https://www.bond.org.uk/sites/default/files/resource-documents/using_icts_to_create_a_culture_of_transparency.pdf

Using ICTs to create a culture of transparency: E-government and social media as openness and anti-corruption tools for societies

Abbreviated Contents Figures and Tables Preface Introduction and Examples Concepts Relevant to Information Behavior Models, Paradigms, and Theories in the Study of Information Behavior Methods for Studying Information Behavior Research Results and Reflections Appendix: Glossary Appendix: Questions for Discussion and Application References Index

Looking for Information: A Survey of Research on Information Seeking, Needs and Behavior

Thank you for reading victims of groupthink a psychological study of foreign policy decisions and fiascoes. As you may know, people have look hundreds times for their chosen readings like this victims of groupthink a psychological study of foreign policy decisions and fiascoes, but end up in malicious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they are facing with some malicious bugs inside their computer.

Victims Of Groupthink A Psychological Study Of Foreign Policy Decisions And Fiascoes

Transparency and technological change: Ensuring equal and sustained public access to government information

(1997). Team Effectiveness and Decision Making in Organizations. Quality Management Journal: Vol. 4, No. 2, pp. 16-17.

Team Effectiveness and Decision Making in Organizations

Soft skills are a collection of people management skills, important to many professions and job positions, including academic librarianship. Yet the concept of soft skills lacks definition, scope, instrumentation, and systematic education and training. This literature review explores the definition of soft skills ; contrasts skills with related concepts, such as personality traits, attitudes, beliefs, and values; and compares a set of soft skill typologies. We discuss a number of conceptual issues associated with soft skills and suggest several lines of research to help clarify and strengthen librarians’ understanding of and development of soft skills.

"Soft Skills": A Phrase in Search of Meaning

This paper examines the relevance of the Technology Acceptance Model for e‑Government websites at federal government level in the United States through an exploratory research study. Various unfunded government mandates over the past several years have required agencies to create websites, put services on the sites, and make them accessible to citizens, and the federal e‑Government now includes tens of thousands of sites. Section 508 of the Rehabilitation Act, for example, was passed to ensure e‑Government sites would be accessible to persons with disabilities. By studying the implementation of the requirements of Section 508 through a number of data collection techniques and in terms of the Technology Acceptance Model, this paper seeks to use this particular law as an example through which to better understand the processes by which government agencies adopt e‑Government requirements and the actions that government managers can take to improve the implementation of such adoption.

E-Government and Technology Acceptance: The Case of the Implementation of Section 508 Guidelines for Websites

The purpose of this study was to synthesize the research literature that has investigated library-based chat reference service. We define library-based chat reference as a synchronous, computer-based question answering service where users of the service ask question(s) which are answered by library employees or contracted agents. Following the methods for conducting a systematic review, we developed inclusion criteria for our data set and collected data from research on chat service dating from 1995 to January 2010. We limited our data to empirical research using established qualitative or quantitative methods. The final data set included 59 documents. We used White's (2001) digital reference service framework to guide our data analysis and unitized the data to the level of the research question(s) asked in each of the studies, resulting in 146 research questions. We focused the bulk of our analysis on the six categories of the framework where the research emphasis was strongest: parameters of the service; clients; parameters of the service; questions; question-answering process; response guidelines; staffing and training; and mission, objectives, statement of purpose. Our aim is to analyze the literature on chat service from a broad perspective to uncover larger themes and streams of knowledge. We believe that this perspective is relevant to those who are currently engaged in chat service in some capacity—academics, librarians, managers, and IT developers. Our research presents the collective knowledge in this area and provides groundwork for researchers as they explore new questions related to chat service. It unifies for practitioners a collection of findings about chat service to enhance and improve their practice. The results suggest areas of opportunity for managers who wish to further develop chat as a library service, and the results synthesize current understandings about chat service which may be useful for IT developers to extend and innovate chat technology in libraries.

/pdf/a-systematic-review-of-research-on-live-chat-service-3omflczkwh.pdf

A Systematic Review of Research on Live Chat Service

Purpose



– This paper characterizes translation as a task and aims to identify how it influences professional translators' information needs and use of resources to meet those needs.




Design/methodology/approach



– This research is exploratory and qualitative. Data are based on focus group sessions with 19 professional translators. Where appropriate, findings are related to several theories relating task characteristics and information behavior (IB).




Findings



– The findings support some of Bystrom's findings about relationship between task and information use but also suggest new hypotheses or relationships among task, information need, and information use, including the notion of a zone of familiarity. Translators use a wide range of resources, both formal and informal, localized sources, including personal contacts with other translators, native speakers, and domain experts, to supplement their basic resources, which are different types of dictionaries. The study addresses translator problems created by the need to translate materials in less commonly taught languages.




Research limitations/implications



– Focus group sessions allow only for identifying concepts, relationships, and hypotheses, not for indicating the relative importance of variables or distribution across individuals. Translation does not cover literary translation.




Practical implications



– The paper suggests content and features of workstations offering access to wide range of resources for professional translators.




Originality/value



– Unlike other information behavior studies of professional translators, this article focuses on a broad range of resources, not just on dictionary use. It also identifies information problems associated not only with normal task activities, but also with translators' moving out of their zone of familiarity, i.e. their range of domain, language, and style expertise. The model of translator IB is potentially generalizable to other groups and both supports and expands other task‐related research.

Beyond dictionaries: Understanding information behavior of professional translators

Information literacy skill acquisition is a form of learning that is influenced by cognitive, emotional, and social processes. This research studied how two emotional constructs (emotional intelligence and dispositional affect) and two cognitive constructs (motivation and coping skills) interacted with students’ information literacy scores. Two studies were carried out with a group of undergraduate students. Correlation and regression analyses revealed that emotional intelligence and motivation significantly predicted students’ information literacy scores. Instruction librarians may consider incorporating greater awareness of the emotional and cognitive aspects of information literacy skill acquisition in their instructional content and delivery.

/pdf/the-whole-student-cognition-emotion-and-information-literacy-585f3mwa1j.pdf

Miriam L. Matteson

Papers

"Soft Skills": A Phrase in Search of Meaning

E-Government and Technology Acceptance: The Case of the Implementation of Section 508 Guidelines for Websites

A Systematic Review of Research on Live Chat Service

Beyond dictionaries: Understanding information behavior of professional translators

The Whole Student: Cognition, Emotion, and Information Literacy