The Internet and World Wide Web provides huge amounts of information to individuals with access to it. Information is an important driving factor of education and higher education has experienced massive adoption rates of information and communication technologies, and accessing the Web is not an uncommon practice within a higher educational institution. The Web provides numerous benefits and many students rely on the Web for information, communication and technical support. However, the immense amount of information available on the Web has brought about some negative side effects associated with abundant information. Whether the Web is a positive influence on students’ academic well-being within higher education is a difficult question to answer. To understand how the Web is used by students within a higher education institution is not an easy task. However, there are ways to understand the Web usage behaviour of students. Using established methods for gathering useful information from data produced by an institution, Web usage behaviours of students within a higher education institution could be analysed and presented. This dissertation presents guidance for analysing Web traffic within a higher educational institution in order to gain insight into the Web usage behaviours of students. This insight can provide educators with valuable information to bolster their decision-making capacity towards achieving their educational goals.

D.Litt. et Phil. / This study investigated the impact of the Web on the information-seeking and citation behaviour of Unisa academics. The research study was executed in two phases. Phase 1 consisted of a Web citation analysis and phase 2 a questionnaire. Phase 1 explored how the availability of Web information resources affected the scholarly citation behaviour of Unisa academics by determining the relationship between Web-based references and non-Web-based references in the reference lists of Unisa academics. In phase 1 it was established how frequently Web-based information resources were cited (reference lists) compared to traditional print sources. Furthermore, the variation in Web citation patterns between academics from different subject disciplines was identified. The main source of data was 20 825 citations contained in reference lists, endnotes and footnotes of 458 accredited research journal articles submitted in 2004 by Unisa to the Department of Education for subsidy purposes. The data were gathered by calculating the total number of references that appeared in the reference lists. Thereafter a citation count was done of the total number of Web references cited in the article by checking each article for references containing Web-based information resources such as URLs of webpages or websites. Collectively the reference lists consisted of 3.5% references to Web-based information resources and 96.5% to non-Web-based information resources. The findings of the 2005 citation study indicate that academics tended to rely on static, academic library, print-based resources when citing the literature, not Web-based information resources. Furthermore, academics from the five Unisa Colleges displayed different Web citation patterns. Phase 2 of the study, a questionnaire survey, provides insight into the relative significance of the open Web as an information resource and Web search engines as research tools among academics. The aim of the questionnaire was to record the preferences, usage and perceptions of the freely available open Web information resources, as compared to the academic library information resources (print and electronic). In addition, the factors that influence the choice of the academic when iv selecting the open Web or the academic library as an information resource were investigated. The entire Unisa academic staff establishment was invited via e-mail and the Unisa intranet to participate in the survey. The survey instrument consisted of 32 questions via the Web and/or print-based format. The findings reported are based on a survey of 187 Unisa academics with a response rate of 15.74%.

The purpose of this study was to explore the correlation between self-perceived information seeking skills and self-esteem in adolescents and, further, to determine whether this correlation varied according to race and gender. Tenth-grade students from three public high schools in a Midwestern city were given two instruments. Self-perceived information seeking skills were measured using a modified version of the Information Skills Checklist from High Plains Regional Technology in Education Consortium's Profiler website. Self-esteem was measured by the Tennessee Self-Concept Scale, which is designed for students 12 years of age and over. The scale has six separate measures of self-esteem: physical, moral-ethical self, personal self, family self, social self and academic self. These six measures are used to determine overall level of self-esteem. The results showed a statistically significant correlation between self-perceived information seeking skills and at least one facet of self-esteem for all groups measured, with one exception. African American males were the only adolescents to show no correlation between scores from these two instruments. It is hoped that this research will ultimately be used to develop policies regarding the development of information seeking skills in disenfranchised groups.

With the development of free and easy-to-use software programs, blogging has helped turn Web consumers into Web content providers. Blogging provides distinctive insight into comprehending e-consumer behavior explicitly with respect to social networking and information searching behaviors while facilitating a state of flow. The objectives of this study are to identify determinant dimensions of blogging motivations and flow, and to investigate the hypothesized relationships of the motivational blogging behavior. Analyzing data (n = 432) from a southwestern university, results reveal the critical dimensions of motivations, behaviors, and flow in blogging. Upon extending Hoffman and Novak's (1996) flow model, 14 out of 26 hypotheses were confirmed regarding the significant impacts of blogging motivations and flow on blogging behaviors. The findings revealed that the desire for information, enjoyment, and loyalty are the primary drivers for experiential blogging behavior. Specifically, information-seeking is the decisive motivation to urge experiential and e-shopping behavior concurrently. This study shows that indulgence and telepresence in flow might play pivotal mediating roles to promote the goal-oriented e-shopping behavior resulting enjoyment and loyalty-seeking motivations.

