Sanna Talja | Tampere University (original) (raw)
Papers by Sanna Talja
Libri, 2021
E-journals are constantly evolving and adding new features, however, scholars’ views of desired f... more E-journals are constantly evolving and adding new features, however, scholars’ views of desired features of scholarly e-articles have not received much attention. Scholars’ opinions were studied as part of two scholarly reading surveys conducted in Finland in 2016 and internationally in 2018. Respondents were asked “What features would you like to see in e-scholarly articles in the future” and “How have your reading practices changed in the last few years and how do you expect them to change”. A qualitative thematic analysis of 588 open-ended comments to these questions was performed. Themes discussed in open ended comments concern availability and accessibility; readability, searchability, findability, and discoverability; sharing and collaboration affordances; and seamlessness between reading and writing. Respondents also discussed affordances such as more visual materials, more interactivity, easier export of references, links to original research data, open commenting, open peer review, possibility to update articles, links to authors’ social media sites, and templates for secondary and meta-analysis. Users’ discussion of affordances for finding, discovering, sharing, and handling information provide insights to publishers, libraries, and web designers.
Libri, 2019
Results of an online survey distributed to faculty, PhD students, and researchers throughout Finl... more Results of an online survey distributed to faculty, PhD students, and researchers throughout Finland in 2016 show that library resources, journal articles, and books are important parts of scholars' research and work life. The survey was disseminated through FinELib to heads of libraries, who were then asked to distribute it to their academic staff, researchers, and PhD students. The purpose of this study was to examine the value of readings obtained from library collections. To help answer this question, participants were asked about the amount and value of their reading and where they obtained readings, which allowed comparison of how the value of the library collection differs from other sources. The study found that researchers use many ways to identify and obtain articles, and the library collection is identified as one important source. Scholars use the library's collection mostly to obtain articles for research and those articles help to inspire new ideas. Overall, this study demonstrates the importance of access to scholarly publications for scholars, from the library and elsewhere, such as open access sites and research sharing platforms.
Libri, 2019
Nationwide surveys of researchers in Finland in 2007 and 2016 distributed with the assistance of ... more Nationwide surveys of researchers in Finland in 2007 and 2016 distributed with the assistance of FinELib, the Finnish national consortium, show that researchers use a growing range of sources to find and access scholarly articles and that some reading patterns are changing. The percentage of articles found by searching and browsing are decreasing, while researchers are using more social ways to locate articles. Research social networking sites are rated as important to their work. They read more onscreen, although still print some material out for final reading. Reading patterns for books are different, as researchers still rely more on printed books than e-books, in spite of an increase in e-book collections through their libraries. This study shows a continuous process of incremental change, enabled by changes in scholarly publishing, social networking, and library collection decisions. More changes can be expected, as researchers adopt systems and patterns that fit with their work patterns and make the finding, locating, and reading of scholarly materials easier. Libraries must both lead and adapt to these new reading patterns by providing links and access to a variety of journal services and by maintaining a balance of print and e-book collections.
Journal of Documentation, 2019
Purpose-The purpose of this paper is to examine the role of reading in scholarly work among acade... more Purpose-The purpose of this paper is to examine the role of reading in scholarly work among academics in Finland. This study analyzes readings from a variety of publication types including books, conference proceedings, research reports, magazines, newspapers, blogs, non-fiction and fiction. Design/methodology/approach-An online survey was developed and distributed in Finland in 2016-2017 (n ¼ 528). Participants were asked their finding and use of scholarly information resources of all types. Findings-Scholars read from a variety of publications. Different types of publications are read and used differently. Reading also varies between disciplines, ranks, work responsibilities and type of research performed. Research limitations/implications-The study was a nationwide study of researchers in Finland; therefore, all findings are within the context of researchers in a single country. All results are self-reported; therefore, the authors assume but cannot be sure that respondents accurately recollect the specifics of their use of scholarly information. Practical implications-The results of this study are relevant to publishers, research librarians, editors and others who serve consumers of scholarly information resources, design information products and services for those scholars, and seek to better understand the information needs and use of a variety of types of scholarly publications. Originality/value-This study replicates previous studies in a variety of countries and provides a more up-to-date and single-country contextualized overview of how researchers find and use scholarly information in their work.
