Index
2014; Emerald Publishing Limited; Linguagem: Inglês
10.1108/s1876-056220140000010051
ISSN1876-0597
ResumoCitation (2014), "Index", New Directions in Children’s and Adolescents’ Information Behavior Research (Library and Information Science, Vol. 10), Emerald Group Publishing Limited, Bingley, pp. 333-346. https://doi.org/10.1108/S1876-056220140000010051 Publisher: Emerald Group Publishing Limited Copyright © 2014 Emerald Group Publishing Limited INDEX Academic Database Assessment Tool (ADAT), 231 Academic help seeking, 95–98 social network sites for, 97–98 Acquaintances, 70, 72, 81, 92, 194, 207 Adolescents, late people as information sources, use of, 67–100 data analysis, 76 discussion, 94–98 family ties, role of, 88–90 friendship ties, role of, 87–88 limitations of, 99–100 methods, 74–76 related literature, 69–74 research questions, 69 results, 76–81 school achievement/education level and, 80 seeking help, 81–86 social network analysis, 74 social network attributes, 76–78 social network sites for help seeking, usage and presentation of, 92–94 teachers, role of, 90–92 Advice, 71 Aesthetic experience, 11–12 Affdex Facial Coding, 108 Affect defined, 108 negative, 111 Affective behaviors, 54–57, 60 of young children, 113–115 in cross-cultural environments, 115–116 Affective coping skills, 110 Affective information behavior, 112–113 Affective load theory, 110 Affective responses, 107–126 literature review, 112–124 affective behavior, 113–115 affective behavior, in cross-cultural environments, 115–116 affective information behavior, 112–113 affective responses to access and ICT use, 118–119 developing countries, mobile technologies use in, 123–124 gender differences, in developing countries ICT research, 120–121 gender differences, in information behavior research, 119–120 gendered digital divide, 121–123 interface design, 117–118 method, 112 research questions, 109 theoretical frameworks, 110–112 Affective revolution, 108 Affective support, 71 Allô prof , 82, 83, 99 American Life Project, 68, 218 Americans with Disabilities Act (ADA), 161 Anticipation, 55 Appalachian Regional Commission (ARC), 159 Apple, Inc., 13, 15, 230 Apprehension, 110, 300 Ask Kids, 299 Assignment design, 59 Autism Spectrum Disorder (ASD), 9 Autism Spectrum Disorder Foundation (ASDF), 9 Availability, xxi Bags of Stuff technique, 310 Barney, 20 BAT (Beginning, Acting, Telling) model, xx–xxi, 8, 47–54, 60 Behavior affective, 54–57 cognitive, 57–58 everyday-life information, 70 help-seeking, 81–86 information, 136, 146, 147 information-seeking, 41–42, 45–47 Berry-picking model, 60, 138 Big6, 43–44 Bill & Melinda Gates Foundation, 140 Bing, 299 Bonded Design, 304, 308–311, 323, 324 Boredom, 57 Brainstorming, 45, 146, 311, 312, 315, 316–317 Broadband defined, 220, 222 home, 222–225 importance of, 235–237 school, 225–227 in United States, 220–222 Broadband access and children’s information seeking, relationship between, xxv, 217–253, 261–263 discussion, 242–248 broad connectivity, factors emerging, 242–243 changing over time, 248 gender, 246–248 information seeking, 243–246 locales, 246–248 sites, 246–248 socioeconomic status, 246–248 failure to connect, 250–253 limitations, 248–249 reliability, 249 validity, 249 literature review, 220–230 broadband deployment, 222–227 Information Search Process, 227–230 methods data analysis, 233–235 data collection, 230–233 research questions, 219–220 results content analysis, 235–239 relationship analysis, 239–241 Calliou, 20, 23 Case study research, 12–13 Catalogs online public access, 270–272 public access, 275 Science Library Catalog, 266, 271 Categorization, 268 Children cognitive and developmental stages, 267–269 information behavior, 5–7 information seeking and broadband access, relationship between, 217–253, 261–263 discussion, 242–248 failure to connect, 250–253 limitations, 248–249 literature review, 220–230 methods, 230–235 research questions, 219–220 results, 235–241 interaction with technology, 7–10 