We report on our findings regarding authors' use of theory in 1,160 articles that appeared in six information science (IS) journals from 1993-1998. Our findings indicate that theory was discussed in 34.1% of the articles (0.93 theory incidents per article; 2.73 incidents per article when considering only those articles employing theory). The majority of these theories were from the social sciences (45.4%), followed by IS (29.9%), the sciences (19.3%), and humanities (5.4%). New IS theories were proposed by 71 authors. When compared with previous studies, our results suggest an increase in the use of theory within IS. However, clear discrepancies were evident in terms of how researchers working in different subfields define theory. Results from citation analysis indicate that IS theory is not heavily cited outside the field, except by IS authors publishing in other literatures. Suggestions for further research are discussed.

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We report on our findings regarding authors' use of theory in 1,160 articles that appeared in six information science (IS) journals from 1993-1998. Our findings indicate that theory was discussed in 34.1% of the articles (0.93 theory incidents per article; 2.73 incidents per article when considering only those articles employing theory). The majority of these theories were from the social sciences (45.4%), followed by IS (29.9%), the sciences (19.3%), and humanities (5.4%). New IS theories were proposed by 71 authors. When compared with previous studies, our results suggest an increase in the use of theory within IS. However, clear discrepancies were evident in terms of how researchers working in different subfields define theory. Results from citation analysis indicate that IS theory is not heavily cited outside the field, except by IS authors publishing in other literatures. Suggestions for further research are discussed.

The discursive viewpoint adopted by many researchers who study everyday life information seeking allows for a shift in focus away from the individual as a unit of analysis toward a more general understanding of the broader cultural conditions within which individuals operate. However, the data employed by such researchers often consist of the testimony or observed actions of individuals. This paradox provides a point from which to reflect on the process of gaining access or entry to everyday life information seekers as research participants. This article presents the authors' reflections on their experiences of conducting separate library and information science studies of three diverse populations: pregnant women, members of a self-help support group, and preschool children. The article's premise is that theory and research practice are intertwined and that attending to issues of gaining access is essential for the development of both. Access is an emergent process dependent on the characteristics of the researcher, the participants, and the research context. D