LIBER Quarterly, 2017
Research data is an essential part of the scholarly record, and management of research data is in... more Research data is an essential part of the scholarly record, and management of research data is increasingly seen as an important role for academic libraries. This article presents the results of a survey of directors of the Association of European Research Libraries (LIBER) academic member libraries to discover what types of research data services (RDS) are being offered by European academic research libraries and what services are planned for the future. Overall, the survey found that library directors strongly agree on the importance of RDS. As was found in earlier studies of academic libraries in North America, more European libraries are currently offering or are planning to offer consultative or reference RDS than technical or hands-on RDS. The majority of libraries provide support for training in skills related to RDS for their staff members. Almost all libraries collaborate with other organizations inside their institutions or with outside institutions in order Carol Tenopir et al.
This paper argues that researchers doing ethnography can fail in their commitment to take what th... more This paper argues that researchers doing ethnography can fail in their commitment to take what their informants say seriously. This often occurs, despite ethnographers' best intentions, when informant statements depart radically from Western distinctions between what is real and what is imaginary. When informants talk about things like ghosts, witches and magic, there is a tendency to apply analytic strategies which translate these informant statements about the world so they conform to Western understandings about what is possible in the world and what is not. This article describes for example some commonly applied interpretive moves used in dealing with informant statements about other than human persons. The analytic models and categories we use in these cases are equivalent to often tacit and taken-for-granted Western strategies for dealing with "non-existent things" and these make it impossible to take native statements at face value. We could turn the situation around in ethnographic analyses if we put under the microscope our own Western taken-for-granted assumptions and did so by taking definitions of reality, community, and the person radically different from our own seriously.
KEYWORDS: Ghosts, non-human persons, interpretation, ontology, epistemology
It is generally agreed that information activities should be studied within the work and everyday... more It is generally agreed that information activities should be studied within the work and everyday-life contexts,
which provide the reasons for and aims of information seeking and use activities. Situation, task, and practice
are some of the ways of conceptualizing the context of information activities.Differences between these concepts
are rarely discussed, and their theoretical underpinnings are not necessarily well understood. This analysis
describes the historical background of the person-in-situation approach, task theory, and practice theory. The
underlying assumptions are brought into view and analyzed in detail. Practice theory, task theory, and personin-
situation theories guide researchers to carve out and define their research foci in divergent and incompatible
ways. It is argued that it would also be possible to understand and define these concepts within an integrated
theoretical framework. Practice theory is a theoretical framework within which both situations and tasks can
be understood as distinct parts of a situated activity setting. Discussing the intellectual history of some of the
key theoretical constructs of information science clarifies differences between research streams and their key
premises.
The concept of information literacy refers to purposeful information practices in a society chara... more The concept of information literacy refers to purposeful information practices in a society characterized by almost limitless access to information and where information practices in digital environments shape and constitute important elements in most people's lives in our part of the world. The meaning of the term information literacy varies according to the theoretical lens from which it is approached. Theoretical starting points are not always clearly stated in, for instance, information literacy definitions, standards, research or educational practices. Regardless of whether the underlying theory is made explicit or not, it will nevertheless have a profound impact on the ways in which we teach or research information literacy. This article discusses alternative theoretical understandings of information literacy and their consequences for educational practices. Three theoretical perspectives are presented that represent different understandings of information literacy; phenomenography, sociocultural theory and Foucauldian discourse analysis. According to all three theoretical lenses, information literacy is embedded in and shaped by as well as shaping the context in which it is embedded. In consequence, we propose the notion of information literacies in the plural. The three perspectives offer different insights on information literacies, on both empirical and theoretical levels. However, a sociocultural perspective also involves particular theoretical assumptions about the ways in which digital environments and tools reshape conditions for learning. HUMAN IT OPEN SECTION 94 Keywords: discourse analysis, information literacy, library and information science (LIS), phenomenography, sociocultural theory "All information-seeking behaviour is learnt, nothing is innate" according to Tom Wilson (1994, 42). The view of information seeking as something that is learnt is well in accordance with the view that the appropriation of information literacy may be a goal for learning. However, information literacy can be approached as an object of teaching as well as an object of learning. In librarianship information literacy appears particularly often as an object of teaching. It follows therefore that we can assume that literacy is the outcome of learning. We may also claim, however, that all learning is embedded in cultural practices and imbued with norms and values, since learning implies developing one's ability to understand and act in gradually more sophisticated ways within a specific practice. Norms may be expressed explicitly in goals for learning assignments or curricula, and as such, are often grounded in research-based ways of understanding a phenomenon, for instance 'photosynthesis', 'reasons for climate change' or 'information literacy'. Norms may also be implicit and based on expectations about certain ways of acting in relation to tools and people in different social practices, such as school or work-life. Cultural practices entail shared norms and ideals that form the basis of education as institution in our society.
