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  • 1. Anderson, Theresa Dirndorfer
    et al.
    Åström, Fredrik
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Hartel, Jenna
    Kjellberg, Sara
    Storying Research: Conducting Research in New Formats and New Voices2014Conference paper (Other academic)
    Abstract [en]

    The session engages with an acute tension evident in scholarly communication: We are witnessing a great deal of innovation and experimentation in relation to the way research is performed and shared. The push towards, and need for, innovation and creativity in academic research is being emphasized to an ever increasing extent. A rich set of digital tools and transdisciplinary engagements have opened the door for research conducted and reported in increasingly hybridised, dynamic and interactive ways. At the same time, academic research is increasingly being evaluated by focusing on quantitative analyses based on publications; analyses which privilege established scholarly practices and publication venues. In the session, we are interested in exploring collectively on the one hand, the voice in and position from which we report on research and - indeed - conduct research. On the other hand, how do we use documents and artefacts to tell our stories? Digital media provide new affordances through a broader selection of modes of representation to present data, results and argumentation. The session is conducted as a 'conversation café', where each café table focuses on one aspect of these opportunities.

  • 2. Coto-Solano, Rolando
    et al.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Córdoba-González, Saray
    Metadata Usage Tendencies in Latin American Electronic Journals2009In: ELPUB2009. Rethinking Electronic Publishing: Innovation in Communication Paradigms and Technologies - Proceedings of the 13th International Conference on Electronic Publishing. Milan, Italy. June 10-12 / [ed] Susanna Mornati, Turid Hedlund, 2009, p. 311-344Conference paper (Refereed)
    Abstract [en]

    The present study investigates the extent to which metadata tags are used in Latin American electronic journals, and whether these journals in fact provide basic information (abstracts, keywords, etc.) that could be tagged as metadata. The authors also studied multilingualism in the marked-up information and in the basic information, particularly the use of English (which can help bring the scientific production of Latin America to a wider audience). In total, 45% of the journals had metadata; the metatags keywords and description were the most commonly used. The inclusion of structured metadata from the Dublin Core Metadata Element Set in the journals was found to be very low, only 13%, and primarily existed in journals from Argentina, Costa Rica, and Brazil. The articles examined did not always include abstracts and keywords (84% and 77% respectively), but in the articles that did have them, English was frequently used (85% in abstracts and 91% in keywords). The <title> element was found to be used deficiently: Only 42% of full text OA articles had their actual title in the <title> tag, which can potentially affect visibility in a search engine results. In sum, the road to marked-up metadata in all journals is still long, and there are great inconsistencies in how metadata are employed and in their content. The authors conclude that there are signs that support and efforts to increase awareness of how metadata can easily be included in a journal’s web site may result in improved metadata and greater visibility.

  • 3.
    Dahlström, Mats
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Sustainable LIS Education in a Glocal World2010Conference paper (Refereed)
    Abstract [en]

    LIS education takes place in an increasingly networked, global world. Yet library services are maintained through local practices. How can Library and Information Science (LIS) educators address the mutual interaction between practices on a local and a global scale, in particular in programmes devoted to digital libraries, the distributive Internet, and new media? In the presentation, we draw on examples from a master’s programme in Digital services to illustrate how we have tried to integrate three levels of scale – macro, meso (interpreted as national), and micro – in the programme. In particular, we emphasize the importance of 1) integrating the global phenomena and theories commonly associated with digital environments with local practices, for instance through working with existing services, organizations and resources, and 2) finding educational models that help the students make connections between the global and the local.

  • 4.
    Dolatkhah, Mats
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Gärdén, Cecilia
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Lundberg-Rodin, Margareta
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    Att värdera skolbiblioteksforskning2013Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    25 år av tvärvetenskaplig, internationell forskning visar alltjämt att bemannade skolbibliotek som samspelar nära med undervisningen kan ge högst meningsfulla bidrag till elevers lärande. Det menar sex forskare vid institutionen för Biblioteks- och informationsvetenskap vid Högskolan i Borås. I en lång replik (7/10) i debatten om skolbibliotek, där Gabriel H Sahlgren generöst presenterar färdiga och kategoriska lösningar på svåra och omstridda metodologiska problem inom samhällsvetenskaplig och tvärvetenskaplig forskning, bemöts vårt tidigare inlägg (4/10). Vi noterar att Sahlgren, som professionell opinionsbildare med uppdrag att finna argument för en fri skolmarknad, framhärdar i sin övertygelse om att en enda indisk studie är en bättre indikator på hur skolbibliotek i Sverige kan fungera, än den helhetsbild som övrig forskning presenterar. Skälet för detta är att den indiska studien använder sig av en experimentell metoddesign. Studien ifråga finner inget stöd för att anta att orsakssamband finns mellan förekomsten av skolbibliotek och elevers studieresultat.

  • 5.
    Dolatkhah, Mats
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Gärdén, Cecilia
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Lundberg-Rodin, Margareta
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    "Skolbiblioteken allt annat än meningslösa"2013In: Dagens nyheter, ISSN 1101-2447Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Relevansen och effektiviteten hos skolbibliotek har diskuterats på DN Debatt de senaste dagarna. Det är glädjande att forskning används som stöd för politisk debatt i detta sammanhang, men forskningsresultaten bör inte användas selektivt för att stödja en viss politisk ståndpunkt, skriver forskare och lärare vid institutionen för Biblioteks- och informationsvetenskap vid Högskolan i Borås.