searching, 270–272 information seeking and broadband access, relationship between, xxv Children with special needs (CSN), in Southern and Central Appalachian region, xxiii–xxiv, 157–179 data analysis, 168 discussion, 177–178 findings, 168–176 problem statement and research significance, 159–162 research methods, 166–168 research questions, 162 survey instrument, 188–189 theoretical framework, 162–166 Children’s Defense Fund, 160 CLARIFY, 277 Classification schemes, 58–59 Cognitive behaviors, 57–58 Cognitive development, 267–269 stages of, 25 Cognitive information behavior, 287 Cognitive IR theory, 273 Communication, 23–24 Competencies for Librarians Serving Children in Public Libraries , 161 Concept mapping, 45, 50, 52 Connect America Fund, 221 Connected Nation, 223 Consultation, 306–307 Content, 59 Content analysis, 233–239 Contextual Design, 302, 309 Cooperative Inquiry, 303–304, 308, 309 Critical incident technique, 76 Critical theory approach, 164 Curiosity, 55, 56 Currency of resources, 58 Current Population Survey 2010 (CPS), 224 Cut the Rope, 19 Cyberinfrastructure, 222 Design thinking, 144 Developing countries gender differences, in ICT research, 120–121 mobile technologies use in, 123–124 Device handling, 21 Digital learning, 222 Digital libraries, 8–9 Digital literacy development, 118 Digital natives, xvii, xviii, 6, 18, 68, 296, 317 Disappointment, 56 Disengagement with technology, xviii, 12, 17–18, 24, 26, 27–29 Dissatisfaction, 57 Distraction, xviii, 56–57 Distributed Co-Design, 304 Diversion, 56 Dora, 20, 23 Dora Gets Shot, 21, 22 Eighth Broadband Progress Report , 222–223 Ella, 15–16, 18–19 Emerald, 232 Emotient Facial Expression Recognition, 108 Emotionally sound instruction, 115 Emotions negative, 307 positive, 307 Emotiv EEG, 108 Engagement process, 12 defined, 12, 324 point of, 10–11 sustained, 11–12 with technology, xviii, 10–12, 17–18, 24–30, 109 Ethnic minority youth, as information mediaries, 139–140 European Council on Information Literacy, 144 Everyday-life information behavior, 70 Everyday Life Information Seeking (ELIS) model, 194, 195 Executive help seeking, 71 Exploratory-descriptive research, 13–14 Extending Interactions with Text (EXIT) model, 44, 45 Eye rolling, 208 Facebook, 21, 26, 68, 73, 79, 80, 84–86, 91–92, 97–98, 146, 148, 229, 296 Family ties, role in seeking help, 88–90 Fear-Envy-Anger -Sympathy-Pleasure (FEASP) approach, 115 Federal Communications Commission (FCC), 221 Eighth Broadband Progress Report , 222–223 Federal Trade Commission (FTC), 298 Feelings, 54–57, 60 Field observation, 301 Filtering software, 59 Florida State University (FSU) Library system, 231 Focused inquiry, 51, 52, 60 Focus formulation, 51, 60 Frequency analysis, 235 Friendship ties, role in seeking help, 87–88 Fruit Ninja, 19 Frustration, 56, 57, 86, 110, 111, 114, 116, 118, 201, 222, 230, 307 Gatekeepers. See Information carriers Gender differences in developing countries ICT research, 120–121 in information behavior research, 119–120 Gendered digital divide, 121–123 Google, 21, 59, 299 Google Generation, xix, 68, 296, 318 Google Scholar, 232 Gossip, 208–209 Guided inquiry, 46, 51, 60 Happiness, 55–56 Hello Kitty, 21 Help-seeking behavior, 81–86 criteria for, 83–85 executive, 71 instrumental, 71 family ties, role of, 88–90 friendship ties, role of, 87–88 not asking help, reasons for, 85–86 social network sites for, usage and presentation of, 92–94 teachers, role of, 90–92 Hermeneutics, 13 History Trek search engine, 8 Hobbies, 23 Hole-in-the-Wall (HiWEL), 121, 122, 124 Home broadband, 222–225 adoption of, 223–224 used by children, 224–225 Hopelessness, 118 Horizontal information seeking, 296 Horn of Africa Services, 142 Icons, 269–270, 280 Identity, 23–24 Immigrants, 136–138, 140–145, 149–151 Impact factors, 58–59, 60 Imposed query, 51, 60, 227 Incomprehension, 55 Indigenous peoples, 195 Indignation, 118 InfoMe program. See Information Mediary (InfoMe) program Informant Design, 303, 319 Information