The aim of the paper is to create a greater understanding of how people who are blind or vision impaired describe their use of audio-based reading technologies, with a particular…
Abstract
Purpose
The aim of the paper is to create a greater understanding of how people who are blind or vision impaired describe their use of audio-based reading technologies, with a particular focus on how they reason about whether the use of these technologies can be understood in terms of reading.
Design/methodology/approach
The study is part of the emerging research area Critical Studies of Reading and draws theoretical inspiration from Document Theory, New Literacy Studies and Critical Disability Studies. The article presents a discourse analysis of how 16 university students in Australia who are blind or vision impaired and use audio-based reading technologies describe this use in semi-structured interviews.
Findings
The participants relate to a division between ‘real' reading and reading by listening, where the latter is constructed as an exception and is connected to the subject position of being blind or vision impaired. However, resistance is also noticeable, where reading by listening is constructed as something that is normal, and as a right.
Originality/value
The article is a theoretical and empirical contribution to the ongoing discussion on the use of audio-based reading technologies. It presents perspectives from the users of these technologies and argues why a specific understanding of this use is important.
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Anna Hampson Lundh, Mats Dolatkhah and Louise Limberg
The purpose of this paper is to historicise research conducted in the fields of Information Seeking and Learning and Information Literacy and thereby begin to outline a…
Abstract
Purpose
The purpose of this paper is to historicise research conducted in the fields of Information Seeking and Learning and Information Literacy and thereby begin to outline a description of the history of information in the context of Swedish compulsory education.
Design/methodology/approach
Document work and documentary practices are used as alternatives to concepts such as information seeking or information behaviour. Four empirical examples of document work – more specifically informational reading – recorded in Swedish primary classrooms in the 1960s are presented.
Findings
In the recordings, the reading style students use is similar to informational reading in contemporary educational settings: it is fragmentary, facts-oriented, and procedure-oriented. The practice of finding correct answers, rather than analysing and discussing the contents of a text seems to continue from lessons organised around print textbooks in the 1960s to the inquiry-based and digital teaching of today.
Originality/value
The paper seeks to analyse document work and documentary practices by regarding “information” as a discursive construction in a particular era with material consequences in particular contexts, rather than as a theoretical and analytical concept. It also problematises the notion that new digital technologies for producing, organising, finding, using, and disseminating documents have drastically changed people’s behaviours and practices in educational and other contexts.
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Anna Hampson Lundh, Helena Francke and Olof Sundin
The purpose of this paper is to explore how students construct narratives of themselves as information seekers in a school context where their descriptions of their information…
Abstract
Purpose
The purpose of this paper is to explore how students construct narratives of themselves as information seekers in a school context where their descriptions of their information activities are assessed and graded.
Design/methodology/approach
Blog posts on credibility judgements written by 28 students at a Swedish upper secondary school were analysed through a bottom-up coding process based in the sociocultural concept of narratives of selves.
Findings
Two tensions in the students’ accounts are identified. The first tension is that between the description of the individual, independent student and the description of the good group member. The second tension is between describing oneself as an independent information seeker and at the same time as someone who seeks information in ways that are sanctioned within the school setting.
Research limitations/implications
The study focuses on a specific social practice and on situated activities, but also illustrates some aspects of information activities that pertain to educational contexts in general. It explores how social norms related to credibility judgements are expressed and negotiated in discursive interaction.
Practical implications
The study highlights that when information activities become objects of assessment, careful consideration of what aspects are meant to be assessed is necessary.
Originality/value
The study is based on the idea of information activities as socially and discursively shaped, and it illustrates some of the consequences when information activities become objects of teaching, learning, and grading.
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Anna Lundh and Mikael Alexandersson
The aim of this study is to further understanding of the situated activity of seeking pictures. It relates to an ongoing discussion on how multimodal information literacies are…
Abstract
Purpose
The aim of this study is to further understanding of the situated activity of seeking pictures. It relates to an ongoing discussion on how multimodal information literacies are enacted in different social practices.
Design/methodology/approach
In order to understand the characteristics of the communication and interactions in the activity of seeking pictures, video recordings from an ethnographic study of primary school children working with problem‐centred assignments have been analysed.
Findings
The analysis reveals how the activity of seeking pictures is shaped by the assumption that pictures are different from facts and information; pictures are seen primarily as having decorative functions. The activity is also characterised by playful, yet efficient cooperation between the children; they make the activity meaningful by transforming it into a play and game activity where pictures become important as physical objects, but not as a semiotic means of learning.