  • 6.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Book review: Björn Hammarfelt, Following the Footnotes. A Bibliometric Analysis of Citation Patterns in Literary Studies2012In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 42, no 4, p. 70-72Article, book review (Other academic)
    Abstract [sv]

    Få humanistiska forskare har vid det här laget undgått att höra talas om forskningsområdet bibliometri. Ofta betraktas bibliometri som endast ett redskap för att utvärdera forskningskvalitet, och i förlängningen som underlag för beslut om medelstilldelning. Däremot är det färre som känner till områdets hela bredd och vad det kan tillföra förståelsen av andra forskningsområden. En nydanande avhandling som studerar litteraturvetenskapen ur ett bibliometriskt perspektiv – bland annat utifrån referenser i artiklar publicerade i Tidskrift för litteraturvetenskap under en tioårsperiod – ger en bild av ämnet som borde intressera alla verksamma litteraturvetare. Den diskuterar också förtjänstfullt svårigheterna med att utnyttja bibliometri som enda utvärderingsinstrument för ett ämne som litteraturvetenskapen.

  • 7.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Credibility, materiality, and mediated interaction2010Conference paper (Other academic)
  • 8.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Digitala tjänster: kultur, information & kommunikation2009In: InfoTrend: Nordisk tidskrift för informationsspecialister, ISSN 1653-0225, Vol. 64, no 2-3, p. 74-78Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    In the autumn of 2009, the Swedish School of Library and Information Science at the University of Borås will launch a new master’s programme: Digital Services – Culture, Information & Communication. The programme is focused on services and tools in digital environments. This article describes the aims and direction of the programme as well as how it has been developed.

  • 9.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Dimensions of Credibility: Review as a Documentary Practice2014Conference paper (Other academic)
    Abstract [en]

    The poster explores documentary practices in web environments where credibility is constructed and agreed upon. Based on studies of open peer review processes in scholarly journals and of discussions of credibility in comments to a climate change blog, four dimensions of credibility assessment activities are identified: gatekeepers/open participation; formal credibility assessment/intrinsic plausibility; individual credibility assessment/collective credibility assessment; and experts/laymen. Within each dimension, various positions and tensions with regard to credibility are exemplified. It is concluded that whether or not participation in credibility assessments, or review, becomes a collective activity within a documentary practice depends on the interaction between the affordances of the inscription technologies, social affordances and institutional practices.

  • 10.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Economics and Quality Estimation of Open Access E-journals2005In: Svensk biblioteksforskning, ISSN 0284-4354, E-ISSN 1653-5235, Vol. 15, no 1, p. 32-45Article in journal (Other academic)
    Abstract [en]

    In university libraries and the scholarly community, there is growing concern with the high costs ofscholarly journal publishing and a rising movement in favour of Open Access publishing. There aremany factors that will influence the success of non-profit and Open Access journals; economicpower, economic survival, political values, and status changes are only a few of these. This articleprovides a critical introduction to two of these areas – economic survival and status – in order toillustrate two important factors of Open Access survival. In particular focus is the idea of the valueof information and the Journal Impact Factor (JIF) as a potential measurement of journal quality. Itis argued that an institutional approach may add a broader perspective that may serve to contextualiseboth these ideas.

  • 11.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    E-tidskrifter: mer av samma sak?2008In: InfoTrend, ISSN 1653-0225, Vol. 63, no 2, p. 39-44Article in journal (Other (popular science, discussion, etc.))
  • 12.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Incredible Resources? The Role of User-generated Web Sites in a High School Setting2009Conference paper (Refereed)
  • 13.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Negotiating Cognitive Authority: The Case of Scholarly Electronic Journals2007In: A Document (Re)turn: Contributions from a Research Field in Transition. / [ed] Roswitha N. W. L. A. V. Skare, Peter Lang Publishing Group, 2007, p. 117-133Chapter in book (Other academic)
  • 14.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Nurturing academic literacy through a journal publishing assignment2016Conference paper (Other academic)
    Abstract [en]

    Academic literacy is often portrayed in terms of students’ writing and relates to issues concerning genre knowledge (Russell et al., 2009). However, academic literacy can also include an understanding of the social organization, power relations, and technology associated with how knowledge is produced and disseminated in various academic genres and disciplines (see Andersen, 2006; Lea & Street, 2006). Academic literacy is important not only for higher education but also for many professionals who produce, mediate or use these genres, such as researchers, librarians, teachers, journalists, and publishers.

    This contribution describes a post-graduate level course designed to aid students master the cultural tools (Wertsch, 1998; Säljö, 2005) of scholarly publishing by focusing on the social organization of publishing, on the technology used, and on writing in a social science journal article genre. The work methods were informed by a socio-cultural approach to learning, which emphasizes the importance of situating learning activities in the practices in which what is learnt will be used (e.g. Lave & Wenger, 1991).

    The students were given the task of setting up a scholarly (student) journal and to write and peer review articles for publication in the journal. The contribution considers some of the challenges met in the course, such as getting the students to align the constraints of the assignment with the real-life simulation of a scholarly journal. Furthermore, some of the benefits of the course are discussed, for instance the possibility of designing education that students perceive as being academic and at the same time relevant to professional fields.

    References:

    Andersen, J. (2006). The public sphere and discursive activities: Information literacy as sociopolitical skills. Journal of Documentation, 62(2), 213-228.

    Lea, M. R. & Street, B. V. (2006). The “Academic Literacies” model: Theory and applications. Theory into Practice, 45(4), 368-377.

    Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Russell, D. R., Lea, M., Parker, J., Street, B. & Donahue, T. (2009). Exploring notions of genre in “academicliteracies” and “writing across the curriculum”: Approaches across countries and contexts. In: Bazerman, C., Bonini, A. & Figueiredo, D. (Eds.). Genre in a changing world: Perspectives on writing (pp. 395-423). Fort Collins, CO: The WAC Clearinghouse and Parlor Press. Available at: http://wac.colostate.edu/books/genre/

    Säljö, R. (2005). Lärande och kulturella redskap: Om lärprocesser och det kollektiva minnet [Learning andcultural tools: On learning processes and the collective memory]. Stockholm: Norstedts akademiska förlag.

