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2008
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| |  | Abelson, Hal | Blown to Bits: Your Life, Liberty, and Happiness After the Digital Explosion read moreAbstract: Sorry no abstract available for this article | 2008 |
| | | Klingberg, Torkel | The Overflowing Brain: Information Overload and the Limits of Working Memory read moreAbstract: As the technological environment speeds up to a maddening degree, Klingberg, a professor of developmental cognitive neuroscience at Sweden's Karolinska Institute, warns that the huge burden of information overload and multitasking can exceed the limits of our slowly evolving stone-age brain. Using data showing the subtle increase in IQ scores during the last century and its link to educational improvements, Klingberg notes a gap between the rapidity of electronic high-tech devices and the brain's relatively slower capacity to process information, leading to memory malfunctions. The text can be somewhat academic, but the amount of scientific fact translated to something the reader can use is still sizable, including keen writing on the impact on working memory of problem solving, meditation, computer games, caffeine and the existence of attention deficit disorder. Klingberg also reviews the evidence that mental exercise can increase the capacity of working memory. A highly sane look at the increasingly insane demands of the information age, this book discusses with precision a subject worthy of attention. B&w illus. | 2008 |
| | | Ragowsky, Arik | Give me information, not technology read moreAbstract: Sorry no abstract available for this article | 2008 |
2005
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| | | Levy, D. M. | To grow in wisdom: vannevar bush, information overload, and the life of leisure read moreAbstract: It has been nearly sixty years since Vannevar Bush's essay, "As We May Think," was first published in The Atlantic Monthly, an article that foreshadowed and possibly invented hypertext. While much has been written about this seminal piece, little has been said about the argument Bush presented to justify the creation of the memex, his proposed personal information device. This paper revisits the article in light of current technological and social trends. It notes that Bush's argument centered around the problem of information overload and observes that in the intervening years, despite massive technological innovation, the problem has only become more extreme. It goes on to argue that today's manifestation of information overload will require not just better management of information but the creation of space and time for thinking and reflection, an objective that is consonant with Bush's original aims | 2005 |
| | | Chen, Chun-Ying | Managing perceptions of information overload in computer-mediated communication read moreAbstract: Many studies report information overload (IO) as one of the main problems students encounter in computer-mediated communication (CMC). To date, researchers have paid little attention to the problem of IO—more specifically, to its impact on students’ quality interaction—in educational CMC. In an attempt to fill that gap, the purposes of this study were as follows: (a) to understand the difficulties students encounter that contribute to their perceptions of IO in CMC, (b) to observe the impact of those difficulties on students’ learning in online discussions, and (c) to identify students’ strategies for avoiding or managing those difficulties in order to engage in quality learning. Interviews with students and computer conferencing transcripts were analyzed both qualitatively and quantitatively. Interviews with 10 graduate students near the beginning of the semester revealed that although students were exposed to the same amount of information in the same learning environments, different individuals experienced different degrees of IO. Varied learner characteristics caused some students to be more susceptible to IO than others. The difficulties students encountered that contributed to their perceptions of IO included connection problems, navigation difficulties, discomfort with online communication, numerous ongoing discussion messages and endless resources, difficulty in organizing learning, and problems understanding the assigned readings. Those difficulties tended not to affect students’ deep processing as observed in their discussion messages, but might influence students’ online interaction with others. Students engaging in quality learning in online discussions were interviewed near the end of the semester to investigate their learning strategies. The results indicated that students used a variety of strategies to deal with those difficulties. Those strategies were related to online class preparation, identifying relevant information, processing online information and printed materials, keeping learning on track, organizing learning, and avoiding internal and external distractions. The results of this study have implications for course design. | 2005 |
