Library and information science faculty must live within two competing cultures that have very different values and interests: the academic and the practicing profession. This difference causes these cultures to exert competing expectations and demands upon library and information science education. While the university's value is increasingly judged by its demonstrated utility, its central legitimating value is still intellectual achievement and the creation of knowledge. While the need for a knowledge base is recognized, the central legitimating value of the profession is demonstrated utility in terms of service to users. This is necessarily dominated by technical rather than reflective aspects and the need for immediate solutions to practical problems that include the education and continuing education of professionals. This article addresses the problems that result from the collisions of these two cultures: applied versus pure research, theoretical versus practical education, and competing definitions of service. It explores the applicability of Ernest Boyer's model of higher education as a means of solving problems.

This is a presentation (of 10 slides) in Session 3.1 â Contemporary Intellectual History: Reflections on the Work of Marcia J. Bates, on Wednesday, January 12, at the 2005 ALISE Conference. The research of Marcia J. Bates is reviewed. Major areas that Bates has worked are highlighted such as her contributions to (1) information seeking behavior, (2) subject access, (3) searching, (4) user-centered system design, (5) bibliographic relationships, and (6) user interface. Areas for further research that are inspired by Bates are listed.

This is a presentation in Session 4.1 â Continuing Education Programs in the US and Canada, at the 2005 ALISE Conference. It has 20 slides that highlight the issues in the practices of distance continuing education (DCE). The presentation focuses on the relationship between DCE and technological advances. Farmer highlights the impact of a range of modern technologies such as CourseWare, desktop publishing, databases, spreadsheets, presentation programs, telecommunications, World Wide Web, and digitized images. An evaluation of the practices, according to the author, should be focussed on student achievement and community interaction. Communication is believed to be the key to success in DCE.

This is a presentation in Session 7.1 on Friday, January 14, at the ALISE 2005 Conference. It is about WebJunction, "an online community where library staff meet to share ideas, solve problems, take online courses - and have fun." http://webjunction.org/

An overview of web-based resources for health informatics in the UK.

This is a juried paper presentation (of 35 slides) in Session 1.4 - LIS Curriculum: Global Perspectives (Juried Papers) on Tuesday, January 11, at the 2005 ALISE Conference in Boston, Massachusetts. A survery on the use of online library systems with different languages is discussed. The fundamental premise of the survey imagines a world where all ideas count the same, no matter what languages are used and no matter what country the person comes from. Research questions, methodological design, and actual investigations, alongside the discussions of survey findings, are presented. The survey found that the trends of globalization have greatly facilitated easier access to information but there are language barriers in information access, especially for multilingual users. The presentation also explores the relationship of these lanaguage access issues to LIS education.

A need exists to organize, integrate, and annotate information generated by business teams. Due to the "wicked" nature of this information, it is not amenable to conventional data management systems. It may exist in conventional electronic or paper files, or in the form of handwritten notes, business cards, or conversations. This dissertation seeks to investigate this domain by developing a prototype "Team Memory" system. Research questions address requirements identification, validation,and modification, as well as formulation of conclusions about the relationships and contributions of a Team Memory to an overall organizational memory. Background literature is presented from conceptual sources addressing organizational and group memory, and descriptions of similar systems. The systems development research approach is applied to the domain according to the following phases: conceptual framework development, requirements identification, architecture development, design, implementation, and evaluation. System requirements are identified by integrating relevant literature with an analysis of case study data from four longitudinal workgroups supported by an electronic collaboration system. A system architecture is proposed consisting of a User/Database Interface that queries a Team Memory relational database containing team context data (such as team member information, project status data, etc.) as well as locations for data related to team project but external to the system and currently located on local hard disks, file servers, organizational data bases, etc. A logical data model is developed by identifying relevant data entities and relationships. A prototype system is created by integrating graphically-interfaced database access applications with a relational database used as a Team Memory indexing system. The prototype evaluation process and results are presented and suggestions for system additions and modifications are outlined. Research contributions include new knowledge about the domain of Team Memory, insights into prototype evaluation processes, a system that can be further revised and evaluated, and ideas about relationships and characteristics of Individual, Team, and Organizational Memory support systems. Research limitations include the system's lack of integration with collaboration support applications and the absence of field testing. Future research is aimed towards overcoming these limitations and integrating the current system into a comprehensive collaboration support system.

