Undergraduates were tested to establish how they searched databases, the effectiveness of their searches and their satis faction with them. The students' cognitive and learning styles were determined by the Lancaster Approaches to Studying Inventory and Riding's Cognitive Styles Analysis tests. There were significant differences in the searching behaviour and the effectiveness of the searches carried out by students with different learning and cognitive styles. Computer-assisted learning (CAL) packages were devel oped for three departments. The effectiveness of the pack ages was evaluated. Significant differences were found in the ways students with different learning styles used the packages. Based on the experience gained, guidelines for the teaching of information skills and the production and use of packages were prepared. About two-thirds of the searches had serious weaknesses, indicating a need for effective training. It appears that choice of searching strategies, search effectiveness and use of CAL packages are all affected by the cognitive and learning styles of the searcher. Therefore, students should be made aware of their own styles and, if appropriate, how to adopt more effec tive strategies. Information skills training and, in particular, CAL packages for this purpose should be designed to accom modate different cognitive and learning styles.

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Information and communication technologies (ICT) have been in use for over three decades in different settings inAfrica, but the impact of ICT on users in the region is not well documented. This paper attempts to examine the impact of ICT in sub-Saharan Africa, based on a study using a grounded theory approach. It was aimed at understanding users within their ICT applications context. Four main aspects of the impact of ICT were identified: 'Actual impact', 'Potential impact', 'Constraints' and 'Actions centred around users and their reactions'. The research indicates that an understanding of ICT users' iterative and adaptive behaviour and their day-to-day pains in coping with problems of ICT in the local context is necessary for impact assessment.The constructionist behaviour in which individuals, organisations, professionals and groups map their world and situation, and the complex action and interaction between them, imposes the structure of ICT use. This paper discusses the impact of ICT in the context of its use and the concrete circumstances of the individuals involved and the tasks undertaken, together with historical and environmental perspectives. 50 1 2

The project was designed to provide a framework for a comprehensive user evaluation of both software packages and hypertext environments. User evaluation constituted an integral part of the design and development process. The learning packages and hypertext systems were evaluated in terms of the extent to which they provide flexibility for learners to follow their preferred learning styles. Evaluation was carried out in relation to: (1) hypertext packages; (2) learning styles and learning outcomes; and (3) system design. Two sets of learning experiments were conducted. In the first, the package related to ‘1992’ — the Single European Market—was tested with postgraduate MBA and Information Studies students, whose individual learning approaches were assessed. In the second, the package was in the field of food and wine and was tested with further education students on a catering course. Those with a holist predisposition strongly favoured the use of global features such as the map. On the other hand, serialists preferred the rapid access allowed by the index. The ‘Wine and Food’ experiment, with a smaller sample, produced no significant findings to reinforce the ‘1992’ results. However, there was an interesting positive correlation (though not statistically different) between field dependence and performance on the learning test. Cognitive styles were demonstrated to be a significant component of individual behaviour within the hypertext environment. Providing a variety of tools optimised for preferred modes of usage creates a rough equality of overall task‐related performance between those with differing cognitive styles, and allows the user to evolve an appropriate strategy for effective performance. The ‘lost in hyperspace’ phenomenon was rarely evident and may be eliminated by improved semantic content in navigational aids. Hypertext has been confirmed as a useful medium for searching, learning and recall, but must include as many alternative modes of usage as possible within the design of a particular system.

The results of two recently completed studies, one in the Trent Region and the other in the Anglia and Oxford Region, of the information-related behaviour of general medical practitioners (GPs) and of information activities within the general practices illustrating the information seeking behaviour of GPs, their generation of information, and communication within, to and from the practice. GPs stated that there is a need for more information to enable practices to function within the changing NHS environment. The increasing emphasis on evidence-based medicine also creates the need for appropriate information sources. The Trent study resulted in guidelines for best information practice, especially the need for each practice to have an information strategy. The Anglia and Oxford Study examined the role which the library and information services could play in supporting primary health care.

This paper discusses the citations to, and publications by, 10 members of the full-time academic staff of the Department of Information Studies, University of Sheffield. during the period [1980][1981][1982][1983][1984][1985][1986][1987][1988][1989][1990]. It is shown that departmental publications are cited by a very wide range of organisations and in many countries, with more citations in the social-science literature than in the science literature. The journals in which publications or citations occur are in fair agreement with a previous study that considered UK information studies professors. The overlap in the citations to pairs of members of staff is not very large, providing some support for the idea that information studies should not be regarded as an integrated discipline.

Results of a questionnaire survey (93 per cent response) of the 1974 to 1978 MSc in Information Studies graduates of the University of Sheffield are compared with those of the 1975 Sheffield survey and others. There has been an increase in the proportion of graduates entering industry and commerce, polytechnics and public service and a decrease in the proportion entering universities or returning to UK posts. Respondents showed a high degree of mobility between sectors of employment. Half the posts involved computer applications. Their present post was considered satisfactory by 82% of respondents.

This paper reports the principal results from a postal survey (response rate: 62%) of the students graduating from the MSc Information Management programme in the Department of Information Studies at the University of Sheffield in the years 1994-96. The most important conclusions to be drawn from the responses that were received are that: most of the graduates rapidly found employment in librarianship and information science, with the largest single group of students starting work in the industrial or commercial sectors; the most commonly occurring duties are database management and searching for information, with library skills being required for only a small fraction of their duties; the extensive restructurings that have occurred in many organisations have left the graduates largely unaffected; use of the Internet, practical computer skills and database design are the elements of most use in their postgraduate careers.