carriers, 208 exchanging, 198, 207 seeking. See Information seeking shared, 199–200 sharing, 198 Information and communication technologies (ICT), xxi–xxii, 68, 109 in information-poor societies, young girls’ use of, 107–126 literature review, 112–124 method, 112 research questions, 109 theoretical frameworks, 110–112 Information behavior, 5–7, 136, 146, 147 affective, 112–113 of children, 5–7 cognitive, 287 everyday-life, 70 of Māori secondary school students (New Zealand), xxiv–xxv, 191–210 analysis, 197 discussion, 207–209 method data gathering, 196 focus groups, 196 participants, 195–196 setting, 197 related literature, 193–195 research questions, 193 results gymnasium, 200–201 information sources, 197–198 outside school shop, 203–204 restrooms, 202–203 school grounds, 198–199 shared information, 199–200 sharing, exchanging, and seeking information, 198 smokers’ hangout, 204–205 sports practice, 205–206 research, gender differences in, 119–120 Information carriers, 208 Information grounds theory, 191–210 Information literacy, 151 defined, 42 faces of, 43 and information-seeking behavior, intersection of, 45–47 models of, 42–45 Information mediaries, 165 Information Mediary (InfoMe) program, xxii–xxiii, 135–152 implications for, 150–151 ethnic minority youth, 139–141 Institutional Review Board, 143 participants’ recruitment, 141–142 partners, 142 Status, 143–144 methodology data collection and training, 142–143 Teen Design Days, 136, 142, 143, 144–148 theoretical understanding of ethnic minority youth, 139–140 youth, everyday information worlds of, 138–139 Information needs, 165, 171–175 Information overload, xviii, 8, 10, 27, 29, 246, 300, 305 Information-poor societies, Young girls’ ICT use in, 107–126 literature review, 112–124 method, 112 research questions, 109 theoretical frameworks, 110–112 Information problem, 301 Information Power, 43 Information retrieval (IR), 265–288 Information Search Process. See ISP (Information Search Process) Information seeking, 198, 207 behavior defined, 41 and information literacy, intersection of, 45–47 models of, 41–42 and broadband access, relationship between, xxv, 217–253, 261–263 discussion, 242–248 failure to connect, 250–253 limitations, 248–249 literature review, 220–230 methods, 230–235 research questions, 219–220 results, 235–241 horizontal, 296 proxies, 165 Information use environments, 165 Information uses, 165 Innovative Interfaces®, 275 Inquiry -based assignment, 306–308 Cooperative Inquiry, 303–304, 308, 309 focused, 51, 52, 60 guided, 46, 51, 60 Institute of Museum and Library Services (IMLS), 137, 140, 160 Institutional Review Board, 143 Instrumental help seeking, 71 Interaction with technology, 7–10 digital libraries, 8–9 library catalogues, 8 mobile technologies, 9–10 web, searching, 7–8 Interests, 23 Interface design, xxvi, 117–118, 265–288 discussion, 279–286 limitations, 286 methods participants and setting, 274–275 procedures, 276–277 public access catalogs, 275 tasks, 275–276 relevant literature children’s cognitive and developmental stages, 267–269 icons, 269–270 searching, 270–272 symbols, 269–270 research questions, 267 results, 277–279 theory, 272–274 International Children’s Digital Library (ICDL), 8–9, 115–116, 117, 273, 303–304 Interpretive task, 110 Intervention tool, designing, 295–324 background of, 305 discussion, 322–324 literature review current systems, 298–299 intervention, 299–301 technology design methodologies, 301–304 low-tech POC intervention tool, 308–309 method, 309–314 observations, 305–308 research questions, 297–298 results, 314–317 Web Guide, 317–322 Intervention tool, designing, xxvi–xxvii iOS, 15 iPads toddelers’/preschoolers’ use of, 4, 9, 10–12 See also Mobile technologies iPhones toddelers’/preschoolers’ use of, 4, 10–12 see also Mobile technologies Irritation, 56 ISP (Information Search Process), 45, 46, 60, 110, 227–230, 234–235, 237, 300–301, 305, 323 closure, 229–230, 245, 300, 315 collection, 228–229, 244–245, 300, 315 