| | | Xin, Zhiyun | Information Push-Delivery for User-Centered and Personalized Service read moreAbstract: In this paper, an Adaptive and Active Computing Paradigm (AACP) for personalized information service in heterogeneous environment is proposed to provide user-centered, push-based high quality information service timely in a proper way, the motivation of which is generalized as R4 Service: the Right information at the Right time in the Right way to the Right person, upon which formalized algorithms of adaptive user profile management, incremental information retrieval, information filtering, and active delivery mechanism are discussed in details. The AACP paradigm serves users in a push-based, event-driven, interest-related, adaptive and active information service mode, which is useful and promising for long-term user to gain fresh information instead of polling from kinds of information sources. Performance evaluations based on the AACP retrieval system that we have fully implemented manifest the proposed schema is effective, stable, feasible for adaptive and active information service in distributed heterogeneous environment. | 2005 |
2004
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| | | Eppler, Martin | The Concept of Information Overload: A Review of Literature from Organization Science, Accounting, Marketing, MIS, and Related Disciplines read moreAbstract: Based on literature from the domains of organization science, marketing, accounting, and management information systems, this review article examines the theoretical basis of the information overload discourse and presents an overview of the main definitions, situations, causes, effects, and countermeasures. It analyzes the contributions from the last 30 years to consolidate the existing research in a conceptual framework and to identify future research directions. | 2004 |
2003
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| | | | Total Information Overload read moreAbstract: Sorry no abstract available for this article | 2003 |
| | | Blair, A. | Reading strategies for coping with information overload ca. 1550-1700 read moreAbstract: Sorry no abstract available for this article | 2003 |
1999
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| | | Tidline, Tonyia J. | The Mythology of Information Overload read moreAbstract: LIBRARY SCIENCE WORK has often focused on the study AND INFORMATION
of solutions to the effects of information overload. For this reason, and
because the concept is frequently identified as a problem in popular cul-
ture, it is logical to assume that the existence and description of informa-
tion overload has been documented through rigorous investigation. Such
is not the case. This article looks at the functions of myth and brings to-
gether ideas about the information society, information, and information
overload to conclude that information overload is a myth of modern cul-
ture. In this sense, myth is a “nonscientific” process that confirms the
reality of an elusive phenomenon. The article also reports results of a
pilot project intended to describe information overload experienced by a
particular folk group composed of future library and information profes-
sionals. In addition to trying to enhance the description of information
overload, the pilot project represents an attempt to test the idea of the
folk group as a remedy for this condition. | 1999 |
| | | Hess, Brian | Graduate student cognition during information retrieval using the World Wide Web: a pilot study read moreAbstract: The intensity of Internet use in higher education, particularly the World Wide Web, has stimulated concern regarding the ways in which students acquire necessary skills for managing, filtering, and storing vast amounts of information. Research is beginning to focus on how students think about an Internet search and how they use cognitive strategies for information retrieval. The purpose of this study was to describe and interpret the cognition of a graduate student during information retrieval using the World Wide Web. The participant was a doctoral student in psychology with little experience using the Internet, particularly fewer experiences with the World Wide Web. The student performed an open search of her dissertation topic (i.e., child temperament), followed by a pre-arranged task requiring the student to answer several questions regarding the American Civil War using only the Web to obtain the information. Three qualitative sources of data were collected involving student cognition: observation, think aloud protocols, and an in-depth interview. A core category derived from the qualitative analysis indicated that the student’s thoughts and perceptions centered on information overload. A systematic approach outlined two major dimensions of this core category: knowledge and personal characteristics. Within each dimension several subcategories were identified. The results are interpreted within a theory of information processing. Implications for continuing this line of research are provided. | 1999 |
| | | Limberg, Louise | Experiencing information seeking and learning: a study of the interaction between two phenomena read moreAbstract: Reports the design and findings of a research project for a doctoral thesis on information seeking and use in a learning context. Theoretical frames were found in LIS use and user studies and in phenomenographic learning theory. The empirical study was conducted in a naturalistic setting with a group of 25 high school seniors. Phenomenographic method, designed to investigate variation in people's ways of experiencing phenomena in the world, was used. Three major ways of experiencing information seeking and use were identified; (a) fact-finding, (b) balancing information in order to make correct choices, (c) scrutinizing and analysing. The variation in information seeking and use interacted closely with variation in learning outcomes. These findings form a basis for further research on variation in users' ways of experiencing the content of information. They also provide a basis for didactic development of information literacy instruction.