E-tiedekaudessa on kyse digitaalisille aineistoille, jaetuille teknisille resursseille sekä hajau... more E-tiedekaudessa on kyse digitaalisille aineistoille,
jaetuille teknisille resursseille sekä hajautetuille
vuorovaikutusmuodoille rakentuvasta tutkimuksen
informaatio- ja yhteistoimintainfrastruktuurista.
Ilmiöstä puhutaan monilla nimillä: e-tiede,
e-tutkimus, e-infrastruktuuri, kyberinfrastruktuuri,
tiede 2.0 ja tutkimusinfrastruktuuri. Siihen liitetään
usein visio tieteentekemisen paradigmamuutoksesta
(Atkins ym. 2003), jossa luodaan sekä uusia
tieteentekemisen tapoja, kuten tutkimusaineistojen
jakaminen ja virtuaalinen tutkimusyhteistyö,
että aivan uudenlaisia tutkimusaloja, kuten laskennalliset
ja/tai data-intensiiviset alat. Ajankohtaiset
laajat ja monimutkaiset yhteiskunnalliset ongelmaalueet,
mukaan lukien ilmastonmuutos ja globaalitalous,
ovat nostaneet esille e-tieteen merkityksen
tutkimuksen tekemisen ja tieteellisen yhteistyön
mahdollistajina. E-tiedekauden infrastruktuurien
tutkimukseen ja kehitykseen on panostettu useissa
maissa laajojen suurirahoitteisten e-tiedeohjelmien
kautta, mm. Cyberinfrastructure Yhdysvalloissa,
e-Science ja e-Social Science Isossa-Britanniassa
sekä e-Research Australiassa.
Artikkeli pohtii ikäkäsityksiä sekä ikäjohtamisen haasteita osana osaamisen johtamista yleisissä ... more Artikkeli pohtii ikäkäsityksiä sekä ikäjohtamisen haasteita osana osaamisen johtamista yleisissä kirjastoissa. Artikkelissa analysoidaan ikäpuhetta ja ikämäärittelyjä kirjastotyön ja siihen kuuluvien osa-alueiden kontekstissa. Empiirinen aineisto on kerätty vuosina 2008-2010 ryhmätehtävällä ja -haastatteluilla, joihin osallistui jo kauan työelämässä olleita kirjastoammattilaisia, alan vaihtajia sekä vasta opintonsa aloittaneita alan opiskelijoita. Tulokset tukevat aikaisempia ikäkäsitys- ja ikäasennetutkimuksia. Sekä nuoriin että ikääntyneisiin liitettiin sekä positiivisia että negatiivisia piirteitä, mutta ikääntyneisiin liitettiin kuitenkin vähemmän myönteisiä luonnehdintoja.
Presents the basic ideas and arguments of the theory of practice as formulated by Jean Lave in Co... more Presents the basic ideas and arguments of the theory of practice as formulated by Jean Lave in Cognition in Practice (1988). Discusses the major differences between practice theory and other social theoretical approaches. Also discusses differences between Lave's practice theory and theorists who are often cited as also having formulated the practice theory. Introduces the empirical foundations and key findings on which Lave started to formulate her theoretical arguments. Presents the key ideas and concepts of Lave’s theory of practice.
