This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuity—particularly in relation to the information seeking behaviour of candidates—is investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews. Ill The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.

This study examined the effect of enhanced electronic access to information on patterns of scholarly communication. Using a panel typology, the academics at the Australian National University were surveyed in 1991 and again in 1994, with the data collected by means of mailed questionnaires. The research drew on the literature of scholarly communication and information-seeking behaviour. Principles of systems theory were used to explain the changes taking place within the academics' environments, including both the system of scholarly communication and the culture of the three disciplinary groupings: science, social science and the humanities. Three research questions directed the study focussing on the effect of enhanced electronic access to information on the academics' use of the library and on their patterns of information seeking and dissemination. Results found that between 1991 and 1994, while some aspects of communication technologies - such as email - had been almost universally adopted, overall, few changes had taken place in academics' information related behaviour. Scientists were more likely to have adopted the new technologies than social scientists or scholars from the humanities. However, there was strong evidence that a small group of academics were adopting the new technologies with enthusiasm suggesting that the overall pattern of use would change in the future.

Abstract Purpose This thesis aims to focus on how master students administer scholarly articles after they have found them. The purpose of the study is to detect how and to what extent people administer their articles from a personal information management-perspective (PIM). Method To answer the research questions, a web-based questionnaire survey was distributed which was announced to around 2,000 master students from different universities in Sweden. Most of the items in the survey focused on individual storage methods. The respondents were asked to rate the frequency of their different information administration behaviors on a seven level Likert-type-scale. Subsequently, items concerning specific information administration behaviors were posed, followed by questions on the respondent's sociodemographic status. The results were based on overall 316 answers. Analysis The quantitative data was analyzed using non-parametric tests such as Friedmans-test, Kruskal-Wallis-analysis, Wilcoxon-Signed Rank-test, Mann-Whitney-U-test and Chi-square-test with the statistical computer program SPSS. Findings The findings generally confirm that the majority of the surveyed graduate students are using scholarly articles. Regarding their information management, it is as usual to store the whole article as it is to store the reference. Further it is more common to choose electronic storage methods for articles and references than to use physical methods. The results highlight that most of the students use several method types and use them to varying extent. Neither age, computer skills, duration of study or satisfaction with their way of information storage influenced the quantity of used methods. Regarding specific handling, the storing of article copies on the computer’s hard drive were most frequently used. The respondents preferred furthermore to read the articles on a screen rather than printed paper versions. The influencing factors of gender, age, computer skills, subject discipline were affecting the choice of methods. General conclusions about these influencing factors are, however, complicated by possible occurring confounders. Moreover, the method types were used to different extents depending of subject discipline. Originality/value Most previous PIM research is concentrating on how people store information in general. The dealing and administrating with specific types of information are, however, rarely discussed. In the context of scholarly articles did research predominantly focus on seeking structures and reading patterns. The step between finding and reading an article has so far not directly been addressed in academic research. The study therefore is unique in addressing information storage systems of scholarly articles on such a large scale. Knowledge about storage patterns will help journal publishers and librarians to design more targeted solutions for journal systems and improve services like courses in information seeking. Paper type Two years master’s thesis

