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  • 51.
    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.

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  • 52.
    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.

  • 53. 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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  • 54.
    Hammarfelt, Björn
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. University of Borås, Swedish School of Library and Information Science.
    Hammar, Isak
    Lund University.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Ensuring Quality and Status: Peer Review Practices in Kriterium, A Portal for Quality-Marked Monographs and Edited Volumes in Swedish SSH2021In: Frontiers in Research Metrics and Analytics, ISSN 2504-0537, Vol. 6, article id 740297Article in journal (Refereed)
    Abstract [en]

    Although established forms of peer review are often criticized for being slow, secretive, and even unfair, they are repeatedly mentioned by academics as the most important indicator of quality in scholarly publishing. In many countries, the peer review of books is a less codified practice than that of journal articles or conference papers, and the processes and actors involved are far from uniform. In Sweden, the review process of books has seldom been formalized. However, more formal peer review of books has been identified as a response to the increasing importance placed on streamlined peer-reviewed publishing of journal articles in English, which has been described as a direct challenge to more pluralistic publication patterns found particularly in the humanities. In this study, we focus on a novel approach to book review, Kriterium, where an independent portal maintained by academic institutions oversees the reviewing of academic books. The portal administers peer reviews, providing a mark of quality through a process which involves reviewers, an academic coordinator, and an editorial board. The paper studies how this process functions in practice by exploring materials concerning 24 scholarly books reviewed within Kriterium. Our analysis specifically targets tensions identified in the process of reviewing books with a focus on three main themes, namely the intended audience, the edited volume, and the novel role of the academic coordinator. Moreover, we find that the two main aims of the portal–quality enhancement (making research better) and certification (displaying that research is of high quality)–are recurrent in deliberations made in the peer review process. Consequently, we argue that reviewing procedures and criteria of quality are negotiated within a broader discussion where more traditional forms of publishing are challenged by new standards and evaluation practices.

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  • 55.
    Hansson, Joacim
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Dahlström, Mats
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Gunnarsson, Mikael
    University of Borås, Swedish School of Library and Information Science.
    Documents in Library and Information Science: Sociotechnical Dimensions in Document Genre and Architecture Studies2003Conference paper (Other academic)
  • 56.
    Kjellberg, Sara
    et al.
    Malmö högskola.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Svensson, Aina
    Uppsala universitet.
    Ericsson, Urban
    Uppsala universitet.
    Institutionella arkiv som en ny typ av samling2015Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Biblioteken har traditionellt byggt upp sina samlingar genom förvärv, men i och med de institutionella arkiven (och liknande databaser) utvecklar biblioteken i allt högre grad samlingar där lärosätets lokala forskningsproduktion görs tillgänglig för såväl det egna lärosätets personal och studenter som för olika delar av det omgivande samhället (Kohl, 2009). Givet såväl nationella som internationella initiativ kring öppen tillgång till forskningsresultat kan dessa samlingar förväntas öka i såväl omfattning som betydelse i framtiden. Snarare än att erbjuda svar vill vi i detta bidrag ge underlag för en vidare diskussion kring de institutionella arkiven som en ny typ av samlingar som byggs upp, organiseras och kan integreras med andra samlingar såväl vid lärosätesbiblioteken som genom återanvändning av andra aktörer.

    Det väcker potentiellt frågor som berör såväl hur arbetet med de institutionella arkiven relaterar till hur man gör med andra delar av bibliotekens samlingar och system för kunskapsorganisation, som hur vi ska tänka kring samlingar, delar av samlingar och hypersamlingar. En utgångspunkt är dessutom att publiceringspraktiker inom olika ämnesområden skiljer sig åt. Vilken betydelse har detta för hur man skapar förutsättningar för att bygga upp samlingen? Hur hanterar vi t.ex. att de institutionella arkiven är synnerligen diversifierade med avseende på innehåll täckning, filformat, versioner (pre-/postprint), upphovsrättsliga frågor, m.m.?

    Vad händer när biblioteken både hanterar de institutionella arkiven i uppbyggnad och mer långsiktigt ska säkra tillgången till dem? Hur utmanas det traditionella perspektivet på forskningsbibliotekets samlingar, som har syftat till att ge tillgång till material till det egna lärosätets forskare och studenter, när man bygger en samling som riktar sig utåt till potentiella användare över hela världen?