Introduction to theories of technology within STS: social shaping of technology (SST), social con... more Introduction to theories of technology within STS: social shaping of technology (SST), social construction of technology (SCOT), actor-network theory (ANT), gender and technology studies, practice theory. Discusses the relationships between information sciences and STS.
Descriptions of the user-centered evolution tend to accept the interpretation of the decontextua... more Descriptions of the user-centered evolution tend to accept the interpretation of the decontextualized and systems-centered nature of early studies conducted before the user-centered turn. Early user studies did usually have an implicit or explicit aim to support the flow of scientific information through the design of information systems and products, however, scholarly communication and reading practices were in many studies conducted in 1950s and 1960s explored in their natural contexts. Information and communication practices were conceived and studied quite broadly, with a focus not only on information seeking but also information sharing, reading, writing and publishing practices. The article captures some of the varying meanings and interpretations given to concepts such as information systems, information sources and information needs in different decades.
This article explores how various characteristics of research cultures are associated with patter... more This article explores how various characteristics of research cultures are associated with patterns of use of electronic library resources. The analytic dimensions are derived from Whitley's theory of the social and intellectual organization of academic fields. The article represents a first attempt to operationalize Whitley's theory in a large-scale study of e-resources use. The data for the study were gathered in 2004 by the Finnish Electronic Library (FinElib) through a nationwide web-based user questionnaire (n=900).
Develops a theoretical framework for understanding and explaining disciplinary differences in the... more Develops a theoretical framework for understanding and explaining disciplinary differences in the shaping of scholarly communication and electronic scholarly communication forums. By extending Whitley, explains variation in forms and types of digital resources across fields. Combination of two studies, empirical data spans 7 intellectual fields across disciplines.
Based on Becher's characterizations of academic fields, reports a study on disciplinary differenc... more Based on Becher's characterizations of academic fields, reports a study on disciplinary differences in practices of teaching use and evaluation of scholarly literature. Argues that information skills can not be meaningfully taught as separate from disciplinary contents and contexts but must be wholly integrated with the divergent ways that literature is searched, used, and evaluated within disciplines.
Current Research in Information Sciences and Technologies, 2006
Libri, 2021
E-journals are constantly evolving and adding new features, however, scholars’ views of desired f... more E-journals are constantly evolving and adding new features, however, scholars’ views of desired features of scholarly e-articles have not received much attention. Scholars’ opinions were studied as part of two scholarly reading surveys conducted in Finland in 2016 and internationally in 2018. Respondents were asked “What features would you like to see in e-scholarly articles in the future” and “How have your reading practices changed in the last few years and how do you expect them to change”. A qualitative thematic analysis of 588 open-ended comments to these questions was performed. Themes discussed in open ended comments concern availability and accessibility; readability, searchability, findability, and discoverability; sharing and collaboration affordances; and seamlessness between reading and writing. Respondents also discussed affordances such as more visual materials, more interactivity, easier export of references, links to original research data, open commenting, open peer review, possibility to update articles, links to authors’ social media sites, and templates for secondary and meta-analysis. Users’ discussion of affordances for finding, discovering, sharing, and handling information provide insights to publishers, libraries, and web designers.
Libri, 2019
Results of an online survey distributed to faculty, PhD students, and researchers throughout Finl... more Results of an online survey distributed to faculty, PhD students, and researchers throughout Finland in 2016 show that library resources, journal articles, and books are important parts of scholars' research and work life. The survey was disseminated through FinELib to heads of libraries, who were then asked to distribute it to their academic staff, researchers, and PhD students. The purpose of this study was to examine the value of readings obtained from library collections. To help answer this question, participants were asked about the amount and value of their reading and where they obtained readings, which allowed comparison of how the value of the library collection differs from other sources. The study found that researchers use many ways to identify and obtain articles, and the library collection is identified as one important source. Scholars use the library's collection mostly to obtain articles for research and those articles help to inspire new ideas. Overall, this study demonstrates the importance of access to scholarly publications for scholars, from the library and elsewhere, such as open access sites and research sharing platforms.
