USE AND USERS OF INFORMATION
LIS 391D.1
Unique Number #45525
Dr. Philip Doty
School of Information
University of Texas at Austin
Spring 2003
Class time:
Friday 2:00 – 5:00 PM
Place:
SZB 556
Office:
SZB 570
Office hrs:
Thursday 1:00 – 2:00 PM
Friday 11:30 AM - 12:30 PM
By appointment other times
Telephone:
(512) 471-3746 (Direct line)
(512) 471-3821 (Main iSchool office)
Internet:
pdoty@ischool.utexas.edu
http://www.ischool.utexas.edu/~pdoty/index.htm
Class URL:
http://www.ischool.utexas.edu/~lis391pd/sp2003
TA:
Elena Demidova
edemidova@hotmail.com
Office hours: TBA
Copyright Philip Doty & Danielle Plumer, UT-Austin, October 2002
TABLE OF CONTENTS
Introduction to the course
3
Assignment descriptions
5
Expectations of PhD students’ performance
9
Standards for written work
10
Editing conventions
14
Grading
15
Texts
16
List of assignments
17
Outline of course
18
Schedule
20
References
25
Readings in the class schedule
Selected ARIST “use and users” chapters 1966-2002
Selected important serial and other sources about users
Additional sources
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Copyright Philip Doty & Danielle Plumer, UT-Austin, October 2002
INTRODUCTION TO THE COURSE
LIS 391D.1, Use and Users of Information, is one of the seminars currently required in the School
of Information doctoral program. The purpose of the course, most broadly construed, is to
consider some of the many ways in which users and information interact and create each other.
As such, the course has these goals:
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To consider what information is and to examine the many ways that our field and others
have identified information – at the same time, however, we will also discuss how the
idea of information as a noun, a substantive, is a useful fiction, but only a fiction.
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To discuss what a “user” is and how we have (unfortunately) naturalized our highly
contingent, historicized judgments about that question.
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To explore the concept of “the document” and how that concept both limits and offers
clarity to our understanding of users.
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To understand the increased cognitivist emphasis of research into users’ behavior, and
then undermine a purely cognitive understanding of the use of information. To this end,
we will consider some of the literature on communities of practice and the formative role
that knowledge plays in forming communities.
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To identify and evaluate major efforts to understand and model what we might
informally but usefully call “users’ information behaviors.”
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To consider the meaning and use of models in research.
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To see how empirical user-based research leads to theory development and how theory
leads to empirical research.
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To examine closely some of the research methods used to understand users.
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To understand the important concepts of information retrieval and relevance in their
various historical permutations, especially how they grew out of an emphasis on
scientific and technical communication and the documentation movement.
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To explore important terms and authors from many disciplines and to determine how
these terms and authors can help us in trying to understand users.
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Most importantly, to immerse students in the very large interdisciplinary literatures
related to information users.
As we all know, research and theory about users have evolved from system-centric to usercentric perspectives, an important and essential step in the maturity of the information
disciplines. Despite the rich results of such efforts, we cannot fall prey to their limitations, i.e., we
cannot regard users as simply cognitive and atomistic beings. To avoid such a (tempting)
mistake, we will self-consciously consider some of the contexts, meanings, and cultural
productions important to understanding how it is that people define and use “information.” At
the same time, however, we will not focus on user groups per se or on information institutions qua
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institutions. Further, we will not rely on the supposed hierarchy of “facts”  data  information
 knowledge  wisdom for reasons we will discuss throughout the semester.
Structurally, the course comprises three units:

Unit 1: Empirical and conceptual foundations (classes 1-7)

Unit 2: Examining the research of others (classes 8-12)
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Unit 3: Students’ presentations of their own research and course summary (classes 13-15).
As I tell the students in the Master’s users class, all of the topics we address this semester deserve
more attention than we can give them and there are a number of ideas that are especially
pertinent that we cannot explore in any depth. A partial list of such important topics includes:
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Browsing
Gender
Resistance to technology
Cognitive authority and the evaluation of information
Versioning
Digital libraries
Problem-solving and bounded rationality
Collection development
The value-added model
Formal evaluation of information systems
Epistemology
The contribution of the American pragmatist philosophers to the study of information users
Censorship
Human-computer interaction
Information policy
Scientific and technical communication
Information overload
Scholarly communication
Information equity
Usability
Collaboratories
Information infrastructures
Marketing
“Information literacy,” itself a highly contested concept.
Students are encouraged, however, to engage these and other topics as their interests and
professional goals dictate. This imperative is especially strong for doctoral students.
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ASSIGNMENT DESCRIPTIONS
I will provide you more specific information about each assignment as the semester proceeds.
1.
Students in the seminar will engage some important terms and concepts in a variety of
literatures of interest to our understanding users. To help us engage these terms more
profitably, each student will choose a minimum of three of the following terms and
contribute to the class Web glossary. No more than two students can choose any term.
These terms are sprinkled through the schedule for the first seven classes, and students
will post their working definitions at various times of the semester as indicated in the
class schedule.
epistemology
sub-text
ontology
genre and genre studies
theory
praxis/practice
community of practice
constructivism
ethnography
critical incident
think aloud protocols
hermeneutics
strong program(me) of sociology of science
intersubjectivity
phenomenology
thick description
invisible college
quasi-experiment
semiotics
indexicality
theories of the middle range
constructivism
literacy
dramaturgical view of self
social informatics
loose ties
intertextuality
discourse.
Each student will prepare working definitions of his/her three terms. Each definition
will:
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Be one or two double-spaced pages long
Include a personal interpretation of the term
Include a discussion of its importance in our domain
Provide examples of how researchers who study users employ the term.
The parroting of definitions from encyclopedias, dictionaries, or other sources will not
suffice for this assignment. Instead, each student is expected to provide a scholarly level,
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value-added explanation of the term for us all. This assignment is worth 10% of your
class grade.
2.
You will write two or three double-spaced pages on which of the two major “schools” in
research you find more powerful: (1) the qualitative approach or (2) the quantitative
approach. You should indicate specifically what you mean by “qualitative” and
“quantitative” in your paper. You should also identify factors in your life (especially in
your previous education and work experience) that have led you to that particular choice
while avoiding the easy dichotomies that often result from this kind of contrast. As we
know, methodologically diverse studies that combine qualitative and quantitative
methods are increasingly common. This assignment is due on January 24, the second
class meeting and has no credit associated with it.
3.
For five classes of the semester, students will work in self-selected groups of two or three,
depending on the number of students enrolled in the course. These teams will determine
what we will read and how we will discuss those readings for those classes. Each
student team will choose the work of one of the 15 researchers in List A below as the
focus of the class discussion. With approval of the instructor, a team could choose
another researcher.
Each team will be responsible for leading discussion for the entire class period and will
have at least one formal meeting with the instructor three weeks before the class in which
it facilitates the discussion to discuss plans for the readings, presentation, and other
elements of the class. Thus, the team that leads discussion on March 7, the date of the
first class led entirely by students, must have provided all appropriate materials and met
with the instructor no later than February 14, preferably earlier.
List A
Gary Marchionini
Philip Agre
Reijo Savolainen
Christine Borgman
Raya Fidel
Robert S. Taylor
Pertti Vakkari
Nicholas Belkin
Brenda Dervin
Michael Buckland
Marcia Bates
Tefko Saracevic
Elfreda Chatman
Carol Kuhlthau
Thomas Wilson
List B
Paul Otlet
Ben Schneiderman
Nancy van House
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Cyril Cleverdon
David Levy
Fritz Machlup
(Bertram) Chip Bruce
Donald Swanson
Cathy Marshall
Derek de Solla Price
J.C.R. Licklider
Peter Ingwersen
Kimmo Tuominen
Claude Shannon and Warren Weaver
Douglas Englebart
Carol Tenopir
Amanda Spink
Michael Eisenberg
Bruce Croft
Ann Peterson Bishop
Rob Kling
Gerald Salton
Carol Berry and Linda Schamber
Jesse Shera
Corinne Jörgensen
David Ellis
Sanda Erdelez
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4.
