings, as information brokers, reference librarians, information architects and faculty who teach advanced searching. As my recent research shows, the expert searcher’s information experience is defined by profound discernment of critical concepts about information, and a fluid ability to apply this knowledge to their engagement with the information environment. The information experience of the expert searcher means active and intentional participation with the processes and players that created that information environment. Expert searchers become an integral and seamless part of their information environment and also play a role in facilitating the information experiences of others.

In this chapter, after discussing my understanding of the concept of information experience, I outline how I used threshold concept theory to explore the information experience of expert searchers. Through the findings, I identify four threshold concepts in the acquisition of search expertise that provide new perspectives on the information experience of the expert searcher. These new perspectives have implications for search engine design and how advanced search skills are taught. Finally, I consider how the fresh insights about the expert searcher’s experiences contribute to wider understanding about information experience.

Details

Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

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Book part
Publication date: 18 July 2013

Christine S. Bruce, Mary M. Somerville, Ian Stoodley and Helen Partridge

This article uses the idea of informed learning, an interpretation of information literacy that focuses on people’s information experiences rather than their skills or…

Abstract

This article uses the idea of informed learning, an interpretation of information literacy that focuses on people’s information experiences rather than their skills or attributes, to analyse the character of using information to learn in diverse communities and settings, including digital, faith, indigenous and ethnic communities. While researchers of information behaviour or information seeking and use have investigated people’s information worlds in diverse contexts, this work is still at its earliest stages in the information literacy domain. To date, information literacy research has largely occurred in what might be considered mainstream educational and workplace contexts, with some emerging work in community settings. These have been mostly in academic libraries, schools and government workplaces. What does information literacy look like beyond these environments? How might we understand the experience of effective information use in a range of community settings, from the perspective of empirical research and other sources? The article concludes by commenting on the significance of diversifying the range of information experience contexts, for information literacy research and professional practice.

Details

Developing People’s Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts
Type: Book
ISBN: 978-1-78190-766-5

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Book part
Publication date: 12 August 2014

Mary Ann Harlan

How is information experienced in creating and sharing content? Is it merely a concrete object? A more abstract idea? This chapter explores how teens experienced

Abstract

How is information experienced in creating and sharing content? Is it merely a concrete object? A more abstract idea? This chapter explores how teens experienced information while creating and sharing content in digital communities. Teens engaged in different forms of content creation but had similar experiences of information that included: participation, inspiration, collaboration, process, and artifact. The findings in this chapter are part of a larger whole that defined the information practices of teens, suggesting how information is experienced is a component of information practices and should be understood as such. The information experiences described here emerged through a grounded theory study of teen content creators. The analysis of the data was informed by constructionism, and the emergent theory was informed by practice theory.

Details

Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

Keywords

To view the access options for this content please click here
Book part
Publication date: 12 August 2014

Christine Bruce, Mary M. Somerville, Ian Stoodley and Helen Partridge

This chapter uses the idea of informed learning, an interpretation of information literacy that focuses on people’s information experiences rather than their skills or…

Abstract

This chapter uses the idea of informed learning, an interpretation of information literacy that focuses on people’s information experiences rather than their skills or attributes, to analyse the character of using information to learn in diverse communities and settings, including digital, faith, indigenous and ethnic communities. While researchers of information behaviour or information seeking and use have investigated people’s information worlds in diverse contexts, this work is still at its earliest stages in the information literacy domain. To date, information literacy research has largely occurred in what might be considered mainstream educational and workplace contexts, with some emerging work in community settings. These have been mostly in academic libraries, schools and government workplaces. What does information literacy look like beyond these environments? How might we understand the experience of effective information use in a range of community settings, from the perspective of empirical research and other sources? The chapter concludes by commenting on the significance of diversifying the range of information experience contexts, for information literacy research and professional practice.

Details

Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

Keywords

To view the access options for this content please click here
Book part
Publication date: 12 August 2014

Clarence Maybee

This chapter discusses using phenomenography to study information experience. Phenomenographers aim to investigate people’s experiences of the world around them, which is…

Abstract

This chapter discusses using phenomenography to study information experience. Phenomenographers aim to investigate people’s experiences of the world around them, which is comprised of the interrelationship between an individual and a phenomenon they are focusing on. Phenomenography has been identified as a research approach suited to the study of information experience. Phenomenographic research investigating experiences of using information in different contexts has led to the development of informed learning, which is an approach to information literacy that emphasizes learning as an outcome of using information. Recent research focusing on information experience has been referred to as informed learning research. The preliminary findings from a current informed learning study illustrate the educative benefits of researching information experience. This study investigates a classroom lesson, in which a teacher outlines an assignment that requires the students to understand a language and gender topic by investigating the evolution of research on the topic. The lesson is experienced in multiple ways by the students and the analysis suggests a way of enhancing the lesson to enable more students to experience it in the way intended by the teacher.

Details

Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

Keywords

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