Purpose: to advance our understanding of the challenges of health information literacy education in disengaged at-risk populations; and from the perspective of professionals out with information professions occupying everyday support roles. Design/methodology: qualitative in-depth case study. Our participants were a team of UK Family Nurses providing outreach support to young expectant mothers from areas of multiple deprivations, and the mothers themselves. Our data collection methods were observation, survey, interviews, and focus groups. Findings: information needs of mothers are multiple, and not always recognised as information problems, or revealed. Several felt overwhelmed, and actively avoided health information. There is low awareness and/or use of state sources of online health information. Family nurses provide an important information intermediary role, but are unfamiliar with information literacy (IL) concepts and models; consequently, there is limited evidence of client transitions to independent information seeking, or underpinning pedagogical practices to achieve such goals. Research limitations/implications: further research is required into appropriate pedagogical approaches to IL education adaptable to semi-structured everyday situations. Recognition of information need requires particular attention, including methods of elicitation and specification in the problematic context. Practical implications: in an era of digital transitions and public service reforms, we raise important questions regarding the true reach of Public Health policy. Originality/value: holistically examining nurse-client information behaviours; extends discussion of low IL in nurses beyond issues of evidence based practice, to issues of developing healthcare self-efficacy in at-risk clients.
In this paper we investigate how information surrogates might be useful in exploratory search and what information it is useful for a surrogate to contain. By comparing assessments based on artificially created information surrogates, we investigate the effect of the source of information, the quality of an information source and the date of information upon the assessment process. We also investigate how varying levels of topical knowledge, assessor confidence and prior expectation affect the assessment of information surrogates. We show that both types of contextual information affect how the information surrogates are judged and what actions are performed as a result of the surrogate
This workshop explores the many roles children can play in the design of technology for their own use. Much literature has reported on how children have been mainly playing co-designer roles. By looking closer it emerges that children have mostly been involved in the ideation phase of design. More rarely were they actively engaged in other design phases e.g. conducting Contextual Inquiry, elaborating User Data Analysis, producing Personas, preparing Sketches and Story Boards and crafting Low and High resolution Prototypes. When it comes to evaluation, children are still mostly considered as final users while only rarely are they invited to run heuristic evaluations or even to have a more active role during the process. We would like to invite all relevant stakeholders: researchers, teachers, parents, and of course children, to share their experiences. The purpose of the workshop is also to bring their open questions and requests for guidelines and suggestions as to when and how to involve children in the various process stages. We hope to produce good definitions of the many roles children can play as co-researchers as well as to explore the benefits each participant will get from engaging with the overall design experience.
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