    Wertsch, J.V. (1998). Mind as action. New York, NY: Oxford University Press.

  • 15.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Open Access Made Easy2018Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Studies have shown a steady but slow uptake of open access to the scholarly literature over the past decade, with estimations that roughly 25 to 30 per cent of journal articles are available open access on publication. Funders and governments, especially in Europe, have taken various steps to support open access and to increase access to publications, including the recently announced cOAlition S, which is intended to significantly speed up the move towards full gold open access. As an interim solution, some consortia have signed offset agreements with publishers, for instance the Read & Publish agreement Springer Compact between Swedish Bibsam and Springer Nature (2016-2018). This talk will present findings from a survey with authors whose publications were covered through Springer Compact. What are their reactions to publishing open access in this way? What kind of support do they wish from their universities and libraries? What implications may their experiences, views and suggestions have for future initiatives and for library services?

  • 16.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Publicera! Svenska forskningsbiblioteks arbete med publiceringsfrågor2013Report (Other academic)
    Abstract [sv]

    Under senare år har forskningspublikationer blivit allt viktigare för lärosätena. Detta är delvis en konsekvens av att aktörerna på den svenska marknaden för forskning och högre utbildning alltmer verkar i konkurrens med varandra. Då blir det extra viktigt att synliggöra den egna forskningen, både inom och utom forskarsamhället. Lärosätena har också anledning att utvärdera det egna lärosätets forskning och att försöka påverka hur forskningen kommuniceras för att publikationerna ska ge positivt utslag i nationella och internationella utvär - deringar av verksamheten. Intresset för synlighet kan kopplas till minst tre olika företeelser som har fått genomslag inom det svenska forskningslandskapet under det senaste dryga decenniet: tillgänglig- och synliggörande av forskningspub - likationer och kulturarvsmaterial genom open access-publicering; forsknings- utvärderingar, ranking och ökad konkurrensutsättning av forskningsmedel; samt de praktiker som har utvecklats kring kommunikation och publicering i digitala nätverk.

  • 17.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    (Re)creations of scholarly journals: document and information architecture in open access journals2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation contributes to the research-based understanding of the scholarly journal as an artefact by studying the document structures of open access e-journals published by editors or small, independent publishers. The study focuses on the properties of the documents, taking its point of departure in a sociotechnical document perspective. This perspective is ope rationalised through a number of aspects from document architecture and information architecture: logical structures, layout structures, content structures, fi le structures, organisation systems, navigation, and labelling. The data collection took the form of a survey of 265 journal web sites, randomly selected, and qualitative readings of four journal web sites. The results of the study are presented based on choice of format and modes of representation; visual design; markup; metadata and paratexts; and document organisation and navigation. Two approaches were used to analyse the study fi ndings. To begin with, the remediation strategies of the scholarly journals were discussed; how does this document type, which has a long tradition in the print medium, take possession of the web medium? The ties to the print journal are still strong, and a majority of the journals treat the web medium mainly as a way to distribute journal articles to be printed and read as hard-copies. Many journals do, however, take advantage of such features as hypertext and full-text searching, and some use the fl exibility of the web medium to provide their users with alternative views. A small number of e-journals also refashion the print journal by including modes of representation not possible in print, such as audio or video, to illustrate and support the arguments made in their articles. Furthermore, interactive features are used to increase communication between different groups, but this type of communicative situation has not yet become an integral part of the scholarly journal. An electronic document is often viewed as more fl exible, but also less constant, than documents on paper. This sometimes means that the e-only journal is seen as a less dependable source for scholarly publishing than print. A second analytical approach showed how the architectures are used to indicate aspects that can enhance a journal’s chances of being regard ed as a credible source: a cognitive authority. Four strategies have been identifi ed as used by the journals: they employ architectural features to draw on the cognitive authority of people or organisations associated with the journal, on the cognitive authority of other documents, and on the professional use of the conventions of print journals and web sites respectively. By considering how document properties are used to indicate cognitive authority potential, a better understanding of how texts function as cognitive authorities is achieved.

  • 18.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Remediating Scholarly Journals: Changing Materiality, Changing Practices2008Conference paper (Refereed)
  • 19.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Researcher attitudes to offset agreements for OA publishing2018In: The 13th Munin Conference on Scholarly Publishing 2018, 2018Conference paper (Refereed)
    Abstract [en]

    The Swedish government has expressed an intention to move towards open access (OA) to publications based on publicly funded research in Sweden. As part of fulfilling this intention, the Bibsam Consortium, working on behalf of a number of Swedish universities, government agencies, and research institutes, has started to include OA in their negotiations with publishers. One consequence is that Bibsam has followed other international actors and entered into a number of offset agreements. The first of these agreements was Springer Compact, which runs from July 2016 to December 2018. The implementation and consequences of this agreement are being investigated at the request of Bibsam, and this presentation builds on findings from this investigation.

    Offset agreements are presented as one possible road ahead, a temporary one, in the transition towards OA to scholarly publications. A number of factors, including costs and the speed of flipping hybrid journals to full OA, will determine the success of such agreements. The attitudes of the researchers – the authors of the publications – are also key in determining the outcome. This presentation reports on findings from a questionnaire submitted by 375 first authors of articles covered by the Swedish Springer Compact agreement. It will present the authors’ attitudes to OA, to the Springer Compact agreement, and to future similar agreements.