The academic field of political science in Europe is studied in this thesis which examines the application of bibliometrics for domain analysis. It takes its point of departure in the domain analytic approach outlined by Birger Hjørland and Hanne Albrechtsen, which claims the study of domains as central for information specialists to be able to identify information needs in their fields of practice. Three features of the domain were studied by the use of bibliometric methods. Data was extracted from the Web of Science. Impact Factor was used to select 50 journals from each of the years 1999, 2004 and 2009. Only items published by authors with European addresses were included. Co-word analysis was used to study topics within the discipline and several kinds of citation analyses were conducted to examine citation patterns of the domain. Lastly core journals, authors and works were identified by the use of citation analysis and co-citation maps were drawn for the analyses.Several subfields within the domain, as well as some differences in citation patterns of the subfields, were possible to distinguish. The domain showed to be multifaceted, yet specific European research areas were identified. Some significant changes of the citation patterns were apparent between 1999 and 2009. In 2009 there were more references per article, journal articles were cited to a higher degree, relatively older publications were cited to a greater extent and the most cited journals received a larger share of the total amount of citations.The existence of a specific European domain within political science is discussed as well as the diverse characteristics of the subfields and their implications for the bibliometric methods. Finally suggestions are presented of how bibliometrics can be used for domain analysis within library and information science as well as by information service institutions.This paper is a two years master’s thesis in Library and Information Science. / Det akademiska statsvetenskapliga fältet i Europa studeras i denna uppsats, vilken utforskar bibliometrins tillämpbarhet inom domänanalysen. Den tar sin utgångspunkt i det domänanalytiska perspektivet formulerat av Birger Hjørland och Hanne Albrechtsen, vilket hävdar studier av domäner som centrala för att informationsspecialister ska kunna identifiera informationsbehov inom sina verksamheter. Tre aspekter av domänen studerades med bibliometriska metoder, data hämtades från Web of Science. Impact Factor användes för att välja ut 50 tidskrifter för vardera av åren 1999, 2004 och 2009. Endast artiklar publicerade av författare med Europeiska adresser inkluderades. Co-word-analys användes för att studera disciplinens ämnesområden, flera olika citeringsanalyser genomfördes för att utforska citeringsmönster inom domänen och slutligen identifierades centrala tidskrifter, författare och verk genom citeringsanalys och co-citerings-kartor skapades för analyserna. Flera delfält inom domänen kunde urskiljas, samt några skillnader mellan delfältens citeringsmönster. Domänen visade sig vara multifacetterad, men specifikt europeiska forskningsområden kunde identifieras. Några betydande förändringar av citeringsmönstren var märkbara mellan åren 1999 och 2009. Artiklarna från 2009 innehöll fler referenser per artikel, tidskriftsartiklar citerades i högre grad, relativt äldre publikationer citerades i större utsträckning och de mest citerade tidskrifterna tog emot en större andel av citeringarna. Existensen av en specifik europeisk domän inom statsvetenskapen diskuteras samt hur de bibliometriska metoderna påverkas av skillnader mellan delfälten. Slutligen presenteras förslag på hur bibliometrin kan användas för domänanalys inom biblioteks- och informationsvetenskapen samt av institutioner tillhandahållande informationstjänster.

Accepted for publication in Physics World (January 2007) / With the vast majority of scientific papers now available online, this paper (accepted for publication in Physics World) describes how the Web is allowing physicists and information providers to measure more accurately the impact of these papers and their authors. Provides a historical background of citation analysis, impact factor, new citation data sources (e.g., Google Scholar, Scopus, NASA's Astrophysics Data System Abstract Service, MathSciNet, ScienceDirect, SciFinder Scholar, Scitation/SPIN, and SPIRES-HEP), as well as h-index, g-index, and a-index.

À la lecture d’ouvrages philosophiques anciens, nous sommes souvent surpris par la virulence des critiques adressées à l’écriture, dans la mesure où ces critiques nous parviennent au moyen de textes écrits. N’est-il pas paradoxal de tout à la fois rejeter et utiliser une même technologie ? Ou est-ce que les pratiques de l’oralité et de l’écriture des philosophes grecs, telles que ceux-ci les décrivent dans leurs ouvrages, peuvent être cohérentes avec leurs critiques ? Notre thèse visait, d’une part, à répondre à ce questionnement en confrontant les pratiques des philosophes anciens aux critiques qu’ils adressent à l’écriture, par le biais d’une étude systématique des discours sur la lecture et l’écriture dans des textes anciens d’auteurs et d’époques variés, et notamment des textes qui n’ont pas l’écriture pour objet. D’autre part, comme les travaux déjà publiés sur ce thème tentaient le plus souvent de trouver le point de rupture entre la tradition orale et la tradition écrite (cf. Havelock 1963, Lentz 1989), nous avons voulu inscrire notre objet d’étude dans une plus longue durée, ce qui nous a permis de constater qu’une rupture radicale entre les philosophes de tradition orale et ceux appartenant à la tradition écrite n’avait pas eu lieu, et que l’on observait plutôt une continuité des critiques et des pratiques de l’oralité et de l’écriture depuis l’époque classique jusqu’à l’Antiquité tardive. Malgré le développement de nouveaux supports matériels pour l’écriture, l’émergence d’une religion du livre, et la mise à l’écrit des poèmes homériques, la tradition philosophique grecque témoigne d’un usage circonspect de l’écriture et du refus de rejeter définitivement l’oralité. / When we read ancient philosophical works, often we are surprised to find that the Greek philosophers strongly criticize literacy, as we are still confronted with a written text. Is it not paradoxical to reject a technology while still using it? Or is the philosophers’ practice of literacy, as described in their works, consistent with their criticism? Is the philosophers’ practice of literacy, as described in their works, consistent with their criticism of it? This thesis aims to answer these questions, firstly, by comparing the ancient philosophers’ criticism of literacy to their practice of it, through the study of what various authors from various periods say about reading and writing. On the other hand, since earlier works on this topic have proposed that the classical period witnessed a sudden and, to a certain extent, definitive turn to literacy, and have tried to locate this turn in time, I have examined the situation in a broader perspective, over a longer period of time. The results show that, if we consider how philosophers criticize literacy and how they describe themselves in their own discourses, literacy patterns tended to remain similar until late Antiquity; and that, in spite of Aristotle's new use of literacy, the criticism we find in Plato lingers on. As a result, what we usually call the transition from an oral tradition to a written tradition could be better viewed as a cultural continuity. In spite of the commitment to writing recording of the Homeric poems, of the emerging of a book-centered religion, and notwithstanding an evident use of literacy, the ancient philosophical tradition testifies to a refusal, both theoretical and practical, of throwing away orality.