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Each presenting team will identify two or more readings written by or about the
work of the person(s) we are considering for that particular day (about 75-100 pp. of
reading in toto).
It is important that you emphasize the research methods these researchers have used
in order to investigate what we can broadly call information behavior and
information. Thus, one of the major criteria used for evaluating your work will be
how clearly and substantially you engage these research methods and help your
colleagues do the same.
One of these readings should be empirical.
At least one of the readings should be available in hard copy.
Each student team will provide hard copies of the print materials to the instructor no
later than three weeks ahead of the class in question; provide URL’s for the material
available online at the same time.
Be sure to contextualize these researchers’ work in their fields and in the study of
information users and use.
Prepare discussion questions, emphasizing at least three points in each piece we will
be reading for the week. These questions will help us discuss the works read.
Facilitate discussion in class about that person and his/her work, starting with a 4560 minute presentation, then moving to a more general discussion focusing on the
particular discussion questions developed for the remainder of class.
This assignment is worth 25% of your class grade.
Each student will act as a member of a two- or three-member team responding to one of
the other student teams’ presentations and discussions. These respondents, like the
presenters, will also be expected to facilitate the discussion for the day.
Copyright Philip Doty & Danielle Plumer, UT-Austin, October 2002
The respondents as a group will be expected to produce an annotated bibliography of
works pertinent to the topic(s) of the presentations, up to approximately 30 items with
one or two paragraph annotations for each item and an introductory, discursive
overview of the works of six or seven double-spaced pages. This bibliography can
include but must go beyond the works of the researcher(s) being discussed to focus more
generally on research methods (data collection and data analysis in particular) and
topics. As appropriate, I strongly encourage you to include works by one or more of the
28 researchers from List B above as well as at least one ARIST chapter we have not read
as a class. The bibliography is due the day of the presentation. This assignment is
worth 15% of your semester grade.
5.
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Each participant in the seminar will respond to an appropriate call for papers for a
professional conference, with an emphasis on users. For those students with the interest,
the instructor strongly encourages them to perform and report an empirical investigation
of users to satisfy this course requirement. Such a choice, however, requires early
planning and writing, especially to meet Institutional Review Board requirements related
to research involving human beings. Such experience, however, is invaluable.
Copyright Philip Doty & Danielle Plumer, UT-Austin, October 2002
Generally all students will:
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Write and submit an abstract in response to the call for papers.
Write a full draft of the paper (10-12 double-spaced pages long), even if the abstract
is rejected or if you have not heard from the organizers by the time the paper is due.
Act as a peer editor for another student’s draft. Each student will write a paper two
or three (2-3) double-spaced pages long reacting to another student’s paper. This
effort is worth 10% of your final grade. The goal of this review is to help the author
of the paper under review to improve that paper.
Present the final version of the paper publicly. We will emulate the logistics of a
professional conference, with each student having about 20 minutes to present, with
another 10 minutes for questions. This schedule will probably result in two classes
with four papers discussed and one class with five papers discussed. The
presentation will be worth 5% of your semester grade.
Members of the seminar, with a minimal amount of guidance from the instructor,
will reserve an appropriate room in the Sánchez building for the presentations,
ensure that all presentation equipment is reserved and there, be sure that the room is
set up properly, and so on. Members of the Master’s users class (LIS 382L.20,
Understanding and Serving Users), as well as the iSchool faculty, doctoral students,
and others, will be invited to attend.
A final 15-page draft of the paper will be handed in on May 9 (25% of grade).
The students who sit in the class rather than enrolling will perform several tasks.
They will:
a.
b.
c.
Act as the initial evaluators of the abstracts submitted, offering advice and
direction to the members of the seminar
Organize the papers into thematic groups for the three class periods used for
these presentations
Moderate the sessions.
The instructor will try to ensure that students will be able to submit abstracts to real conferences.
If that is not possible, then the students sitting in will develop their own call for papers focusing
on users and their behavior to which the enrollees’ papers will respond.
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EXPECTATIONS OF PHD STUDENTS’ PERFORMANCE
PhD students are especially expected to be involved, creative, and vigorous participants in class
discussions and in the overall conduct of the class. In addition, students are expected to:
•
Attend all class sessions; if a student misses a class, it is his or her responsibility to
arrange with another student to obtain all notes, handouts, and assignment sheets
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Read all material prior to class
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Spend at least 5-6 hours in preparation for each hour in the classroom of a PhD seminar;
therefore, a 3-credit hour course requires a minimum of 15 hours per week of work
outside the classroom
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Participate in all class discussions
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Hand in all assignments fully and on time -- late assignments will not be accepted except
in the particular circumstances noted below
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Be responsible with collective property, especially books and other material on reserve
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Ask for any explanation and help from the instructor or the Teaching Assistant, either in
class, during office hours, on the telephone, through email, or in any other appropriate
way. Email is especially appropriate for information questions but please recall that I do
not do email at home and that I try to stay home two days a week. It may be several
days after you send email before I even see it.
Academic or scholastic dishonesty, such as plagiarism, cheating, or academic fraud, will not be
tolerated and will incur the most severe penalties, including failure for the course. Naturally,
PhD students are held to the highest academic standards.
If there is any concern about behavior that may be academically dishonest, please consult the
instructor. Students are also encouraged to refer to the UT General Information Bulletin,
Appendix C, Sections 11-304 and 11-802 and the brochure Texas is the Best . . . HONESTLY! (1988)
by the Cabinet of College Councils and the Office of the Dean of Students.
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STANDARDS FOR WRITTEN WORK
Review the standards for written work both before and after writing; they are used to evaluate
your work.
You will be expected to meet professional standards of maturity, clarity, grammar, spelling, and
organization in your written work for this class, and, to that end, I offer the following remarks.
Every writer is faced with the problem of not knowing what his or her audience knows about the
topic at hand; therefore, effective communication depends upon maximizing clarity. As Wolcott
reminds us in Writing Up Qualitative Research (1990, p. 47): "Address . . . the many who do not
know, not the few who do." It is also important to remember that clarity of ideas, clarity of
language, and clarity of syntax are interrelated and mutually reinforcing. Good writing makes
for good thinking and vice versa.
All written work for the class must be done on a word-processor and double-spaced, with 1"
margins all the way around and in either 10 or 12 pt. font.
Certain assignments will demand the use of notes (either footnotes or endnotes) and references.
It is particularly important in professional schools such as the School of Information that notes
and references are impeccably done. Please use APA (American Psychological Association)
standards. There are other standard bibliographic and note formats, for example, in engineering
and law, but social scientists and a growing number of humanists use APA. Familiarity with
standard formats is essential for understanding others' work and for preparing submissions to
journals, professional conferences, and the like. You may also consult the Publication Manual of the
American Psychological Association (2001, 5th ed.) and
http://webster.commnet.edu/apa/apa_index.htm (a useful if non-canonical source).
Never use a general dictionary or encyclopedia for defining terms in graduate school or in
professional writing. If you want to use a reference source to define a term, a better choice would
be a specialized dictionary or subject-specific encyclopedia. The best alternative, however, is
having an understanding of the literature related to the term sufficient to provide a definition in
the context of that literature.
Use the spell checker in your word processing package to review your documents, but be aware
that spell checking dictionaries: do not include most proper nouns, including personal and place
names; omit most technical terms; include very few foreign words and phrases; and cannot
identify the error in using homophones, e.g., writing "there" instead of "their," or in writing "the"
instead of "them."
It is imperative that you proofread your work thoroughly and be precise in editing it. It is often
helpful to have someone else read your writing, to eliminate errors and to increase clarity.
Finally, each assignment should be handed in with a title page containing your full name, the
date, the title of the assignment, and the class number (LIS 391D.1). If you have any questions
about these standards, I will be pleased to discuss them with you at any time.
Remember, every assignment must include a title page with
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The title of the assignment
Copyright Philip Doty & Danielle Plumer, UT-Austin, October 2002
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Your name
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The date
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The class number.
