Linda Banwell

The JISC User Behaviour Monitoring and Evaluation Framework

Describes key aspects of the methodology and outcomes of the JISC User Behaviour Monitoring and Evaluation Framework in its first three annual cycles (1999‐2002). The Framework was initiated to assure the JISC that their investment in digital content and network infrastructure facilitates use and learning, and to identify barriers and facilitators to the use of electronic information services (EIS). Key Framework outcomes are: a multi‐dimensional across sector methodology for the continued monitoring of user behaviour in respect of EIS and the factors that impact on that behaviour; a profile of user behaviour in respect of EIS over the three annual cycles of the Framework; the EIS Diagnostic Toolkit that can be used to benchmark development in the provision and use of EIS in specific disciplines or at specific institutions; a methodology for monitoring, and a profile of the EIS resources available to higher and further education users; and a summary of some of the key issues in their provision. The challenge for the future is the embedding of EIS in curricula and learning experiences.

Access to information and support for health: Some potential issues and solutions for an ageing population

Computer illiteracy is diminishing as a new generation of retirees become the younger old and display more up-to-date knowledge and skills. However, there are questions about whether this group will be able to continue to update their skills as they get older, and whether it is appropriate to develop technology solutions specifically for this age group or to concentrate on accessible designs for the whole population. We propose that older people may be empowered through involvement in the design and provision of accessible information and technology solutions and through training opportunities in information seeking skills. Access, involvement and training need to be provided in everyday locations, and training needs to be closely related to peoples physical, cognitive and information needs and those of the particular communities where they live. These issues are explored using evidence from a number of research projects conducted by the authors.

User behaviour in relation to electronic information services within the UK higher education academic community

Abstract The User Behaviour Monitoring and Evaluation Framework has been established to investigate and profile the use of electronic information services (EIS) within higher education in the UK. Electronic information services are defined as: collections of information tools/products delivered to requesting users electronically, and usually computer mediated. This encompasses media of all types. This article discusses aspects of the methodology of the Framework, and preliminary findings from the first annual cycle of the Framework. Findings are based on interactions with 1500 users, including academic staff, library and information services staff, and students. Executed through three strands, the framework methodology uses an array of quantitative and qualitative approaches to lend a variety of insights into user behaviour with electronic information services, factors that encourage the use of electronic information services, and those that act as barriers to the effective integration of electronic information services into the learning experience.

Using action research to investigate the use of digital information resources in further education

Within the Third Annual Cycle of the Joint Information Systems Committee (JISC) User Behaviour Monitoring and Evaluation Framework, six small‐scale action research interventions were undertaken in further education (FE) institutions. The aims of these interventions were two‐fold: (i) to develop understanding of the facilitators and barriers to the use of digital information resources by students in FE; (ii) to test the value of the action research approach in facilitating change and developing transferable knowledge in this context. The objectives for each intervention were developed in collaboration with the FE college site staff and students. The process generally involved identification and elaboration of the problem situation, development of an intervention that might help to overcome some of the barriers to more effective use of electronic information services and evaluation of the outcomes of the intervention. Both practical–deliberative and participatory action research methods were used, with interviews and focus groups used to determine the problem and assess the effectiveness of interventions. Six interventions are reported. These included: a database implementation, the development of a subject guide, training sessions, a major change project and a web site. The main findings on the use of digital information resources in FE were: (i) interventions can make the students more aware of resources available, but the immediate impact may be low; (ii) FE students are often part‐time and work in subject/cohort groups in the FE college, therefore targeted initiatives which are aimed at ‘their’ group are likely to be most effective; (iii) incorporation of the use of specialized digital resources in assignments is constrained by student preference for books and/or the Internet, a lack of new products aimed at the FE student market and physical information technology (IT) problems or the perceived lack of IT support. The action research methodology offers benefits not available through survey‐based methodologies. The challenges that arise from the integration of learning from different action research projects need to be balanced against the benefits accruing from embedding learning and knowledge creation in innovation and using research to promote change, rather than simply to measure it.

JUBILEE: monitoring user information behaviour in the electronic age

The three‐year JUBILEE project – JISC User Behaviour in Information seeking: Longitudinal Evaluation of EIS – is being funded by the UK Joint Information Systems Committee (JISC). It is seeking to predict, monitor and charcaterise the information seeking behaviour of UK students and academics in relation to electronic information services (EIS) and is providing illuminative and contextualised pictures built up over time and in different disciplines. The project began in August 1999 and is approaching the end of the first annual cycle. Data are being collected and analysed in each cycle, to inform subsequent cycles. Preliminary analysis of the first cycle is already characterising the differences and similarities existing between the disciplines studied in cycle one, with some general themes emerging. The picture is not straightforward, with a very wide variation of views and experiences already reported within as well between disciplines at different sites.