This paper serves to outline the advantages of a tertiary institution, in having a Web site as a form of advertising. It draws on theories of consumer behaviour and services marketing in order to establish the basis for Internet advertising, in relationship with literature obtained on Web based marketing. The paper is based on a case study (M L Sultan Technikon) and it poses the question of whether M L Sultan Technikon students are aware of the Web site. It also tries to determine how the students rate the Technikon's Web site. The research is descriptive in nature and self-administered questionnaires were used as the research instrument The findings of the study show that there was a high level of awareness of the Technikon's Web site amongst students but there was low usage of the site. It was found that students preferred using the Central Applications office more to obtain information regarding their application to a particular programme. It was further established that students relied to a large extent on previous students' word-of-mouth on the programmes on offer. The Internet did not appear as a particularly popular medium for gathering information. Here, it was established that students did not have access to computers, thus resulting in poor usage of the Web site. The overall comments and rating of the Technikon Web site was average. It has thus been concluded that the Technikon needs to update the Web site more often in order to keep users from re-visiting the site and to create an overall exciting impression. The Technikon also has to invest in marketing the Web site more so that there is greater reach. It has also been concluded that the advantages of advertising on the Web is beneficial to a company in general. The Technikon needs to use Internet advertising in conjunction with traditional media to appeal to both the traditional and sophisticated student. / Thesis (MBA)-University of Natal, Durban, 2001.

本研究為長期性的敘事研究，運用了Wenger (1998)的「實踐社群」社會學習理論(communities of practice)，以及Norton(1995)的投資理論 (investment)，研究目的是為了探索一位台灣的英語教學研究所博士生的學術成長經驗及其所衍生的意義，特別是針對他奮勉進行學術研究投稿、完成博士學位、並進而開啟他未來的學術生涯等等的過程。本研究主要追蹤了研究參與者在其博士生涯的三個形成階段中，他的學術投稿經驗的心路歷程，一路到研究參與者最後在全球的英語教學領域之學術社群中取得更完全的參與度階段。為了能夠對於研究參與者其經驗有深入的了解，本研究採用了「敘事研究法」，收集了研究參與者的學習經驗自傳、敘說訪談的錄音及其逐字稿、研究者的現場筆記及研究筆記、以及其他由研究參與者所提供的文件等資料，以便能分析參與者的言談資料、且對資料進行敘事性的分析、並進而產出情節故事作為研究結果。研究結果發現，研究參與者持續努力來達成其所認定的學術投稿要求，確實增長了他在學術素養的成長，並足以成為學術社群當中的一員。在其過程當中，研究參與者對於實踐其學術投稿的過程當中相關資源的運用方式，與在Wenger ‘s (1998) 「實踐社群」社會學習理論的非正式學習的特色是相互呼應的。研究參與者在學術社群當中所獲得的參與度，也表現出了其所累積的文化資產。最重要的是，從研究參與者的經驗透露出，就其受到英語教學社群的社會文化的影響之下來看，研究參與者埋首致力於學術投稿活動不僅僅是為了當下於英語教學社群的參與，也為了即將到來的終生志業進行Norton (1995)理論當中的個人投資的傾向。這樣的情況顯示出，要學習成為一個英語教學研究領域的學者，的確是涉及了諸多層面的複雜構面及諸多意義上的磋商。而就整個過程來說，也是與研究參與者，他身為初階的年輕學人，身處於台灣的社會情境當中，為了能夠符合全球各地諸多種類專業社群的規範，他以放遠全球的思維來，來實踐在地的行動，成長中的信念是有所共鳴的。最後，本研究將針對台灣高等教育環境中的英語教學研究領域之博士班課程提出建議並討論，以促進年青學人們在學術領域的發展。 / Drawing on Wenger’s (1998) social learning theory as well as Norton’s (1995) notion of investment, this longitudinal qualitative study aims to investigate and derive meanings from the academic experience of one former Taiwanese TESOL doctoral student as he struggled to write for scholarly publications, survived the Ph.D. program, and initiated his academic career. The study mainly traces the twists and turns of his publishing experience in three stages of his forming years till the participant finally has acquired a fuller membership in the global TESOL academic community. To capture and derive an in-depth understanding of the experiences, a narrative inquiry approach was adopted, collecting the young scholar’s written autobiography, recorded narrative interviews and transcripts, the researcher’s research notes and other related documents that the participant provided, so as to thematically analyze the narrative data and then exert the narrative analysis to configure the happenings and events into seven emplotted narratives as the research results. The findings indicate that the participant’s continual endeavor to meet the perceived and assumed requirements for publishing indeed rendered him the academic literacy development necessary to become a member of the academic community. In the process, the participant’s ways of utilizing resources situated in the practice of publishing echo the features of informal learning in Wenger’s (1998) social learning theory. The membership in the academic community gained by the participant also indicates the accumulated cultural capital. Most importantly, the participant’s experience as a doctoral student, being socially and culturally medicated by the TESOL academic community, reveals a tendency to engage in academic tasks for scholarly purposes not only for the current participation in the TESOL academic community but also for personal investment (Norton, 1995) for the coming life-long career. This suggests learning to become a TESOL scholar indeed involves multiple layers of complexity and challenges, and the whole process is also a resonant to his growing faith as a novice young scholar, situated in the social context of Taiwan, to act locally and think globally, in order to conform to norms of various discourse communities around the world. Suggestions for TESOL doctoral programs in Taiwanese higher education to help and support young scholars’ academic development are discussed.