CONTINUED
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STANDARDS FOR WRITTEN WORK (CONTINUED)
Doctoral students must be especially sensitive to words and their meanings, as well as to the
canons of good writing. As we know, however, what constitutes good writing and what
constitutes permissible use of words in professional situations can vary widely. What follows are
reminders to help you prepare professional-level work appropriate to any situation. Note the
asterisked errors in #'s 3, 4, 8, 10, 11, 14, 15, 18, 20, and 25 (some have more than one error).
Since the production of professional-level written work is one of the aims of the class, I will read
and edit your work as the editor of a professional journal or the moderator of a technical session
at a professional conference would. Your colleagues expect the same from you when you review
their work. Attention to the writing of others is an essential skill, no matter what your
professional ambitions might be.
1.
Staple all papers for this class in the upper left-hand corner. Do not use covers, binders,
or other means of keeping the pages together.
2.
Number all pages after the title page. Ordinarily, notes and references do NOT count
against page limits.
3.
Use formal, academic prose. Avoid colloquial language, *you know?* It is essential in
graduate work and in professional communication to avoid failures in diction -- be
serious and academic when called for, be informal and relaxed when called for, and be
everything in between as necessary. For this course, avoid words and phrases such as
"agenda," "problem with," "deal with," "handle," "window of," "goes into," "broken down
into," "viable," and "option."
4.
Avoid clichés. They are vague, *fail to "push the envelope," and do not provide "relevant
input."*
5.
Avoid computer technospeak like "input," "feedback," or "processing information" except
when using such terms in specific technical ways; similarly avoid using “content” as a
noun.
6.
Do not use the term "relevant" except in its information retrieval sense. Ordinarily, it is a
colloquial cliché, but it also has a strict technical meaning in Information Studies.
7.
Do not use "quality" as an adjective; it is vague, cliché, and colloquial. Instead use "highquality," "excellent," "superior," or whatever more formal phrase you deem appropriate.
8.
Study the APA style convention for the proper use of ellipsis*. . . .*
9.
Avoid using the terms "objective" and "subjective" in their evidentiary senses; these terms
entail major philosophical, epistemological controversy. Avoid terms such as "facts,"
"factual," "proven," and related constructions for similar reasons.
10.
Avoid contractions. *Don't* use them in formal writing.
11.
Be circumspect in using the term "this," especially in the beginning of a sentence. *THIS*
is often a problem because the referent is unclear. Pay strict attention to providing clear
referents for all pronouns. Especially ensure that pronouns and their referents agree in
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number; i.e., "each person went to their home" is a poor construction because "each" is a
singular form, as is the noun "person," while "their" is a plural form. Therefore, either the
referent or the pronoun must change in number.
CONTINUED
STANDARDS FOR WRITTEN WORK (CONTINUED)
12.
“If" ordinarily takes the subjunctive mood, e.g., "If he were [not "was"] only taller."
13.
Put "only" in its appropriate place, near the word it modifies. For example, it is
appropriate in spoken English to say that "he only goes to Antone's" when you mean that
"the only place he frequents is Antone's." In written English, however, the sentence
should read "he goes only to Antone's."
14.
Do not confuse possessive, plural, or contracted forms, especially of pronouns. *Its* bad.
15.
Do not confuse affect/effect, compliment/complement, or principle/principal. Readers
will not *complement* your work or *it's* *principle* *affect* on them.
16.
Avoid misplaced modifiers; e.g., it is inappropriate to write the following sentence: As
someone interested in the history of Mesoamerica, it was important for me to attend the
lecture. The sentence is inappropriate because the phrase "As someone interested in the
history of Mesoamerica" is meant to modify the next immediate word, which should
then, obviously, be both a person and the subject of the sentence. It should modify the
word "I" by preceding it immediately. One good alternative for the sentence is: As
someone interested in the history of Mesoamerica, I was especially eager to attend the
lecture.
17.
Avoid use of "valid," "parameter," "bias," "reliability," and "paradigm," except in limited
technical ways. These are important terms and should be used with care and precision.
18.
Remember that the words "data," "media," "criteria," "strata," and "phenomena" are all
PLURAL forms. They *TAKES* plural verbs. If you use any of these plural forms in a
singular construction, e.g., "the data is," you will make the instructor very unhappy :-(.
19.
"Number," "many," and "fewer" are used with plural nouns (a number of horses, many
horses, and fewer horses). “Amount," "much," and "less" are used with singular nouns
(an amount of hydrogen, much hydrogen, and less hydrogen). Another useful way to
make this distinction is to recall that "many" is used for countable nouns, while "much" is
used for uncountable nouns.
20.
*The passive voice should generally not be used.*
21.
"Between" is used with two alternatives, while "among" is used with three or more.
22.
Generally avoid the use of honorifics such as Mister, Doctor, Ms., and so on when
referring to persons in your writing, especially when citing their written work. Use last
names and dates as appropriate.
23.
There is no generally accepted standard for citing electronic resources. If you cite them,
give an indication, as specifically as possible, of:
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responsibility
title
date of creation
date viewed
place to find the source
(who?)
(what?)
(when?)
(when?)
(where? how?).
See the Publication Manual of the American Psychological Association (2001, 5th ed., pp. 213-214, 231,
and 268-281) for a discussion of citing electronic material and useful examples. Also see Web
Extension to American Psychological Association Style (WEAPAS) at
http://www.beadsland.com/weapas/#SCRIBE
CONTINUED
STANDARDS FOR WRITTEN WORK (CONTINUED)
24.
"Cite" is a verb, "citation" is a noun; similarly, "quote" is a verb, "quotation" is a noun.
25.
*PROFREAD! PROOFREED! PROOOFREAD!*
26.
Use double quotation marks (“abc.”), not single quotation marks (‘xyz.’), as a matter of
course. Single quotation marks are to be used only to indicate quotations within
quotations.
27.
Provide a specific page number for all direct quotations. If the quotation is from a Web
page or other digital source, provide at least the paragraph number.
28.
As ≠ because.
29.
Use "about" instead of the tortured locution "as to."
30.
In much of social science and humanistic study, the term "issue" is used in a technical
way to identify sources of public controversy or dissensus. Please use the term to refer to
topics about which there is substantial public disagreement, NOT synonymously with
general terms such as "area," "topic," or the like.
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SOME EDITING CONVENTIONS FOR STUDENT PAPERS
Symbol Meaning
#
number OR insert a space; context will help you decipher its meaning
AWK
awkward; and usually compromises clarity as well
block
make into a block quotation without external quotation marks; do so with
quotations ≥ 4 lines
caps
capitalize
COLLOQ
colloquial and to be avoided
dB
database
FRAG
sentence fragment; often that means that the verb and/or subject of the sentence
is missing
ITAL
italicize
j
journal
lc
make into lower case
lib'ship
librarianship
org, org’l
organization, organizational
PL
plural
Q
question
REF?
what is the referent of this pronoun? to what or whom does it refer?
SING
singular
sp
spelling
w/
with
w.c.?
word choice?
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GRADING
The grading system for this class includes the grades of:
A+
A
AB+
B
BC+
C
CD
F
Extraordinarily high achievement
Superior
Excellent
Good
Satisfactory
Barely satisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unacceptable
Unacceptable and failing.
Please see the memorandum from former Dean Brooke Sheldon dated August 13, 1991, and the
notice in the student orientation packets for explanations of this system. Students should consult
the ISchool Web site (http://www.ischool.utexas.edu/programs/information.html) and the
Graduate School Catalogue (e.g., http://www.utexas.edu/student/registrar/catalogs/grad9901/ch1/ch1a.html#nature and http://www.utexas.edu/student/registrar/catalogs/grad9901/ch1/ch1b.html#student) for more on standards of work. The University of Texas does not
use the +/- grading system that we do at the iSchool; UT accepts only full letter grades.
Therefore, for example, a B- and B+ final grade at the School of Information both translate to a
final grade of B at the University level.
