Index
2014; Emerald Publishing Limited; Linguagem: Inglês
10.1108/s1876-056220140000010029
ISSN1876-0597
ResumoCitation (2014), "Index", Information Experience: Approaches to Theory and Practice (Library and Information Science, Vol. 9), Emerald Group Publishing Limited, Bingley, pp. 327-338. https://doi.org/10.1108/S1876-056220140000010029 Publisher: Emerald Group Publishing Limited Copyright © 2014 Emerald Group Publishing Limited INDEX Achievement motivation, 286 Action, human, 221, 224 Action research, 36, 44 advantages of, 47 Whisken, Anne, 36–37 Adaptors, 278 Affect, in information studies, 276–277 Affective domain, 69 Affirmation, 176 Affordance, 163 Ageing Australians, 173–175 Almehmadi, Fatmah, 51 American Library Association (ALA), 55 Approaches and Study Skills Inventory for Students, 280 Approach to studying, 275–290 Association of American College Research Libraries (ACRL), 55 Auraria Library, USA, 211 Australia, 21, 114 Brisbane Flood (2011), see Natural disasters disaster management, 120–121 natural disasters in, 120 environmental change, 126–127 experiencing information literacy in, 126 research project, 121–122 analysis, 124–125 data collection, 123–124 information literacy and information experience, 122–123 maintaining quality, 125 participants, 123 Awareness, 176 levels of, 59 Berrypicking model, 246 Boundary events, 194 Boundary objects, 193, 194, 196, 199, 200 Brisbane flood, in Australia (2011), 120 drawing on past experience, 129–130 environmental change, 126–127 experiencing information literacy in, 126 helping to inform others, 128–129 information experience, understanding, 131–133 information network, building, 127–128 learning about, 129 understanding significance, 130–131 Bruce, Christine, 13, 42–43, 169, 315 Business information, 190, 192, 193, 194, 201 Business outcomes, 201 Business partners, communication with, 199–201 C2C (customer-tocustomer) exchanges, 302 Carmody, Kev, 70 Case study, 42, 44 Case Western Reserve University (US), 304 Cherokee people, 149, 150 Church community, 176–177, 178 Classroom learning, 259–271 Cognitive domain, 69 Collaboration, 251–252, 295, 301–302, 305, 307 Collaborative action capacity, 215 Collaborative design, 204, 208, 214 Collaborative evidence-based interactions, 215 Collaborative knowledge creation, 60 Collaborative learning, 215, 252 Collaborative skills, 59 Colleagues, 251, 252 Collective awareness, 4 information experience for, 12–15 Communal information, 175 Communication, 72, 190, 192, 193, 195, 196, 199 Community, 21, 131, 132 and communication, 175–176 Community information, 77 experiences, 13, 171 literacy, 171 Concept fusion, 245, 247–248, 253 Conceptualizing information experience, 316–318 Constituency, 221–237 Constitutionalism, 262 Constructionism, 317–318 Constructivist grounded theory (CGT), 37–38, 44, 46, 102 advantages of, 47–48 data analysis, 46 data collection method of, 46 Davis, Kate, 38–39 research outcomes of, 47 Content creation, 101, 253 Content creators, 101–114 Context economic, 236, 237 political, 222, 224 social, 221, 224 Contextualised information, 175 Controlled information, 175 Control, 158 Corporeal experience of information, 92–93 Corporeal experience of renal care nurses, 94–95 Corporeal information, 85–86, 93, 95 Critical incident approach, expanded, 40, 44 Critical incident technique (CIT), 40 Cultural traditions, 135, 144–145 Culture and information experience, 144–145 Curiosity, 278, 279 Customers, communication with, 194–196 Dance, 78–82 hearing and listening, 78–79 touch and movement, 79–82 Dancers, 74, 79, 80 Data analysis, 46 Data collection method, 46 Davis, Kate, 38–39, 315 DDT (pesticide), 143 Decision-making, 198, 297, 298, 302–303, 305–306 