The challenges of IT adoption in the healthcare sector have generated much interest across a range of research communities, including Information Systems (IS) and Health Informatics (HI). Given their long-standing interest in IT design, development, implementation, and adoption to improve productivity and support organisational transformation, the IS and HI fields are highly correlated in their research interests. Nevertheless, the two fields serve different academic audiences, have different research foci, and theorise IT artifacts differently. We investigate the dyadic relationship between health information systems (HIS) research in IS and HI through the communication patterns between the two fields. We present the citation analysis results of HIS research published in IS and HI journals between 2000 and 2020. The results revealed that despite the two fields sharing a common interest, communication between them is limited and only about specific topics. Potentially relevant ideas and theories generated in IS have not yet been sufficiently recognised by HI scholars and incorporated into the HI literature. However, the upward trend of HIS publications in IS indicates that IS has the potential to contribute more to HI.

Purpose This paper both supports previous findings relating to, and presents new insights into: the information needs and the information seeking processes of a sample of informal caregivers of people with dementia (in relation to their own needs and the interrelated needs of the people they are caring for); the extent to which such information needs are and are not being met; and the factors facilitating and hindering access to the right information. Design/methodology/approach The study adopted a qualitative approach in the form of a thematic analysis of in-depth, semi-structured interviews with a sample of 20 informal caregivers from a range of different age groups, genders and caring roles. Findings Thematic analysis identified significant informational challenges, with a common perception that information seeking was onerous, requiring a proactive approach. Further challenges arose from a perceived lack of focus on carer needs coming up against the boundaries of professional knowledge and inconsistent information provision across the sample. Distance carers faced specific issues. A second theme of negative impacts described burdens arising from: difficulties in accessing information from a complex array of support services closure or change in services and unfulfilled information needs. Participants employed strategies to enable access to information, for example, being open about their caring role; and building formal or informal support networks. It is important to address emotional as well as cognitive dimensions of information needs. Practical implications This research highlights a need for health and social care, practice and policy to acknowledge and address information needs of this diverse population and build resilience. Above all, information seeking and sharing must be understood within the context of the emotional impact of caring, and recognition of these twin needs is crucial. Originality/value Whilst previous research has focussed on identifying specific needs and knowledge acquisition at cross-sections, a more holistic understanding of experiences is underexplored. This approach is needed to take into account broader contexts, diversity of experiences and different caring roles, e.g. primary and secondary carers, and in situ and distance carers.

Although much previous research has considered how we read, less attention has been paid to why we read, and the influence not only of individual or text-related factors on a reader's intention to read, but also of broader societal factors. This article presents a novel, empirically-based model of fiction reading in a public library context, taking into account the characteristics differentiating the readers of individual fiction genres. It begins with a literature review of factors motivating a reading choice or habit, and of the effects of reading different fiction genres, before introducing three previous studies by the first author into readers’ attitudes towards, and engagement with, fiction and selected fiction genres. The methodologies are then summarized both for the three previous studies and the present study. The authors present a combined analysis that integrates the findings of the previous studies in order to generate a new, evidence-based model for the reading of fiction genres. Incorporating both demographic and motivational aspects, this model illustrates how the broad themes of the fiction reader profile interrelate, giving them a new causal ordering. Finally, there is a discussion of the implications of this work for library and information science research and practitioner communities.

• helping people to become smarter – helping them to develop knowledge and skill in relation to finding, evaluating and using information in pursuit of fulfilling their information-related needs

Although working together has always been central to work across the natural and social sciences and the arts and humanities, collaborative information behaviour is becoming increasingly common and important. Karunakaran, Reddy and Spence (2013) note that:

Although much previous research has considered how we read, less attention has been paid to why we read, and the influence not only of individual or text‐related factors on a reader's intention to read, but also of broader societal factors. This article presents a novel, empirically‐based model of fiction reading in a public library context, taking into account the characteristics differentiating the readers of individual fiction genres. It begins with a literature review of factors motivating a reading choice or habit, and of the effects of reading different fiction genres, before introducing three previous studies by the first author into readers’ attitudes towards, and engagement with, fiction and selected fiction genres. The methodologies are then summarized both for the three previous studies and the present study. The authors present a combined analysis that integrates the findings of the previous studies in order to generate a new, evidence‐based model for the reading of fiction genres. Incorporating both demographic and motivational aspects, this model illustrates how the broad themes of the fiction reader profile interrelate, giving them a new causal ordering. Finally, there is a discussion of the implications of this work for library and information science research and practitioner communities.