A grade of B signals acceptable, satisfactory performance in graduate school. In this class, the
grade of A is reserved for students who demonstrate not only a command of the concepts and
techniques discussed but also an ability to synthesize and integrate them in a professional
manner and communicate them effectively.
The grade of incomplete (X) is reserved for students in extraordinary circumstances and must be
negotiated with the instructor before the end of the semester. See the former Dean's
memorandum of August 13, 1991, available from the main iSchool office.
I use points to evaluate assignments, not letter grades. Points on any assignment are determined
using an arithmetic not a proportional algorithm. For example, 14/20 points on an assignment
does NOT translate to 70% of the credit, or a D. Instead 14/20 points is very roughly equivalent
to a B. If any student's semester point total > 90 (is equal to or greater than 90), then s/he will
have earned an A of some kind. If the semester point total > 80, then s/he will have earned at
least a B of some kind. Whether these are A+, A, A-, B+, B, or B- depends upon the comparison
of point totals for all students. For example, if a student earns 90 points and the highest point
total in the class is 98, the student earns an A-. If, on the other hand, a student earns 90 points
and the highest point total in the class is 91, then the student earns an A. This system will be
further explained throughout the semester.
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The presumption is that all students, especially doctoral students, will earn A unless they
demonstrate otherwise.
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TEXTS
There are two required texts for this class. The New Review can be purchased from the instructor,
while the reading packets can be purchased from University Duplicating Service at the Graduate
School of Business, GSB 3.136 (471-8281). The required texts will also be on Reserve at PCL.
The required texts are:
Höglund, Lars, & Wilson, Tom. (Eds.). (2000). Studies of information seeking in context.
The New Review of Information Behaviour Research 2000. Volume 1. Taylor Graham
Publishing.
A packet of readings (in two volumes).
The 2000 issue of The New Review of Information Behaviour Research, like the 2001 issue, publishes
papers from ISIC III, the third International Conference on Information Seeking in Context held
in Göteborg, Sweden.
I also recommend these texts:
Allen, Bryce. (1996). Information tasks: Toward a user-centered approach to information
systems. San Diego, CA: Academic Press.
Bloch, R. Howard, & Hesse, Carla. (Eds.). (1993). Future libraries. Berkeley, CA:
University of California Press.
Bruce, Harry, Fidel, Raya, Ingwersen, Peter, & Vakkari, Pertti. (Eds.). (2002). Emerging
frameworks and methods: Proceedings of the fourth international conference on conceptions of
library and information science (CoLIS4). Greenwood Village, CO: Libraries Unlimited.
Höglund, Lars, & Wilson, Tom. (Eds.). (2001). Studies of information seeking in context.
The New Review of Information Behaviour Research 2001. Volume 2. Taylor Graham
Publishing.
Ingwersen, Peter, & Pors, Niels Ole. (Eds.). (1995). Information science: Integration in
perspective. Copenhagen: Royal School of Librarianship.
Marchionini, Gary. (1995). Information seeking in electronic environments. Cambridge, MA:
Cambridge University Press.
Nunberg, Geoffrey. (Ed.). (1996). The future of the book. Berkeley, CA: University of
California Press.
Rice, Ronald E., McCreadie, Maureen, & Chang, Shan-Ju. (2001). Accessing and browsing
information and communication. Cambridge, MA: MIT Press.
The required texts, recommended texts, and other material will be on Reserve in PCL to the
extent that they are available. While at PCL, you should also make a point of diving into the
current periodicals. Doing so will help you further develop the habit of systematically checking
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the journal literature as well as browsing in journal collections. It is also imperative to develop
such strategies for online journal material, given that so many journal titles exist only in
electronic form, that many titles exist in both print and electronic form, and that UT-Austin gets
many journals in this second category only in electronic form. As you know, consortial
arrangements, which major academic libraries like ours have developed, are often the major
sources of online journal materials of all kinds.
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LIST OF ASSIGNMENTS
The instructor will provide additional information about each assignment (also see pp. 5-8 of this
syllabus). Written assignments are to be word-processed and double-spaced in 10- or 12-point
font, with 1" margins. Assignments are due in class unless otherwise indicated. GRP indicates a
group assignment.
Assignment
Date Due
Preparation and participation
-----
Percent of Grade
10%
Qualitative/quantitative orientation paper
(2-3 double-spaced pp.)
JAN 24
---
Contribution to class Web glossary
(three terms, 1-2 double-spaced pp. each)
various dates
10
Choice of researcher for class presentation
GRP
FEB 7
---
Choice of date for acting as presentation
respondent
FEB 7
---
Class presentation and discussion GRP
various dates
25
Annotated bibliography (c. 30 items and
overview of 6-7 double-spaced pp.) GRP
various dates
15
Abstract of “conference” paper
MAR 21
---
Full draft of “conference” paper (10-12 doublespaced pp.)
APR 18
---
Peer review of full draft of “conference” paper
(2-3 double-spaced pp.)
MAY 2
10
Presentation of “conference” paper
various dates
Final version of “conference” paper (15 doublespaced pp.)
MAY 9
5
25
All assignments must be handed in on time, and the instructor reserves the right to issue a course
grade of F if any assignment is not completed. Late assignments will not be accepted unless
three criteria are met:
1.
At least 24 hours before the date due, the instructor gives explicit permission to the
student to hand the assignment in late.
2.
At the same time, a specific date and time are agreed upon for the late submission.
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Copyright Philip Doty & Danielle Plumer, UT-Austin, October 2002
3.
The assignment is then submitted on or before the agreed-upon date and time.
The first criterion can be met only in the most serious of health, family, or personal situations.
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OUTLINE OF COURSE
Meeting
Date
Topics
Unit 1 Empirical and conceptual foundations (classes 1-7)
1
Jan 17
Introduction to the course and each other
Brief review of the syllabus
What is information? How can we conceptualize this important
term better without reifying it? Why does doing so matter?
2
Jan 24
What are models? How and why are they useful? What do we
think of important models of information behavior we have
seen? What is the “traditional” reference interview, what are
models of that interaction, and how can understanding the
reference process help us understand users?
DUE:
Qualitative/quantitative orientation paper (2-3 doublespaced pp.)
3
Jan 31
What is theory? What is practice? What theories have we seen
in our readings about information behavior? How are models
and theories related?
4
Feb 7
How can information retrieval research, and the concept of
relevance, help us understand users? What, if anything, do
researchers interested in users owe to the documentation
movement, especially as it developed in Great Britain and
elsewhere in Europe? How can we avoid the cognitivistic,
solipsistic bias of much information retrieval research?
DUE:
Choice of researcher and date for class presentation
Choice of date for acting as presentation respondent
5
Feb 14
What are the ways that empirical and other research methods we
have read about can help us understand information and
information users? What is a user? What is a reader?
6
Feb 21
What is everyday life information seeking (ELIS)? How is it like
other forms of information use? How do researchers investigate
ELIS? What is information use?
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7
Feb 28
How can the concepts of communities of practice and shared
cognition help us in thinking about users? What about the
concept of genre?
Unit 2 Examining the research of others (classes 8-12)
8
9
Mar 7
Student-led discussions of other researchers’ work
Mar 14
Spring break – no class!
Mar 21
Student-led discussions of other researchers’ work
DUE:
Abstract of “conference” paper
10
Mar 28
Student-led discussions of other researchers’ work
11
Apr 4
Student-led discussions of other researchers’ work
12
Apr 11
Student-led discussions of other researchers’ work
Unit 3 Students’ presentations of their research and course
summary (classes 13-15)
13
Apr 18
Students’ presentations of “conference papers” 5%
DUE:
Full draft of “conference” paper (10-12 double-spaced
pp.)
14
Apr 25
Students’ presentations of “conference papers” 5%
15
May 2
Summary and course evaluation
Students’ presentations of “conference papers” 5%
Information narratives . . .
DUE:
24
Peer review of another student’s draft of “conference”
paper (2-3 double-spaced pp.) (10%)
Copyright Philip Doty & Danielle Plumer, UT-Austin, October 2002
May 9
25
DUE:
Final version of “conference” paper (15 double-spaced
pp.) (25%)
Copyright Philip Doty & Danielle Plumer, UT-Austin, October 2002
SCHEDULE
The schedule is tentative and may be adjusted slightly as we progress through the semester.
