Abstract
Purpose– A previous contribution argues in favour of a balance in emphasis between information communication technology (ICT); information retrieval systems (IRS) such as databases, library catalogues, repositories, Google Scholar, digital libraries, portals, search engines; and the users of these systems. This contribution aims to pursue the need to consider affect and an affective paradigm more prominently in the design, evaluation, promotion and use of IRS and library and information services (LIS). Design/methodology/approach– The contribution is written against the background of research in information behaviour, user studies, systems design, and information literacy. Findings– Although the literature from LIS and other disciplines notes an affective paradigm or even paradigms, it is not strongly positioned compared with the systems and cognitive paradigms. A growing body of research and work practices such as information representation and tagging, and information skills training, is taking a slant towards affect and emotion. The question, however, is whether current work is sufficient to argue for an affective paradigm complementary to the systems, cognitive and socio-cognitive paradigms, and how an affective paradigm should be introduced in training/education for LIS. Originality/value– Although there are a number of publications on affect and emotion, and references to an affective paradigm, this contribution is aimed at stimulating thought on whether we should prominently introduce the affective paradigm into LIS curricula as preparation for adding more value to IRS, library services, and in dealing with emotion-laden jobs, and if so, how.
Purpose– A previous contribution argues in favour of a balance in emphasis between information communication technology (ICT); information retrieval systems (IRS) such as databases, library catalogues, repositories, Google Scholar, digital libraries, portals, search engines; and the users of these systems. This contribution aims to pursue the need to consider affect and an affective paradigm more prominently in the design, evaluation, promotion and use of IRS and library and information services (LIS). Design/methodology/approach– The contribution is written against the background of research in information behaviour, user studies, systems design, and information literacy. Findings– Although the literature from LIS and other disciplines notes an affective paradigm or even paradigms, it is not strongly positioned compared with the systems and cognitive paradigms. A growing body of research and work practices such as information representation and tagging, and information skills training, is taking a slant towards affect and emotion. The question, however, is whether current work is sufficient to argue for an affective paradigm complementary to the systems, cognitive and socio-cognitive paradigms, and how an affective paradigm should be introduced in training/education for LIS. Originality/value– Although there are a number of publications on affect and emotion, and references to an affective paradigm, this contribution is aimed at stimulating thought on whether we should prominently introduce the affective paradigm into LIS curricula as preparation for adding more value to IRS, library services, and in dealing with emotion-laden jobs, and if so, how.