Thesis (M. Bus.)--University of Technology, Sydney, 2003. / Title from PDF title page (viewed on July 25, 2005). Includes bibliographical references (p. 50-56).

Cette thèse traite de la carrière politique et du « service de plume » de Blaise de Vigenère (1523-1596), agent du roi et voyageur, puis traducteur et commentateur érudit dans le dernier tiers de sa vie. À travers une étude biographique et contextuelle, elle met en évidence une figure sociale trop méconnue du champ des lettres et de l’histoire : celle du secrétaire. Elle interroge ensuite du point de vue de la poétique le statut d’observateur que Vigenère se donne dans ses écrits : le sens de la merveille et l'analyse de la raison technique y vont de pair. La riche expérience de serviteur de l'ombre théorisée dans les traités italiens, et surtout les pratiques d’écritures qui rejoignent l’humanisme constituent un héritage que Vigenère dépasse cependant. L’entreprise de publication, abondante et efficace, est remise en contexte et peut être comprise comme une prudente tentative de courtiser et de conseiller le pouvoir par l’image ou l’allusion. Dans les dernières œuvres où l’allusion le cède au symbole, Vigenère manie le plan littéral et le plan symbolique. Il se montre kabbalisant catholique et pré-nationaliste. En « Politique » de la fin des guerres de religion, il défend alors l’institution monarchique contre la Ligue catholique. Mais les images du Discours sur l’histoire du roy Charles VII (1594) sont les derniers feux d’une herméneutique inquiète. / This study deals with the career and the service to the monarchy of the penman Blaise de Vigenère (1523-1596), who was an agent to the king and was travelling through Europe. He became a translator and scholarly annotator during the last period of his life. I study biography, historical and sociological context, in order to highlight an essential yet overlooked figure : the secretary. I try to show that the personal point of view in his writings is double : while he admires wonders and signs in nature, he is also a sceptical analyst looking for technical explanations. He inherits the experience of those shadowy figures, awarely described in italian trattati, and their practices of writing – those of humanists. But he goes over. Publishing a lot of manuscripts in a short time, he tries to have an effect on the monarch and to court him. His last works are more explicit. Vigenère combines litteral meaning and symbolic interpretation : he uses a kind of catholic kabbalah in a pre-nationalist purpose. As a « Politique », at the end of the Civil Wars, he is a partisan of the monarchy against the Catholic League. But the images of the Discours sur l’histoire du roy Charles VII (1594) might be the swansong of the Renaissance hermetic symbolism.