Those sources with “(2000) [New Review]” appended to them are in the textbook, the 2000 issue of
The New Review of Information Behaviour Research. Several required and other readings are
available online as indicated.
DATE
TOPICS, ASSIGNMENTS, AND REQUIRED READINGS
Unit 1 Empirical and conceptual foundations (classes 1-7)
Jan 17
Introduction to the course and each other
Brief review of the syllabus
What is information? How can we conceptualize this important
term better without reifying it? Why does doing so matter?
READ: Buckland (1991) [online]
Chatman (2000) [New Review]
Cole & Kuhlthau (2000) [New Review]
Cornelius (2002)
Högland & Wilson (2000) [New Review]
Reddy (1993)
Rowley (1998) [online]
Schiller (1988)
Weaver (1949)
Wilson et al. (2000) [New Review]
AS:
Braman (1989)
Buckland (1999)
Capurro (2000)
Cole (1994)
Cool & Belkin (2002)
Cooper (2002)
Harmon (1987)
Losee (1990a)
Losee (1997)
MacMullin & Taylor (1984)
Norton (2000b)
Roberts (1982)
Scarrott (1994)
Discussion topic -- Choose three of the papers listed above that we have all
read and identify two important similarities and two important differences
between them. Such differences might be in their conceptualizations of
information, their models of how human beings learn and live together, how the
authors analyze users, or other topics. These are only suggestions; please
develop your own description of the papers’ attributes and differences, and come
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to class prepared to discuss them explicitly. Be sure to be ready to explain why
the attributes and differences matter specifically.
While these are very complex questions and can be answered neither
comprehensively nor easily, I am particularly interested in what you think about
them. Please recall that reasonable people can disagree about the questions and
how to address them.
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Jan 24
What are models? How and why are they useful? What do we think of
important models of information behavior we have seen? What is the
“traditional” reference interview, what are models of that interaction, and how
can understanding the reference process help us understand users?
GLOSSARY TERM:
model
READ: Allen (1990)
Christian (2001) [handout]
Dervin & Nilan (1986)
Gordon (1993a)
Hurst (2001) [handout]
Sonnenwald et al. (2001)
Taylor (1968)
Wilson (1999)
Jan 31
AS:
Berring (1993)
Dervin (1976)
Dewdney & Gillian (1997)
Frohmann (1992c)
Hoskisson (1997)
Janes (2001)
Maher (1986)
Nardi & O’Day (1999), 7 (“Librarians: A Keystone Species,” pp. 79-104)
Ortega y Gassett (1975)
Tissing (1984)
Wilson (2000)
DUE:
Qualitative/quantitative orientation paper (2-3 double-spaced pp.)
What is theory? What is practice? What theories have we seen in our readings
about information behavior? How are models and theories related?
GLOSSARY TERMS:
theory, praxis/practice
READ: Day (1996)
Glazier and Grover (2002)
Grover and Glazier (1986)
Hjørland (1998)
Kuhlthau & Vakkari (1999) [online]
McGrath (2002) [online]
McKechnie et al. (2001)
McKechnie and Pettigrew (2002) [online]
Pettigrew and McKechnie (2001)
Tuominen et al. (2002)
Zwadlo (1997) [online]
AS:
28
Åström (2002)
Chatman (1996)
Conway (1986)
Frohmann (1992b)
Marchionini (1995)
Copyright Philip Doty & Danielle Plumer, UT-Austin, October 2002
Gardner (1983)
Granovetter (1973)
Talja et al. (1999)
Taylor (1986b)
Taylor (1986c)
Westbrook (1993)
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Feb 7
How can information retrieval research and the concept of relevance help us
understand users? What, if anything, do researchers interested in users owe to
the documentation movement, especially as it developed in Great Britain and
elsewhere in Europe? How can we avoid the cognitivistic, solipsistic bias of
much information retrieval research?
GLOSSARY TERMS:
epistemology, phenomenology, constructivism
READ: Anderson (2000) [New Review]
Bates (1989) [online]
Belkin, Oddy, & Brooks (1982a)
Belkin, Oddy, & Brooks (1982b)
Bush (1945) [online]
Ellis (1998) [online]
Frohmann (1992a)
Kuhlthau (1991)
Schamber, Eisenberg, & Nilan (1990) [online]
Feb 14
AS:
Allen (1991)
Barry & Schamber (1998) [online]
Belkin (1990)
Frohmann (2000)
Harris & Dewdney (1994b)
Kuhlthau (1993a)
Losee (1990b)
Mizzaro (1998)
Norton (2000c)
Schamber (1994)
Swanson (1988)
Vakkari (1999)
DUE:
Choice of researcher and date for class presentation
Choice of date for acting as presentation respondent
What are the ways that empirical and other research methods we have read
about can help us understand information and information users? What is a
user? What is a reader?
GLOSSARY TERMS:
semiotics, discourse, hermeneutics, sub-text
READ: Buckland (1998)
Dervin (1989)
Eco (1984)
Gordon (1993b)
Hernon & Schwartz (2002) [online]
Hjørland (2000) [New Review]
Limberg (2000) [New Review]
Lincoln (2002) [online]
O’Connor & Park (2001) [online]
Thomas & Nyce (2001)
AS:
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Berg (1996)
Copyright Philip Doty & Danielle Plumer, UT-Austin, October 2002
Chang & Rice (1993)
Ellis (1993)
Long (1993)
Mick et al. (1980)
Talja (1997)
Tuominen & Savolainen (1997)
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Feb 21
What is everyday life information seeking (ELIS)? How is it like other forms of
information use? How do researchers investigate ELIS? What is information
use?
GLOSSARY TERMS:
ethnography, intersubjectivity, social informatics,
thick description, grounded theory
READ: Byström (2000) [New Review]
Carey et al. (2001) [online]
Cool (2001)
Dervin (1999) [online]
Huotari and Chatman (2001) [online]
Savolainen (1995) [online]
Savolainen (2000) [New Review]
Solomon (2002)
Spink & Cole (2001) [online]
AS:
Feb 28
Bishop (1999) [online]
Spivey & King (1994)
Wang & White (1999)
How can the concepts of communities of practice and shared cognition help us in
thinking about users? What about the concept of genre?
GLOSSARY TERMS:
genre, communities of practice, invisible college
READ: Brown & Duguid (1991) [online]
Brown & Duguid (1996) [online]
Chartier (1995a)
Chartier (1995b)
Davenport & Hall (2002)
Erdelez & Rioux (2000) [New Review]
Fidel et al. (2000) [New Review]
Kenner (1986)
Orlikowski & Yates (1994)
Perry (1993)
Star & Griesemer (1989)
AS:
Brown & Duguid (2000)
Granovetter (1982)
Hertzum (2000) [New Review]
Mutch (2000) [New Review]
Sonnenwald (1999)
Taylor (1991)
Unit 2 Examining the research of others (classes 8-12)
Mar 7
Student-led discussions of other researchers’ work
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Copyright Philip Doty & Danielle Plumer, UT-Austin, October 2002
Mar 14
Spring break – no class!
Mar 21
Student-led discussions of other researchers’ work
DUE:
Abstract of “conference” paper
Mar 28
Student-led discussions of other researchers’ work
Apr 4
Student-led discussions of other researchers’ work
Apr 11
Student-led discussions of other researchers’ work
Unit 3 Students’ presentations of their research and course
summary (classes 13-15)
Apr 18
Students’ presentations of “conference papers” 5%
DUE:
Full draft of “conference” paper (10-12 double-spaced pp.)
Apr 25
Students’ presentations of “conference papers” 5%
May 2
Summary and course evaluation
Students’ presentations of “conference papers” 5%
Information narratives . . .