exploration, 228, 244, 300, 315 formulation, 228–228, 244–245, 300, 315 initiation, 227, 243, 300, 315 selection, 227–228, 244, 300, 315 Joint Information Systems Committee (JISC) Academic Database Assessment Tool, 231 K-12 schools, 40, 43, 44, 178, 226 Kaiser Family Foundation, 138 Keyword search, 20–21 KidPad, 303 KidsClick!, 308 KidzSearch, 59 King County Library System (KCLS), 142, 150 Knowledge and information management, 306 Language acquisition, 46 Late adolescents people as information sources, use of, 67–100 data analysis, 76 discussion, 94–98 family ties, role of, 88–90 friendship ties, role of, 87–88 limitations of, 99–100 methods, 74–76 related literature, 69–74 research questions, 69 results, 76–81 seeking help, 81–86 social network sites for help seeking, usage and presentation of, 92–94 teachers, role of, 90–92 Learner-Centered Design, 302, 309 Learning4Life: A National Plan for Implementation for the 21st Century Learner and Empowering Learners: Guidelines for School Library Programs , 161 Learning Stations, 121 LestTans Cls, 19, 25 Library(ies) catalogues, 8 digital, 8–9 Library and Information Science Abstracts (LISA), 126 Library and Information Science and Technology Abstracts (LISTA), 126 Library and information service (LIS), 40, 43, 51, 126, 150, 165 Little Einsteins, 20 LOGO, 303 MacArthur Digital Media and Learning Conference, 144, 150 Māori secondary school students (New Zealand), information behavior of, xxiv–xxv, 191–210 analysis, 197 discussion, 207–209 method data gathering, 196 focus groups, 196 participants, 195–196 setting, 197 related literature, 193–195 research questions, 193 results gymnasium, 200–201 information sources, 197–198 outside school shop, 203–204 restrooms, 202–203 school grounds, 198–199 shared information, 199–200 sharing, exchanging, and seeking information, 198 smokers’ hangout, 204–205 sports practice, 205–206 Marshmallow Murder, 21, 22 Metacognition, 58 Metadata, 59 Mickey Mouse, 20, 23 Millennials, xvii, 68, 296 Mind wandering, 27 Minimally Invasive Education, 121 Mixed-methods approach, 168, 141 Mixing Ideas, 310 Mobile devices, 16 Mobile technologies, 9–10 in developing countries, 123–124 see also iPads; iPhones Multitasking, xvii, 6–8, 26, 296 MySpace, 73, 296 Name generator, 76 National Broadband Plan (NBP), 221, 223 National Education Technology Plan (NETP), 222, 242 National Information Literacy Awareness Month Proclamation, 151 National Science Foundation, 200 Negative affect, 111 Negative emotions, 307 Negroponte, Nicholas, 122, 123 Net-savvy, 225 New literacies, 122 New Zealand Māori secondary school students, information behavior of, xxiv–xxv, 191–210 analysis, 197 discussion, 207–209 method, 195–197 related literature, 193–195 research questions, 193 results, 197–206 Nonmetropolitan, defined, 158–159 Northwest Communities of Burma, 142 NSFNET project, 200, 222 Obama, Barack, 151 Observation, 13 naturalistic, 13 unstructured naturalistic, 13 One Computer per Child, 124–125 One Laptop per Child (OLPC) Project, 122, 123 Online public access catalogs (OPACs), 270–272 Open Mind Programme’s Question Box Project, 124 Optimism, 110 Ordered Probit model, 277 Paper, 19 Paradigm shift, xvii, 297 Parents awareness of touch-based devices, 18–19, 25 comfort with technology, 25 precautions, 28 shared devices with, 19 Parents’ Choice Award, 123 Parents’ Choice Foundation, 123 PBS Kids Education, 27 People as information sources, late adolescents’ use of, 67–100 data analysis, 76 discussion, 94–98 academic help seeking, 95–98 core social network, resources of, 94–95 limitations of, 99–100 family ties, role of, 88–90 friendship ties, role of, 87–88 methods, 74–76 data collection instruments, 75 participants and setting, 74–75 procedures, 75–76 social network analysis, 74 related literature, 69–74 importance, 69–71 social capital, 72–74 social network sites, 72–74 social networks, 72–74 research questions, 69 results, 76–81 frequency of contact, 79–80 school achievement