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Introduction: We present a prototype collaboratory, a socio-technical platform to support sharing research data collection instruments in library and information science. No previous collaboratory has attempted to facilitate sharing digital research data collection instruments among library and information science researchers. Method: We have taken a socio-technical approach to design, which includes a review of previous research on collaboratories; an empirical study of specific needs of library and information science researchers; and a use case design method to design the prototype collaboratory. Scenarios of future interactions, use cases, were developed using an analytically-driven approach to scenario design. The use cases guided the implementation of the prototype collaboratory in the MediaWiki software package. Results: The prototype collaboratory design is presented as seven use cases, which each describe central uses of the collaboratory and together illustrate how human system interaction has been facilitated in the prototype collaboratory. Conclusion: Future research includes usability testing to complement the analyticallygenerated scenarios of use and to expand with the production of use cases for specific groups of users.

Introduction: The goal of information sharing is to change a person's image of the world and to develop a shared working understanding. It is an essential component of collaboration. This paper examines barriers to sharing information effectively in dynamic group work situations. Method: Three types of battlefield training simulations were observed and open-ended interviews with military personnel were conducted. Analysis: Observation notes and interview transcripts were analysed to identify incidents when group members erroneously believed they had shared information effectively and were collaborating successfully, i.e., a deceptively false shared understanding had emerged. These incidents were analysed to discover what led to these unsuspected breakdowns in information sharing. Results: Unsuspected breakdowns in information sharing emerged when: differences in implementations of shared symbols were not recognized; implications of relevant information were not shared; differences in the role and expression of emotions when sharing information was not understood; and, the need to re-establish trust was not recognized. Conclusion: The challenges in information sharing identified here may extend to other high stress, unique and complex situations, such as natural disasters. Recommendations for more effective information behaviour techniques in dynamic group work situations are presented.

Interactivity is defined by Henri (1992) as a three-step process involving communication of information, a response to this information, and a reply to that first response. It is a key dimension of computer-mediated communication, particularly in the one-on-one communication involved in an electronic mentoring program. This report analyzes the interactivity between pairs of corporate research scientists (mentors) and university biology students (proteges) during two consecutive implementations of an electronic mentoring program. The frequency and structure of the interactions within each pair were examined to provide context: 542 messages were posted among the 20 mentors and 20 proteges. These messages were formed into 5-10 threads per pair, with 3-4 messages per thread, indicating a high level of interactivity (there were more responses posted than independent messages). Mentor-protege pairs rated as effective by both mentors and proteges posted more messages overall, had well-structured threads, had protege and mentor postings that were similar in topic coverage and message length, and had little overt "management" behavior by mentors. However, there appears to be no clear recipe for successful interaction. Not only are there a variety of factors at play in developing an online relationship in this context, but mentor-protege pairs can falter at various stages in the process and in various ways.

Describes a repeat-measure study that provided data regarding learning styles based on social interaction and perceptions of a scientific collaboratory system from 40 university science students working face-to-face and remotely. Results showed students with strong competitive learning style preference had slightly more positive perceptions of the collaboratory system. (Author/LRW)

Describes collaboration among a group of scientists and considers how their experiences are socially shaped. Data analysis of interviews, observations of videoconferences and meetings, and a sociometric survey led to the development of a framework that identifies forms of collaboration that emerged among scientists and factors which influenced collaboration. (Contains 51 references.) (Author/LRW)

Investigates the use of criteria to assess relevant, partially relevant, and not-relevant documents in information retrieval. Analysis revealed 29 criteria used by graduate students when selecting passages that contributed or detracted from a documents' relevance, the two most frequent being content and criteria characterizing the full text document. (Contains 53 references.) (Author/LRW)

Reports on an exploratory study that investigated the relationship between participants' learning style preferences and their perceptions of a professional workshop on collaboration and technology to support collaboration. Discusses educational effectiveness measures and results of cluster analysis that showed learning styles should be considered as a variable that influences learning outcomes and preferences. (Author/LRW)

Discussion of international collaboration focuses on two case studies, one of a graduate course and one a professional continuing education course, which examined participants' perceptions and use of technology. Data suggest that technology compatibility with cultural and work style preferences and technology infrastructure are more important than media richness. (Contains 30 references.) (Author/LRW)

Reports on a study that explores human information behavior in command and control contexts in the military. Highlights include interwoven situational awareness; the need for dense social networks; contested collaboration; and insights into human information behavior in dynamic and complex group work contexts. (Author/LRW)

Analyzes the relationship between citation ranking and peer evaluation in assessing senior faculty research performance. Describes a study of faculty specializing in Kurdish studies that investigated to what degree citation ranking correlates with data from citation content analysis, book reviews, and peer ranking. (Contains 72 references.) (Author/LRW)

Proposes a model of the search term selection process based on an empirical study of professional searchers during the pre-online search stage; the model characterizes the selection of search terms as the navigation of different discourses. Six discourses emerged as sources of search terms: controlled vocabularies; documents and the domain; the practice of indexing; clients' search requests; databases; and the searchers' own experience. (AEF)

Reports on a pilot study in which a proposed design model was developed to characterize intergroup communication among designers, developers, and users. Design roles, themes, and networks based on two histories of design situations are described for several design phases; and future work is suggested. (24 references) (LRW)

Discussion of communication between designers and users of information systems focuses on a review of seven participatory design techniques in terms of the communication dimensions found in the Lievrouw and Finn communication systems model. Implications for the development of more effective and appropriate design models and methods are suggested. (23 references) (LRW)