READ: Borges (1964) [online]
Chatman (1999) [online]
Chatman (2000) [New Review] -- reprise
Haraway (1991) [online]
Pettigrew et al. (2001)
AS:
Benoît (2002) [online]
Brittain (1982)
Yoon & Nilan (1999)
DUE:
Peer review of another student’s draft of “conference” paper (2-3
double-spaced pp.) (10%)
May 9
DUE:
Final version of “conference” paper (15 double-spaced pp.) (25%)
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REFERENCES
I. Readings in the class schedule and assignments
Allen, Robert B. (1990). User models: Theory, method, and practice. International Journal of ManMachine Studies, 32(5), 511-543.
Anderson, Theresa Dirndorfer. (2000). Doing relevance research: An ethnographic exploration
of relevance assessment. The New Review of Information Behaviour Research, 1, 201-218.
Bates, Marcia J. (1989). The design of browsing and berrypicking techniques for the online
search interface. Online Review, 13(5), 407-424. Also available at
http://www.gseis.ucla.edu/faculty/bates/berrypicking.html
Belkin, Nicholas, Oddy, Robert, & Brooks, Helen M. (1982a). ASK for information retrieval I.
Journal of Documentation, 38(2), 61-71.
Belkin, Nicholas, Oddy, Robert, & Brooks, Helen M. (1982b). ASK for information retrieval II.
Journal of Documentation, 38(3), 145-164.
Borges, Jorge Luis. (1964). The library of Babel. In Donald A. Yates & James E. Irby (Eds.),
Labyrinths: Selected stories & other writings (pp. 51-58). (James E. Irby, Trans.). New York: New
Directions Paperback. Also available
http://jubal.westnet.com/hyperdiscordia/library_of_babel.html
Brown, John Seely, & Duguid, Paul. (1991). Organizational learning and communities-ofpractice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1),
40-57. Also available at
http://search.epnet.com/direct.asp?db=buh&jn=%222VO%22&scope=site
Brown, John Seely, & Duguid, Paul. (1996). The social life of documents. First Monday, 1
Available at http://www.firstmonday.dk/issues/issue1/documents/index.html
Buckland, Michael K. (1991). Information as thing. Journal of the American Society for Information
Science, 42(5), 351-360. Also available at http://www3.interscience.wiley.com/cgibin/jtoc?ID=27981
Buckland, Michael K. (1998). What is a “document”? In Trudi Bellardo Hahn & Michael
Buckland (Eds.), Historical studies in information science (pp. 215-220). Medford, NJ: Information
Today.
Bush, Vannevar. (1945). As we may think. Atlantic Monthly, 176(1), 101-108. Also available
http://www.theatlantic.com/unbound/flashbks/computer/bushf.htm
Byström, Katriina. (2000). The effects of task complexity on the relationship between
information types acquired and information sources used. The New Review of Information
Behaviour, 1, 85-101.
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Carey, Robert F., McKechnie, Lynne E.F., & McKenzie, Pamela J. (2001). Gaining access to
everyday life information seeking. Library & Information Science Research, 23(4), 319-334. Available
at http://www.sciencedirect.com/science/journal/07408188
Chartier, Roger. (1995a). Introduction. In Forms and meanings: Texts, performances, and audiences
from codex to computer (pp. 1-5). Philadelphia: University of Pennsylvania Press.
Chartier, Roger. (1995b). Representations of the written word. Chapter 1 in Forms and meanings:
Texts, performances, and audiences from codex to computer (pp. 6-24). Philadelphia: University of
Pennsylvania Press.
Chatman, Elfreda A. (1999). A theory of life in the round. Journal of the American Society for
Information Science, 50(3), 207-217. Also available at http://www3.interscience.wiley.com/cgibin/jtoc?ID=27981
Chatman, Elfreda. (2000). Framing social life in theory and research. The New Review of
Information Behaviour Research, 1, 3-17.
Christian, Eliot. (2001). Making a global information locator service. In Richard Saul Wurman,
Information anxiety2 (pp. 176-177). Indianapolis, IN: Que.
Cole, Charles, & Kuhlthau, Carol. (2000). Information and information seeking of novice expert
lawyers: How experts add value. The New Review of Information Behaviour Research, 1, 103-115.
Cool, Coleen. (2001). The concept of situation in information science. In Martha Williams (Ed.),
Annual review of information science and technology (Vol. 35, pp. 5-42). Medford, NJ: Information
Today.
Cornelius, Ian. (2002). Theorizing information for information science. In Blaise Cronin (Ed.),
Annual review of information science and technology (Vol. 36, pp. 393-425). Medford, NJ:
Information Today.
Davenport, Elisabeth, & Hall, Hazel. (2002). Organizational knowledge and communities of
practice. In Blaise Cronin (Ed.), Annual review of information science and technology (Vol. 36, pp.
171-227). Medford, NJ: Information Today.
Day, Ronald. (1996). LIS, method, and postmodern science. Journal of Education for Library and
Information Science, 37(4), 317-324.
Dervin, Brenda. (1989). Users as research inventions. Journal of Communication, 39(3), 216-232.
Dervin, Brenda. (1999). On studying information seeking methodologically: The implications of
connecting methatheory to method. Information Processing & Management, 35(6), 727-750. Also
available at http://www.sciencedirect.com/science/journal/03064573
Dervin, Brenda, & Nilan, Michael. (1986). Information needs and uses. In Martha Williams
(Ed.), Annual review of information science and technology (pp. 3-33). Medford, NJ: Learned
Information.
Eco, Umberto. (1984). Introduction: The role of the reader. In The role of the reader: Explorations
in the semiotics of texts (pp. 3-43). Bloomington, IN: Bloomington University Press.
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Ellis, David. (1998). Paradigms and research traditions in information retrieval research.
Information Services and Use, 18(4), 225-241. Available at
http://search.epnet.com/direct.asp?db=aph&jn=%22ISU%22&scope=site
Erdelez, Sanda, &Rioux, Kevin. (2000). Sharing information encountered for others on the Web.
The New Review of Information Behaviour Research, 1, 219-233.
Fidel, Raya, Bruce, Harry, Pejtersen, Annelise Mark, Dumais, Susan, Grudin, Jonathan, &
Poltrock, Steven. (2000). Collaborative information retrieval (CIR). The New Review of Information
Behaviour Research, 1, 235-247.
Frohmann, Bernd. (1992a). Knowledge and power in library and information science: Toward a
discourse analysis of the cognitive viewpoint. In Peter Vakkari & Blaise Cronin (Eds.),
Conceptions of library and information science: Historical, empirical and theoretical perspectives (pp. 135148). Los Angeles: Taylor Graham.
Glazier, Jack D., & Grover, Robert. (2002). A multidisciplinary framework for theory building.
Library Trends, 50(3), 317-329. Available at
http://search.epnet.com/direct.asp?db=aph&jn=%22LIT%22&scope=site
Gordon, Scott. (1993a). Some features of models. In The history and philosophy of social science (pp.
106-110). London: Routledge. (Original published 1991)
Gordon, Scott. (1993b). [Selection from] The philosophy of science. In The history and philosophy
of social science (pp. 604-624). London: Routledge. (Original published 1991)
Grover, Robert, & Glazier Jack D. (1986). A conceptual framework for theory building in library
and information science. Library & Information Science Research, 8(3), 227-242.
Haraway, Donna. (1991). A manifesto for cyborgs: Science, technology, and socialist-feminism
in the 1980s. In Simians, cyborgs and women: The reinvention of nature (pp. 149-181). New York:
Routledge. Also available
http://www.stanford.edu/dept/HPS/Haraway/CyborgManifesto.html
Hernon, Peter, & Schwartz, Candy. (2002). Editorial: The word “research”: Having to live with
a misunderstanding. Library & Information Science Research, 24(4), 207-208. Available at
http://www.sciencedirect.com/science/journal/07408188
Hjørland, Birger. (1998). Theory and metatheory of information science: A new interpretation.
Journal of Documentation, 54(5), 606-621.
Hjørland, Birger. (2000). Information seeking behaviour: What should a general theory look
like? The New Review of Information Behaviour Research, 1, 19-33.
