Title: Prínos fenomenografických výskumov pre informačnú vedu
Variant title:
- Contribution of phenomenographic studies to information science
Source document: ProInflow. 2020, vol. 12, iss. 1, pp. [3]-28
Extent
[3]-28
-
ISSN1804-2406 (online)
Persistent identifier (DOI): https://doi.org/10.5817/ProIn2020-1-2
Stable URL (handle): https://hdl.handle.net/11222.digilib/142524
Type: Article
Language
License: CC BY 3.0 CZ
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Účel – Cieľom príspevku je analyzovať prínosy aj obmedzenia metodológie fenomenografie, ktorá bola uplatnená v nedávnych výskumoch informačnej vedy na KKIV. Stručne sa analyzujú vybrané štúdie využívajúce fenomenografiu v informačnej vede (Limberg et al., 2012; Bruce, 2016; Andretta, 2010; Webber et al., 2005; Diem & Lupton, 2012; Virkus, Bagimbola, 2013 ai.). Dizajn/metodológia/prístup – Analyzujú sa vybrané štúdie založené na dizertačných prácach zameraných na informačnú gramotnosť (Fázik, 2019), informačnú etiku (Nováková, 2018) a projekt informačného správania vedcov (Steinerová, 2018) s uplatnením meta-analýzy. Štúdie využívajú metodológiu fenomenografických analýz kombinovaných so zberom dát prostredníctvom polo-štruktúrovaných rozhovorov, dotazníkov, písomných úloh, informačných horizontov študentov. Analýzy sa kombinujú aj s pojmovým modelovaním a vizualizáciou výsledných konceptuálnych priestorov v záverečných modeloch informačnej gramotnosti, informačnej etiky a informačného prostredia vedeckej komunikácie. Výsledky – Predstavujú sa spoločné aspekty vybraných fenomenografických štúdií, najmä vzťahy k digitálnym technológiám, emocionálne podložie, motivácie a sociálne a situačné reprezentácie. Výhodami fenomenografických analýz sú bohaté kontexty odkrývajúce príčiny problémov v oblastiach informačnej gramotnosti, informačnej etiky a informačného správania. Obmedzeniami metodológie sú náročnosť viacnásobných analýz a interpretácií získaných dát, verifikovanie výsledkov, prekonávanie subjektivity a validita výskumov. Preto sa zvyčajne vybrané metódy kombinujú s inými metódami výskumu, napríklad pozorovanie, riešenie úloh a problémov, vizualizácie reprezentácií informácií ap. Originalita – Charakterizuje sa inovatívny prístup k fenomenografickým analýzam v informačnej vede. Potvrdzujeme predstavy o sociokognitívnych, sociotechnologických a sociokultúrnych základoch využívania informácií v oblastiach informačnej gramotnosti, informačnej etiky a informačného správania. Na základe analýz sa predstavujú konceptuálne modely informačných interakcií, digitálnej gramotnosti a digitálnej etiky s aplikáciou nových poznatkov fenomengrafických štúdií. Formulujú sa odporúčania na podporu informačnej gramotnosti, informačnej etiky študentov a na formovanie informačného prostredia a informačných infraštruktúr akademických inštitúcií.
Purpose – The paper is aimed at analysis of benefits and limitations of the phenomenographic methodology which has been recently applied in information studies at the Department of LIS, Comenius University in Bratislava. We analyze briefly selected phenomenographic studies in information science. (Limberg et al., 2012; Bruce, 2016; Andretta, 2010; Webber et al., 2005; Diehm & Lupton, 2012; Virkus, Bagimbola, 2013 etc.). Design/Methodology/Approach – We apply a meta-analysis of studies based on dissertation theses focused on information literacy (Fázik, 2019), information ethics (Nováková, 2018) and the project of information behavior of researchers (Steinerová, 2019). The studies apply the phenomenographic methodology combined with data acquisition by semi-structured interviews, surveys, written tasks, information horizons of students. The analyses are combined with conceptual modeling and visualization of outcome conceptual spaces in final models of information literacy, information ethics and information environment of scholarly communication. Results – We present common aspects of the selected phenomenographic studies, namely relations to digital technologies, emotional background, motivation and social and situational representations. Benefits of the phenomenographic analyses are rich contexts discovering causes of problems in the topics of information literacy, information ethics, and information behavior. Limitations of the methodology are difficulties of multiple analyses and interpretations of the data, verification of outcomes, overcoming subjectivity with regard to validity of research. That is why the selected methods are usually related with other methods of research, e.g. observation, tasks and problem solving, visualization of information representations, etc. Originality – We characterized the innovative approach to phenomenographic analyses in information science. We confirmed the sociocognitive, sociotechnological and sociocultural background of information use regarding concepts of information literacy, information ethics and information behavior. Based on the analyses we present conceptual models of information interactions, digital literacy and digital ethics with the use of new knowledge of phenomenographic studies. We articulated recommendations for support of information literacy, information ethics of students and for information environment and information infrastructures of academic institutions.
Note
Príspevok bol vypracovaný v rámci riešenia projektu APVV 0508-15 HIBER.
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[9] BRUCE, C.S., Edwards, S.L., & Lupton, M. 2006. Six Frames for Information Literacy Education. Exploring the Challenges of Applying Theory to Practice. 2006. [online]. Vol. 1, Is. 1. Dostupné na: http://www.ics.heacademy.ac.uk/italics/vol15iss1.htm
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[13] CASE, D. O. & L. M. Given. 2016. Looking for Information: A Survey of Research on Information Seeking, Needs, and Behavior. 4. vyd. London: Emerald. ISBN 978-1-78560-968-8.
[14] CIBANGU, S.K. & Hepworth, M. 2016. The uses of phenomenology and phenomenography: a critical review. In: Library & Information Science Research, 38, (2), 148–160. | DOI 10.1016/j.lisr.2016.05.001
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