    The study shows that only about one quarter of respondents knew about the agreement before submitting their work. A majority would not have paid article processing charges (APC) for their article had APCs not been covered by the agreement. Many are generally positive to OA publishing, however. When asked what they think about agreements such as Springer Compact, three quarters wrote in free-text answers that it is “good”, “very good” or “excellent”. Respondents express both appreciation of the easy process and a relief over not having to find funding for OA.

    Some respondents were more tentative, saying that they appreciate OA, but that their opinion about the agreement depends on the cost. Non-profit solutions to academic publishing or alternative methods to achieving OA were also mentioned as desirable. A small number of respondents would prefer the traditional subscription model. Yet, the vast majority of respondents say they would like to see similar agreements with other publishers.

    The answers to the questionnaire show that these researchers are very positive to having their work published OA if it is not associated with costs, limitations, or other hassles for the researcher. That is, if publishing remains no more problematic than in the subscription system, researchers see many benefits with OA. However, there is a minority which expresses ideological hesitation. From this, universities and funders can learn the value of facilitating OA publishing for the individual researcher, but also that many researchers will expect agreements to be economically feasible and that there is a potential to engaging researchers even more in the discussion of future solutions.

  • 20.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Review: Eve, Martin Paul. Open access in the humanities: contexts, controversies and the future. Cambridge, UK: Cambridge University Press, 20142015In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 20, no 3, article id R545Article, book review (Other academic)
  • 21.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Telling a Different Story in Open Access Journals?2008In: ScieCom Info, E-ISSN 1652-3202, Vol. 4, no 2Article in journal (Other (popular science, discussion, etc.))
  • 22.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Textures and Structures in E-journals2005Conference paper (Other academic)
  • 23.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT. Department of Arts and Cultural Sciences, Lund University.
    The academic web profile as agenre of “self-making”2019In: Online information review (Print), ISSN 1468-4527, E-ISSN 1468-4535, Vol. 43, no 5, p. 760-774Article in journal (Refereed)
    Abstract [en]

    Purpose – The activities of academic researchers are increasingly regulated by neo-liberal ideals, includingexpectations that researchers are visible online and actively promote their output. The purpose of this paper isto explore how researchers take on this responsibility. It uses the concepts of genre, authorship and self-writingin order to understand how the story of an academic life is constructed on academic web profiles.

    Design/methodology/approach – A qualitative content analysis was conducted of material on 64 profilesbelonging to 20 researchers on institutional and personal websites, as well as on ResearchGate, Academica.edu and Google Scholar.

    Findings – The study shows that while institutional websites primarily contain researcher-producedmaterial, content on commercial platforms is often co-constructed through distributed authorship by theresearcher, the platform and other platform users. Nine different ways in which the profile of an “academicself” may be said to highlight the particular strengths of a researcher are identified. These include bothmetrics-based strengths and qualitative forms of information about the academic life, such as experience, theimportance of their research and good teaching.

    Social implications – This study of academic web profiles contributes to a better understanding of howresearchers self-govern the story of their academic self, or resist such governance, in online environments.

    Originality/value – The study furthers the knowledge of how researchers make use of and respond todigital tools for online visibility opportunities and how the story of the “academic self” is “made” for suchpublic presentation.

  • 24.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    The "Document" in Document Architecture2004Conference paper (Other academic)
  • 25.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    The (re)creation of scholarly journals: Document and information architecture in Open Access e-journals2006Conference paper (Refereed)
  • 26.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    The remediation of search2016In: Is there a need for re-claiming search in information literacy practices research? Panel by T. Schreiber, O. Sundin, A. Cox, H. Francke, O. Pilerot, C. Andersson & C. Moring, 2016Conference paper (Other academic)
  • 27.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    The State of Metadata in Open Access Journals: Possibilities and Restrictions2008Conference paper (Refereed)
  • 28.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Towards an Architectural Document Analysis2009In: Journal of Information Architecture, ISSN 1903-7260, E-ISSN 1903-7260, Vol. 1, no 1, p. 16-36Article in journal (Refereed)
    Abstract [en]

    Information architecture (IA) and document architecture (DA) provide two, partly overlapping, perspectives on the creation of document structures. This article suggests how the architecture of a document can be analysed from these two perspectives. Literature on IA and DA has been examined in order to identify central ideas that are of relevance for analysing the architectures of digital documents. The article contains an overview of how IA and DA have been used and defined. The article shows how a model for analysing documents as sociotechnical artefacts can fruitfully draw on parts of the theoretical and practical complexes of IA and DA. The aspects that are identified as particularly important from IA are organisation systems, navigation, and labelling. From DA, logical structures, layout structures, content structures, and file structures are all applicable aspects. It is discussed how these various aspects may be interpreted in order to support an analysis of the organising principles of documents.

  • 29.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Utvärdering Kriterium: pilotprojektet2017Report (Other academic)
  • 30.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Vad vi har att utgå ifrån: grunder för källkritiska bedömningar i open access-tidskrifter2008Conference paper (Other academic)
    Abstract [sv]

    Diskussioner kring och metoder för hur man ska bedöma vilka källor som är tillförlitliga har sitt vetenskapliga ursprung inom historievetenskaperna, i Sverige bland annat genom bröderna Lauritz och Curt Weibulls arbeten i början av 1900-talet (Jarrick & Söderberg 2001). Det är också frågor som har diskuterats livligt inom retorik, psykologi, konsumentforskning, vårdvetenskap, medie- och kommunikations- respektive biblioteks- och informationsvetenskap (se t.ex. Rieh & Danielson 2007). Men naturligtvis är det inte bara aktuellt inom akademin – källkritiska frågor diskuteras vid köksbordet, på jobbet och, inte minst, i klassrummet. Från att ha handlat mycket om i vilken utsträckning vi kan lita på massmedia och politiker så rör sig nu mycket av de källkritiska resonemangen om digitala källor. Frågan omformuleras allt som oftast, på ett förenklande vis, från ”vem i hela världen kan man lita på?” till ”vem på hela nätet kan man lita på?”. Det är inom detta område diskussionen i denna artikel kommer att röra sig, men inte så mycket kring vem man kan lita på som varför man väljer att lita på vissa källor och vilket underlag som källorna erbjuder för att basera våra källkritiska bedömningar på.

