Roger Fenton
Aberystwyth University
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Library & Information Science Research | 2003
Christine Urquhart; Ann Light; Rhian Thomas; Anne L. Barker; Alison Yeoman; Jan Cooper; Chris Armstrong; Roger Fenton; Ray Lonsdale; Siân Spink
Abstract This article discusses two related techniques, critical incident technique (CIT) and explicitation, which are used in a variety of social science research settings, and critically reviews their application to studies of information behavior. The current application of both techniques is compared with Flanagans early guidelines on the CIT and is discussed in relation to recent experience in the use of (1) the CIT in the JUSTEIS and VIVOS projects and (2) explicitation in projects concerned with text entering on interactive Web sites. The JUSTEIS project identifies trends, and reasons for those trends, in the uptake and use of electronic information services in higher education in the United Kingdom; this article examines experience gained over the first two cycles—1999 to 2000 and 2000 to 2001. The VIVOS project evaluated virtual health library services. Comparison of the experiences gained on the various projects suggests that critical incident methods could usefully be extended and enriched by some explicitation methods, to elicit the degree of evocation required for current and future studies of Internet use.
Program: Electronic Library and Information Systems | 2001
Chris Armstrong; Roger Fenton; Ray Lonsdale; David Stoker; Rhian Thomas; Christine Urquhart
This paper reports findings from the first annual cycle of a three‐year research project on the provision and use of electronic information systems (EIS) within higher education in the UK. The project, JISC User Surveys: Trends in Electronic Information Services (JUSTEIS), was funded by the Joint Information Systems Committee (JISC) and undertaken at the University of Wales, Aberystwyth (UWA). Students, academics and library staff in 25 universities were surveyed using critical incident and critical success factors methodologies to ascertain the range and nature of EIS use. Provision of these systems by higher education institutions was also investigated via an analysis of their library websites. The findings reported in this paper focus on student use and the purposes for which EIS are employed, and reveal the limited array of EIS used and the ad hoc nature of search strategies adopted across undergraduate and postgraduate bodies within a range of disciplines. There appears to be little or no variation in the pattern of EIS use by the various student groups studied – the effect of the Internet on information seeking by students is hugely significant and the more formal resources, such as JISC‐negotiated resources are little used. There is little evidence of coherent search strategies used by students. Recommendations for both the JISC and higher education are offered.
Program: Electronic Library and Information Systems | 2003
Christine Urquhart; Rhian Thomas; Ray Lonsdale; Siân Spink; Alison Yeoman; Roger Fenton; Chris Armstrong
The aim of the JUSTEIS project over the first three cycles (1999‐2002) was to examine the uptake and use of electronic information services in higher education in the UK, so that planning of services could be informed by trends in usage and evidence of specific needs. The objectives were to: examine which services were used by students and academic staff; how senior library staff planned services to purchase content and support its use; and examine how library and information services promoted services through their Web pages. Results over the three years explained the growing popularity of electronic journal services, the acceptance of the search engine model for information retrieval and the important role academic staff play in the promotion of electronic information services for student learning. Conclusions and recommendations concern the need for library and information staff to make their approach to integration of information skills into the curriculum appropriate for the discipline, the type of institution, and its strategy for implementation of any virtual or managed learning environment software.
D-lib Magazine | 2003
Karen Bonthron; Christine Urquhart; Rhian Thomas; David I. Ellis; Jean Everitt; Ray Lonsdale; Elizabeth McDermott; Helen Morris; Rebecca Phillips; Siân Spink; Alison Yeoman; Chris Armstrong; Roger Fenton
Bonthron, Karen; Urquhart, Christine; Thomas, Rhian; Armstrong, Chris; Ellis, David; Everitt, Jean; Fenton, Roger; Lonsdale, Ray; McDermott, Elizabeth; Morris, Helen; Phillips, Rebecca; Spink, Sian, and Yeoman, Alison. (2003, June). Trends in use of electronic journals in higher education in the UK - views of academic staff and students. D-Lib Magazine, 9(6). Retrieved September 8, 2006 from http://www.dlib.org/dlib/june03/urquhart/06urquhart.html This item is freely available online at http://www.dlib.org/dlib/june03/urquhart/06urquhart.html Sponsorship: JISC
Journal of Documentation | 2004
Linda Banwell; Kathryn Ray; Graham Coulson; Christine Urquhart; Ray Lonsdale; Chris Armstrong; Rhian Thomas; Siân Spink; Alison Yeoman; Roger Fenton; Jennifer Rowley
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.
British Journal of Educational Technology | 2004
Linda Banwell; Kathryn Ray; Graham Coulson; Christine Urquhart; Ray Lonsdale; Chris Armstrong; Rhian Thomas; Siân Spink; Alison Yeoman; Roger Fenton; Jennifer Rowley
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.
New Review of Children's Literature and Librarianship | 1997
Debbie Denham; Judith Elkin; Peggy Heeks; Margaret Kinnell Evans; Chris Armstrong; Roger Fenton; Ray Lonsdale
This comprises the interim report of the first major study of childrens public library services to be undertaken in the UK. Funded by the British Library Research and Innovation Centre from 1996–1998, it will assess the significance of the role of the public library in supporting the reading development of children and young people and produce service criteria and performance indicators to inform future directions and policy decisions. The methods are an extensive literature review, national questionnaire survey and case studies to examine good practice. Findings will be made available in the final report.
International Journal of Information Management | 2005
Christine Urquhart; Rhian Thomas; Siân Spink; Roger Fenton; Alison Yeoman; Ray Lonsdale; Chris Armstrong; Linda Banwell; Kathryn Ray; Graham Coulson; Jennifer Rowley
Library & information briefings | 2001
Chris Armstrong; Anne L. Barker; Jean Everitt; Roger Fenton; Ray Lonsdale; David Stoker; Rhian Thomas; Christine Urquhart
Archive | 2004
Christine Urquhart; Siân Spink; Rhian Thomas; Alison Yeoman; Jane Durbin; Janet Turner; Roger Fenton; Chris Armstrong