This study explores how journalists in highspeed newsrooms gather information, how gathering activities are temporally structured and how reliability manifests itself in information-gathering activities.
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De implementatie van zowel evidence-based behandelingen als het evidence-based gedachtegoed verloopt vaak moeizaam. Om het primaire proces te veranderen wordt veel inspanning gericht op de professional. Dat blijkt niet voldoende te zijn. Is die professional zo onwillig? Nee, de professional handelt in een context die minstens zo belangrijk is in implementatieprocessen. Het implementeren van evidence-based practice (EBP) valt nog niet mee. Er is veel geschreven over de kloof tussen praktijk en wetenschap en over het beperkte gebruik van wetenschappelijke kennis door verpleegkundigen. Verpleegkundigen gebruiken de kennis die ze in hun mbo- of hbo-opleiding hebben geleerd. Als ze in de praktijk tegen een probleem of kennistekort aanlopen, vragen ze eerder een collega dan te rade te gaan bij de wetenschappelijke literatuur. Ook als het gaat om concrete interventies of handelingen zijn tradities zeer sterk. Zelfs als er stevige implementatieprojecten worden ingezet, lijkt het niet altijd te lukken. Het resultaat van een serie goed begeleide doorbraakprojecten in de geestelijke gezondheidszorg bleek bijvoorbeeld zeer teleurstellend.
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In today’s world, information security is a trending as well as a crucial topic for both individuals and organizations. Experts believe that nothing can guarantee any system’s security unless humans’ information security behavior is taken under consideration. Opening an e-mail attachment without checking its source, sharing account information with other people and browsing websites without checking its reliability can be considered as common mistakes in information security behavior. This study examines the factors affecting information security behavior by scrutinising its relationship with different variables which are information knowledge sharing, information security organization policy, the intention of attending information security training and self-efficacy. The present study extensively analyses the data collected from a survey of 630 people ranging from students to managers aged between 15 to 79 in order to generalize the Turkish context. The results of reliability measures and confirmatory factor analysis support the scale of the study. The present study’s findings show that there is a positive relationship between the factors mentioned above and information security behavior.
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In the present study, how crime scene investigators are informed before going to a crime scene was investigated. In order to gain more insight in the flow of information from emergency call to crime scene, semi-structured interviews were conducted in three different police regions with six crime scene investigators, six forensic team leaders, and six crime scene investigators.Results indicate that information that crime scene investigators receive before going to a crime scene is usually limited. Most information is provided on-site by the uniformed police officers, forensic medical examiner, and tactical investigation team. This information flow is underexposed, and there are no guidelines about how it is recorded.Even though all parties are provided with limited information, incidents are quickly labelled by emergency call responders and forensic team leaders. The influence of the framing process that occurs as a result is underestimated. Furthermore, emergency call responders and forensic team leaders have different goals in the investigative process and hardly take into account the specific needs of the crime scene investigator. In order to better meet the needs of crime scene investigators, further research about the content of the provided information, as well as at what moment it should be shared, is needed. Also, in order to determine afterward what role information may have played in the decision-making at the crime scene the recording of information should be better safeguarded.
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The objective of this paper is a reflective discussion on the validity of the construct Information Literacy in the perspective of changing information and communication technologies. The research question that will be answered is: what is the impact of technological developments on the relevance of the Information Literacy concept? Technological developments that will be discussed are: - content integration (federated search engines) - amateur publishing (user generated content) - use of social networks to find information - personalisation and push technology - loss of context / fragmentation of information. Research methods: desk research and critical analysis of the results that were found. The analysis of the influence of the discussed technologies on the Information Literacy concept is represented by arrow diagrams. Findings: The Information Literacy concept refers to a set of sub skills varying from retrieval skills to critical use of scholar information. Changing technologies reduce the significance of the more instrumental sub skills of the Information Literacy concept. On the other hand, higher order cognitive skills (for instance critical evaluation of resources and analysis of content) become more and more important for students and professionals who try to solve their information problems. The paper concludes with a description of the facets of the Information Literacy concept that need extra attention in the education of the knowledge workers of the future. [De hier gepubliceerde versie is het 'accepted paper' van het origineel dat is gepubliceerd op www.springerlink.com . De officiële publicatie kan worden gedownload op http://www.springerlink.com/content/n32j3um878720h40/abstract/]
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The research described in this paper provides insights into tools and methods which are used by professional information workers to keep and to manage their personal information. A literature study was carried out on 23 scholar papers and articles, retrieved from the ACM Digital Library and Library and Information Science Abstracts (LISA). The research questions were: - How do information workers keep and manage their information sources? - What aims do they have when building personal information collections? - What problems do they experience with the use and management of their personal collections? The main conclusion from the literature is that professional information workers use different tools and approaches for personal information management, depending on their personal style, the types of information in their collections and the devices which they use for retrieval. The main problem that they experience is that of information fragmentation over different collections and different devices. These findings can provide input for improvement of information literacy curricula in Higher Education. It has been remarked that scholar research and literature on Personal Information Management do not pay a lot of attention to the keeping and management of (bibliographic) data from external documentation. How people process the information from those sources and how this stimulates their personal learning, is completely overlooked. [The original publication is available at www.elpub.net]