    Kohl, D.F. (2009). Collection development in the ARL library. Encyclopedia of Library and Information Sciences. 3rd ed. New York: Taylor and Francis. DOI: http://dx.doi.org/10.1081/E-ELIS3-120043881

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  • 57.
    Lundh, Anna
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    To assess information while being assessed: upper secondary school students' narratives about credibility judgements2012Conference paper (Refereed)
    Abstract [en]

    This paper explores how institutional expectations, in particular in relation to assessment and grading, are visible in Swedish upper secondary school students’ narratives about school assignments which require them to critically evaluate information sources, including participatory media.

  • 58.
    Lundh, Anna Hampson
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. Curtin University.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Sundin, Olof
    Department of Arts and Cultural Sciences, Lund University.
    To assess and be assessed: Upper secondary school students’ narratives of credibility judgements2015In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 71, no 1, p. 80-95Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim of the study is to explore how students construct narratives of themselves as information seekers in a school context where their descriptions of their information activities are assessed and graded.

     

    Design/methodology/approach: Blog posts on credibility judgements written by 28 students at a Swedish upper secondary school were analysed through a bottom-up coding process based in the sociocultural concept of narratives of selves.

     

    Findings: Two tensions in the students’ accounts are identified. The first tension is that between the description of the individual, independent student and the description of the good group member. The second tension is between describing oneself as an independent information seeker and at the same time as someone who seeks information in ways that are sanctioned within the school setting.

     

    Research limitations/implications: The study focuses on a specific social practice and on situated activities, but also illustrates some aspects of information activities that pertain to educational contexts in general. It explores how social norms related to credibility judgements are expressed and negotiated in discursive interaction.

     

    Practical implications: The study highlights that when information activities become objects of assessment, careful consideration of what aspects are meant to be assessed is necessary.

     

    Originality/value: The study is based on the idea of information activities as socially and discursively shaped, and it illustrates some of the consequences when information activities become objects of teaching, learning, and grading. 

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  • 59.
    Mansour, Ameera
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Collective Privacy Management Practices: A study of privacy strategies and risks in a private Facebook group2021In: PACM on Human-Computer Interaction, E-ISSN 2573-0142, article id 360Article in journal (Refereed)
    Abstract [en]

    This paper qualitatively examines how members of a large private Facebook group view the risks of information disclosure to their privacy and the strategies they employ to navigate and manage those risks. The paper adds to an emerging interest in how privacy is managed collectively and within dynamic large groups, thus moving beyond established knowledge of privacy management on individual and small-scale levels. The work builds on semi-structured interviews with 20 members of a private Facebook group and draws on Communication Privacy Management theory. The study shows how privacy management practices are enacted at individual, intragroup, and group levels. Findings show that participants associate very high risks with sharing private information in the group, partly because it consists of a mix of known others and strangers, who are potentially geographically co-located. They adopt several strategies for managing and protecting their privacy at all three levels. The risks associated with context, time, and spatial collapse of the imagined audience are identified as important to how participants experience information disclosure in the group. The paper concludes by identifying some practical implications that serve as a call for developers to design privacy tools that support dynamic groups’ privacy challenges and needs. 

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  • 60.
    Mansour, Ameera
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Credibility assessments of everyday life information on Facebook: a sociocultural investigation of a group of mothers2017In: Information research, E-ISSN 1368-1613, Vol. 22, no 2, article id paper750Article in journal (Refereed)
    Abstract [en]

    Introduction. The article explores whether members of a Facebook group view the group as a source of credible information and how they evaluate the credibility of information provided in the group. Method. The data for this study were collected using semi-structured interviews with 19 members of a closed Facebook group for mothers. Analysis. The constant comparison technique was used to analyse the interview transcripts which were interpreted from a sociocultural perspective using the concepts of cultural tools and cognitive authority. Results. The findings show that although the participants used the Facebook group to seek information, they did not consider it a credible source of information. The study contributes the insight that assessments depended on the domain of the information and that participants distinguished between information offered in a professional or a personal capacity. A number of cultural tools were employed to negotiate credibility assessments, including language use and writing style, expertise, life experience, educational background, and similar lifestyles, parenting values and worldviews. Conclusions. The Facebook group was characterised by a combination of familiar and unfamiliar others, of the sharing and seeking of information from different domains and of first- and second-hand knowledge. The participants employed various cultural tools to assess credibility in this mixture of knowledge domains and information sources.