Libri, 2019
Nationwide surveys of researchers in Finland in 2007 and 2016 distributed with the assistance of ... more Nationwide surveys of researchers in Finland in 2007 and 2016 distributed with the assistance of FinELib, the Finnish national consortium, show that researchers use a growing range of sources to find and access scholarly articles and that some reading patterns are changing. The percentage of articles found by searching and browsing are decreasing, while researchers are using more social ways to locate articles. Research social networking sites are rated as important to their work. They read more onscreen, although still print some material out for final reading. Reading patterns for books are different, as researchers still rely more on printed books than e-books, in spite of an increase in e-book collections through their libraries. This study shows a continuous process of incremental change, enabled by changes in scholarly publishing, social networking, and library collection decisions. More changes can be expected, as researchers adopt systems and patterns that fit with their work patterns and make the finding, locating, and reading of scholarly materials easier. Libraries must both lead and adapt to these new reading patterns by providing links and access to a variety of journal services and by maintaining a balance of print and e-book collections.
Journal of Documentation, 2019
Purpose-The purpose of this paper is to examine the role of reading in scholarly work among acade... more Purpose-The purpose of this paper is to examine the role of reading in scholarly work among academics in Finland. This study analyzes readings from a variety of publication types including books, conference proceedings, research reports, magazines, newspapers, blogs, non-fiction and fiction. Design/methodology/approach-An online survey was developed and distributed in Finland in 2016-2017 (n ¼ 528). Participants were asked their finding and use of scholarly information resources of all types. Findings-Scholars read from a variety of publications. Different types of publications are read and used differently. Reading also varies between disciplines, ranks, work responsibilities and type of research performed. Research limitations/implications-The study was a nationwide study of researchers in Finland; therefore, all findings are within the context of researchers in a single country. All results are self-reported; therefore, the authors assume but cannot be sure that respondents accurately recollect the specifics of their use of scholarly information. Practical implications-The results of this study are relevant to publishers, research librarians, editors and others who serve consumers of scholarly information resources, design information products and services for those scholars, and seek to better understand the information needs and use of a variety of types of scholarly publications. Originality/value-This study replicates previous studies in a variety of countries and provides a more up-to-date and single-country contextualized overview of how researchers find and use scholarly information in their work.
LIBER Quarterly, 2017
Research data is an essential part of the scholarly record, and management of research data is in... more Research data is an essential part of the scholarly record, and management of research data is increasingly seen as an important role for academic libraries. This article presents the results of a survey of directors of the Association of European Research Libraries (LIBER) academic member libraries to discover what types of research data services (RDS) are being offered by European academic research libraries and what services are planned for the future. Overall, the survey found that library directors strongly agree on the importance of RDS. As was found in earlier studies of academic libraries in North America, more European libraries are currently offering or are planning to offer consultative or reference RDS than technical or hands-on RDS. The majority of libraries provide support for training in skills related to RDS for their staff members. Almost all libraries collaborate with other organizations inside their institutions or with outside institutions in order Carol Tenopir et al.
This paper argues that researchers doing ethnography can fail in their commitment to take what th... more This paper argues that researchers doing ethnography can fail in their commitment to take what their informants say seriously. This often occurs, despite ethnographers' best intentions, when informant statements depart radically from Western distinctions between what is real and what is imaginary. When informants talk about things like ghosts, witches and magic, there is a tendency to apply analytic strategies which translate these informant statements about the world so they conform to Western understandings about what is possible in the world and what is not. This article describes for example some commonly applied interpretive moves used in dealing with informant statements about other than human persons. The analytic models and categories we use in these cases are equivalent to often tacit and taken-for-granted Western strategies for dealing with "non-existent things" and these make it impossible to take native statements at face value. We could turn the situation around in ethnographic analyses if we put under the microscope our own Western taken-for-granted assumptions and did so by taking definitions of reality, community, and the person radically different from our own seriously.