Deep students' uncertainty, 282, 283, 285 Defining information experience, 103 Democratization, 299 Deprivation, 278, 279 Dervin, Brenda, 151, 153, 154, 161, 164 Design, information, 214 Design, systems, 207, 208, 214 Design Thinking, 192 Digital communities, 101, 103, 104, 173, 175 Digital environments, 5 Disasters, 20–21, 30, 119–132 Diversity, 11, 12, 171, 181 Documentary forms of information, 72, 82 Domain expertise, component of, 248–249 Effective information use, 169, 170 Embodied communication, 90 Embodied experiences, 94, 151, 153 Embodied information, 82, 93 Embodied knowing, 90 Embodied knowledge, 91, 93 Embodied learning, 89 Embodiment, 90, 153 Emergency services studies, 93–94 Emergent information experience research, 298 Emoticon, 158 Emotional valence of information experience, 275 individual differences in approach to uncertainty, 277–279 method, 280–281 results, 281–289 Emotions, 157 Employees, communication with, 196–197 Engagement, 297, 301, 305–306 England, 114 Epistemic curiosity, 278–279 Epistemologies, 52, 54, 60 Ethics, 147 Ethnic communities, 14, 169, 173, 177–179 Ethnography, 224 Ethnomethodology, 39, 44, 151, 154, 155 advantages of, 48 data analysis, 46 data collection method, 46 Godbold, Natalya, 39–40 Everyday life, 24, 25, 128 Expanded critical incident approach (ECIA), 40, 44, 46 advantages of, 48 Gillespie, Ann, 40–41 research outcomes of, 47 Experiences, 157, 162 of information, 112, 114 of learning, 35 of using information, 35 Experiential behaviour, 279 Experiential brutality, 151–165 Expertise, 241–242, 244–245, 248, 253 acquiring, 249–250 Expert searchers, 239–254 Explanations, 157, 162 Explorative students' uncertainty, 284 Facebook, 19, 21, 296, 300, 304, 306 Faith communities, 14, 173, 176–177, 183, 184 Family, 136, 137, 141, 142, 144, 147 Female legislators, 221 constituency activities, 225 district/affirmative constituency, 229–230 constituency offices, 230–231 gender concerns, 231–232 role ambiguity, 230 historical context, 222–223 information exchange for political representation, 225 for social support, 228–229 information experience and information research, 223–224 methods, 224 information experiences of, 221–237 information intermediaries, 227 making strategic links, 232 constituency offices, 232–233 local councils, 233–234 transforming district women's information experiences, 234 information sharing, 234–235 women councils, 235–236 in Ugandan Parliament, 221 Flickr, 300 Formal education/education, formal, 265 Future research directions, 318 Gender, 221, 223, 230, 231–232, 236 Generic knowledge (GK), 248, 249 Gillespie, Ann, 40–41 Goal-directed online behaviour, 279 Godbold, Natalya, 39–40, 151 Google+, 296 Grounded theory, constructivist, 37–38, 44, 101, 102, 103, 244 Grounded theory methodology, 244 Harlan, Mary Ann, 101 Health information literacy (HIL), 173–175 Health practitioners, 156 Health professionals, 157, 164 Heinström, Jannica, 275–290 Hepworth, Mark, 51 Higher education, 179, 261, 262, 263, 264, 265, 271, 304 Hispanic community, 177–179 Hughes, Hilary, 12, 33, 42–43, 315–320 Humour, 158 Identity shift, 240, 253 Imitating Example Essays, 268, 269, 270 Imperial British East African Company, 222 Improving learning, 270–271 Improving teaching, 262–263 Inclusivity, 182 In-depth interviews, 21, 30 Indigenous communities, 14, 173, 179–180, 184 Indigenous people, 141, 148, 149 relationships among, 141, 148, 149 Industrial Revolution, 142 Information, 276–277, 279–285 actions, 114 activities, 221, 231, 235, 236 as artifact, 111–114 as collaboration, 107–110 as inspiration, 105–107 as participation, 104–105 as process, 110–111 nature of, 72–73 seeking, 287, 289–290 ‘Information-as-it-is-experienced', 