Research limitations/implications
The study is limited to the activity of seeking pictures in a specific primary school; however, it shows how modes other than textual modes can be included in the study of information activities.
Practical implications
The study reveals the need for developing methods for enhancing children's possibilities to critically examine and learn from visual material, such as pictures.
Originality/value
Research on information seeking and information literacies rarely focus on multimodal aspects of information activities or the seeking of pictures outside special collections, despite the increased significance of visual material in the contemporary media landscape. This paper shows how studies of multimodal information activities can be designed.
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Anna Hampson Lundh and Mats Dolatkhah
The purpose of this paper is to introduce a dialogically based theory of documentary practices and document work as a promising framework for studying activities that are often…
Abstract
Purpose
The purpose of this paper is to introduce a dialogically based theory of documentary practices and document work as a promising framework for studying activities that are often conceptualised as information behaviour or information practices within Library and Information Science (LIS).
Design/methodology/approach
An empirical example – a lesson on how to read railway timetables – is presented. The lesson stems from a research project including 223 Swedish lessons recorded in Swedish primary schools 1967-1969. It is argued that this lesson, as many empirical situations within LIS research, can fruitfully be regarded as documentary practices which include document work such as reading, rather than instances of information behaviour.
Findings
It is found that the theoretical perspective of dialogism could contribute to the theory development within LIS, and function as a bridge between different subfields such as reading studies and documentary practices.
Research limitations/implications
The framework is yet to be applied on a larger scale. This would require a willingness to go beyond the entrenched idea of information as the core theoretical concept and empirical object of study within LIS.
Social implications
The theoretical framework offers a view of the relations between individuals, documents, and social contexts, through which it is possible to explore the social significance of core LIS concerns such as reading, literacy, and document work.
Originality/value
The theoretical framework offers an alternative to the monologist, information-based theories and models of people’s behaviours and practices prevalent in LIS.
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Anna Hampson Lundh and Genevieve Marie Johnson
The purpose of this paper is to analyse empirical studies regarding the use of digital talking books (Digital Accessible Information System (DAISY) books) as well as the…
Abstract
Purpose
The purpose of this paper is to analyse empirical studies regarding the use of digital talking books (Digital Accessible Information System (DAISY) books) as well as the possibilities and limitations that users with print disabilities encounter when using these books. Upon fulfilment of this purpose, it is also possible to identify research needs in the area of talking books.
Design/methodology/approach
An analysis of 12 empirical studies concerning the use of DAISY books is conducted. The concept of affordances is employed in the analysis, which focuses on: users of talking books, talking books as objects, and the social settings in which talking books are used.
Findings
First, the reviewed literature indicates that the navigational features of the DAISY talking book appear to provide unprecedented affordances in terms of the users’ approaches to reading. However, the affordances of talking books depend, to some extent, on whether the users have visual impairments or dyslexia/reading and writing difficulties. Second, the reviewed literature illustrates that the affordances provided by talking books depend on the settings in which they are used, both in terms of specific social situations and wider socio-political contexts.
Originality/value
Although the need for assistive reading technologies, such as digital talking books, is large, research in this area is scarce, particularly from a user perspective. This paper describes the results of those studies which have actually been conducted on this topic and highlights areas that require further study.
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The purpose of this paper is to clarify issues related to the contemporary study of audiobook practices, in order to aid subsequent research on topics related to reading, digital…
Abstract
Purpose
The purpose of this paper is to clarify issues related to the contemporary study of audiobook practices, in order to aid subsequent research on topics related to reading, digital audiobooks and streaming subscription services.
Design/methodology/approach
Using the concept of remediation, this paper covers four messy issues for audiobook researchers, primarily by developing the concept of reading by listening and then exploring the different remediations of the audiobook, clarifying the audiobook as a book and exploring the context of streaming subscription services.
Findings
Reading is here conceptualised according to the human sense used when making meaning from text, with reading by listening suggested for reading done with the help of the ears. Three different forms of remediation can be seen in subscription-based audiobooks, related to format, content and sense. Audiobooks simultaneously follow traditions of reading aloud, remediates the printed book and previous audiobook formats. It is suggested that the content is what makes an audiobook a book. The concepts library model and bookshop model are introduced to understand different audiobook subscription service models.
Originality/value
This is a research area on the rise with several messy issues and the concepts and clarifications in this paper may benefit future research.