KEYWORDS: Ghosts, non-human persons, interpretation, ontology, epistemology
It is generally agreed that information activities should be studied within the work and everyday... more It is generally agreed that information activities should be studied within the work and everyday-life contexts,
which provide the reasons for and aims of information seeking and use activities. Situation, task, and practice
are some of the ways of conceptualizing the context of information activities.Differences between these concepts
are rarely discussed, and their theoretical underpinnings are not necessarily well understood. This analysis
describes the historical background of the person-in-situation approach, task theory, and practice theory. The
underlying assumptions are brought into view and analyzed in detail. Practice theory, task theory, and personin-
situation theories guide researchers to carve out and define their research foci in divergent and incompatible
ways. It is argued that it would also be possible to understand and define these concepts within an integrated
theoretical framework. Practice theory is a theoretical framework within which both situations and tasks can
be understood as distinct parts of a situated activity setting. Discussing the intellectual history of some of the
key theoretical constructs of information science clarifies differences between research streams and their key
premises.
The concept of information literacy refers to purposeful information practices in a society chara... more The concept of information literacy refers to purposeful information practices in a society characterized by almost limitless access to information and where information practices in digital environments shape and constitute important elements in most people's lives in our part of the world. The meaning of the term information literacy varies according to the theoretical lens from which it is approached. Theoretical starting points are not always clearly stated in, for instance, information literacy definitions, standards, research or educational practices. Regardless of whether the underlying theory is made explicit or not, it will nevertheless have a profound impact on the ways in which we teach or research information literacy. This article discusses alternative theoretical understandings of information literacy and their consequences for educational practices. Three theoretical perspectives are presented that represent different understandings of information literacy; phenomenography, sociocultural theory and Foucauldian discourse analysis. According to all three theoretical lenses, information literacy is embedded in and shaped by as well as shaping the context in which it is embedded. In consequence, we propose the notion of information literacies in the plural. The three perspectives offer different insights on information literacies, on both empirical and theoretical levels. However, a sociocultural perspective also involves particular theoretical assumptions about the ways in which digital environments and tools reshape conditions for learning. HUMAN IT OPEN SECTION 94 Keywords: discourse analysis, information literacy, library and information science (LIS), phenomenography, sociocultural theory "All information-seeking behaviour is learnt, nothing is innate" according to Tom Wilson (1994, 42). The view of information seeking as something that is learnt is well in accordance with the view that the appropriation of information literacy may be a goal for learning. However, information literacy can be approached as an object of teaching as well as an object of learning. In librarianship information literacy appears particularly often as an object of teaching. It follows therefore that we can assume that literacy is the outcome of learning. We may also claim, however, that all learning is embedded in cultural practices and imbued with norms and values, since learning implies developing one's ability to understand and act in gradually more sophisticated ways within a specific practice. Norms may be expressed explicitly in goals for learning assignments or curricula, and as such, are often grounded in research-based ways of understanding a phenomenon, for instance 'photosynthesis', 'reasons for climate change' or 'information literacy'. Norms may also be implicit and based on expectations about certain ways of acting in relation to tools and people in different social practices, such as school or work-life. Cultural practices entail shared norms and ideals that form the basis of education as institution in our society.
E-tiedekaudessa on kyse digitaalisille aineistoille, jaetuille teknisille resursseille sekä hajau... more E-tiedekaudessa on kyse digitaalisille aineistoille,
jaetuille teknisille resursseille sekä hajautetuille
vuorovaikutusmuodoille rakentuvasta tutkimuksen
informaatio- ja yhteistoimintainfrastruktuurista.
Ilmiöstä puhutaan monilla nimillä: e-tiede,
e-tutkimus, e-infrastruktuuri, kyberinfrastruktuuri,
tiede 2.0 ja tutkimusinfrastruktuuri. Siihen liitetään
usein visio tieteentekemisen paradigmamuutoksesta
(Atkins ym. 2003), jossa luodaan sekä uusia
tieteentekemisen tapoja, kuten tutkimusaineistojen
jakaminen ja virtuaalinen tutkimusyhteistyö,
että aivan uudenlaisia tutkimusaloja, kuten laskennalliset
ja/tai data-intensiiviset alat. Ajankohtaiset
laajat ja monimutkaiset yhteiskunnalliset ongelmaalueet,
mukaan lukien ilmastonmuutos ja globaalitalous,
ovat nostaneet esille e-tieteen merkityksen
tutkimuksen tekemisen ja tieteellisen yhteistyön
mahdollistajina. E-tiedekauden infrastruktuurien
tutkimukseen ja kehitykseen on panostettu useissa
maissa laajojen suurirahoitteisten e-tiedeohjelmien
kautta, mm. Cyberinfrastructure Yhdysvalloissa,
e-Science ja e-Social Science Isossa-Britanniassa
sekä e-Research Australiassa.
