Clara M. Chu

Literary critics at work and their information needs: A research-phases model

This article focuses on the information needs of literary critics when producing literary criticism. A fundamental aspect of this research, the six-stage model of producing literary criticism, was developed from interviews with literary critics. Using a mail survey, the model was tested and substantiated. The research-phases model provides the context to understand the function of information at each of the identified stages of literary criticism, that is, idea generation, preparation, elaboration, analysis and writing, dissemination, and further writing and dissemination. The model is contrasted with research-phases models of other disciplines. This holistic approach, linking information functions to research stages, advances the study of information-seeking behavior in context.

Immigrant Children Mediators (ICM): Bridging the Literacy Gap in Immigrant Communities

Studies and observations of immigrants with limited dominant language literacy reveal their use of various literacy strategies to communicate with and function in the dominant society. One of these is the interpreter strategy whereby immigrants rely on their children to serve as cultural, linguistic, and informational mediators. Sociologist Betty Lee Sung refers to this undertaking of adult responsibilities by immigrant children as the reversal of parent‐child roles. This paper examines the mediation activities and information needs of ICMs, and recommends strategies librarians can use to prepare ICMs to competently mediate for their family and friends. These strategies include teaching them how to find relevant sources of information, how to critically examine the sources of information available to them, and how to consider mediation as a life skill.

Literacy Practices of Linguistic Minorities: Sociolinguistic issues and Implications for Literacy Services

Literacy, as it applies to linguistic minorities, is examined as a discourse of power in this theoretical article. Literacy needs to be redefined in order for librarians to be able to provide people whose languages are not the dominant or official ones in society with appropriate literacy services. This redefinition recognizes the politics of language and literacy, challenges the mainstream (dominant culture) concept of literacy, and includes (1) expanding the definition of literacy that takes into account the language and cultural knowledge of linguistic minorities, (2) examining the nature of literacy and literacy practices of linguistic minorities from a social perspective, and (3) understanding how the literacy of linguistic minorities is measured. By understanding these critical issues of adult literacy in linguistic minority communities, librarians can implement the proposed strategic directions for delivering appropriate literacy services to linguistic minorities.

Subject analysis: the critical first stage in indexing

Studies of indexing neglect the first stage of the process, that is, subject analysis. In this study, novice indexers were asked to analyse three short, popular journal articles; to express the general subject as well as the primary and sec ondary topics in natural language statements; to state what influenced the analysis and to comment on the ease or diffi culty of this process. The factors which influenced the process were: the subject discipline concerned, factual is subjective nature of the text, complexity of the subject, clarity of text, possible support offered by bibliographic apparatus such as title, etc. The findings showed that with the social science and science texts, the general subject could be determined with ease, while this was more difficult with the humanities text. Clear evidence emerged of the importance of bibliographical apparatus in defining the general subject. There was varying difficulty in determining the primary and secondary topics.

Internship in LIS education: An international perspective on experiential learning

The value of internship as a form of experiential learning in library and information science education has been debated for many years in North America. To gain a global perspective, the current research examines whether such an experience is required and for what reasons and whether placements can be done internationally or virtually. Participants include national libraries, associations, and academic library and information science programs from 69 different countries around the world. Results indicate that outside of American Library Association accredited institutions, internship is more often required and that when it is not, participation rates are low. Further, there was much stronger support for international experiences. Despite the increasing use of online tools to deliver library and information science education, there is a decided lack of institutional support for virtual internships. Suggestions for further research are proposed that address the interdisciplinary, intentional, interconnected, and international model for an internship in 21st-century library and information science education.