Purpose The purpose of this paper is to investigate the relationship between preferred choice of school subject and student information behaviour (IB). Design/methodology/approach Mixed methods were employed. In all, 152 students, teachers and librarians participated in interviews or focus groups. In total, 1,375 students, key stage 3 (11-14 years) to postgraduate, responded to a questionnaire. The research population was drawn from eight schools, two further education colleges and three universities. Insights from the literature review and the qualitative research phase led to a hypothesis which was investigated using the questionnaire: that students studying hard subjects are less likely to engage in deep IB than students studying soft subjects. Findings Results support the hypothesis that preferences for subjects at school affect choice of university degree. The hypothesis that a preference for hard or soft subjects affects IB is supported by results of an analysis in which like or dislike of maths/ICT is correlated with responses to the survey. Interviewees’ comments led to the proposal that academic subjects can be classified according to whether a subject helps students to acquire a “tool of the Mind” or to apply such a tool. A model suggesting how IB may differ depending on whether intellectual tools are being acquired or applied is proposed. Practical implications The “inner logic” of certain subjects and their pedagogies appears closely linked to IB. This should be considered when developing teaching programmes. Originality/value The findings offer a new perspective on subject classification and its association with IB, and a new model of the association between IB and tool acquisition or application is proposed, incorporating the perspectives of both teacher and student.

Information seeking is only one component in the broader concept of information behaviour, which (as we have seen in Chapter 3) includes behaviours such as information avoidance – the converse of information seeking – as well as information evaluation and use. However, it has formed the basis for much work in information behaviour over many years, and it continues to be a major element of study. Indeed, in her review of trends in information behaviour research between 2012 and 2014, Greifeneder (2014) concludes that ‘information seeking is still the major topic of interest’. The following sections introduce some of the major milestones in our understanding of information seeking.

The purpose of this chapter is not to list and discuss the range of methodologies and associated methods available, but rather to present three case studies which illustrate fundamental dimensions of difference in approach, giving a flavour of what they can offer and what might be their limitations. The first is a hypothesis-testing approach in which numerical data is quantitatively analysed in order deductively to test a predefined hypothesis. The second entails a qualitative analysis of textual data in order inductively to explore a phenomenon in a more open-ended way.

Purpose - The purpose of this paper is to develop a content analysis framework and from that derive a process model of knowledge construction in the context of virtual product user communities, organization sponsored online forums where product users collaboratively construct knowledge to solve their technical problems.Design/methodology/approach - The study is based on a deductive and qualitative content analysis of discussion threads about solving technical problems selected from a series of virtual product user communities. Data are complemented with thematic analysis of interviews with forum members.Findings - The research develops a content analysis framework for knowledge construction. It is based on a combination of existing codes derived from frameworks developed for computer-supported collaborative learning and new categories identified from the data. Analysis using this framework allows the authors to propose a knowledge construction process model showing how these elements are organized around a typical "trial and error" knowledge construction strategy.Practical implications - The research makes suggestions about organizations' management of knowledge activities in virtual product user communities, including moderators' roles in facilitation.Originality/value - The paper outlines a new framework for analysing knowledge activities where there is a low level of critical thinking and a model of knowledge construction by trial and error. The new framework and model can be applied in other similar contexts.

Paper presented at the 2017 i3 (information interactions and impact) conference in Aberdeen, Scotland, on June 28 2017. The authors are Sheila Webber, Professor Nigel Ford, Mary Crowder (University of Sheffield Information School, UK) and Dr Andrew Madden (Sun Yat-Sen University, China). It reports selected findings from an AHRC-funded project. An ANOVA was conducted on data from 1,375 students (700 school and 675 university students) to see what differences in relation to the information behaviour variables differentiated different year groups

Introduction. This paper investigates techniques used by children in year 4 (age eight to nine) of a UK primary school to reformulate their queries, and how they use information retrieval systems to support query reformulation. Method. An in-depth study analysing the interactions of twelve children carrying out search tasks in a primary school lesson; including observations, search recordings, post-task interviews and teacher interview. Analysis. The search screen recordings were analysed for task performance. The queries were categorised using both Broder's taxonomy (2002) and query reformulation type schemes. The interviews and observations were analysed inductively using thematic analysis. Results. Children reformulated queries by switching information retrieval system, extracting information from search results, and by using 'did you mean' and auto-complete functionality. The children also reformulated queries by using previous queries, correcting errors, and making their queries more specific. The type of query reformulation support the children used varied according to the type of query entered, with children submitting both question queries and broad-based topic queries. Conclusions. The children mostly reformulated queries based on their interactions with information retrieval systems, rather than their prior knowledge. Search systems could further support children by (1) tailoring tools to the type of query (question or broad-based) entered, (2) making suggestions for the narrowing of queries as the children found this particularly difficult (3) accommodating children's linear scanning of search results as this led to unnecessary query reformulations.