and level of education, 80 social network attributes, 76–79 seeking help, 81–86 criteria, 83–85 not asking help, reasons for, 85–86 teachers, role of, 90–92 Perceived ease of use (PEoU), 11, 111 Perceived usefulness (PU), 11, 111 Perceptual immediacy, 280 Pew Internet, 68, 218 Phenomenology, 13 Physical objects, toddelers’/preschoolers’ engagement with, 17–18 Placed resources, 122 Play, 23 PLUS (Purpose, Location, Use, Self-Evaluation) model, 44–45 Pocoyo, 20 Point of engagement with technology, xviii, 10–11, 27–29 Portability, 24 Positive emotions, 307 Preschoolers, defined, 4 Preschoolers’ use of touch-based devices, 3–30 analysis and findings access and connectivity, 18 all-round development, 24 changes over time, 21–22 device handling, 21 engagement with physical objects, 17–18 engagement with touch-based devices, 17–18 keyword search, 20–21 parental awareness and support, 18–19 shared devices with parents, 19 tasks/applications used, 19–20, 21 time spending, 22–24 discussion and implications, 24–29 framework for, 28 future work, 30 limitations, 29–30 literature review information behavior, 5–7 interaction with technology, 7–10 methodology, 12–17 data coding, 16–17 data collection, 14 Ella, 15–16 mobile devices, 16 one child participant, 14–15 theoretical perspectives, 10–12 decision to adopt/point of engagement, 10–11 sustained engagement, 11–12 Pride, 57 Principle of Least Effort, 70 Project Tomorrow, 229–230, 243, 245–247 PSU (Preparing, Searching, Using) model, 47–49 Public access catalogs, 275 Puzzle Map, 19 QDA Miner, 76 Quebec Ministry of Education, Recreation and Sports, 74 Queens Public Library New Americans Program, 137 Radical change theory, 12 Readability, 59 Reengagement with technology, xviii, 12, 27–29 Reflecting thinking, 110 Reflection, 57–58, 60 Refugees, 142 Relief, 57 Resources, currency of, 58 Risk-taking, 111 Rural, defined, 158 Rural librarians children with special needs in the SCA region, information behaviors of, xxiii–xxiv, 157–179 data analysis, 168 discussion, 177–178 findings, 168–176 problem statement and research significance, 159–162 research methods, 166–168 research questions, 162 survey instrument, 188–189 theoretical framework, 162–166 Safari, 14, 20, 22 Satisfaction, 57 School broadband, 225–227 librarianship, 46 -related homework, 69, 83 -related subject information, 71 school-savvy, 225 Science Library Catalog (SLC), 266, 271 Search engine design, 59 SearchKids, 271 Seattle Public Library (SPL), 142, 150 Self-efficacy theory, 110 Self-expression, 23–24 Semantics, 269 Sense-Making methodology, 5, 11 Service Trends in U.S. Public Libraries, 1997–2007 , 160 SirsiDynix®, 275 Situational relevance, 111 Skimming, 296 Small world, 195, 207 Social-biological information technology model, of information behavior, 113 Social capital, 72–74 Social circle, 149 Social network analysis (SNA), 74, 75 Social networks, 72–74, 148, 207, 209 Social Network Services, xxi Social network sites (SNSs), 68, 69, 73–74, 76 for academic help seeking, 97–98 for help seeking, usage and presentation of, 92–94 Social networking theory, 194 Socio-cognitive theory of users, 273 Socioeconomic status (SES), 246–247 Sociogram, xxi, 75, 76–77 Software, filtering, 59 Solitary pretending, 246 Southern and Central Appalachian (SCA) region children with special needs in, xxiii–xxiv, 157–179 data analysis, 168 discussion, 177–178 findings, 168–176 problem statement and research significance, 159–162 research methods, 166–168 research questions, 162 survey instrument, 188–189 theoretical framework, 162–166 SpongeBob, 20, 21 SquarePants, 21 “Standards for the 21st Century Learner in Action,” 43, 161 State of America’s Children 2011, The , 160 Stereotyping, xxiv, 111, 162 Strength of Weak Ties theory, 72, 80, 97, 194 Sustained engagement, xviii, 11–12, 24, 25, 27–29, 30 Symbols, 269–270, 280 Task(s), 19–20, 21, 275–275 complexity, 8, 271 interpretive, 110 multitasking, xvii, 6–8, 26, 296 Task-Technology Fit (TTF) theory, 