Artikkeli pohtii ikäkäsityksiä sekä ikäjohtamisen haasteita osana osaamisen johtamista yleisissä ... more Artikkeli pohtii ikäkäsityksiä sekä ikäjohtamisen haasteita osana osaamisen johtamista yleisissä kirjastoissa. Artikkelissa analysoidaan ikäpuhetta ja ikämäärittelyjä kirjastotyön ja siihen kuuluvien osa-alueiden kontekstissa. Empiirinen aineisto on kerätty vuosina 2008-2010 ryhmätehtävällä ja -haastatteluilla, joihin osallistui jo kauan työelämässä olleita kirjastoammattilaisia, alan vaihtajia sekä vasta opintonsa aloittaneita alan opiskelijoita. Tulokset tukevat aikaisempia ikäkäsitys- ja ikäasennetutkimuksia. Sekä nuoriin että ikääntyneisiin liitettiin sekä positiivisia että negatiivisia piirteitä, mutta ikääntyneisiin liitettiin kuitenkin vähemmän myönteisiä luonnehdintoja.
Presents the basic ideas and arguments of the theory of practice as formulated by Jean Lave in Co... more Presents the basic ideas and arguments of the theory of practice as formulated by Jean Lave in Cognition in Practice (1988). Discusses the major differences between practice theory and other social theoretical approaches. Also discusses differences between Lave's practice theory and theorists who are often cited as also having formulated the practice theory. Introduces the empirical foundations and key findings on which Lave started to formulate her theoretical arguments. Presents the key ideas and concepts of Lave’s theory of practice.
Introduction to theories of technology within STS: social shaping of technology (SST), social con... more Introduction to theories of technology within STS: social shaping of technology (SST), social construction of technology (SCOT), actor-network theory (ANT), gender and technology studies, practice theory. Discusses the relationships between information sciences and STS.
Descriptions of the user-centered evolution tend to accept the interpretation of the decontextua... more Descriptions of the user-centered evolution tend to accept the interpretation of the decontextualized and systems-centered nature of early studies conducted before the user-centered turn. Early user studies did usually have an implicit or explicit aim to support the flow of scientific information through the design of information systems and products, however, scholarly communication and reading practices were in many studies conducted in 1950s and 1960s explored in their natural contexts. Information and communication practices were conceived and studied quite broadly, with a focus not only on information seeking but also information sharing, reading, writing and publishing practices. The article captures some of the varying meanings and interpretations given to concepts such as information systems, information sources and information needs in different decades.
This article explores how various characteristics of research cultures are associated with patter... more This article explores how various characteristics of research cultures are associated with patterns of use of electronic library resources. The analytic dimensions are derived from Whitley's theory of the social and intellectual organization of academic fields. The article represents a first attempt to operationalize Whitley's theory in a large-scale study of e-resources use. The data for the study were gathered in 2004 by the Finnish Electronic Library (FinElib) through a nationwide web-based user questionnaire (n=900).
Develops a theoretical framework for understanding and explaining disciplinary differences in the... more Develops a theoretical framework for understanding and explaining disciplinary differences in the shaping of scholarly communication and electronic scholarly communication forums. By extending Whitley, explains variation in forms and types of digital resources across fields. Combination of two studies, empirical data spans 7 intellectual fields across disciplines.
Based on Becher's characterizations of academic fields, reports a study on disciplinary differenc... more Based on Becher's characterizations of academic fields, reports a study on disciplinary differences in practices of teaching use and evaluation of scholarly literature. Argues that information skills can not be meaningfully taught as separate from disciplinary contents and contexts but must be wholly integrated with the divergent ways that literature is searched, used, and evaluated within disciplines.
Current Research in Information Sciences and Technologies, 2006