71 Information behaviour (IB), 13, 52–62, 264 Information behaviour research, 240 Information design, 191 Information environment, 34, 132, 240, 242, 243, 244, 245–246, 247, 252, 253 Information exchange, 204, 205 for political representation, 225 for social support, 228–229 Information experience, 86, 169–185, 190, 221–237, 239–254, 276–277, 279, 280–281, 289–290, 296, 297, 298, 301, 304–305, 307, 315–320 as artifact, 111–114 as collaboration, 107–110 as inspiration, 105–107 Native American's perspective, 135–150 as participation, 104–105 as process, 110–111 questionnaire, 281 as research domain, 29–30, 132, 133 as research object, 28–29 of teen content creators, 101, 104 Information experience systems, designing, 214 Information landscapes, 87 Information literacy (IL), 4, 7, 9, 13, 14, 20, 22, 25, 28–29, 36, 47, 52, 55–62, 71, 72, 73, 119–132, 170, 172, 173, 181–182, 260, 262, 264, 265, 271 experience, 13 and corporeal literacy, 88 and learning, 88 research, 170, 171, 173, 181 researcher, 70 Information needs, seeking, and use (INSU) studies, 223 Information practice, 101, 102, 103, 114, 221, 222, 224, 225, 264 ‘Information-related competences', 55 Information research, 4, 9, 52–58, 163–164, 223, 298, 319 Information search process (ISP), 242, 275, 280, 289 Information seeking, 52, 54, 58, 59, 237, 242, 279, 280–281, 287–289, 295–308 Information skills, 56 Information structures, 246–247 Information systems, 136, 139, 140, 142, 143, 144, 146, 147, 149 Information use, 6, 163–164, 165, 170, 171, 172, 208 Information using experiences, 34 Informed bodies, 85–97 Informed learning, 34, 35, 136, 149, 169–185, 203, 205, 209, 210, 214, 215–216, 259–271 in community contexts, 173 design activities, 213 and information experience, 170 Informed resilience project information literacy in times of natural disaster, 22–28 research findings of, 26 Informed systems, 203–217 INISS project, 54 Innovator-adaptor theory, 277 Innovators, 277–278 Instant Messenger, 304 Instructions for Any Assignment, 268, 269, 270 Internal information, 75, 76, 82 Interpretive awareness, 125 Interviews, 21, 25, 38, 46, 74–76, 123, 124, 126, 154, 224 Intrinsic motivation, 278, 279 Jenkins, Julian, 189 Journalism, 24 Kidney failure online discussion groups, experiences, 156 Kinaesthetic domain, 69, 79, 82 Kinship, feeling and practice of, 147 Kirton's innovator-adaptor theory, 277 Knowledge of environment, 70 Lakota Tribe, 136, 137, 138, 141, 142, 143, 144, 145, 146, 147 Languages, teaching, 144 Learning design activities, 213 experiences of, 3, 8, 10, 34–35, 262–263 and organizational development, 213 Learning organizations, 205, 215 Learning study, 260, 263, 271 Legislators, 221–237 Lesson study, 263 Lifeworld, 5, 7, 9, 10, 30 LinkedIn, 296 Live Action Role Playing (LARP) community, 104 Lloyd, Annemaree, 85 Locus of control, 278 Lupton, Mandy, 69 Mainstream media, 23 Management consultancy, 191 Master of Teaching English to Speakers of Other Languages (TESOL) program, 43 Materiality, 153, 163 Maybee, Clarence, 42, 259 Maynard, Sally, 51–62 Mentors, 251, 252 Methodologies, 61, 62, 262 Mirijamdotter, Anita, 203 ‘Moment of interaction', 53 Monitoring information, 175 Motivation, 276 achievement, 286 extrinsic, 278, 279 intrinsic, 278, 279, 280, 282, 287, 289 Music creating information, 77 external information using, 75 information-as-it-is-experienced, 74–78 internal information, 76 Music composers, 74–78 MySpace, 113, 296, 300 Nalumaga, Ruth, 221 National Resistance Movement (NRM), 222 Native American Community, 179–180 Native American's experience, 135 advancing technology, 142–144 concluding thoughts, 149–150 culture and information experience, 144–145 downsizing and simplifying, 140–141 