Evaluating collaborative information-seeking interfaces with a search-oriented inspection method and re-framed information seeking theory

Despite the many implicit references to the social contexts of search within information seeking and retrieval research, there has been relatively little work that has specifically investigated the additional requirements for collaborative information-seeking interfaces. Here, we re-assess an existing analytical inspection framework, designed for individual information seeking, and then apply it to evaluate a recent collaborative information-seeking interface: SearchTogether. The framework was built upon two models of solitary information seeking, and so as part of the re-assessment we first re-frame the models for collaborative contexts. We re-frame a model of search tactics, providing revised definitions that consider known collaborators. We then re-frame a model of searcher profiles to analyse support for different group dynamics. After presenting an analysis of SearchTogether, we reflect on its accuracy, showing that the framework identified eight known truths, eight new insights, and no known-to-be-untrue insights into the design. We conclude that the framework: (a) can still be applied to collaborative information-seeking interfaces; (b) can successfully produce additional requirements for collaborative information-seeking interfaces; and (c) can successfully model different dynamics of collaborating searchers.     

Digital media as a reflective tool: creating appropriate spaces for students to become introspective

Global citizenship and competency development have become integral parts of political, economic and education discourses. This is particularly true in the USA, where higher education institutions are answering the global citizenship call through the promotion of short-term study abroad. Unfortunately, the ‘just do it’ analogy too often influences the ideology of study abroad, whereby simply providing students with an international experience is perceived to be sufficient in shaping global citizenship. Global citizenship, as an educational outcome, is optimally facilitated when educational experiences are married with appropriate pedagogy, including the shaping of subsequent understandings and actions with critical reflection. We postulate that reflective experiences can be further enhanced by meeting students on the platforms and forums where they live, communicate and already engage. Specifically, this communication, using the context of short-term study abroad programmes, will argue that: (1) critical reflection is an essential step to fostering global citizenship and (2) digital story telling (mobile pedagogy) can be a powerful tool for enriching the critical reflection process.     

Micro-Counseling: An Experimental Study of Pre-Practicum Training in Communicating Test Results

Micro-counseling techniques were used to train 10 beginning graduate students in communicating test results. Training emphasized listening and responding to cues given by the client, brief and concise statements about test-related information, and relating the information to the client's experiences and needs. Training aids included programmed materials, brief videotapes of positive and negative models, role-playing, and videotape feedback of the role-playing and test interpretation sessions. Judges' ratings of trainees in the experimental group were significantly higher than their ratings for the 10 trainees in the control group. Client ratings of counselor effectiveness did not differ significantly for the two groups. Changes in clients' pre- and post-test attitude scores and knowledge scores were statistically significant. An enthusiastic response to the micro-counseling approach was evident from both inexperienced and experienced graduate students.