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  • 61.
    Olsson, Lisa
    et al.
    Stockholms universitet.
    Aldberg, Henrik
    Vetenskapsrådet.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Kronman, Ulf
    Kungliga biblioteket.
    Lindelöw, Camilla
    Kungliga biblioteket.
    Willén, Niklas
    Uppsala universitet.
    Evaluation of Offset Agreements – Report 4: Springer Compact2018Report (Other (popular science, discussion, etc.))
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  • 62.
    Olsson, Lisa
    et al.
    Stockholms universitet.
    Aldberg, Henrik
    Vetenskapsrådet.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Kronman, Ulf
    Kungliga biblioteket.
    Neidenmark, Thomas
    Stockholms universitet.
    Willén, Niklas
    Uppsala universitet.
    Utvärdering av Springer Compact – halvårsrapport 12017Report (Other (popular science, discussion, etc.))
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  • 63.
    Olsson, Lisa
    et al.
    Stockholms universitet.
    Aldberg, Henrik
    Vetenskapsrådet.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Kronman, Ulf
    Kungliga biblioteket.
    Willén, Niklas
    Uppsala universitet.
    Evaluation of Offset Agreements – Report 3: Springer Compact2018Report (Other (popular science, discussion, etc.))
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    fulltext
  • 64.
    Olsson, Lisa
    et al.
    Stockholms universitet.
    Aldberg, Henrik
    Vetenskapsrådet.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Kronman, Ulf
    Kungliga biblioteket.
    Willén, Niklas
    Uppsala universitet.
    Utvärdering av offset-avtal – delrapport 2: Springer Compact och Institute of Physics2017Report (Other (popular science, discussion, etc.))
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  • 65.
    Olsson, Lisa
    et al.
    Stockholm University.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lindelöw, Camilla H.
    Royal Library of Sweden.
    Willén, Niklas
    Uppsala university.
    The first Swedish Read & Publish agreement: An evaluation of the Springer Compact pilot2020In: Liber quarterly: the journal of European research libraries, ISSN 1435-5205, E-ISSN 2213-056X, Vol. 30, no 1, p. 1-33Article in journal (Other academic)
  • 66.
    Pilerot, Ola
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Söderlind, Åsa
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Elf, Gullvor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Limberg, Louise
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Folkbiblioteken i medielandskapet2016In: Människorna, medierna & marknaden : Medieutredningens forskningsantologi om en demokrati i förändring / [ed] Oscar Westlund, Stockholm: Wolters Kluwer, 2016, p. 515-537Chapter in book (Other academic)
  • 67. Rieh, Soo Young
    et al.
    Morris, Meredith Ringel
    Metzger, Miriam J.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Jeon, Grace YoungJoo
    Credibility Perceptions of Content Contributors and Consumers in Social Media2014In: Proceedings of the Annual Meeting of the Association for Information Science and Technology, Seattle, Oct 1-Nov 4, 2014, Association for Information Science and Technology , 2014Conference paper (Refereed)
    Abstract [en]

    This panel addresses information credibility issues in the context of social media. During this panel, participants will discuss people's credibility perceptions of online content in social media from the perspectives of both content contributors and consumers. Each panelist will bring her own perspective on credibility issues in various social media, including Twitter (Morris), Wikipedia (Metzger; Francke), blogs (Rieh), and social Q&A (Jeon). This panel aims to flesh out multi-disciplinary approaches to the investigation of credibility and discuss integrated conceptual frameworks and future research directions focusing on assessing and establishing credibility in social media.