early career, 138–140 early life, 136–138 life changes and learning, 141–142 nature and information experience, 145–146 school days, 138 values and principles, 147–149 Natural disasters, 19, 20–30, 119–132 2011 Brisbane Flood, in Australia, 120 drawing on past experience, 129–130 environmental change, 126–127 experiencing information literacy in, 126 helping to inform others, 128–129 information experience, understanding, 131–133 information literacy in times of, 22–28 information network, building, 127–128 learning about, 129 social media in times of, 20–22 understanding significance, 130–131 Nature and information experience, 145–146 The NEO Five-factor inventory, 281 Net Lenses Model, 243 New perspectives and research directions, 315 conceptualizing information experience, 316–318 future research directions, 318 variations on the theme of information experience, 315–316 New Way of Learning, 268, 269, 270 Normality, 158 Novice-expert research, 241 Nursing, 94–95 Observations, 224 Older communities, 173–175 Online collaboration, 301–302 communities, 302 discussion groups, 151, 156 engagement, 301 Open-ended individual interviews, 73 Optimism, 279 Organisations, 194 communicating with external partners, 198–201 communicating with their customers, 194–196 communicating with their employees, 196–197 communicating with their senior leaders, 197–198 Organizational learning, 207, 209 Participatory action research, 36 Participatory design, 204 ‘Participatory sense-making', 153, 154 Participatory university decision-making, 305–306 Partridge, Helen, 13, 19, 119, 169, 315 ‘Passive recipient’ of information, 54 Personal information, 175 Personality, 277–281, 289 Phenomenography, 8, 19, 22, 30, 41, 44, 119, 121–122, 183, 260, 262, 264, 265, 271 advantages of, 48 data collection, 46 Maybee, Clarence, 42 research process of, 45 Physical information, 71, 89 Physicality, 153, 156, 158, 164 Political representation, 225 Powerful information, 175 Practical learning, 207 Practice theory, 91, 92, 101, 151, 153, 154 Practising bodies, 91–92 Pre-enrolment information experiences, 296 Principles, 147–149 Product Disclosure Statements (PDSs), 195, 196 Professional searchers, 251 practices and traits of, 243, 244 Prospective students, 302–303 Prospective students' information experience, 295, 297, 306–307 experience, 297–298 pre-enrolment information experiences, 296 social media, 298 multiple uses, 300–301 online collaboration, 301–302 online communities, 302 online engagement, 301 traditional media versus, 299–300 young people's use of, 300 university selection and information experience, 302 prospective students, 302–303 prospective students' use of social media, 303 UNIGO.com: participatory university decision-making, 305–306 universities' use of social media, 304–305 Prospective students' use of social media, 303 Qualitative analysis, 42–43, 73 Qualitative approaches, 33, 35, 121 Qualitative case study, 8, 42–48 Qualitative methods, 12, 30 Qualitative research, 21, 43, 45, 121–122, 192, 195 Quality outcomes, 201 Queensland, 21–22 Questionnaire, 280–281 Ratemyprofessors.com, 301 Really Simple Syndication (RSS) feed, 304 Reciprocal relationships, 147–148, 180 Reddy, Vijay, 295–308 Reference librarians, 249, 250, 252 Reflection, 34, 46 Relationships, 6, 12, 41, 61–62, 87, 88, 91, 108, 121, 122, 124–125, 136–137, 140, 141, 146–148, 149, 150, 162–163, 180, 190–191, 206, 208, 210, 213–216, 301–302 Religious information literacy, 176–177, 265 Research agendas, 183, 208 Research domain, 7, 20, 29–30, 120, 122 delineating information experience as, 29–30 information experience as, 7–9 Researcher-searchers, 250–251 Research methods, 7–8 action research, 36, 44 characteristics, 