| 1999 |
1998
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| | | Montebello, M. | Information overload-an IR problem? read moreAbstract: Information overload on the World Wide Web (WWW) is a well recognised problem. Research to subdue this problem and extract maximum benefit from the Internet is still in its infancy. With huge amounts of information connected to the Internet, efficient and effective discovery of resources and knowledge has become an imminent research issue. A vast array of network services is growing up around the Internet and a massive amount of information is added everyday. Despite the potential benefits of existing indexing, retrieving and searching techniques in assisting users in the browsing process, little has been done to ensure that the information presented is of a high recall and precision standard. Therefore, search for specific information on this massive and exploding information resource base becomes highly critical. The author discusses the issues involved in resolving the information overload over the WWW and argues that this is solely an information retrieval problem. As a contribution to the field he proposes a general architecture to subdue information overload and describes how this architecture has been instantiated in a functional system he developed | 1998 |
1997
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| | | Berghel, Hal | Cyberspace 2000: dealing with information overload read moreAbstract: Sorry no abstract available for this article | 1997 |
1994
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| | | Nelson, Mark R. | We have the information you want, but getting it will cost you!: held hostage by information overload. read moreAbstract: The Information Age has
arrived and with it comes a
daily assault of increased
information. Society is being
held hostage by a battery of
information which threatens to
exceed our ability to manage it.
Information overload costs
businesses and individuals
valuable time, effort and
additional resources...and the
cost is rising... | 1994 |
| | | Maes, Pattie | Agents that reduce work and information overload read moreAbstract: Sorry no abstract available for this article | 1994 |
1991
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| | | Gore Jr., Albert | Information superhighways: The next information revolution read moreAbstract: Proposes the development of a network of `information superhighways that would help turn the mounting load of unused data in todays society into knowledge for problem solving. How the information system would work; Importance of meeting todayshunger for knowledge in the midst of an excess of data; How the United States government should respond. | 1991 |
| | | Kuhlthau, Carol C. | Inside the search process: Information seeking from the user's perspective read moreAbstract: The article discusses the users' perspective of information seeking. A model of the information search process is presented derived from a series of five studies investigating common experiences of users in information seeking situations. The cognitive and affective aspects of the process of information seeking suggest a gap between the users' natural process of information use and the information system and intermediaries' traditional patterns of information provision. © 1991 John Wiley & Sons, Inc. | 1991 |
1989
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| | | Wurman, Richard S. | Information Anxiety read moreAbstract: Wurman identifies a special ailment of this age of communicationsso-called "information anxiety," caused, in his view, by an overwhelming flood of data, much of it from computers and much of it unintelligible. The author, a graphic artist and architect, argues that "learning is remembering what you are interested in," and proposes to help the anxious individual to select personally relevant information from the body of raw data or "non-information." He also demonstrates how to "access" resources and take advantage of experiences, suggesting specific information-processing skills and media habits. His breezy, colloquial style using short, headlined paragraphs is sprinkled with graphics and notes, imaginative quotes and anecdotes. This stimulating book is worth reading in or out of sequence if only for Wurman's views on education and the need to "transform information into structured knowledge." | 1989 |
1971
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| | | Toffler, Alvin | Future Shock read moreAbstract: Sorry no abstract available for this article | 1971 |
1945
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| | | Bush, Vannevar | As we may think read moreAbstract: As Director of the Office of Scientific Research and Development, Dr. Vannevar Bush has coordinated the activities of some six thousand leading American scientists in the application of science to warfare. In this significant article he holds up an incentive for scientists when the fighting has ceased. He urges that men of science should then turn to the massive task of making more accessible our bewildering store of knowledge. For years inventions have extended man's physical powers rather than the powers of his mind. Trip hammers that multiply the fists, microscopes that sharpen the eye, and engines of destruction and detection are new results, but not the end results, of modern science. Now, says Dr. Bush, instruments are at hand which, if properly developed, will give man access to and command over the inherited knowledge of the ages. The perfection of these pacific instruments should be the first objective of our scientists as they emerge from their war work. Like Emerson's famous address of 1837 on "The American Scholar," this paper by Dr. Bush calls for a new relationship between thinking man and the sum of our knowledge. —THE EDITOR | 1945 |
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