  • 31.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    What's in a Name? Contextualizing the Document Concept2005In: Literary & Linguistic Computing, ISSN 0268-1145, E-ISSN 1477-4615, Vol. 20, no 1, p. 61-69Article in journal (Refereed)
  • 32.
    Francke, Helena
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Andersen, Jack
    Københavns universitet.
    Audunson, Ragnar Andreas
    Høgskolen i Oslo og Akershus.
    Jochumsen, Henrik
    Københavns universitet.
    Partnership with society: a social and cultural approach to iSchool-research2016In: iConference 2016, 2016Conference paper (Other academic)
  • 33.
    Francke, Helena
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Ekman, Stefan
    Göteborgs universitet.
    Using Active Learning Classrooms in Building an Infrastructure for Access to Research Data2018In: The 13th Munin Conference on Scholarly Publishing 2018., 2018Conference paper (Refereed)
    Abstract [en]

    As a central part of its work towards Open Science, Sweden is building an infrastructure for managing, storing, and providing access to research data. A vital component of this infrastructure will be functions at Swedish universities for supporting researchers with data access and management. To support these local functions, here referred to as Data Access Units (DAUs), a national network of DAUs from 28 universities is under formation.

    To assist in establishing DAUs and strengthening the network, the Swedish National Data Service and the University of Borås offer a joint professional development course to DAU staff. This course ran for the first time in spring 2018, with 21 participants from 12 universities. The course has three main objectives: to develop data management skills; to increase understanding of the institutional conditions for providing access to research data; and to strengthen the national network through interpersonal connections and collegial ties.

    The methodology chosen for the course is intended to promote collaboration between participants and to take into consideration their various types and levels of expertise and experience. This has resulted in a distance-learning course with four physical meetings, during which an Active Learning Classroom (ALC) methodology is used: participants work actively in groups with instructor-facilitated tasks. The ALC work is combined with significant use of collaborative work between meetings.

    Our presentation will show how ALC methodology can be used to support the establishment of DAUs and a DAU network. We will discuss some examples of course elements which contribute to the objectives. The discussion will be based on the facilitators’ analyses and on the participants’ answers to an evaluation questionnaire.

    • Participants found that they developed data management skills by working with cases as ALC exercises, and thought these skills would be directly applicable to their work in the DAU. Such ALC exercises were designed around for instance anonymising datasets and writing a data management plan for a potential study.
    • In addressing institutional conditions necessary for data access, we observed how task design and perceived relevance of a topic are important for how participants engage with various aspects of a task. For example, the ALC exercise on legal frameworks was easier to align with perceived DAU needs than the less focused and more abstract exercise on models and principles such as OAIS and FAIR.
    • A clear outcome of the course was a strengthening of the DAU network. Participants gained a sense of collegiality by working in different constellations during various ALC tasks. The social activities – breaks and meals – intentionally included in the course also allowed classroom discussions to flow into more informal spaces.

    The DAUs and their national network is a vital part of the Swedish infrastructure for Open Science concerning access to research data. The presentation will end with reflections on how ALC methodology can also be employed to strengthen data management and accessibility skills in other parts of the infrastructure, for instance with researchers

  • 34.
    Francke, Helena
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Gamalielsson, Jonas
    Högskolan i Skövde.
    Lundell, Björn
    Högskolan i Skövde.
    Institutional repositories as infrastructures for long-term preservation2017In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 22, no 2, article id paper757Article in journal (Refereed)
    Abstract [en]

    Introduction. The study describes the conditions for long-term preservation of the content of the institutional repositories of Swedish higher education institutions based on an investigation of how deposited files are managed with regards to file format and how representatives of the repositories describe the functions of the repositories. Method. The findings are based on answers to a questionnaire completed by thirty-four institutional repository representatives (97% response rate). Analysis. Questionnaire answers were analysed through descriptive statistics and qualitative coding. The concept of information infrastructures was used to analytically discuss repository work. Results. Visibility and access to content were considered to be the most important functions of the repositories, but long-term preservation was also considered important for publications and student theses. Whereas a majority of repositories had some form of guidelines for which file formats were accepted, very few considered whether or not file formats constitute open standards. This can have consequences for the long-term sustainability and access of the content deposited in the repositories. Conclusion. The study contributes to the discussion about the sustainability of research publications and data in the repositories by pointing to the potential difficulties involved for long-term preservation and access when there is little focus on and awareness of open file formats.

  • 35.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Gärdén, Cecilia
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Forskning om informationskompetens i skolsammanhang2013In: Skolbibliotekets roller i förändrade landskap: en forskningsantologi / [ed] Louise Limberg, Anna Hampson Lundh, BTJ Förlag , 2013, p. 142-203Chapter in book (Other academic)
    Abstract [sv]

    Syftet med detta kapitel är att presentera aktuell forskning om informationskompetens i skolan. Kapitlet behandlar därigenom forskning inom ett område som anknyter till ett av skolbibliotekens huvuduppdrag, nämligen att främja elevers förståelse för och förmåga att söka och använda information. Forskningen sker med olika utgångspunkter beroende på såväl teoretiska antaganden som syftet med forskningen och vi försöker i kapitlet att synliggöra detta.

