Siân Spink

Critical incident technique and explicitation interviewing in studies of information behavior

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.

Uptake and use of electronic information services: trends in UK higher education from the JUSTEIS project

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.

Trends in use of electronic journals in higher education in the UK - views of academic staff and students

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

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.

The value and impact of information provided through library services for patient care: developing guidance for best practice

INTRODUCTION Previous impact tool-kits for UK health libraries required updating to reflect recent evidence and changes in library services. The National Knowledge Service funded development of updated guidance. METHODS Survey tools were developed based on previous impact studies and a systematic review. The resulting draft questionnaire survey was tested at four sites, and the interview schedule was investigated in a fifth area. A literature search in ASSIA, Google Scholar, INTUTE, LISA, LISTA, SCIRUS, Social Sciences Citation Index (Web of Knowledge), and the major UK University and National Libraries Catalogue (COPAC), identified ways to improve response rates. Other expert advice contributed to the guidance. RESULTS The resulting guidance contains evidence-based advice and a planning pathway for conducting an impact survey as a service audit. The survey tools (critical incident questionnaire and interview schedule) are available online. The evidence-based advice recommends personalizing the request, assuring confidentiality, and using follow-up reminders. Questionnaires should be brief, and small incentives, such as a lottery draw should be considered. Bias is minimized if the survey is conducted and analysed by independent researchers. CONCLUSION The guidance is a starting point for a pragmatic survey to assess the impact of health library services.

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.

Evaluating the Development of Virtual Communities of Practice that Support Evidence Based Practice

Objective – The aim of this paper is to examine how virtual community of practice principles might be used by information professionals with emphasis on the work of the Specialist Libraries for health professionals in England, UK. An evaluation conducted in 2004-2005 examined the operation of the Specialist Libraries, which the National Library for Health had contracted out to various organisations, and assessed their stage of development as communities of practice. Methods – Evaluation methods included observation of a meeting of information specialists, interviews with clinical leads and information specialists, and evaluation of the content and format of the Specialist Library websites. The evaluation framework was based on a systematic review of the literature to determine the critical success factors for communities of practice and their role in supporting evidence based practice. An updated literature review was conducted for this paper. Results – Operational structures varied but were mostly effective in producing communities of practice that were at an “engaged” stage. Some Specialist Libraries wished to move towards the “active” stage by supporting online discussion forums, or by providing question and answering services or more learning activities and materials. Although the evidence from the literature suggests there are few clear criteria for judging the effectiveness of communities of practice, the evaluation framework used here was successful in identifying the state of progress and how information professionals might approach designing virtual communities of practice. Conclusions – Structuring library and information services around community of practice principles is effective. Careful and participative design of the information architecture is required for good support for evidence based practice.

Collaboration on procurement of e-content between the National Health Service and higher education in the UK

Purpose – Collaboration on procurement of e‐content between health libraries in the National Health Service (NHS) and in higher education (HE) should have advantages in increasing their negotiating power to improve licence terms and avoiding unnecessary duplication of content. The aim of the paper is to examine some of the strategies for ensuring that collaboration across the two sectors works effectively. The paper is based on a report to the Joint Information Systems Committee of the Funding Councils (for higher and further education) in the UK, and the NHS Library and Knowledge Development Network, on research conducted in 2006.Design/methodology/approach – The methods included interviews (n=39) with representatives from NHS and higher education bodies, representatives of independent health libraries, the National Library for Health, collective agencies, publishers and aggregators.Findings – There were common interests in functionality/interfaces, open access, and better metrics for estimating usage th...