Previous research of the theory of Affective Intelligence holds that anxiety in individuals causes learning behavior. If people are anxious they will actively seek new information. This new information gathered while anxious will cause each individual person to cease acting habitually and begin acting in a manner in line with rational choice models. This thesis addresses three hypotheses; (1) that people who feel anxiety engage in greater information seeking behavior and (2) when people feel anxious they will use information sources that are readily available and efficient to use and (3) anxious individuals will turnout to vote more often than those who are not anxious. I began with the replication of the original research methods of Marcus and MacKuen (1993) and Marcus, Neuman and MacKuen (2000). I then tested hypothesis 1 using new measurements of anxiety in order to address the concerns originally posited by Ladd and Lenz (2008) and Valentino et al. (2008). My final test of hypothesis 1 used revised measurements of anxiety and information derived from 2000-2002 NES Panel data, much in the same manner as Marcus, Neuman and MacKuen (2000). I then tested hypothesis 2 using the same 2000-2002 NES Panel data and an information source change variable. I tested my final hypothesis using pooled NES data from 1984, 1988 and 2000. My findings suggest that as Affective Intelligence predicts, people who feel anxious do tend to seek information. Moreover, when anxious, people will use readily available and efficient information sources. My final finding suggests that although people tend to seek information when anxious this does not necessarily translate into greater participation. Finally, I conclude that the theory of Affective Intelligence is generally correct, but, further research using methods that can better demonstrate the causal direction needs to be undertaken to fully validate Affective Intelligence and more testing of the effect of anxiety on political participation is necessary.

This qualitative study uses narrative analysis to explore the outcomes of information seeking and use among public library users. Twelve women between the ages of 51 and 72, all residents of Fayetteville, Arkansas who self-identified as regular library users, were interviewed to gather their life stories and their experiences using the public library. The participants in this study used information to enable learning and, often, a change in their affective state. The participants used the new information they encountered constructively, to engage with the knowledge and experience they possessed; this use of information always involved reflection, dialogue, or both. The outcomes from these actions are the creation of new knowledge, a change in the participants' meaning schemes, and/or an affective change. In addition, the narratives strongly suggest that information seeking and use by adults in public libraries can sometimes facilitate or, on its own, precipitate a perspective transformation and the adoption of new meanings. Overall, the findings support Mezirow's theory of transformative learning as a model for understanding information use and outcomes among users of the public library. The major implications of this study are two-fold. One, it introduces to information science Mezirow's theory of transformative learning which could provide greater understanding of how adults use information, and the outcomes that arise from this use. Two, it provides library professionals with information about the library in the lives of their users and concrete information about how libraries can enable transformative learning.

Information literacy has become more important as more information is produced and communication has become easier. Better information skills are vital for individuals working in governmental organizations as well as in the business sector. Employees are expected to be confident and competent in interacting with information in their workplaces in order to deliver better service to customers and to the public. This study examines the differences in information literacy skills (ILS), computer literacy skills (CLS), and frequencies of use of information sources (FIS) among police officers, based on their socio-demographic characteristics, namely education, departmental affiliation, ranks, and experience. Information literacy process models developed in an educational environment are combined to explore information literacy process in the workplace. Bivariate and multivariate analyses indicated significant differences of ILS and CLS based on education, departmental affiliation, and ranks but no difference for experience. In addition, there were differences of FIS for all demographic variables except departmental affiliation. The findings of the study may guide both future researchers in the process of developing new models in understanding information literacy process and the managers in police organizations in planning better training programs by considering information and computer literacy skills and use of information sources of police officers.

The growing complexity of machines has led to a concomitant increase in the amount and complexity of the information needed by those charged with servicing them. This, in turn, has led to a need for more robust methods for storing and distributing information and for a workforce more sophisticated in its use of information resources. As a result, the service trades have "professionalized," adopting more rigorous academic standards and developing ongoing certification programs. The current paper deals with the acceptance of advanced electronic information technology by skilled service personnel, specifically, automotive service technicians. The theoretical basis of the study is Davis' technology acceptance model. The purpose of the study is to determine the effects of three external factors on the operation of the model: age, work experience, and education/certification level. The research design is in two parts, beginning with an onsite observation and interviews to establish the environment. During the second part of the research process a survey was administered to a sample of automotive service technicians. Results indicated significant inverse relationships between age and acceptance and between experience and acceptance. A significant positive relationship was shown between education, particularly certification, and acceptance.

Early research on just why it might be the case that “the mass of men lead lives of quiet desperation” suggested that denial of relevance was a significant factor. Asking why denial of relevance would be significant and how it might be resolved began to raise issues of the very nature of questions. Pursuing the nature of questions, in light of denial of relevance and Thoreau’s “quiet desperation” provoked a journey of modeling questions and constructing a biography of the initial question of this research and its evolution. Engaging literature from philosophy, neuroscience, and retrieval then combined with deep interviews of successful lawyers to render a thick, biographical model of questioning.

U.S. immigration procedures are complex and may elude the average individual seeking admission to the United States. Understanding this, the current study investigates how information resources are used by potential migrants to learn about the migratory process. Using a mixed-methods approach, I interviewed 30 Mexican immigrants with unauthorized immigration experience about the process of gathering migration information in the pre-migration phase. Qualitative data were coded using seven themes generated from the primary research questions, including: Information Resources, Resources Used During Migration, Motivation for Migration, Method of Migration, Lack of Information/Misinformation, Types of Help and Types of Information. Findings suggest that the factors motivating migrants to come to the U.S. are combined in complex ways and lack of information about legal alternatives to unauthorized migration is an important factor influencing method of migration. Also, while access to new information resources is increasing, these resources are not being tapped for migration information.