Search results

The aim of the JUSTEIS project over the first three cycles (1999‐2002) was to examine the uptake and use of electronic information services in higher education in the UK, so that planning of services could be informed by trends in usage and evidence of specific needs. The objectives were to: examine which services were used by students and academic staff; how senior library staff planned services to purchase content and support its use; and examine how library and information services promoted services through their Web pages. Results over the three years explained the growing popularity of electronic journal services, the acceptance of the search engine model for information retrieval and the important role academic staff play in the promotion of electronic information services for student learning. Conclusions and recommendations concern the need for library and information staff to make their approach to integration of information skills into the curriculum appropriate for the discipline, the type of institution, and its strategy for implementation of any virtual or managed learning environment software.

Describes key aspects of the methodology and outcomes of the JISC User Behaviour Monitoring and Evaluation Framework in its first three annual cycles (1999‐2002). The Framework was initiated to assure the JISC that their investment in digital content and network infrastructure facilitates use and learning, and to identify barriers and facilitators to the use of electronic information services (EIS). Key Framework outcomes are: a multi‐dimensional across sector methodology for the continued monitoring of user behaviour in respect of EIS and the factors that impact on that behaviour; a profile of user behaviour in respect of EIS over the three annual cycles of the Framework; the EIS Diagnostic Toolkit that can be used to benchmark development in the provision and use of EIS in specific disciplines or at specific institutions; a methodology for monitoring, and a profile of the EIS resources available to higher and further education users; and a summary of some of the key issues in their provision. The challenge for the future is the embedding of EIS in curricula and learning experiences.

The purpose of this paper is to examine whether there is a need to consider gender or sex differences as variables in information behaviour research and, if so, how?

A metasynthesis approach is used. A preliminary framework to categorise information behaviour research on women is developed by integrating main themes from feminist research and information behaviour research. Within each category, studies are compared and contrasted, to identify similar and divergent themes. Themes are then compared across categories, to synthesise the main concepts.

The categorisation works for most studies, apart from a group of studies on health information use, communicating risk and decision making. The meta‐synthesis indicates the importance of concepts such as situation (as mesh), intermediaries (as node with connections), and connecting behaviour. Gender‐related or, rather gender‐ascribed, constructs, such as concern for others, not gender alone are likely to be important variables in information behaviour.

The meta‐synthesis is a top‐level synthesis, as the number of studies prohibited a more detailed approach. Further meta‐synthesis of a few high quality research studies would help to confirm the findings.

The synthesis illuminates a different perspective on information behaviour: the network of information users rather than the individual information seeker.

The synthesis integrates some feminist research themes with information behaviour research, and the findings have implications for general information behaviour research.

To examine the trend of “witness tours” that travel to the North American Arctic to experience, document, and then advocate on behalf of environmental issues in the North. These tours are presented as part of a colonial legacy that has long witnessed the North as a space of potential investment from the South. Especially in their reliance upon suffering as a narrative practice to justify their experience, these tours repeat patterns that reduce the agency of Northern communities and peoples to address changes they are facing. The chapter also provides best practices for such excursions and compares their approach to Northern-based expeditions that also advocate for environmental conservation and protection.

In the first part of the chapter, the history of colonialism and exploration sets the foundation for understanding the recent trend in witness tours. These tours are then examined through a discourse analysis of their narratives to highlight their connection with colonial approaches to the North. The final section of the chapter presents three necessary steps to reduce the reliance upon colonial legacies for these tours.

The witness tours examined are heavily dependent upon using their resilience of the travels to travel through harsh landscapes to make their case for caring about these landscapes. Far from being an innocent narrative strategy, this reliance upon suffering provides a level of elitism to these narratives at the same time as it reproduces colonial patterns. The chapter suggests three steps to avoid these problems: (1) Recognize the stories of people who live in the North; (2) Do not present the Arctic as a timeless wilderness landscape; and (3) Understand our limited perspective on the North as outsiders.

The chapter suggests that witness tours need to be understood within the context of a history of colonial exploration in the Arctic as well as the agency of Northern peoples to address both environmental change and colonialism.

The physical health of patients with severe mental illness is often neglected or managed poorly, and regular review of physical health is now being strongly advised. The study described here explored the feasibility of such reviews in a community mental health care setting. A small group of patients was invited to attend for blood tests and a brief physical examination. The findings from the study suggest that the monitoring of patients with severe enduring mental illness is an important but difficult task. It will require careful planning and the engagement of patients, general practitioners and community mental health teams.

IF we count the University of Strathclyde School of Librarianship as a “new” school—rather than simply an old school transferred from a College of Commerce to a university—then four “new” schools were established between 1963 and 1964, three of the four in universities and the other closely linked with a university, though remaining independent. All four schools have their special features but I consider the more significant of Belfast's features to be its right, from the outset, to conduct all its own examinations for graduates and non‐graduates. Queen's was also the first British university to provide non‐graduates with courses in librarianship. (Strathclyde is the second.) All successful students are eligible for admission to the Register of Chartered Librarians (ALA) after they have completed the prescribed period of practical experience.

Using bibliometrics to examine eight core journals in the year 2000 for the disciplines of higher education and library science, characteristics of the authors were determined, including gender or sex; Carnegie Classification or institutional affiliation; and position of the authors. Characteristics of the articles were also examined, including the research methods used such as descriptive statistics, inferential statistics, or qualitative analysis. A content analysis of each article was performed to determine the subjects discussed in each literature. For both disciplines, it was learned that males publish more, the highest Carnegie Classification, extensive research institutions, were represented the most, and authors came from academic departments other than their own disciplines. In higher education, inferential statistics were used frequently; in library and information descriptive statistics were used frequently; both disciplines failed to use research methodologies regularly. From these findings, it appears that both disciplines are still emerging and are in their early stages of development.