Conference Papers & Presentations (Information Science)

Permanent URI for this collectionhttp://hdl.handle.net/2263/3419

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Who are they? Redefining demarcation of research participant characteristics and related conceptualizations
(Wiley, 2024-10) Fourie, Ina; Agarwal, Naresh K.; Bothma, T.J.D. (Theodorus Jan Daniel); Mierzecka, Anna; Nesset, Val; ina.fourie@up.ac.za
In any research that involves people, whether as respondents or participants, demarcation of their characteristics is crucial for necessary context. These can include their roles (e.g., patient, caregiver), relationships (e.g., partner), and demographics such as age range, [dis]ability, ethnicity, gender, language, race, socio-economic group or geographic region. Yet, despite this need for precision, terminology used for demarcation is often treated as intuitive(“y’know”). For example, age demarcations seem to be obvious but are often laden with vagueness, lack of standardization, and/or acknowledgement of differences in age ranges. Some demarcations might also be influenced by country norms or by disciplinary interpretations (e.g., legal vs medical). Considering the emphasis on respect for diversity and the need for rigor in research it seems timely to open a discussion of the many questions to be answered when demarcating characteristics of research participants. Using examples, this panel will explore some applications and definitions of demarcations.
The evolving role of information professionals in navigating places, spaces, and nurturing new discourses in the in-between
(Wiley, 2024-10) Meyer, Anika; Holmner, Marlene; Rorissa, Abebe; Fourie, Ina; Alemneh, Daniel; Hartel, Jenna; anika.meyer@up.ac.za
Information professionals are at the forefront of navigating the intricacies of shifting landscapes of the Fourth Industrial Revolution and Society 5.0, such as physical places, digital domains, and transitional zones in between,where boundaries blur and new discourses emerge. They are expected to extend their expertise into new domains and enrich their professional practice to better meet the evolving needs of their users. Third Space theory reported in Kuhlthau’s work on guided inquiry and information literacy offers a framework, that creates an “in-between” space,which allows personal experience to merge with professional information and encounters to help information professionals expand beyond their traditional domain expertise. These spaces promote the bridging of theory and practice, the navigation of ethical boundaries, access to multi-perspective discourse, engagement in active listening,adjustment to evolving technologies, and facilitation of innovative methods. Creating in-between spaces that promote conversations, interaction, information flow, and access is critical to navigating the intricacies. This interactive panel will explore how information professionals may use Third Space as a framework to offer a new way of thinking and addressing complex societal challenges while prioritizing human values, needs, and well-being
Immersive technology in education
(Wiley, 2024-10) Bosman, Isak de Villiers; Smith, Annique Elizabeth; Wong, Yan Lau; Ka, Kwan Sui Dave; Alemneh, Daniel; Chow, Anthony; isak.bosman@up.ac.za
Immersive technologies like virtual reality (VR) and augmented reality (AR) are transforming higher education by providing engaging, experiential learning opportunities. However, their integration into educational practices presents challenges, including high costs, technological complexity, and the digital divide. This panel explores the application of immersive technologies in higher education, focusing on developing an immersive technology lab designed to support their adoption across the institution. The discussion will cover global perspectives on immersive learning, showcasing varied adoption rates and strategies across different regions. Additionally, the panel will highlight research opportunities in immersive education, emphasizing the need for studies on effective integration,impact on learning outcomes, and strategies to overcome barriers to adoption. The goal is to identify sustainable approaches to expose staff and students to immersive technologies, ensuring equitable opportunities for all stakeholders.
Ethnographic stories in information science
(Wiley, 2024-10) Montague, Kaitlin E.; Hartel, Jenna; Greyson, Devon; Fourie, Ina; Tracey, Pelle; ina.fourie@up.ac.za
Considering the conference theme “Putting People First: Responsibility, Reciprocity, and Care in Information Science Research and Practice,” this panel brings an ethnographic methodological conversation to the 2024 ASIS&T Annual Meeting. Our session emphasizes how participants’ stories are one of the most human-centered tools we have in research, highlighting how storytelling is an integral part of being human. The panelists have conducted ethnographic fieldwork in various contexts and begins with an introduction about ethnography as a form of story telling, introducing concepts of vulnerability and reciprocity. Panelists will then reflect on ethnographic stories before turning to teaching Information Ethnography. Our session aims to broach the joys and challenges of ethnographic research by bringing a new honesty to the conversation in Information Science. We will engage the audience in open discussion, before breaking out into smaller groups, fostering an intimate, safe space to share stories about past research.