Technology is often presented as a neutral tool to be used when and where appropriate to perform work more efficiently and improve the quality of life. This dissertation explores the possibility that computers are distributed as though they were value-laden objects rather than neutral tools. This is done by focusing on the similarity between computers and income, because income is also distributed by organizations and is generally valued positively. The literature on organizational symbols is reviewed and evidence of the value attached to computers is presented. Previous research on income inequality is discussed focusing on factors empirically associated with income and on factors influencing the allocation of valued goods within a group. Earlier work on individual wage allocation and on the determinants of wage inequality within work groups is partially replicated and extended to the area of computer resources. Hypotheses regarding the distribution of income and computers are developed at both the individual and group level and the possibility that computer terminals act as value-laden objects is explored by comparing their distribution to that of income in white-collar work groups when computer use is statistically controlled. At the individual level, computer terminals and income shared many of the same correlates and predictors. For the sample as a whole, computers and income were slightly positively correlated and previous findings that characteristics of work and of individuals are related to income were replicated. The same set of predictors was also related to having one's own computer terminal, providing evidence that computer resources could act as symbols of status. Exploratory analyses indicated that the pattern of results differed by the organizational function of the work group and by job classification. Though use was consistently related to having one's own terminal, it was never the only factor involved. Group-level evidence of symbolic value was equivocal; previous findings regarding the distribution of income were not replicated and the pattern of relationships for computers was different from that for income. Implications of the symbolic value of computers for managers and directions for future research were described.

Group software reviews play an important role in the software development process and may potentially benefit from group support. The purpose of this experimental study was to learn more about the nature of the software review task and to assess the impacts of selected group support mechanisms on review team performance. Two experiments were conducted. For each experiment, a review task involving the inspection of an analysis specification document (i.e., narrative, data flow diagrams, data dictionary) was performed by teams of undergraduate college student subjects. A review procedure based on Fagan's (1976) inspection technique was followed. To assess the impacts of group support on different aspects of the review process, the review task was split into two subtasks: defect identification and defect evaluation. Each subtask was investigated separately. The independent variable for the study was type of group support. The dependent variables were group performance and perceptions of the group process (e.g., sources of loss and gain). Group support was manipulated across treatments using non-electronic and electronic approaches. Electronic group support was provided by using an electronic meeting system. The experimental task was found to be a complementary task comprised of Eureka-type disjunctive subtasks. For the defect identification subtask, review teams receiving electronic process support (consisting of parallel communication and group memory) found significantly more defects than unsupported teams. The better performance of the electronically-supported teams was attributed to decreased process loss associated with domination and side-tracking. Satisfaction and acceptance of findings were rated higher for the unsupported teams compared to the electronically-supported teams. For the defect evaluation subtask, review teams receiving task support (consisting of a display of findings from the identification subtask) experienced significantly less process loss than unsupported teams. This outcome was attributed to the fact that the task support mechanism ensured that all findings from the identification session were raised to the review teams for evaluation. There were no differences with respect to satisfaction and acceptance of the findings. The implications of the study for researchers and practitioners are discussed.

The auditor's report (AICPA 1988) generally contains two statements of belief. The first is an opinion as to whether the financial statements examined are free of material misstatement. The second is an assertion that the audit provides a reasonable basis for the opinion expressed. If the auditor judges the examination to have been inadequate, then the report should either be suitably qualified or no opinion offered. Evaluating the sufficiency of evidence obtained is thus an important part of the auditor's task. Considerable research exists describing auditor knowledge of error frequencies and causes, as well as the cognitive factors that affect error judgments. In comparison, less is known about evidence sufficiency judgments and their impact on the opinion formulation process. This monograph: (1) further examines the relationship between audit risk and evidence sufficiency judgments first hypothesized by Waller and Felix (1984); and (2) reports an experiment which investigates the effect of consistent and inconsistent conditioning evidence on the revision of evidence sufficiency assessments. The results suggest that conditioning evidence increases sufficiency assessments, except when unexpected audit differences are discovered.