Providing access to electronic information resources in further education

This article aims to provide a baseline for future studies on the provision and support for the use of digital or electronic information services (EIS) in further education. The analysis presented is based on a multi-level model of access, which encompasses access to and availability of information and communication technology (ICT) resources, access to and availability of EIS resources, and the third leg of staff skills and their development. The research was conducted within the third cycle of the JISC (Joint Information Services Committee) User Behaviour Monitoring and Evaluation Framework, in 2001/2002. Evidence was gathered from library and information service web sites and various stakeholders, including library and information service staff, academic staff and students to generate insights into the provision of access to EIS in further education. Sector-wide funding initiatives have had a significant impact on ICT infrastructures, and these attract a positive response from students. EIS are represented on some library web sites but both web site development and EIS availability is very much less advanced than in higher education. Staff, however, lack sufficient dedicated access to ICT to be able to develop their own skills and use. There remains a low level of access to electronic information resources, with only limited access to these resources through library web sites. LIS managers face a number of challenges in enhancing this provision, including licensing arrangements, tight budgets that need to be spread across many discipline areas, and the absence of EIS designed specifically for the further education student. The other key challenge lies in the provision of time and opportunity for academic and LIS staff to develop their ICT and EIS skills, and, more generally in the further development of the role of Information and Learning Technology (ILT) Champions.

The need for a converged approach to EIS provision? Evidence from the JUBILEE project

This paper reports and reflects upon a number of the findings and issues emerging from evidence collated to date as part of JUBILEE (Joint Information Systems Committee (JISC) user behaviour in information seeking: longitudinal evaluation of electronic information services), a significant, ongoing UK research project. The evidence is largely based on analysis and interpretation of the qualitative data from the research, with discussion focusing on information seeking behaviour and information skills in relation to electronic information sources. The background and aims of the research are outlined, succeeded by an exploration of the differing types of information technology (IT) skills needed by users to ensure effective use of electronic information services (EIS). Finally, extrapolating from the research data, there is consideration as to how these IT skills can be effectively developed in the higher education environment. Referring back to the title of this paper, a stress is placed on the importance of a converged, “joined up” approach to EIS provision.

Enhancing ICT skills: the how, who and when - illustrations from the JUBILEE project

This article reports on findings from the first cycle of the three year JUBILEE (JISC User Behaviour in Information‐seeking: Longitudinal Evaluation of EIS) project, being undertaken at the Information Management Research Institute at the University of Northumbria, in respect of the degree to which students and academics in Higher Education lack the necessary skills to take full advantage of EIS. The skills are examined in subsets: IT literacy skills; information searching skills; evaluative & critical skills; and information handling skills. In addition there is discussion on how best to upskill students and at what point in their academic careers. Another debate, common at several JUBILEE case study sites, focuses on whether such upskilling is better delivered by academics or LIS personnel.

A Transformation in Further Education: Technology, the electronic library and the Cinderella sector

This article reviews the literature on the changes in further education during the last decade. It considers the impact of these changes on students, academic staff and Library and Information Services staff. It highlights the growth in importance of electronic information services in teaching and learning and outlines the research to be undertaken by the JUBILEE in FE Project based in the School of Information Studies, University of Northumbria.

Painting the ideal home: using art to express visions of technologically supported independent living for older people in north-east England

This paper describes the investigation of the development of future technological products to support older people in everyday living through the agency of a community art group. Recent research has identified a number of challenges facing designers seeking to use traditional participatory design approaches to gather technology requirements data from older people. Here, a project is described that sought to get a group of older people to think creatively about their needs and desires for technological support through the medium of paint. The artistic expression technique described in this article allowed the identification of issues that had also been found by previous research that used a range of different techniques. This indicates that the approach shows promise, as it allows information to be gathered in an environment that is comfortable and familiar using methods already known by the participants and which they find enjoyable. It provides a complement (or possible alternative) to standard protocols and has the potential benefit of extracting even richer information as the primary task for participants is enjoyable in its own right and is not associated with an interrogative process. Furthermore, it is argued that some of the key risks of traditional approaches are lessened or removed by the naturalistic setting of this approach.