Embracing Ubuntu : cultivating inclusive information access in decolonising African information curriculum
(Wiley, 2024-10) Laughton, Paul; Holmner, Marlene Amanda; Meyer, Anika; Alemneh, Daniel; Rorissa, Abebe; Hawamdeh, Suliman
Decolonising the information curriculum through the process of indigenization is a crucial process that advocates fora paradigm shift towards the integration of various political ideologies and knowledge systems in order to correct the marginalisation and exclusion that have been sustained by colonial legacies. The Ubuntu ideology offers a foundation for promoting an inclusive, people-centered approach to curriculum development because it places an emphasis on communal values and connection. Educators can establish learning environments that support empathy, inclusivity, and cooperation while reflecting and accommodating the needs and experiences of every student by emulating the values of Ubuntu. By appreciating students' cultural origins in the information sciences, Culturally Responsive Pedagogy enhances academic engagement and equips students for a diverse global information landscape, which further supports these efforts. Collectively, these strategies seek to foster an information society that is more socially just and equitable, which is consistent with the overarching objective of guaranteeing inclusivity and fairness in education.
Accessibility for motor disabilities in immersive technologies
(Wiley, 2024-10) Holmner, Marlene Amanda; Meyer, Anika; Ka, Kwan Sui Dave; Bothma, T.J.D. (Theodorus Jan Daniel); Alemneh, Daniel; MacLeod, John; marlene.holmner@up.ac.za
The rise of immersive technologies such as virtual reality (VR), augmented reality (AR), and extended reality (XR) has revolutionized experiences in industry, entertainment, and academia. However, individuals with motor disabilities face challenges in accessing these technologies due to conventional interaction methods relying on motion-tracked controllers. This panel discussion explores the barriers faced by people with motor disabilities and the potential benefits of overcoming these challenges. It delves into innovative interaction methods, the role of immersive technologies in physical rehabilitation, and designing for diversity and inclusion. Ethical considerations n creating accessible immersive experiences, such as privacy, equity, and responsible data use, are also addressed. Future directions for accessible immersive technologies are discussed, highlighting advancements in adaptive equipment and interfaces. The panel aims to foster collaboration between technology developers, researchers, and disability advocates to ensure immersive technologies are inclusive and beneficial for all.
Exploring South African digital landscapes : perspectives on academic publishing
(Department of Information Science, Publishing, 2024-11-12) Mathiba, Tlou; Du Toit, Ina; Van Zyl, Wicus; Mkhwananzi, Nonsikelelo; Anyang, Ivy Ohene; Klingenberg, Jana; Miller, Samantha; Laughton, Paul; Le Roux, Berth; Pieters, Hetta
The Publishing Studies unit in the Department of Information Science hosted an annual one-day conference on South African publishing. The conference aimed to foster knowledge exchange around the challenges, opportunities, and developments in the academic publishing sector in South Africa, specifically in terms of digital landscapes. The conference had a very positive response, was attended by participants from various sectors such as academic/scholarly publishers, libraries and researchers.
Reflecting on two decades of information horizons theory and method: applications and innovations
(Wiley, 2023-10) Greenberg, Jane; Sonnenwald, Diane H.; Hartel, Jenna; Montague, Kaitlin; Fourie, Ina; ina.fourie@up.ac.za
Information horizons is a theory and method that embraces behavioral, cognitive and social aspects of information seeking, sharing, and use. As the first method originating in information science that uses a graphical data collection technique (Hartel, 2016), it has served as the underpinning methodology for numerous investigations for over 20 years. The method is often applied in studies of diverse communities not traditionally included in research, such as lower socio-economic populations. Information horizons is also valuable in teaching master's and doctoral students about information behavior and importance of theoretical constructs. For example, over 700 master's students at the University of Toronto have completed exploratory, empirical studies using the method. A strength of the method is its extensibility; researchers have extended and adapted the method for use with different populations and to investigate different types of information behavior. This panel will explore the varied applications of the information horizon method, engage the audience in open discussion about the information horizons method for research and teaching, and explore how theoretical and methodological approaches can be more effectively shared across the information science and related communities.
