Jela Steinerová

Methodological Literacy of Doctoral Students - An Emerging Model

The goal of the paper is to describe methodological literacy based on the concept of information literacy as information practice. This qualitative study models the information practices of doctoral students. A model of methodological information literacy and recommendations are presented in which closer work with basic concepts and visualization of knowledge are emphasized. Final recommendations include improvement of skills in information synthesis. The findings can be mapped as new services of community information gateways. The model can help improve interactions in digital libraries.

In Search for Patterns of User Interaction for Digital Libraries

The paper provides preliminary results from a major study of the academic and research libraries users in Slovakia. The study is part of a larger research project on interaction of man and information environment. The goal of the research is to identify patterns of interaction of individuals and groups with information resources, derive models and information styles. The methodological model for questionnaire survey of users is described. The first results confirm the need to support user strategies, collaboration, different stages of information seeking and knowledge states, closer links with learning and problem solving, easy and flexible access, human creative processes of analysis, synthesis, interpretation, and the need to develop new knowledge organization structures.

Information Horizons Mapping for Information Literacy Development

This paper develops a new insight into information literacy research using the methodology of phenomenography and information horizons. The study is part of a larger project on information behavior of doctoral students. The main research question concentrates on variations in experiences of information use as a result of the analysis of 17 information horizons. Results confirm more detailed granularity of categorization with humanities and social sciences and emphasis on electronic resources with technical sciences. Three patterns of information use are derived: the interactional, the sequential, and the evolutionary patterns. Systems and services for support of variations in information literacy are proposed, e.g. better navigation for the interactional pattern, stronger categorization for the sequential pattern, and support of terminology for the evolutionary pattern. Expansion of information literacy models to broader contexts of workplace and worldview has been proposed.

Information science research agenda in Slovakia: history and emerging vision

Research and education in library and information science in Slovakia is presented as an example of the history, present state and future of information science research and collaboration in central European countries. The professional experience in the region since 1990 has been outlined and particular contribution to other countries proposed. Closer collaboration of central and east European countries in information research is needed. Wider context of professional experience covers rapid changes of local information environment, different ways of problem recognition and solutions. Structural changes are shown in professional areas like curricular revision, new categories and terminology, new research methods, new ways to conduct open professional discourse and exchange of ideas. Many professional events, projects, organizations, foundations and published works are named as examples of these changes. Several research projects of the Department of LIS in recent 10 years are described in detail including a new project on the interaction of man and the information environment. In conclusion, future directions of common research are outlined with the emphasis on digital libraries, cognitive and social aspects of the information process and diverse cultural approaches to information transfer and use.

Open Science and the Research Information Literacy Framework

The paper explores a possible framework for integration of concepts of open science and research information literacy. The factors of open science are identified, including relations with broader public and transparent information policies, practices, methods, data and publications. Models of digital scholarship are considered. The second part of the paper reports on results of a qualitative study of information behavior of 19 researchers in Slovakia. Semi-structured interviews and conceptual modeling were applied. Findings point to common methodological analytical procedures and differences in problem statements, data management and publishing strategies. Less awareness of open access, digital sources and publicity of research results was noted. Disciplinary differences are manifested mainly in publishing, procedures and evaluation of results. In conclusion, a resulting ecological framework of research information interactions and research information literacy based on understanding and sense making are proposed. Implications for researchers’ information spaces as part of knowledge infrastructure are considered.

Journal publishing models in the Czech Republic

In 2014 we undertook a survey on the shifts in scholarly publishing in connection with the introduction of open access journals. The editors of more than half of the journals published in the Czech Republic participated in the first part of the study. An extensive questionnaire survey that addressed about 600 editorial boards of specialized journals was performed. We found the majority of journals to be published by smaller and non‐traditional publishers. One of the most remarkable results was the finding that if we focus on economic models and peer‐review models, open access journals do not differ considerably from other journals. Rather than according to the mode of access, much more significant differences may be observed between different types of publishers and between individual fields. It seems that on a local level the expectations associated with open access have not been fulfilled and the difference between subscription‐based journals and open access journals is not so sharp.

Information Literacy Practices of Researchers in Workplace Information Ecologies

The paper explores information literacy practices of researchers in the context of information ecologies. Selected examples of information behavior studies of researchers and workplace information literacy are reviewed. Information ecologies in workplaces are explained. Findings of a qualitative study of 19 researchers in Slovakia are presented based on methodology of semi-structured interviews and concept mapping. Two concept maps representing issues of barriers and values in information practices are outlined. Findings suggest that multidimensional factors influence workplace information ecologies, mainly disciplinary cultures, values and tasks. Barriers include administrative overload, disintegration of sources and lack of funding. Main values include deep motivation and development of knowledge. Workplace information ecologies can improve research infrastructures and models of information literacy practices.

Looking for Creative Information Strategies and Ecological Literacy

Information strategies and creative information processing are considered for information literacy research. Information use patterns based on empirical and phenomenographic studies by selected authors are analyzed. Three case-studies are subject to meta-analysis resulting in identification of factors of information creativity and ecological information literacy. Ecological literacy is described. Main sources and aspects of creative information strategies as part of information literacy are presented in the final conceptual model. Three dimensions of the model are identified, including the problem-oriented, knowledge-oriented and the interactive strategies. For each dimension we determine main supportive strategies, such as conceptual structuring, conceptual exploration, and conceptual navigation. It is proposed to pay more attention to creative information strategies in information literacy research.