ICT‐mediated diaspora studies: New directions in immigrant information behavior research

A growing and sizeable area of study within information behavior research focuses on the information needs and behaviors of immigrant populations (see Chu, 1999; Fisher, Durrance & Hinton, 2004; Caidi & Allard 2005; Srinivasan & Pyati, 2007). Some of the unique needs of these populations include information to aid with coping skills and social inclusion, as well as culturally specific information resources. Moreover, immigrant communities have information networks that span national boundaries, which affects their needs and uses of information and communication technologies (ICTs). This panel will focus on the role of ICTs in mediating the information environments of immigrant and diasporic communities. While focusing on how ICTs mediate immigrant information needs, this panel also contextualizes immigrant information behavior research within globalization and diaspora studies. For instance, the concept of “e-diaspora” is a term gaining in popularity, but rarely invoked in relation to immigrant information behavior research. How do new media technologies mediate and influence the information needs and behaviors of immigrant populations? Are localized immigrant information needs mediated by diasporic information sources? The panelists will focus on ICT-mediated services for immigrant populations within the context of both local and global information environments. Questions addressed include: In what ways do diasporic information environments shape local immigrant information needs and their social inclusion into the host society? How does the “digital divide” manifest itself in studies of ICT-mediated immigrant information behavior? The issues addressed by the panel are both timely and critical as evidenced by the ongoing debates in Europe, North America and elsewhere on immigration policy, on integration and identity, and the role of ICTs in a globalized world. This international perspective will be reflected in the composition of the panel.

Web-based communities scholarship: from silence to dialogue

The IADIS International Conference on Web Based Communities 2004 is examined through a critical lens to understand the extent of conference subject coverage, the inclusion of both research and practice, web-based communities as a multidisciplinary field of research, and the voices engaged in this academic production. This critical examination places at center stage the interests and priorities privileged at WBC 2004 and those rendered invisible: under-represented voices in cybercommunities, their participation or non-participation in research and their non-representation at the conference. This paper concludes with new possibilities to enhance the coverage and process of future WBC scholarly exchange and production through dialogue.

Quality of indexing in online databases: an alternative measure for a term discriminating index

Abstract An alternative measure to White & Griffiths term discriminating index is proposed. The measure takes the collection size of a database into consideration and, unlike White & Griffiths measure, its value can never exceed 1.

Race as Multidimensional: The Personal Shaping the Professional in the Library and Information Field

Abstract Purpose This chapter argues that, though the field of library and information science has made some progress in advancing diversity and inclusion, race still needs to be acknowledged as a barrier and its collateral damage needs to be spoken in order to ensure equity in our practice, research, and/or service. Core to the argument is that race as a univariate measure, equated with phenotype, is problematic and simplistic. This chapter instead makes a case for race as multidimensional. Although race figures in how one is perceived, this lens diminishes the agency of people of color to define themselves through their own worldview, experiences, and actions. Methodology/approach The chapter is a collection of interwoven first-person essays that reveal what people see, perceive, and mask, with the intention to continue to push an authentic conversation on race in the field. Contributors include librarians, educators, and scholars, who represent distinct dimensions of the race spectrum, question such categorization, and do not necessarily neatly fit into a racial category. They explore how they view race in the library and information field, the extent to which they feel included or not, and how they have attempted and continue to shape the field through their practice, research, and/or service. Findings As individuals, each contributor speaks in their own voice, and as a collective, the authors move the race dialogue forward by speaking about dimensions of race from their own experiences, representing individual stories, and allowing their intersections to be revealed.

Making an impact through experiential learning

This panel focuses on experiential learning as a foundation of information science education. We critically examine the underlying philosophies, pedagogical attitudes, and specific teaching methods needed to foster a new generation of information science professionals. Spanning the pedagogical spectrum from theory to practice, we analyze how the integration of humanistic and progressive pedagogies, principles of student‐centered and facilitative learning, and problem‐based projects can contribute to the holistic education of creative leaders and lifelong learners whose skills and knowledge are congruent with the fluid and complex character of our field. Drawing on a combined framework from several theoretical studies in adult education, we examine the potential impact of experiential learning on the conception and perception of learning in higher education, on the information science curriculum, and on the nature of the student‐teacher relationship. In the spirit of the panel, we invite the session attendees to reflect on the introduced ideas in application to their own pedagogical practices, teaching styles, and courses through several interactive exercises and group discussions. These activities illustrate how experiential learning presents a basis for change in information science education.