Global perspectives on inclusive curricula: places, practices and pedagogy
(Wiley, 2023-10) Batool, Syeda Hina; Bullard, Julia; Campbell-Meier, Jennifer; Fourie, Ina; Jimenez, Andrea; Rutter, Sophie; ina.fourie@up.ac.za
Many universities are now developing inclusive curricula with the intention that all students have an equal opportunity to achieve learning outcomes. But what in practice is an inclusive curriculum? This panel organized by the European and South Asia ASIS&T chapters will explore understandings of inclusive curricula by engaging with academics from different regions including Canada, New Zealand, South Africa, Pakistan and the UK. By gathering a multiplicity of practices and perspectives from panel members and the audience, we seek to create a shared understanding of the challenges and opportunities in developing inclusive curricula.
Gamified metacognitive prompts in a higher education flipped classroom
(Association for Computing Machinery, 2023) Smith, Annique Elizabeth; Fernández Galeote, Daniel; Legaki, Nikoletta-Zampeta; Hamari, Juho
Flipped classroom teaching approaches have increased in popularity in recent years. A common problem in these models is that students do not prepare properly for class. This study seeks to address this problem from the perspective of metacognitive reflection in order to equip students to be more capable of managing their own learning. A custom website was developed for use in a university-level flipped classroom. It provided students with access to their course content and also included three versions of metacognitive prompts, two of which included gamification. One version used structured gamification and the other made use of an open-ended gamification design. A between-subjects experiment was conducted across two undergraduate courses (n=58) over five weeks. The results showed no change in metacognitive awareness for the student group as a whole. However, the open-ended gamification group showed a significant difference compared to the guided gamification group. Furthermore, the structured gamification group showed a decrease in their regulation of cognition skills. This highlights the potential for bottom-up, open-ended gamification designs to be effective in educational situations where reflection is important. The article concludes with a discussion of the context-specific nature of gamification, as the potential gamification design implications based on these results.
The importance of usability evaluation when developing digital tools for a library – a case study
(2017) Ball, L.H. (Liezl Hilde); Bothma, T.J.D. (Theodorus Jan Daniel)
Advanced information tools using modern technologies that filter information to address individual needs are not necessarily easy to develop or easy to use. This paper emphasises the importance of both usability evaluation and information literacy, by looking at a case study of an e-dictionary that was developed using modern technology to tailor information to address only specific needs. The e-dictionary is a prototype developed based on modern lexicographical theory and uses advanced search and display options. These options allow a user to receive only information that is relevant to a specific situation. A heuristic evaluation and usability tests were done on the e-dictionary. The findings showed that not all users found the advanced search and display options easy to use. This paper briefly discusses the usability evaluation done on the e-dictionary and argues that if any e-tools are developed in a library, usability evaluation is paramount. Users and designers do not necessarily share the same opinions and usability evaluation should be used to improve a design. In addition to usability evaluation, users should be educated on how to use advanced information tools to their full potential. Information literacy training is already used to teach users how to search in databases. However, dictionary literacy should be included and users taught how to use dictionaries effectively. Such training can benefit users significantly, especially if more advanced e-dictionaries are developed, that include tools through which users can find exactly what they are looking for.
Competitive intelligence for the LIS
(2010-06-07T11:56:27Z) nisha.sewdass@up.ac.za; Sewdass, Nisha
Public libraries addressing social inclusion : how we may think ...
(2007-09-25T07:56:28Z) ina.fourie@up.ac.za; Fourie, Ina
The paper addresses the concepts of social exclusion and social inclusion, as well as a selection of issues on which public librarians could reflect. These include the urgency to ensure social inclusion, its complexity, the spectrum of socially excluded people and the identification of target groups, achieving success, dealing with failure, exploring reasons for non-use of library services, services and initiatives required, research skills and monitoring the subject literature, self-knowledge and further issues for literature surveys and research.
Bibliographic control in South Africa
(2007-09-25T06:51:31Z) Burger, Marlene, 1947-; ina.fourie@up.ac.za; Fourie, Ina
The history of bibliographic control in South Africa is covered with regard to the legislation regulating legal deposits and a national agency for bibliographic control, as well as the various role players such as interest groups, bibliographic networks, the national archival service and service providers for bibliographic control tools. A selection of bibliographic control tools including union catalogues, bibliographies, indexes and databases, as well as advisory groups and research reports are also addressed.
Collaboration amongst LIS schools in South Africa
(2007-09-25T06:27:50Z) theo.bothma@up.ac.za; Bothma, T.J.D. (Theodorus Jan Daniel); Britz, Johannes J.

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