Search

Objective: A review, focusing on emotion, was conducted of reported studies on the information behaviour of healthcare professionals (2004–2008). Findings were intended to offer guidelines on information services and information literacy training, to note gaps in research and to raise research interest. Method: Databases were searched for literature published from January 2004 to December 2008 and indexed oneric, Library and Information Science Abstracts,medline, PsycINFO, Social Services Abstracts, Sociological Abstracts, Health Source: Nursing/Academic Edition; Library, Information Science & Technology Abstracts; Psychology and Behavioral Sciences Collection; Social Work Abstracts; SocINDEX with Full Text; SPORTDiscus;cinhal; and the ISI Web of Knowledge databases. Key journals were manually scanned and citations followed. Literature was included if reporting on issues concerning emotion. Results: Emotion in information behaviour in healthcare contexts is scantily addressed. This review, however, offers some insight into the difficulty in identifying and expressing information needs; sense making and the need to fill knowledge gaps; uncertainty; personality and coping skills; motivation to seeking information; emotional experiences during information seeking; self-confidence and attitude; emotional factors in the selection of information channels; and seeking information for psychological or emotional reasons. Conclusion: Suggestions following findings, address information literacy programs, information services and research gaps. [ABSTRACT FROM AUTHOR]

Library and Information Science professionals can proactively facilitate successful disintermediation to specific user groups such as oncology nurses. By drawing on their skills as intermediaries they can empower oncology nurses to set up their own current awareness services (CAS) available via the World Wide Web (WWW). Such services include table of content services, electronic newsletters, book-alerting services, conference announcements, WWW discussion groups, Web pages with newsworthy content and article alerting or selective dissemination of information services. A few examples of each are included. A cursory glance at the literature of oncology nursing can point out potential interest in current awareness services, which can be used as bases to collect information on more specific information needs for specific groups (e.g. through focus group interviews). To be successful at facilitating disintermediation, Library and Information Science professionals should approach disintermediation as an exciting opportunity to open new niches for themselves. They should be prepared to move beyond information literacy courses and empower oncology nurses to use current awareness services in addition to their needs for retrospective searches and factual information. This article takes a theoretical look at facilitating disintermediation. Drawing on their substantial experience of intermediation Library and Information Science professionals should consider the following: linking potential information needs and perceived information needs to the benefits that can be expected from current awareness services, the need to verify information and computer skills as well as prior knowledge and perceptions concerning the value of information as well as the information infrastructure for oncology nurses. They should also consider findings from Web information-seeking studies (e.g. the impact of the task environment, motivation and experiences of anxiety), and possible frustrations oncology nurses might experience with WWW current awareness services. They should take up the challenge to explore solutions to these frustrations. [ABSTRACT FROM AUTHOR]

A socio-cognitive approach to document representation in addition to the systems-orientated approach might solve problems in information retrieval (IR). If introduced in a simplified and pragmatic manner in the teaching of indexing and abstracting, it might also help to bridge the gap between IR theory and indexing and abstracting praxis. The purpose of information retrieval systems (IRSs), information retrieval and the problems with IR research is considered as background to a socio-cognitive approach. Academic interpretations of the socio-cognitive approach as well as a simplified interpretation more suitable to teaching practice are considered. The latter is used to suggest a model of learning content, a constructivistic learning environment, learning experiences based on collaborative learning, and portfolio assessment. [ABSTRACT FROM AUTHOR]

Distance teaching programmes can offer working adults valuable opportunities for furthering their careers in a dynamic indexing and abstracting environment that includes database indexing, book indexing and Web indexing. On the basis of experience gained at the University of South Africa (UNISA), a study of the practice of distance teaching and an instructional design model developed by the author, suggestions are offered for the design of distance teaching programmes for indexers and abstractors. The model specifies the aspects to consider, namely teaching philosophy, characteristics of distance teaching (including the benefits and disadvantages), situation analysis, formulation of aims and learning outcomes, actual development of the programme (including the selection of media and teaching strategies), selection of assessment methods, offering of learner support and evaluation of the programme. Suggestions are made for the teaching of indexing and abstracting, bearing in mind that there are different models of distance teaching programmes. The choice of a model would depend on the particular situation (e.g. the availability of information technology infrastructure). [ABSTRACT FROM AUTHOR]

A Web-based course developed for teaching reference work at the Department of Information Science at the University of Pretoria (UP) (South Africa) is discussed. The significant impact of technological changes on the scope and nature of reference work, as well as the implementation of a telematic teaching model at UP, served as the rationale for offering the course through WebCT. Although students had positive experiences, a number of unexpected implementation difficulties were experienced. Since the majority of students come from disadvantaged backgrounds, most of these problems can be ascribed to the role played by the digital divide. These problems were identified through focus and chat group s, the lecturer `5 experiences, and informal feedback from students. A framework of instructional design principles for Web-based teaching is suggested based on the basis of the difficulties identified. It allows for students from disadvantaged backgrounds and should be useful for similar teaching situations in both developing and developed countries. Specific suggestions are made for the adaptation of the reference work course at UP. [ABSTRACT FROM AUTHOR]

The growing interest in web information seeking/searching studies, and their importance for web site design, search engines, intranets, portals, etc. warrants a research agenda for web information seeking/searching studies in South Africa. A research framework directs research projects and should include: the rationale for and purpose of a study, descriptive information, links to related studies and traditional information retrieval, links to research paradigms and theoretical models, research methodology and methods, rationale for analysing the data, actual statistical analysis, interpretation and findings, and explicit reference to the practical impact o f and need for further research. It should build on the importance of research in a particular context, and acknowledge the existing body o f research literature. Suggestions are offered for practical and theoretical research projects relevant to the South African context. Although we can benefit from isolated projects, a research agenda, as suggested, may add greater impetus to our research efforts and understanding of the phenomenon under investigation. [ABSTRACT FROM AUTHOR]