  • 36.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Hanell, Fredrik
    Användning och värdering av sociala medier i skola och högre utbildning2014In: Medie- och informationskunnighet: en forskningsantologi / [ed] Johanna Rivano Eckerdal, Olof Sundin, Svensk biblioteksförening , 2014, p. 51-61Chapter in book (Other academic)
  • 37.
    Francke, Helena
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Johansson, Monika
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Källkritik på internet2016Other (Refereed)
  • 38.
    Francke, Helena
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Johansson, Monika
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Källkritik på internet2019Other (Refereed)
  • 39.
    Francke, Helena
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. UiT The Arctic University of Norway.
    Lenstra, Noah
    University of North Carolina at Greensboro.
    Vårheim, Andreas
    UiT The Arctic University of Norway.
    Skare, Roswitha
    UiT The Arctic University of Norway.
    Digital Literacy and Social Inclusion in Public Libraries: A Review of Research2018Conference paper (Refereed)
    Abstract [en]

    The practices through which people manage and enrich their everyday lives rely increasingly on their ability to make use of digital and informational resources. In policy texts, physical and intellectual access to digital information has been framed as a problem of social inclusion to which the public library may be part of the solution (Thompson et al., 2014). In library research, there is some evidence that public libraries contribute positively in strengthening social capital and participation in society among its patrons (Johnson, 2010; Vårheim, 2014; Vårheim, Steinmo & Ide, 2008).

    The present study investigates how the work done by public libraries to support digital and information literacy and, thus, potentially digital and social inclusion, is portrayed in the literature.

    The literature review was based on publications from 2010-2017 collected through structured searches in the databases Web of Science, Scopus, and LISA. The publications were coded through qualitative content analysis (Altheide & Schneider, 2013) starting in the following analytical questions:

    • which public library services or activities are described;
    • which groups of patrons are intended beneficiaries;
    • which methods and theoretical approaches were used;
    • what were the main findings of the study;
    • which aspects of digital and information literacies are emphasized; which kinds of knowledge, perceptions and attitudes are these literacies intended to support?

    Many of the publications describe community projects in which public libraries play a leading role. Several studies address concepts such as digital inclusion and social capital, although few studies actually engage with them theoretically. The types of activities, outcomes, literacies, and beneficiaries vary greatly, but much work is focused on supporting literacies for active citizenship and employability.

    This literature review is a building block in constructing a theoretical framework and a research design for empirical studies of the development of digital and information literacy activities in public libraries and the possible implications for physical and digital community participation.

    References

    Altheide, D. L., & Schneider, C. J. (2013). Qualitative media analysis (2nd ed.). Los Angeles, CA: SAGE.

    Johnson, C. A. (2010). Do public libraries contribute to social capital? A preliminary investigation into the relationship. Library & Information Science Research, 32(2), 147–155.

    Thompson, K. M. et al. (2014). Digital literacy and digital inclusion: Information policy and the public library. Lanham: Rowman & Littlefield.

    Vårheim, A., Steinmo, S., & Ide, E. (2008). Do libraries matter? Public libraries and the creation of social capital. Journal of Documentation, 64(6), 877–892.

    Vårheim, A. (2014). Trust in libraries and trust in most people: Social capital creation in the public library. The Library Quarterly, 84(3), 258–277.

  • 40.
    Francke, Helena
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lindelöw, Camilla
    Kungliga biblioteket.
    Olsson, Lisa
    Stockholms universitet.
    Author Perspectives on Research Visibility and Impact2018In: 23rd Nordic Workshop on Bibliometrics and Research Policy 2018: Book of abstracts / [ed] Marco Schirone, Björn Hammarfelt & Gustaf Nelhans, 2018Conference paper (Refereed)
    Abstract [en]

    The poster will present findings from a survey of 375 corresponding authors whose publications have beenpublished open access as part of the Springer Compact agreement between Bibsam and Springer Nature 2016-2018. In focus is how these authors reason about ways to make their research visible, how/if they themselves tryto track the attention gained by the publication, and what they think are good impact measures. The study thusadds to previous work on author attitudes and practices (e.g. Hammarfelt & Haddow, 2018; Tenopir et al., 2016)and can provide some input into the current work in Sweden on how to evaluate and assure high research quality(UKÄ, 2018).

    When asked about their arguments for publishing open access, a large proportion of respondents in freetextanswers indicated that open access is important because it increases a publication’s visibility, access to it,downloads and/or social and scientific impact. Consequently, it is interesting to investigate if open accesspublishing is the only way in which these authors try to find readers for their publication, or if they take furthersteps. Answers suggest researchers use general social media, academic networking sites, and more traditionaldigital channels to share their publications.

    Furthermore, the study asked which measures the authors think are the best ones for assessing the impactof their publications, and how they themselves find out how much attention their publications get. The responseswill be discussed in terms of traditional metrics, such as JIFs and citations, and altmetrics, such as how documentsare accessed or appraised (Haustein et al., 2016) through downloads or shares in social media. They will also berelated to more indirect forms of research evaluation, such as peer review and social impact.

    References

    Hammarfelt, B. & Haddow, G. (2018). Conflicting measures and values: How humanities scholars in Australia and Swedenuse and react to bibliometric indicators. JASIS&T, 69(7), 924-935.

    Haustein, S., Bowman, T. D. & Costas, R. (2016). Interpreting ‘altmetrics’: Viewing acts on social media through the lensof citation and social theories. In Sugimoto, C. R. (Ed.), Theories of informetrics and scholarly communication (pp. 372-405). Berlin: De Gruyter Mouton.

    Tenopir, C. et al. (2016). No scholar is an island: The impact of sharing in the work life of scholars. Learned Publishing, 30,5-17.

    UKÄ - Universitetskanslerämbetet (2018). Kvalitetssäkring av forskning: Rapportering av ett regeringsuppdrag. (Report2018:2) Stockholm: Universitetskanslerämbetet.