Purpose – The purpose of this paper is to investigate the effects of cognitive style on navigating a large digital library of cultural heritage information; specifically, the paper focus on the wholist/analytic dimension as experienced in the field of educational informatics. The hypothesis is that wholist and analytic users have characteristically different approaches when they explore, search and interact with digital libraries, which may have implications for system design. Design/methodology/approach – A detailed interactive IR evaluation of a large cultural heritage digital library was undertaken, along with the Riding CSA test. Participants carried out a range of information tasks, and the authors analysed their task performance, interactions and attitudes. Findings – The hypothesis on the differences in performance and behaviour between wholist and analytic users is supported. However, the authors also find that user attitudes towards the system are opposite to expectations and that users give positive feedback for functionality that supports activities in which they are cognitively weaker. Research limitations/implications – There is scope for testing results in a larger scale study, and/or with different systems. In particular, the findings on user attitudes warrant further investigation. Practical implications – Findings on user attitudes suggest that systems which support areas of weakness in users’ cognitive abilities are valued, indicating an opportunity to offer diverse functionality to support different cognitive weaknesses. Originality/value – A model is proposed suggesting a converse relationship between behaviour and attitudes; to support individual users displaying search/navigation behaviour mapped onto the strengths of their cognitive style, but placing greater value on interface features that support aspects in which they are weaker.

Charles Cole has built on a wide range of research from information science (including Taylor, Belkin, Dervin, and Kuhlthau) and psychology (Bruner, Donald, and Minsky) to produce a novel theory of information need. The theory not only is coherent and makes intuitive sense, but also, importantly, draws on a wide range of research evidence to support it. Cole uses Taylor’s model of levels of information need to differentiate between (a) the view of information needs which he claims is characteristic of computer scientists involved in designing information systems, and (b) the view of information needs as typically conceptualized within library and information science. Taylor’s scheme emphasizes the fact that an information need may be perceived with varying levels of awareness, and varying levels of precision:

In this paper, we present the results of the user requirements and interface design phase for a prototype system, designed to enhance interaction with cultural heritage collections online through means of a pathway metaphor. We present a single user interaction model that supports various work and information seeking tasks undertaken by both expert and non-expert users within the context of collection exploration and path creation. The user interaction model is shown to enable seamless movement between interaction modes, with the potential over time to encourage deeper engagement and learning.

Introduction Why Read This Book? The Book's Underlying Rationale Search Tools Covered in this Book Learning and Critical Thinking: The Essentials Learning and Assessment Basics Essential Learning Components Summary Clarifying What Is Required of You Clarifying the Nature of your Assignment Planning your Assignment Summary Finding High-Quality Information Defining 'Authoritative' Information Information Seeking Summary How to Do a Literature Review Initial Explorations Strategies for Finding High-Quality Academic Sources Summary Information Sources and Search Tools Types of information source Types of search tool Summary Mapping Search Approaches and Techniques to Information Needs Directory-Based Browsing and Searching Topic Similarity Searching Document Similarity Searching Filtering Citation Searching Boolean and Other Advanced Search Engine Operators Summary Scholarly Search Tools in Detail When to Use Which Search Tools Google Scholar SciVerse Scopus Web of Knowledge Incorporating Web of Science Summary Transforming Information into Evidence-Based Arguments Making Information 'Your Own' Critically Evaluating Information Validity, Reliability, Objectivity and Generalisability as Critical Tools Developing Your Own Evidence-Based Arguments Summary Presenting Your Evidence Effectively Plagiarism Citing Your Sources Summary Keeping up to Date A New Document is Published on your Topic Documents in Which You Are Interested Are Cited in a Newly Published Document An Author is Cited by a New Document or Publishes a New Document A New Issue of a Journal in which you are Interested is Published A website in Which You Are Interested is Updated Summary Organizing and Sharing Your Information Mendeley Basics Importing Data from Google Scholar and Other Search Tools Adding PDF Files to Your Library Inserting References into Your Work Summary