Evidence Based Practice (EBP) is a relatively new approach that professionals are using to cope with the ever-growing body of literature in their fields. The goal of EBP is to effectively use this body of literature to improve professional practice, thus improving the quality of services. A major component of EBP is asking a focused, well-built question, referred to in this paper as an Evidence Based Practice Question (EBPQ). This paper reports the findings of an exploratory study that examines the use an EBPQ to respond to reference questions emailed to a university library reference desk. A purposive sample of 30 randomly selected reference emails was divided into two groups, the EBPQ group and the control group. The professional searcher who conducted the searches used the same approach in responding to each emailed reference question, except that the EBPQ group searches were guided by EBPQs, and the control group’s responses were not. The results indicate that searches guided by using EBPQs are more focused, apply more resources to the search process, and take less time than searches not guided by using EBPQs. These conclusions suggest that EBPQs appear to be useful for improving that search process and that further research is warranted.

Thesis (Ph.D.)--University of Wollongong, 2007. / Typescript. Includes bibliographical references: p. 305-328.

Thesis (MArch (Prof)) -- University of Pretoria, 2008. / Abstract in English. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

Thesis (MS)--University of Montana, 2009. / Title from author supplied metadata. Contents viewed on April 7, 2010. Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Gary A. Knight, Florida State University, College of Business, Dept. of Marketing. Title and description from dissertation home page (viewed Jan. 26, 2006). Document formatted into pages; contains ix, 89 pages. Includes bibliographical references.

In this paper, we describe two experiments that show the powerful influence of interface complexity and entropy on online information sharing behaviour. 134 participants were asked to do a creativity test and answer six open questions against three different screen backgrounds of increasing complexity. Our data shows that, as an interface becomes more complex and has more entropy users refer less to themselves and show less information sharing breadth. However, their verbal creativity and information sharing depth do not suffer in the same way. Instead, an inverse U shaped relationship between Interface complexity and creativity as well as information sharing depth can be observed: Users become more creative and thoughtful until a certain tipping point of interface complexity is reached. At that point, creativity and th inking suffer, leading to significantly less disclosure. This result challenges the general HCI assumption that simplicity is always best for computers interface design , as users'creativity and information sharing depth initially increases with more interface complexity. Our results suggest that the Yerkes Dodson Law may be a key theory underlying online creativity and depth of online disclosures.

This thesis reports on issues to consider when building a web site to serve as a marketing tool and as a channel for communication. Background regarding the Program in Interior Design is provided. The needs and characteristics of the target group are provided to substantiate the need for such a product. In order to build a web site of this nature, knowledge of the principles for design, development and production is imperative as well as a clear understanding of marketing and communication on the WNW. The different phases of the development process, these being analysis, design and development, are discussed. The evaluation process, where formative- and summative evaluation was applicable, is described. A single questionnaire completed by four sample groups was used to obtain relevant information regarding the prototype web site. The questionnaire was divided into four different sections being layout, navigation, content, and communication. The findings are presented and described in detail. Conclusions in terms of the findings are discussed. It was found that a web site of this nature can serve as an effective marketing tool and that it can provide functional communication facilities. Recommendations for the improvement of the product as well as general recommendations for similar development are made. / Dissertation (MA (Multimedia))--University of Pretoria, 2007. / Information Science / unrestricted

This dissertation reports on a study of the self-reported readiness of undergraduate first-year students at a very large distance teaching institution, the University of South Africa (Unisa). The Unisa library does not offer an online information literacy programme for distance students and has not conducted surveys on students’ needs and their readiness for using online information resources and an online learning management system. The main research question thus was: What are the information seeking behaviour and the readiness of Unisa distance students in using and accessing the library online resources? Sub-questions were: • What has been reported on information literacy and information literacy programmes for distance students, with special reference to online programmes? • What has been reported on virtual learning environments with specific reference to distance education? • What are the students’ self-rated perceptions of their information literacy skills? • What are the students’ information seeking behaviour and preferences in using online information resources? • What are the students’ self-rated perceptions in using an online learning management system in a virtual learning environment? The Unisa School of Accountancy served as case study. All students enrolled for first- year modules in the School of Accountancy (including the Departments of Auditing, Financial Accounting, Management Accounting and Taxation) were invited to participate in the survey. Data collection occurred in July and August 2015 by means of a self-administered, semi-structured online questionnaire survey. In total 587 students responded, resulting in 525 usefully completed questionnaires. Most of the students were geographically remote from the institution and the library and its branches. The study collected mostly descriptive quantitative data, with limited qualitative data. The quantitative data were analysed by means of a statistical package (SAS JMP version 12), and the qualitative data by means of thematic analysis. The questionnaire covered self-reported information seeking behaviour when using the library’s online resources, whether students had received training on information literacy skills, and if these skills were effective enough to assist them to locate and access the library’s diverse online information resources relevant to their studies. It also collected data on their readiness to use an online learning management system. The limitations of self-reporting are acknowledged; in this case it was considered appropriate to determine lack of skills. Although the findings cannot be generalised to all Unisa or all distance students, they can inform recommendations on the need for an online information literacy skills programme for distance students and methods to conduct similar studies of students’ readiness to use such a programme. Respondents lacked information literacy skills that could enable them to access or use the online library resources from a distance. They lacked skills in using the virtual learning environment system, experienced problems in accessing the library from a distance, could not use databases to access online full-text articles and were often not aware of the library website and how it could be used. It is recommended that the Unisa library consider developing an online information literacy programme that adheres to international standards and guidelines for information literacy, and that this be informed by the needs expressed by students from diverse disciplines and study years and their self-reported information-seeking behaviour. For distance students a programme must be available through a virtual learning environment and this must be linked to the library’s website and marketing efforts. KEYWORDS • Case study • Distance education • Distance libraries • Distance students • Information literacy skills • Information seeking behaviour • Online information literacy programmes • Online information seeking behaviour / Dissertation (MIS)-University of Pretoria, 2017. / University of South Africa (UNISA) / Information Science / MIS / Unrestricted