  • 41.
    Francke, Helena
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lundell, Björn
    Högskolan i Skövde.
    Gamalielsson, Jonas
    Högskolan i Skövde.
    Tillgängliggöra på kort eller lång sikt?: En studie av svenska lärosätens institutionella repositorier2016Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Presentationen redogör för resultaten av en enkät som besvarades av personal vid 34 svenska lärosätens institutionella repositorier under sommaren 2015. Syftet med studien var att utveckla förståelse för förutsättningarna för långsiktigt digitalt bevarande av materialet i de svenska lärosätenas institutionella repositorier. Detta gjordes dels genom att undersöka organisationernas syn på det institutionella repositoriets funktion och livscykel, dels genom att skapa en bild av innehållet i repositorierna. Presentationen behandlar enkätsvaren kring det institutionella repositoriets funktion med fokus på hur viktigt respondenterna uppskattar att tillgängliggörande och långsiktigt bevarande av forskningspublikationer, studentarbeten och forskningsdata genom repositoriet är. Dessutom behandlas svar som rör policy och arbetssätt vad gäller filformat eftersom dessa val är viktiga vid långsiktigt digitalt bevarande.

  • 42.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    An Inside View: Credibility in Wikipedia from the Perspective of Editors2010In: Information Research: Special supplement: Proceedings of the Seventh International Conference on Conceptions of Library and Information Science, London 21-24 June, 2010, University of Sheffield , 2010Conference paper (Refereed)
    Abstract [en]

    Introduction. The question of credibility in participatory information environments, particularly Wikipedia, has been much debated. This paper investigates how editors on Swedish Wikipedia consider credibility when they edit and read Wikipedia articles. Method. The study builds on interviews with 11 editors on Swedish Wikipedia, supported by a document analysis of policies on Swedish Wikipedia. Analysis. The interview transcripts have been coded qualitatively according to the participants' use of Wikipedia and what they take into consideration in making credibility assessments. Results. The participants use Wikipedia for purposes where it is not vital that the information is correct. Their credibility assessments are mainly based on authorship, verifiability, and the editing history of an article. Conclusions. The situations and purposes for which the editors use Wikipedia are similar to other user groups, but they draw on their knowledge as members of the network of practice of wikipedians to make credibility assessments, including knowledge of certain editors and of the MediaWiki architecture. Their assessments have more similarities to those used in traditional media than to assessments springing from the wisdom of crowds.

  • 43.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Format Agnostics or Format Believers? How Students in High School Use Genre to Assess Credibility2009In: ASIS&T 09, Proceedings of the 72th Annual Meeting, volume 46, 2009Conference paper (Other academic)
  • 44.
    Francke, Helena
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Sundin, Olof
    Lunds universitet.
    Källkritik i nya publiceringsformer2016Other (Refereed)
    Abstract [sv]

    Internet med dess många publiceringsformer har inneburit en renässans för intresset för källkritik. När vem som helst kan publicera information om i det närmaste vad som helst blir tillvägagångssätt för att kunna värdera hur trovärdig en källa är av stor vikt. I många av dessa publiceringsformer finns det ingen förhandsgranskning av texter och ansvaret för att granska faller på läsaren. Det kan uttryckas som att vi i många av nätets publiceringsformer går från förhandsgranskning till efterhandsgranskning av texter. I Del 4 av denna modul resonerar vi om konsekvenserna av dessa, och andra, förändringar för källkritik. Vi utgår från konkreta exempel, bland annat Wikipedia, men kan givetvis inte täcka in alla olika publiceringsformer. Vi tar utgångspunkt i frågor om vad författarskap innebär i nya medieformat och hur man kan arbeta med källkritiska problemställningar när författarskapet inte alltid är tydligt. I texten behandlar vi främst publiceringsformer där författarskapet skiljer sig från så kallade traditionella medier på ett strukturellt vis som är inbyggt i den plattform eller de förutsättningar som gäller för publiceringsformen. Med traditionella publiceringsformer menar vi sådana som vuxit fram i den tryckta informationens era, exempelvis böcker och dagstidningar, men som nu ofta existerar parallellt med digitala medier. Det vi kallar för nya publiceringsformer är många gånger 15 år gamla så ”ny” är i sammanhanget en definitionsfråga. Det kan handla om det som vi ibland kallar användar- eller deltagargenererade medier där tröskeln för att bidra är låg, till exempel när man deltar i textproduktion genom att kommentera ett blogginlägg eller laddar upp en video på YouTube. I flera fall är dessa användargenererade medier också kollaborativt skapade, det vill säga de skapas gemensamt av personer, ibland hundratals, som ofta inte känner varandra. Andra benämningar som ofta används med liknande betydelse är sociala medier och webb 2.0.

  • 45.
    Francke, Helena
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Sundin, Olof
    Department of Arts and Cultural Sciences, Lund University.
    Källkritik och nya publiceringsformer2019Other (Refereed)
    Abstract [sv]

    Internet med dess många publiceringsformer har inneburit en renässans för intresset för källkritik. När vem som helst kan publicera information om i det närmaste vad som helst blir tillvägagångssätt för att kunna värdera hur trovärdig en källa är av stor vikt. I många av dessa publiceringsformer finns det ingen förhandsgranskning av texter och ansvaret för att granska faller på läsaren. Det kan uttryckas som att vi i samband med många av nätets publiceringsformer går från förhandsgranskning till efterhandsgranskning av texter. I Del 4 av denna modul resonerar vi om konsekvenserna av dessa, och andra, förändringar för källkritik. Vi utgår från konkreta exempel men kan givetvis inte täcka in alla olika publiceringsformer. Vi tar utgångspunkt i frågor om vad författarskap innebär i nya medieformat och hur man kan arbeta med källkritiska problemställningar när författarskapet inte alltid är tydligt.