Höglund, Lars, & Wilson, Tom. (2000). Introduction. The New Review of Information Behaviour
Research, 1, 1-2.
Huotari, Maija-Leena, & Chatman, Elfreda. (2001). Using everyday life information seeking to
explain organizational behavior. Library & Information Science Research, 23(4), 351-366. Available
at http://www.sciencedirect.com/science/journal/07408188
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Hurst, Mark. (2001). Bit literacy. In Richard Saul Wurman, Information anxiety2 (pp. 6-7).
Indianapolis, IN: Que.
Kenner, Hugh. (1986). Libraries and glowlamps: A strategy of reassurance. Scholarly Publishing,
18(1), 17-22.
Kuhlthau, Carol C. (1991). Inside the search process: Information seeking from the user’s
perspective. Journal of the American Society for Information Science, 42(5), 361-371.
Kuhlthau, Carol C., & Vakkari, Pertti. (1999). Information seeking in context (ISIC). Information
Processing & Management, 35(6), 723-725. Also available at
http://www.sciencedirect.com/science/journal/03064573
Lincoln, Yvonna S. (2002). Insights into library services and users from qualitative research.
Library & Information Science Research, 24(1), 3-16. Available at
http://www.sciencedirect.com/science/journal/07408188
McGrath, William E. (2002). Introduction [to special issue on theory]. Library Trends, 50(3), 309316. Available at http://search.epnet.com/direct.asp?db=aph&jn=%22LIT%22&scope=site
McKechnie, Lynne (E.F.), & Pettigrew, Karen E. (2002). Surveying the use of theory in library
and information science research: A disciplinary perspective. Library Trends, 50(3), 406-417.
Available at http://search.epnet.com/direct.asp?db=aph&jn=%22LIT%22&scope=site
McKechnie, Lynne (E.F.), Pettigrew, Karen E., & Joyce, Steven L. (2001). The origins and
contextual use of theory in human information behaviour research. The New Review of Information
Behavior Research 2001, 2, 47-63.
O’Connor, Daniel O., & Park, Soyeon. (2001). Guest editorial: Crisis in LIS research capacity.
Library & Information Science Research, 23(2), 103-106. Available at
http://www.sciencedirect.com/science/journal/07408188
Orlikowski, W., & Yates, JoAnne. (1994). Genre repertoire: The structuring of communicative
practices in organizations. Administrative Science Quarterly, 39, 541-574.
Perry, Ruth. (1993, Spring). Embodied knowledge. Harvard Library Bulletin, 4(1), 57-62.
Pettigrew, Karen, Fidel, Raya, & Bruce, Harry. (2001). Conceptual frameworks in information
behavior. In Martha Williams (Ed.), Annual review of information science and technology (Vol. 35, pp.
43-78). Medford, NJ: Information Today.
Pettigrew, Karen E., & McKechnie, Lynne (E.F.). (2001). The use of theory in information science
research. Journal of the American Society for Information Science and Technology, 52(1), 62-73. Also
available at http://www3.interscience.wiley.com/cgi-bin/jtoc?ID=76501873
Reddy, Michael J. (1993). The conduit metaphor: A case of frame conflict in our language
about language. In Andrew Ortony (Ed.), Metaphor and thought (2nd ed.) (pp. 164-201).
Cambridge, UK: Cambridge University Press.
Rowley, Jennifer. (1998). What is information? Information Services and Use, 18(4), 243-254.
Available at http://search.epnet.com/direct.asp?db=aph&jn=%22ISU%22&scope=site
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Savolainen, Reijo. (1995). Everyday life information seeking: Approaching information seeking
in the context of “way of life.” Library & Information Science Research, 17(3), 259-294. Available at
http://www.sciencedirect.com/science/journal/07408188
Savolainen, Reijo. (2000). Incorporating small parts and gap-bridging: Two metaphorical
approaches to information use. The New Review of Information Behaviour Research, 1, 35-49.
Schamber, Linda, Eisenberg, Michael B., & Nilan, Michael S. (1990). A re-examination of
relevance: Toward a dynamic, situational definition. Information Processing & Management, 26(6),
755-776. Also available at http://www.sciencedirect.com/science/journal/03064573
Schiller, Dan. (1988). How to think about information. In Vinnie Mosco & Janet Wasco (Eds.),
The political economy of information (pp. 27-43). Madison, WI: University of Wisconsin Press.
Solomon, Paul. (2002). Discovering information in context. In Blaise Cronin (Ed.), Annual review
of information science and technology (Vol. 36, pp. 229-264). Medford, NJ: Information Today.
Sonnenwald, Diane, Wildemuth, Barbara M., & Harmon, Gary L. (2001). A research method to
investigate information seeking using the concept of information horizons: An example from a
study of lower socio-economic students’ information seeking behaviour. The New Review of
Information Behavior Research 2001, 2, 65-86.
Spink, Amanda, & Cole, Charles. (2001). Introduction to the special issue: Everyday life
information-seeking research. Library & Information Science Research, 23(4), 301-304. Available at
http://www.sciencedirect.com/science/journal/07408188
Star, S. Leigh, & Griesemer, James R. (1989). Institutional ecology, “translations” and boundary
objects: Amateurs and professionals in Berkeley’s Museum of Vertebrate Zoology, 1907-39.
Social Studies of Science, 19(3), 387-420.
Taylor, Robert S. (1968). Question-negotiation and information seeking in libraries. College &
Research Libraries, 29(3), 178-194.
Thomas, Nancy P., & Nyce, James M. (2001). Context as category: Opportunities for
ethnographic analysis in library and information science research. The New Review of Information
Behavior Research 2001, 2, 105-118.
Tuominen, Kimmo, Talja, Sanna, & Savolainen, Reijo. (2002). Discourse, cognition and reality:
Toward a social constructionist metatheory for library and information science. In Bruce, Harry,
Fidel, Raya, Ingwersen, Peter, & Vakkari, Pertti (Eds.), Emerging frameworks and methods:
Proceedings of the fourth international conference on conceptions of library and information science
(CoLIS4) (pp. 271-283). Greenwood Village, CO: Libraries Unlimited.
Weaver, Warren. (1949). The mathematics of communication. Scientific American, 181(1), 11-15.
Wilson, Thomas D. (1981). On user studies and information needs. Journal of Documentation,
37(1), 3-15.
Wilson, Thomas D. (1999). Models in information behaviour research. Journal of Documentation,
55(3), 249-270.
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Wilson, Thomas D., Ford, N.J., Ellis, D., Foster, A.E., & Spink, Amanda. (2000). Uncertainty and
its correlates. The New Review of Information Behaviour Research, 1, 69-84.
Zwadlo, Jim. (1997). We don’t need a philosophy of library and information science: We’re
confused enough already. Library Quarterly, 67(2), 103-121. Available at
http://search.epnet.com/direct.asp?db=aph&jn=%22LIQ%22&scope=site
II. Selected ARIST “use and users” chapters 1966-2002
Allen, Bryce L. (1991). Cognitive research in information science: Implications for design. In
Martha Williams (Ed.), Annual review of information science and technology (Vol. 26, pp. 3-37).
Medford, NJ: Learned Information.
Allen, Thomas J. (1969). Information needs and uses. In Carlos A. Cuadra (Ed.), Annual review of
information science and technology (Vol. 4, pp. 1-29). Chicago: Encyclopedia Britannica.
Bishop, Ann P., & Star, Susan Leigh. (1996). Social informatics of digital library use and
infrastructure. In Martha Williams (Ed.), Annual review of information science and technology (Vol.
31, pp. 301-401). Medford, NJ: Information Today.
Burt, Patricia V., & Kinnucan, Mark T. (1990). Information models and modeling techniques for
information systems. In Martha Williams (Ed.), Annual review of information science and technology
(Vol. 25, pp. 175-208). Amsterdam: Elsevier.
Chang, Shan-Ju, & Rice, Ronald E. (1993). Browsing: A multidimensional framework. In Martha
Williams (Ed.), Annual review of information science and technology (Vol. 28, pp. 231-276). Medford,
NJ: Learned Information.