43 constructivist grounded theory (CGT), 37–38, 44 ethnomethodology, 39, 44 expanded critical incident approach (ECIA), 40, 44 outcomes, 43 phenomenography, 41, 44 processes, 43 qualitative, 43 qualitative case study, 42, 44 six research snapshots of, 35 similarities and differences, 45–47 Research object, 20, 30–31, 181, 316 delineating information experience as, 28–29 information experience as, 9–11 Research projects, 20–28, 121–125 Research trajectory, 267, 269 Search experience, 240–241, 243, 245, 277, 279, 290 Searching, 240–241, 247–248, 275, 276, 279, 281, 282, 284, 287, 289 Search self-efficacy, 279 ‘Search tactics', idea of, 243 Second Life, 300, 304 Seldén, Lars, 7, 14, 221 Semi-structured individual interviews, 73 Senior leaders, organisations communication with, 197–199 Sense making, 39–40, 47, 56, 151–165, 212–213 background, 153–154 embodied aspects, 151–152 experiential, 151–152 experiential brutality in, 151 findings, 157 experiential brutality, 157–161 information research, implications for, 163–164 iterative rounds, 161–163 methodological perspective, 154–155 setting study, 155–156 data collection, 156–157 Senses, 71, 72, 74, 82, 94 Sensory information, 71, 73–75, 78, 82, 93–94 Shared learning, 203, 204 Sherman, Ben, 135 Skype, 21, 304 Social Admissions Report (2013), 303 Social body, 89 Social constructionism, 102 Social information, 71, 89, 95 Socially resilient project research findings of, 23–24 social media in times of natural disaster, 20–22 Social media, 11, 14, 19, 20–22, 29, 38, 175–176, 296, 306–308 multiple uses, 300–301 participation, 301 online collaboration, 301–302 online communities, 302 online engagement, 301 prospective students' use of, 303 in times of natural disasters, 20–22, 175–176 traditional media versus, 299–300 universities' use of, 304–305 young people's use of, 300 Sociocultural forms of information, 82 Sociocultural perspectives, 85, 86, 264 Socio-technical design movement, 54 Soft Systems Methodology (SSM), 8, 205, 208, 209, 211–212 Somerville, Mary, 13, 169, 172, 203, 207 Spiritual traditions, 135, 144, 145, 146 Stoodley, Ian, 13, 169, 315 Storytelling, 136 Strategic students' uncertainty, 280, 284, 286 Students, 278–281, 289–290 deep, 282–283, 285 explorative, 284, 287 optimistic, 278 strategic, 284–286 surface, 283–285 systematic, 287 Students, prospective see Prospective students' information experience Study approaches, 280–281, 283–284, 287 Stumbleupon, 301 Subject domain knowledge (SK), 249, 252 Surface students' uncertainty, 283–285 Survey, 280 Sustained learning, 209 Sweden, 114, 121, 208 Systematic students' uncertainty, 287, 289 Systems design, 191, 207, 208, 217 Systems principles, 203 Systems thinking, 204, 207, 209, 217 Technology, 76, 77, 139, 140, 142–146, 214, 231 Teen content creators, 13, 101 information experience as artifact, 111–114 as collaboration, 107–110 as inspiration, 105–107 as participation, 104–105 as process, 110–111 Textual information, 71, 102 ‘Theory-makers', 161 Threshold concepts, 14, 239, 245–248, 253, 254 Threshold concept theory, 14, 239, 244, 245 Traditional media versus social media, 299–300 Traditional tribal learning, 180 Triangulation, 45 Tucker, Virginia M., 239–254 Twitter, 19, 21, 296, 298, 300, 301, 307 Uganda, 221–237 Ugandan Parliament, 221–237 Ugandan Parliament, female legislators in, 221 constituency activities, 225 district/affirmative constituency, 229–230 constituency offices, 230–231 gender concerns, 231–232 role ambiguity, 230 information exchange for political representation, 225 for social support, 228–229 information experience and information research, 223–224 methods, 224 information intermediaries, 227 making strategic links, 232 constituency