  • 46.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Negotiating the role of sources: Educators' conceptions of credibility in participatory media2012In: Library & Information Science Research, ISSN 0740-8188, E-ISSN 1873-1848, Vol. 34, no 3, p. 169-175Article in journal (Refereed)
    Abstract [en]

    Participatory media are commonly used in today's society for a variety of purposes. The credibility associated with these media is sometimes contested, and their acceptance into school practices has been debated. Focus group interviews with teachers and librarians in upper secondary schools in Sweden are used to investigate conceptions and experiences of activities involving the critical evaluation of participatory media, with a particular focus on Wikipedia. Three themes are addressed. The first concerns how the teaching of the critical evaluation of sources is organized and comanaged between teachers and librarians. The second describes educators' experiences of print versus digital media, and their worry because students have problems negotiating the information architecture of print media. The third theme deals with conceptions of the credibility of Wikipedia. Four conceptions of credibility are identified: credibility is associated with the control and stability of a source; it is considered to be strengthened when several sources support a claim; it is viewed as situational and partial, rather than absolute; and it is associated with a multiplicity of voices and democratic forms of production. These findings may be used to inform educational activities around credibility and authority in schools by raising self-awareness among educators of various ways to talk about the credibility of sources with both colleagues and students.

  • 47.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    New media in the classroom: Challenged notions and transformed practices?2011Conference paper (Refereed)
    Abstract [en]

    The focus for this paper is how information literacy is taught and practiced in Swedish upper secondary schools. Special attention is paid to the critical evaluation of the credibility and the authority of documents, which has been identified as a particularly difficult topic for students. The aim of the paper is to present an investigation of information literacy conceptions that are expressed in syllabuses and by teachers and librarians in the Swedish upper secondary school and how conceptions are translated into educational practice.

  • 48.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Debating Credibility: The Shaping of Information Literacies in Upper Secondary School2011In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 67, no 4, p. 675-694Article in journal (Refereed)
    Abstract [en]

    Purpose - The article concerns information literacies in an environment characterised by the two partly competing and contradictory cultures of print and digital. The aim is to provide a better understanding of the ways in which students assess the credibility of sources they use in school, with a particular interest in how they treat participatory genres. Design/methodology/approach - An ethnographic study of a school class’s project work was conducted through observations, interviews, and log books in blog form. The analysis was influenced by a socio-cultural perspective. Findings - The study provides increased empirically based understanding of students’ information literacy practices. Four non-exclusive approaches to credibility stemming from control, balance, commitment, and multiplicity were identified. Originality/value - The study adds to the understanding of how credibility is assessed in school environments with a particular focus on how digital and participatory genres are treated.

  • 49.
    Gärdén, Cecilia
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    A matter of facts? Linguistic tools in the context of information seeking and use in schools2014In: Proceedings of ISIC, the Information Behaviour Conference, Leeds, 2-5 September, 2014;Part 1, Information Research , 2014, p. 15-Conference paper (Refereed)
    Abstract [en]

    This study explores how various meanings are attributed to the term facts in Swedish schools and how this may shape conditions for students’ learning. The understanding of information activities as social, communicative, and discursive, which motivates the study, is informed by a sociocultural perspective of learning and information interaction. The study re-analyses empirical data from four previous research projects, where material was collected through various qualitative methods, mainly interviews, observations, and document analysis. The material involves 14 classes from preschool to year 12. The data is analysed thematically. In the material, 565 occurrences of facts are identified and categorised. Three themes emerged inductively. The analysis generated three themes. Firstly, facts are associated with specific genres or modalities. Secondly, facts are seen as distinguishable, external, and tangible. Thirdly, facts come across as having strong connections to neutrality and they were viewed as evidence. The analysis shows variation in how the study participants talked about facts. Despite the dominant associations, each theme displays more complex meanings of the term, which indicates that it cannot be equated to how the term has been used as an analytical term in previous research. The frequent use of the term facts can be understood as a result of the strong focus on students seeking and using certain types of information for writing school reports. The results show the importance of information researchers adopting an open and explorative approach to the meaning of language used in school activities that they study.

  • 50. Haider, Jutta
    et al.
    Huvila, Isto
    Cox, Andrew
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Hall, Hazel
    Transformation or Continuity? The Impact of Social Media on Information: Implications for Theory and Practice2012In: Proceedings of the 75th ASIS&T Annual Meeting: Information, Interaction, Innovation, vol. 49 / [ed] Andrew Grove, American Society for Information Science and Technology , 2012Conference paper (Refereed)
    Abstract [en]

    This panel debates whether the ways in which social media are changing the nature, creation, seeking, use and sharing of information constitute a transformation or are primarily marked by continuity. Ubiquitous and everyday access to social media (for some) seems to be bringing about changes in social practice, including of information-related activities, such that conceptualisations of information itself are potentially reshaped. Discussants draw inspiration from the pervasive impact on information activities of the everyday adoption of social media. At a theoretical level they also draw inspiration from the analytic resources of contemporary practice theory and its emphasis on materiality and embodiment, routine and change, social expectations and social identity, and knowledge as a process. All the participants of the panel have conducted new empirical research on social media use with a focus on its deep as well as broad impact. The audience members are invited to discuss with the panelists questions such as how social media relate to routinised daily practices and institutionalised practices and hierarchies, how their use refashions social relationships, how they turn information seekers and users into information managers, producers and creators and shape perceptions of information authority and trustworthiness, and how a new theorisation can help librarians, information professionals and researchers understand change and assume a proactive role in it.

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