Cool, Coleen. (2001). The concept of situation in information science. In Martha Williams (Ed.),
Annual review of information science and technology (Vol. 35, pp. 5-42). Medford, NJ: Information
Today.
Cornelius, Ian. (2002). Theorizing information for information science. In Blaise Cronin (Ed.),
Annual review of information science and technology (Vol. 36, pp. 393-425). Medford, NJ:
Information Today.
Crane, Diana. (1971). Information needs and uses. In Carlos A. Cuadra (Ed.), Annual review of
information science and technology (Vol. 6, pp. 3-39). Chicago: Encyclopedia Britannica.
Crawford, Susan. (1978). Information needs and uses. In Martha Williams (Ed.), Annual review of
information science and technology (Vol. 13, pp. 61-81). Medford, NJ: Knowledge Industry.
Davenport, Elisabeth, & Hall, Hazel. (2002). Organizational knowledge and communities of
practice. In Blaise Cronin (Ed.), Annual review of information science and technology (Vol. 36, pp.
171-227). Medford, NJ: Information Today.
Dervin, Brenda, & Nilan, Michael. (1986). Information needs and uses. In Martha Williams
(Ed.), Annual review of information science and technology (Vol. 21, pp. 3-33). Medford, NJ:
Knowledge Industry.
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Dillon, Andrew, & Morris, Michael G. (1996). User acceptance of information technology:
Theories and models. In Martha Williams (Ed.), Annual review of information science and technology
(Vol. 31, pp. 3-32). Medford, NJ: Information Today.
Doctor, Ronald D. (1992). Social equity and information technologies: Moving toward
information democracy. In Martha Williams (Ed.), Annual review of information science and
technology (Vol. 27, pp. 43-96). Medford, NJ: Learned Information.
Eisenberg, Michael B., & Spitzer, Kathleen L. (1991). Information technology and services in
schools. In Martha Williams (Ed.), Annual review of information science and technology (Vol. 26, pp.
243-285). Medford, NJ: Learned Information.
Harter, Stephen P., & Hert, Carol A. (1997). Evaluation of information retrieval systems:
Approaches, issues, and methods. In Martha Williams (Ed.), Annual review of information science
and technology (Vol. 32, pp. 3-94). Medford, NJ: Information Today.
Herner, Saul, & Herner, Mary. (1967). Information needs and uses in science and technology. In
Carlos A. Cuadra (Ed.), Annual review of information science and technology (Vol. 2, pp. 1-34). New
York: Wiley Interscience.
Hewins, Elizabeth T. (1990). Information needs and use studies. In Martha Williams (Ed.),
Annual review of information science and technology (Vol. 25, pp. 145-172). Amsterdam: Elsevier.
Lin, Nan, & Garvey, William. (1972). Information needs and uses. In Carlos A. Cuadra (Ed.),
Annual review of information science and technology (Vol. 7, pp. 5-37). Washington, DC: American
Society for Information Science.
Lipetz, Ben-Ami. (1970). Information needs and uses. In Carlos A. Cuadra (Ed.), Annual review of
information science and technology (Vol. 5, pp. 3-32). Chicago: Encyclopedia Britannica.
Marchionini, Gary, & Komlodi, Anita. (1998). Design of interfaces for information seeking. In
Martha Williams (Ed.), Annual review of information science and technology (Vol. 33, pp. 89-120).
Medford, NJ: Information Today.
Martyn, John. (1974). Information needs and uses. In Carlos A. Cuadra (Ed.), Annual review of
information science and technology (Vol. 9, pp. 3-22). Washington, DC: American Society for
Information Science.
Menzel, Herbert. (1966). Information needs and uses in science and technology. In Carlos A.
Cuadra (Ed.), Annual review of information science and technology (Vol. 1, pp. 41-69). New York:
Wiley Interscience.
Paisley, William J. (1968). Information needs and uses. In Carlos A. Cuadra (Ed.), Annual review
of information science and technology (Vol. 3, pp. 1-30). Chicago: Encyclopedia Britannica.
Palmquist, Ruth Ann. (1992). The impact of information technology on the individual. In Martha
Williams (Ed.), Annual review of information science and technology (Vol. 27, pp. 3-42). Medford, NJ:
Learned Information.
Pettigrew, Karen, Fidel, Raya, & Bruce, Harry. (2001). Conceptual frameworks in information
behavior. In Martha Williams (Ed.), Annual review of information science and technology (Vol. 35, pp.
43-78). Medford, NJ: Information Today.
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Rorvig, Mark E. (1988). Psychometric measurement and information retrieval. In Martha
Williams (Ed.), Annual review of information science and technology (Vol. 23, pp. 157-189).
Amsterdam: Elsevier.
Schamber, Linda. (1994). Relevance and information behavior. In Martha Williams (Ed.), Annual
review of information science and technology (Vol. 29, pp. 3-48). Medford, NJ: Learned Information.
Solomon, Paul. (2002). Discovering information in context. In Blaise Cronin (Ed.), Annual review
of information science and technology (Vol. 36, pp. 229-264). Medford, NJ: Information Today.
Spink, Amanda, & Losee, Robert M. (1996). Feedback in information retrieval. In Martha
Williams (Ed.), Annual review of information science and technology (Vol. 31, pp. 33-78). Medford,
NJ: Information Today.
Sugar, William. (1995). User-centered perspective of information retrieval research and analysis
methods. In Martha Williams (Ed.), Annual review of information science and technology (Vol. 30, pp.
77-109). Medford, NJ: Information Today.
Tibbo, Helen R. (1991). Information systems, services, and technology for the humanities. In
Martha Williams (Ed.), Annual review of information science and technology (Vol. 26, pp. 287-346).
Medford, NJ: Learned Information.
III. Selected Important Serial and Other Sources about Users
Annual Review of Information Science and Technology
Journals
Those journals available online are available for only part of their publication run;
further, UT often has more than one arrangement through which to get these journals
online, so there may be more than one URL for each journal.
Administrative Science Quarterly
http://search.epnet.com/direct.asp?db=buh&jn=%22ASQ%22&scope=site
Canadian Journal of Information Science/ Revue canadienne des sciences de l'information
College & Research Libraries
http://hwwilsonweb.com/login/?sp.username=AVE06&sp.password=UNTX045919&s
p.dbid.p=S(Y6)&sp.nextfform=advsrch.htm
Information Processing & Management
http://www.sciencedirect.com/science/journal/03064573
The Information Society
http://search.epnet.com/direct.asp?db=aph&jn=%221HQ%22&scope=site
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Journal of Communication
http://search.epnet.com/direct.asp?db=buh&bquery=is+00219916&scope=site
Journal of Documentation
Journal of Education for Library and Information Science
Journal of Information Science
http://ejournals.ebsco.com/Journal.asp?JournalID=103633
Journal of the American Society for Information Science and Technology
http://www3.interscience.wiley.com/cgi-bin/jtoc?ID=76501873
formerly the Journal of the American Society for Information Science
http://www3.interscience.wiley.com/cgi-bin/jtoc?ID=27981
Library & Information Science Research
http://www.sciencedirect.com/science/journal/07408188
Library Quarterly
http://search.epnet.com/direct.asp?db=aph&jn=%22LIQ%22&scope=site
Library Trends
http://search.epnet.com/direct.asp?db=aph&jn=%22LIT%22&scope=site
Libri
New Review of Information Behaviour Research: Studies of Information Seeking in Context
Organization Science
http://pubsonline.informs.org/main/index.php?user=52882
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Electronic journals
D-Lib Magazine -- http://www.dlib.org/
First Monday -- http://www.firstmonday.dk/
Information Research -- http://InformationR.net/ir/index.html
Proceedings of important meetings
Annual meeting of ASIST – the American Society for Information Science and Technology
CoLIS – Conference on the Future of Library and Information Science
DL 9x, DL 0x – Conferences on digital libraries
ISIC – Conferences on Information Seeking in Context
IV. Additional sources
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