  • 68.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Förändrade kunskapsformer och förnyade informationskompetenser i gymnasieskolan2011In: Resultatdialog 2011, Vetenskapsrådet , 2011, p. 149-155Chapter in book (Other academic)
    Abstract [sv]

    En medievärld i förändring och ett ökat individuellt ansvar för sökning, värdering och sammanställning av information i skolan väcker frågor om hur elever, lärare, skolbibliotekarier och deltagare i sociala medier hanterar källkritiska frågor och trovärdighet. I våra studier av klassrumsaktiviteter och av deltagande i Wikipedia framkommer en komplex relation mellan preferenser för förhandsgranskade, stabila källor och för den mångfald av ståndpunkter som kommer till uttryck och förhandlas fram på Internet.

  • 69.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    In Search of Credibility: Pupils' Information Practices in Learning Environments2009In: Information research, E-ISSN 1368-1613, Vol. 14, no 4Article in journal (Refereed)
    Abstract [en]

    Introduction. We aim to create an in-depth understanding of how pupils in upper secondary school negotiate the credibility and authority of information as part of their practices of learning. Particular focus is on the use of user-created resources, such as Wikipedia, where authorship is collective and/or hard to determine. Method. An ethnographic study was conducted in an upper secondary school class. Methods included observation, group interviews and information seeking diaries in the form of blogs. Analysis. The empirical material from the class room study was categorised and aggregated into five themes, which emerged as a result of the interplay between the empirical material and a perspective based in socio-cultural theory. Results. The pupils make credibility assessments based on methods developed for traditional media where, for instance, origin and authorship are important. They employ some user-created sources, notably Wikipedia, because these are easily available, but they are uncertain about when these sources should be considered credible. Conclusions. In an increasingly diverse media world, pupils' credibility assessments need to be informed by a socio-technical understanding of sources which takes both social and material aspects into account. The diversity of resources requires that pupils assess credibility for the particular situation in which they use information.

  • 70.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Andersen, Jack
    Lundh, Anna (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Materialitet och remediering: konsekvenser för informationskompetens2009In: Informationskompetenser: om lärande i informationspraktiker och informationssökning i lärandepraktiker, Carlsson , 2009, p. 181-206Chapter in book (Other academic)
  • 71.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Practicing Information Literacy in the Classroom: Policies, Instructions, and Grading2011In: Dansk biblioteksForskning : tidsskrift for informations- og kulturformidling, ISSN 1604-7869, E-ISSN 1901-1040, ISSN 1604-7869, Vol. 7, no 2/3, p. 7-17Article in journal (Refereed)
    Abstract [en]

    This article aims to understand the challenges involved in assigning information literacy meaning in classroom practices of teaching and assessing both credibility evaluations in particular and information literacy generally. A qualitative study has been conducted in two Swedish upper secondary school classes with pupils in the Social Science Programme’s school year 11. The study provides an inside view on the challenges that educators meet in contemporary schools in a changing media landscape, which, to an increasing degree, invites ordinary users to become producers of information and its organisation. Various ways of making information literacy in general, and critical evaluation of sources in particular, into an object of teaching are discussed, and an influential discourse in relation to credibility is identified, which is a discourse of control. The study concludes that educators need to revisit traditional criteria for the critical evaluation of sources in order to gain increased reflexivity when it comes to evaluating the credibility of sources.

  • 72.
    Wilson, Tom D.
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Maceviciute, Elena
    University of Borås, Swedish School of Library and Information Science.
    Developing a digital libraries Master's programme2009In: Research and advanced technology for digital libraries. 13th European conference, ECDL 2009, Corfu, Greece / [ed] Maristella Agosti, José Borbinha, Sarantos Kapidakis, Christos Papatheordorou, Giannis Tsakonas, Berlin: Springer , 2009, p. 402-407Chapter in book (Other academic)
    Abstract [en]

    The changes in Swedish education following the Bologna requirements resulted in the first Master's programmes in Library and Information Science. Two of them target information professionals working with digital resources and services and seeking to develop and update their knowledge. One programme is oriented to foreign students from all over the world, another to Swedish students. A Venn diagram illustrating the relationships among the elements of LIS was used to develop the curriculum for the international Master's programmes in Digital Libraries and Information Services. As this programme is delivered in distance learning mode there was a need to find ways of organizing the study process and deliver the study materials so that it suited this mode of education. The poster describes the content and design of the programme, as well as student reactions.

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