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More than 80 % of all information in an organization is unstructured, created by knowledge workers engaged in peer-to-peer networks of expertise to share knowledge across organizational boundaries. Enterprise Information Systems (EIS) do not integrate unstructured information. At best, they integrate links to unstructured information connected with structured information in their databases. The amount of unstructured information is rising quickly. Ensuring the quality of this unstructured information is difficult. It is often inaccessible, unavailable, incomplete, irrelevant, untimely, inaccurate, and/or incomprehensible. It becomes problematic to reconstruct what has happened in organizations. When used for organizational policies, decisions, products, actions and transactions, structured and unstructured information are called records. They are an entity of information, consisting out of an information object (structured or unstructured) and its metadata. They are important for organizational accountability and business process performance, for without them reconstruction of past happenings and meaningful production become an impossibility. Organization-wide management of records is not a common functionality for EIS, resulting in [1] a fragmentation in the management of records, where structured and unstructured information objects are stored in a variety of systems, unconnected with their metadata; [2] a fragmentation in metadata management, leading to a loss of contextuality because metadata are separated from their information objects; and [3] a declining quality or records, because their provenance, integrity, and preservation are in peril. Organizational accountability is based on records and their context to reconstruct the past. Because records are not controlled by EIS, they can only marginally be used for accountability. The challenge for organizational accountability is to generate trusted records, fixed and contextual information objects inseparately linked with metadata that capture context to regain evidential value and to allow for the reconstruction of the past. The research question of this paper is how to capture records and their context within EIS to regain the evidential value of records to allow for a more robust organizational accountability. To find an answer, we need to pay attention to the concept of context, on how to capture context in metadata, and how to embed and manage records in EIS.
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Although most authors on Information Literacy do not really differ in their definitions of the information literacy concept, phenomenographic research makes clear that in the context of education at least two different conceptions can be distinguished: an “Information Problem Solving” conception and a “Personal Knowledge Base” conception [1]. The conception of “Information Problem Solving” has been elaborated on in various models by many researchers but the operationalization of the “Personal Knowledge Base conception” has, until now, been ignored in LIS research. Based on educational literature a model for the content of a “Personal Knowledge Base” will be proposed. Two kinds of internalized knowledge are distinguished: the body of knowledge of the discipline and metacognitive knowledge. Both of these elements display sub content. This conception of information literacy as a “Personal Knowledge Base” is consistent with the idea that “learning to learn” is one of the main goals of Higher Education. Copyright / opmerkingen: De hier gepubliceerde versie is het 'accepted paper' van het origineel dat is gepubliceerd op www.springerlink.com . De officiële publicatie kan worden gedownload op http://link.springer.com/chapter/10.1007/978-3-319-14136-7_4
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From the article: "Abstract Maintenance processes of Dutch housing associations are often still organized in a traditional manner. Contracts are based on lowest price instead of ‘best quality for lowest price’ considering users’ demands. Dutch housing associations acknowledge the need to improve their maintenance processes in order to lower maintenance cost, but are not sure how. In this research, this problem is addressed by investigating different supply chain partnering principles and the role of information management. The main question is “How can the organisation of maintenance processes of Dutch housing associations, in different supply chain partnering principles and the related information management, be improved?” The answer is sought through case study research."
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The aim of this research was to gain evidence based arguments for the use of the scoring rubric for performance assessment of information literacy [1] in Dutch Universities of Applied Sciences. Faculty members from four different departments of The Hague University were interviewed on the ways in which they use the scoring rubric and their arguments for it. A fifth lecturer answered the main question by email. The topic list, which has been used as a guide for the interviews, was based on subject analysis of scholar literature on rubric use. Four of the five respondents used (parts of) the rubric for the measurement of students’ performances in information use but none of them used the rubric as it is. What the faculty staff told the researcher is that the rubric helped them to improve the grading criteria for existing assignments. Only one respondent used the rubric itself, but this lecturer extended it with some new criteria on writing skills. It was also discovered that the rubric is not only used for grading but also for the development of new learning content on research skills. [De hier gepubliceerde versie is het 'accepted paper' van het origineel dat is gepubliceerd op www.springerlink.com . De officiële publicatie kan worden gedownload op http://link.springer.com/chapter/10.1007/978-3-319-03919-0_58]
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