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Ulrika Lundh Snis, Anna Karin Olsson and Iréne Bernhard
Within the ongoing digitalization of society and dimensions of integration, equality, citizen needs, sustainability and quality of life are of increasing importance as driving…
Abstract
Purpose
Within the ongoing digitalization of society and dimensions of integration, equality, citizen needs, sustainability and quality of life are of increasing importance as driving forces for cities to become smart. The purpose of this paper is to examine participatory management challenges in becoming a smart old town in the context of cultural heritage.
Design/methodology/approach
An explorative approach was applied on a qualitative single case study including in-depth interviews with 21 stakeholders representing local entrepreneurs, nonprofit organizations, the municipality, politicians, tourism organization and residents of an old town district in a Norwegian city. Additionally, participatory observations and document studies were performed. Findings were continuously validated with the respondents.
Findings
The present study contributes with stakeholder views on challenges arising from the development of a smart old town and suggests possible innovative solutions for participatory management. The transformation of a city with cultural heritage into a smart city require efforts that go beyond smart ICT implementations into issues of social sustainability.
Research limitations/implications
The study brings forward the opportunities that lie in the dynamics of interaction between the spirit of cultural heritage and the body of participatory management. It con-tributes by responding to calls for further research to deepen the insights into stakeholder inclusion in cultural heritage-based city transformation. This explorative study has its limitations as it is based on one qualitative single case.
Practical implications
Participatory management insights and recommendations for smart city transformation are provided.
Social implications
The study addresses socially sustainable outcomes to create democratic conditions that promote inclusion and community building by understanding what people need and expect from the place where they live and work.
Originality/value
This study is positioned as unique in terms of its complex nature of transforming an old town to become a smart old town based on cultural heritage and an open and coordinated inclusion of stakeholders. Smartness in context of city transformation is revealed in many dimensions ranging from technology-driven to more participant-driven.
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Anna Karin Olsson, Iréne Bernhard, Tobias Arvemo and Ulrika Lundh Snis
The purpose is to develop a work-integrated learning (WIL) model for university-society research collaboration facilitating societal impact toward short lag yet sustainable…
Abstract
Purpose
The purpose is to develop a work-integrated learning (WIL) model for university-society research collaboration facilitating societal impact toward short lag yet sustainable societal impact for local innovation.
Design/methodology/approach
The methodology applied was engaged scholarship based on a WIL approach involving a network of collaborating partners from different sectors of society and cross-disciplinary university researchers. Mixed data collection methods were applied.
Findings
Conceptualization of university-society research collaboration for local innovation is presented as a WIL model including the elements of continuity and commitment, coordination, communication and relationships, trust, courage and creativity and co-creation opportunities. Short lag societal impact as local innovation was identified as product and process innovations.
Research limitations/implications
Further validation of the model is encouraged for the model to be viable in various contexts and to generate different kinds of societal impact.
Practical implications
The model may act as a governing tool for project management to facilitate co-creative and short lag societal impact for local innovation to ensure that engaged and learning activities are embedded in the collaborative process.
Social implications
The model has implications for inclusiveness and co-creation fostering transparency, respect and mutuality in university-society research collaboration and to equate both academic and practice knowledge.
Originality/value
The conclusions drawn support the understanding of a WIL approach practicing engaged scholarship in research collaborations. The main theoretical and practical contributions of the article are the conceptual model for university-society research collaboration generating short lag societal implications and local innovation.
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Anna Sigridur Islind and Ulrika Lundh Snis
The aim of this paper is to understand how the role of an mHealth artifact plays out in home care settings. An mHealth artifact, in terms of a mobile app, was tested to see how…
Abstract
Purpose
The aim of this paper is to understand how the role of an mHealth artifact plays out in home care settings. An mHealth artifact, in terms of a mobile app, was tested to see how the quality of home care work practice was enhanced and changed. The research question is: In what ways does an mHealth artifact re-shape a home care practice and how does this affect the interaction between caregivers and the elderly and learning opportunities for the caregivers?
Design/methodology/approach
An action research approach was taken and the study was conducted in a home care organization in a Swedish municipality. The data were collected through semi-structured interviews and observations that were conducted during home visits. Concepts of learning and boundary objects were used to analyze and distinguish interactions and conversations with the mHealth artifact.
Findings
The study shows how an mHealth artifact is re-shaping a home care practice and how this affects interactions and identifies learning opportunities. Views on the mHealth artifact as a designated boundary object as well as a boundary object-in-use must co-exist.
Originality/value
The study provides qualitative descriptions from using an mHealth artifact for home care, which is an emerging area of concern for both research and practice. It focuses on the interactional and organizational values generated from the actual use of the designed mobile application.