Nigel Ford

Serendipity and information seeking: an empirical study

“Serendipity” has both a classical origin in literature and a more modern manifestation where it is found in the descriptions of the problem solving and knowledge acquisition of humanities and science scholars. Studies of information retrieval and information seeking have also discussed the utility of the notion of serendipity. Some have implied that it may be stimulated, or that certain people may “encounter” serendipitous information more than others. All to some extent accept the classical definition of serendipity as a “fortuitous” accident. The analysis presented here is part of a larger study concerning the information‐seeking behaviour of interdisciplinary scholars. This paper considers the nature of serendipity in information‐seeking contexts, and reinterprets the notion of serendipity as a phenomenon arising from both conditions and strategies – as both a purposive and a non‐purposive component of information seeking and related knowledge acquisition.

Web search strategies and human individual differences: Cognitive and demographic factors, Internet attitudes, and approaches

The research reported here was an exploratory study that sought to discover the effects of human individual differences on Web search strategy. These differences consisted of (a) study approaches, (b) cognitive and demographic features, and (c) perceptions of and preferred approaches to Web-based information seeking. Sixty-eight masters students used AltaVista to search for information on three assigned search topics graded in terms of complexity. Five hundred seven search queries were factor analyzed to identify relationships between the individual difference variables and Boolean and best-match search strategies. A number of consistent patterns of relationship were found. As task complexity increased, a number of strategic shifts were also observed on the part of searchers possessing particular combinations of characteristics. A second article (published in this issue of JASIST; Ford, Miller, & Moss, 2005) presents a combined analyses of the data including a series of regression analyses.

Information Retrieval and Creativity: Towards Support for the Original Thinker.

This is a speculative paper in which the requirements of IR systems to support relatively creative, as well as more convergent thinking are discussed. The nature of creative thinking is explored, as is the extent to which a range of current information systems is able to support key intellectual processes associated with it. The development of IR systems capable of providing more direct support for creative thinking will depend on the greater integration of high order knowledge representations and flexible, fuzzy pattern‐matching techniques. Such developments may enhance the ability of information seekers to place before themselves a range of information sufficiently – but not excessively – rich in diversity to facilitate the development of relatively divergent – as well as more convergent – ideas.

Towards a model of learning for educational informatics

Based on a review of constructs that have been the subject of both educational and information science research, a model of learning‐related information behaviour is developed. The model details components of such behaviour, including: basic information processes, information processing types and information processing approaches; and factors affecting information behaviour relating to educational environments (in particular, learning objectives) and mental (including cognitive and affective) states. The complexity of information needs and associated relevance judgements implied by the model are discussed, as are implications for the provision of cognitively and affectively ergonomic access to information, and for research into learning‐related information behaviour.

Children's use of the internet for information‐seeking: What strategies do they use, and what factors affect their performance?

Purpose – A common criticism of research into information seeking on the internet is that information seekers are restricted by the demands of the researcher. Another criticism is that the search topics, are often imposed by the researcher, and; particularly when working with children, domain knowledge could be as important as information‐seeking skills. The research reported here attempts to address both these problems.Design/methodology/approach – A total of 15 children, aged 11 to 16, were each set three “think aloud” internet searches. In the first, they were asked to recall the last time they had sought information on the internet, and to repeat the search. For the second, they were given a word, asked to interpret it, then asked to search for their interpretation. For the third, they were asked to recall the last time they had been unsuccessful in a search, and to repeat the search. While performing each task, the children were encouraged to explain their actions.Findings – The paper finds that the ...

Recent Approaches to the Study and Teaching of ‘Effective Learning’ in Higher Education

Several recent studies have developed measures of qualitatively different levels of understanding texts and complex academic topics. The question of whether skills in achieving understanding and retention of information at high levels of abstraction can be taught is addressed by analyzing some of the mental processes involved, and briefly reviewing a number of attempts that have been made to induce these processes. The discussion of learning outcomes is broadened to include the critical evaluation and personal valuing of information. Conclusions are drawn for the teaching of “effective learning.”

Web search strategies and retrieval effectiveness: an empirical study

This paper reports the results of a study funded by the Arts and Humanities Research Board which sought to investigate links between Web search strategies and retrieval effectiveness. A total of 68 students, enrolled on masters programmes in librarianship, information management and information systems, searched for two topics using the AltaVista search engine. Logs of the resultant 341 queries, along with relevance judgements for over 4,000 retrieved items, were analysed using factor analysis and regression. The differing but complementary types and strengths of evidence produced by these two forms of analysis are discussed and presented. Retrieval effectiveness was associated positively with best‐match searching and negatively with Boolean searching. The implications of these findings for Web searching are discussed.

Web search strategies and human individual differences : A combined analysis

This is the second of two articles published in this issue of JASIST sreporting the results of a study investigating relationships between Web search strategies and a range of human individual differences. In this article we provide a combined analysis of the factor analyses previously presented separately in relation to each of three groups of human individual difference (study approaches, cognitive and demographic features, and perceptions of and approaches to Internet-based information seeking). It also introduces two series of regression analyses conducted on data spanning all three individual difference groups. The results are discussed in terms of the extent to which they satisfy the original aim of this exploratory research, namely to identify any relationships between search strategy and individual difference variables for which there is a prima facie case for more focused systematic study. It is argued that a number of such relationships do exist. The results of the project are summarized and suggestions are made for further research.

Educational informatics: an emerging research agenda

This paper discusses educational informatics as a research field and provides an overview of the scope of work in this, and closely related, areas by members of the Department of Information Studies at the University of Sheffield. Current work in Sheffield focuses on the use of information and communications technologies (ICTs) in universities and schools, seeking to understand the effects of using ICTs in educational practice on learners, teachers and learning support staff. It also seeks to develop practical knowledge of relevance to the design and facilitation of ICT-enabled learning environments. The paper highlights the interdisciplinary nature of this research, and discusses theoretical frameworks and methodological approaches that are being used by Sheffield researchers. It concludes by suggesting that library and information science has a distinctive contribution to make to the study of ICT-enabled learning, and that there is a need for further discussion within the literature of this emergent field of inquiry.

Towards a cognitive theory of information accessing: an empirical study

Abstract How would users access an ‘ideal’ computer-based information retrieval system? What strategies would they use in seeking information if they had access to a truly expert knowledge-base which could respond effectively to any kind of questioning, phrased in any way? No such system exists. But this project provided the next best thing—a computer system which allowed unlimited access to genuinely expert knowledge. Unbeknown at the time of learning to 30 volunteer users who accessed the system, the knowledge-base included 2 human experts, communicating with them from a different building, via the computer screen. The interactions between users and the system were logged and analysed. The results reveal a number of different information accessing strategies linked to individual user characteristics and retrieval effectiveness. Implications for the design of improved information retrieval systems are discussed.