offices, 232–233 local councils, 233–234 transforming district women's information experiences, 234 information sharing, 234–235 women councils, 235–236 Uncertainty, individual differences in approach to, 277–279 locus of control, 278 method in habitual information seeking, 280–281 in inquiry project, 280 result in habitual information seeking, 287–289 in inquiry project, 281–287 Undergraduate classrooms, 259–271 Understanding information experience, 28–30 UNIGO.com, 305–306, 307 United States, 55, 114, 136 Universities' use of social media, 304–305 University of Warwick (UK), 304 University selection and information experience, 302 prospective students, 302–303 prospective students' use of social media, 303 UNIGO.com: participatory university decision-making, 305–306 universities' use of social media, 304–305 University students, 72–74, 243, 296, 303, 307 User-based design, 192 User experience, 3, 4, 10, 190, 197, 208, 276 Using information to learn, 13–14, 28, 34, 103, 170–173, 176, 180–182, 204, 205, 209, 213, 216, 264, 271 Values, 147–149 Values-based leadership, 140 Variations on the theme of information experience, 315–316 Variation theory, 41–42, 263, 266, 271 Vimeo, 104–105, 114 Visioning activity, 248 Vocational body, 91 Web 2.0, 247, 298–300, 303, 307 applications, 299, 304 Western traditions of information, 142 Whisken, Anne, 36–37 Wikipedia, 105, 300 Windows MovieMaker, 110 Women's information activities, 223 Workplace, 86 culture disruption, 215 information experiences in, 203–217 learning, 91, 210, 211, 214 Yates, Christine, 9, 12, 19, 119 Young people's use of social media, 300 YouTube, 19, 104, 105, 298, 300 Book Chapters Information experience: Approaches to theory and practice Library and Information Science Information Experience: Approaches to Theory and Practice Copyright Page List of Contributors List of Editors Editorial Advisory Board Preface Preface Preface Chapter 1 Information Experience: Contemporary Perspectives Chapter 2 Researching Information Experience: Object and Domain Chapter 3 Researching Information Experience: Methodological Snapshots Chapter 4 A Reflection on the Relationship between the Study of People’s Information Behaviour and Information Literacy: Changes in Epistemology and Focus Chapter 5 Creating and Expressing: Information- As-It-Is-Experienced Chapter 6 Informed Bodies: Does the Corporeal Experience Matter to Information Literacy Practice? Chapter 7 Information Experiences of Teen Content Creators Chapter 8 Exploring Information Literacy during a Natural Disaster: The 2011 Brisbane Flood Chapter 9 Information Experiences: A Native American’s Perspective Chapter 10 Experiential Brutality in Sense Making: Researching Dynamic Sense Making Processes in Online Discussions about Kidney Failure Chapter 11 Diversifying Information Literacy Research: An Informed Learning Perspective Chapter 12 How to Lose Friends and Alienate People: The High Cost to Business of Poor Information Experiences Chapter 13 Information Experiences in the Workplace: Foundations for an Informed Systems Approach Chapter 14 Information Experiences of Female Legislators: Examining Constituency Activities and Representation in the Ugandan Parliament Chapter 15 The Expert Searcher’s Experience of Information Chapter 16 Experiences of Informed Learning in the Undergraduate Classroom Chapter 17 The Emotional Valence of Information Experience: Relation to Personality and Approach to Studying Chapter 18 Information Experience in the Context of Information Seeking Methods by Prospective Students Chapter 19 Information Experience: New Perspectives and Research Directions About the Authors Index
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