The article presents the Search Situation Transition (SST) method for analysing Web information search (WIS) processes. The idea of the method is to analyse searching behaviour, the process, in detail and connect both the searchers' actions (captured in a log) and his/her intentions and goals, which log analysis never captures. On the other hand, ex post facto surveys, while popular in WIS research, cannot capture the actual search processes. The method is presented through three facets: its domain, its procedure, and its justification. The method's domain is presented in the form of a conceptual framework which maps five central categories that influence WIS processes; the searcher, the social/organisational environment, the work task, the search task, and the process itself. The method's procedure includes various techniques for data collection and analysis. The article presents examples from real WIS processes and shows how the method can be used to identify the interplay of the categories during the processes. It is shown that the method presents a new approach in information seeking and retrieval by focusing on the search process as a phenomenon and by explicating how different information seeking factors directly affect the search process.

The article presents an analysis of the effect of granularity and order in an XML encoded collection of full text journal articles. 218 sessions of searchers performing simulated work tasks in the collection have been analysed. The results show that searchers prefer to use smaller sections of the article as their source of information. In interaction sessions during which articles are assessed, however, they are to a large degree evaluated as more important than the articles' sections and subsections.

Purpose Considerable effort is devoted to developing new models for organizing bibliographic metadata. However, such models have been repeatedly criticized for their lack of proper user testing. The purpose of this paper is to present a study on how non-experts in bibliographic systems map the bibliographic universe and, in particular, how they conceptualize relationships between independent but strongly related entities. Design/methodology/approach The study is based on an open concept-mapping task performed to externalize the conceptualizations of 98 novice students. The conceptualizations of the resulting concept maps are identified and analyzed statistically. Findings The study shows that the participants’ conceptualizations have great variety, differing in detail and granularity. These conceptualizations can be categorized into two main groups according to derivative relationships: those that apply a single-entity model directly relating document entities and those (the majority) that apply a multi-entity model relating documents through a high-level collocating node. These high-level nodes seem to be most adequately interpreted either as superwork devices collocating documents belonging to the same bibliographic family or as devices collocating documents belonging to a shared fictional world. Originality/value The findings can guide the work to develop bibliographic standards. Based on the diversity of the conceptualizations, the findings also emphasize the need for more user testing of both conceptual models and the bibliographic end-user systems implementing those models.

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E-science has reshaped meteorology due to the rate data is generated, collected, analyzed, and stored and brought data skills to a new prominence. Data information literacy-the skills needed to understand, use, manage, share, work with, and produce data-reflects the confluence of data skills with information literacy competencies. This research assessed perceptions of data information literacy and attitudes on its instruction for graduate students in meteorology. As academic librarians have traditionally provided information literacy instruction, the research determined if they were perceived as having a role in data information literacy instruction. The modified Delphi method was applied to obtain the perspectives of a panel of experts, representing students, librarians, professors, and researchers, for the purpose of forecasting and consensus-making. Through the consideration of the University of Oslo's Department of Geosciences' Meteorology Section, the research found that data information literacy skills were relevant to the work of meteorology students. Stakeholders perceived that academic librarians could play a future role in general instruction but that they would have to overcome obstacles to be involved in data information literacy instruction. For librarians to enter this domain, they would need to improve their technical skills, enhance their discipline-specific knowledge, or rely on collaborations. The significance of these findings was limited by the modest target population under examination; as a consequence, the results were strongly linked to the specific setting. Further studies would be necessary to determine their generalizability.cademic librarians have a history of facing changes in technology that vastly reshape their work. The digital age has brought incredible changes in the way information and data are produced, consumed, adapted, and shared, requiring a transformation of resources and services. At the same time, the meteorological community has undergone significant shifts as a consequence of e-science. E-science represents the unprecedented collection and analysis of data thanks to advances in high performance computational technology and networked environments. The scale of these data has accelerated scientific innovation and discovery but doi:10.5860/crl.77.4.536 crl16-828 Academic Librarians in Data Information Literacy Instruction 537has resulted in a deluge of data, some of which are messy and unstructured, and all of which are beyond the scope of manual control. Modern meteorology requires dealing with vast quantities of atmospheric measurements and running computation-and data-intensive models. For students in the field to engage with e-science data, they must have data skills to a degree not previously required. These skills-data information literacy skills-are the competencies needed to participate in the data-intensive research of e-science.We have explored perceptions of data information literacy skills and attitudes on their instruction for graduate students in meteorolog...