10, 11 Taxonomy, 283, 286 Teachers, role in seeking help, 90–92 Technoliterate, 299 Technology Acceptance Model (TAM), xxii, 11, 111–112 Teen Design Days (TDD), 136, 142, 143, 144–148 Telecommunications Act of 1996, 221 Theory of Interpretive Task, 110 Theory of Reflective Thinking, 110 Thinking, 57–58, 60 Time, 301 Toddler Math, 19 Toddlers, defined, 4 Toddlers’ use of touch-based devices, 3–30 analysis and findings access and connectivity, 18 all-round development, 24 changes over time, 21–22 device handling, 21 engagement with physical objects, 17–18 engagement with touch-based devices, 17–18 keyword search, 20–21 parental awareness and support, 18–19 shared devices with parents, 19 tasks/applications used, 19–20, 21 time spending, 22–24 discussion and implications, 24–29 framework for, 28 future work, 30 limitations, 29–30 literature review information behavior, 5–7 interaction with technology, 7–10 methodology, 12–17 data coding, 16–17 data collection, 14 Ella, 15–16 mobile devices, 16 one child participant, 14–15 theoretical perspectives, 10–12 decision to adopt/point of engagement, 10–11 sustained engagement, 11–12 Tom and Jerry, 20 TouchDevelop programming language, 147 Train-the-Trainer Workshop Series, 144, 150 Transforming American Education: Learning Powered by Technology. See National Education Technology Plan (NETP) Tro, 20 Tween Days, 136, 138 Uncertainty, 42, 55, 60, 110, 116, 300, 301, 305, 307, 308 Universal Service Fund (USF), 221 U.S. Bureau of the Census, 158 U.S. Department of Education, 242 Transforming American Education: Learning Powered by Technology , 222 User-centered design, 302 User-centered services, 163–164 User engagement with technology, 12 versus engagement with physical objects, 17–18 U.S. Impact Study, 140 Visual hierarchy, 271 Web, searching, 7–8 Web 2.0, 73 Web Guide, 317–322 testing, 320–322 XO Tablets, 122–123 Yahoo!, 299 Yahoo!Kids, 299 Yahooligans!, 7, 114, 308 Young children affective behavior of, 113–115 Young girls affective responses to access and ICT use in information-poor societies, 107–126 literature review, 112–124 method, 112 research questions, 109 theoretical frameworks, 110–112 Youth, everyday information worlds of, 138–139 Youth Community Informatics (YCI) Project, 139 YouTube, 14, 15, 20–22, 148, 296, 311 Zone of Intervention, xxiv, 301, 305 Zone of Proximal Development (ZPD), 25, 29, 301 Book Chapters New Directions in Children’s and Adolescents’ Information Behavior Research Library and Information Science New Directions in Children’s and Adolescents’ Information Behavior Research Copyright Page List of Reviewers List of Contributors Editorial Advisory Board Introduction Section I: Through the Ages Use of Touch Devices by Toddlers or Preschoolers: Observations and Findings from a Single-Case Study Depicting the Intersection between Information-Seeking Behavior and Information Literacy in the Research Process: A Model Social Capital and Academic Help Seeking: Late Adolescents’ Use of People as Information Sources Section II: Special Population Young Girls’ Affective Responses to Access and Use of Information and Communication Technology (ICT) in Information-Poor Societies InfoMe: A Field-Design Methodology for Research on Ethnic Minority Youth as Information Mediaries Perspectives of Rural Librarians about the Information Behaviors of Children with Special Needs in the Southern and Central Appalachian Region: An Exploratory Study to Develop User-Centered Services The Social Information Grounds of Māori Secondary School Students Section III: Designing Systems A Failure to Connect: The Elusive Relationship between Broadband Access and Children’s Information Seeking in American Academic Research Interface Design: The Impact of Images and Catalog Organization on the Information Retrieval of Children Ages Five to Eight While Subject Browsing Designing an Intervention Tool for Students with Students Index
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