Nigel Ford

Nigel Ford[[Soubor:|250px|border]]
Datum a místo úmrtí	{{{datum_umrti}}} {{{misto_umrti}}}
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	USA
Vzdělání
Pracoviště
Známý pro	informační věda

Nigel Ford je profesor oboru informační vědy, který začal svou kariéru jako knihovník. Jeho hlavním zaměřením se stalo informační chování a v tomto směru vydal mnoho publikací a vědeckých článků. Vystudoval univerzitu v Sheffieldu, kde získal titul magistra v oboru knihovnictví.

Svůj zájem o informační chování získal při práci na Hill College, která je dnes univerzitou. Zde působil jako výchovný knihovník, a začal se zajímat o výchovné aspekty, které ho dovedly k informačnímu chování. Jeho metody učení také pokrývají informační gramotnost, vzdělávací informatiku a aspekty informačního vyhledávání.

Napsal mnoho uznávaných článků, ale jeho největším nejznámějším dílem se stala jeho kniha Introduction to Information Behaviour. Tato učebnice se stala důležitým prvkem pro studenty a zájemce o studium informačního chování.

Život

V součastnosti

• V roce 2011 dosáhl důchodového věku a upustil od své role Director of Research a Head of the Educational Informatics Research Group. Místo úplného odchodu do důchodu se rozhodl pracovat na poloviční úvazek, který mu dovolil nadále přispívat pro výuku a výzkum školy.

V minulých letech

• Profesor informační vědy na University of Sheffield
• Od roku 1970 až 1971 působil na University of Leeds, jako knihovník

Vzdělání

• Získal titul magistra na University of Sheffield
• Vystudoval Lancaster Royal Grammar School

Říkají o něm

"Nigel is my mentor here at the Department of Information Studies (University of Sheffield). I am involved in numerous research projects with Nigel as we share a common interest in both Educational Informatics and Cognitive Styles, areas where he has been published frequently and has prestigious reviews. Nigel has a keen interest in web 2.0 and web technologies and teachs aspects such as usability, accessability, metacognition and research practice. He is an excellent teacher and a great listener, willing to adapt his constructivist and deep-learning teaching styles to any given situation."

March 3, 2009, Pete reported to Nigel at University of Sheffield

Dílo

Introduction to Information Behaviour

Nejznámějším dílem Nigela Forda je jeho učebnice Introduction to Information Behaviour. Kniha v sobě kombinuje jak teorii, tak praktický kontext, který popisuje co informační chování je, a co o něm víme. Kniha upozorňuje na potřebu nových chápání informačního chování.

Hllavní témata knihy

• Definice informačního chování a proč je užitečné o něm vědět
• Informační potřeby
•  Informační vyhledávání a získávání
•  Kolaborativní informační chování
• Faktory ovlivňující informační chování
• Modely a teorie informačního chování
• Přístup k výzkumu a metodologie
• Designování informačních systémů
• Budoucí trajektorie výzkumu informačního chování a praxe

Aktivity

• Bývalý člen AHRC Peer Review College
• Redaktor časopisu Journal of Documentation.
• Člen Educational Informatics Research Group na University of Sheffield

Úspěchy

• V den 27. Října získal titul Emeritus Professor za jeho „nejvíce význačné služby a příspěvky do Informační školy" (Information school).

Publikace

Vědecké články

2014

• Goodale P, David Clough P, Fernando S, Ford N & Stevenson M (2014) Cognitive styles within an exploratory search system for digital libraries. Journal of Documentation, 70(6), 970-996. View this article in White Rose Research Online

2013

• Ford N (2013) Information Need: A Theory Connecting Information Search to Knowledge Formation. Journal of the Association for Information Science and Technology, 64(12), 2595-2596.

2012

• Madden AD, Ford N, Gorrell G, Eaglestone B & Holdridge P (2012) Metacognition and web credibility. Electronic Library, 30(5), 671-689. View this article in White Rose Research Online

2011

• Gorrell G, Ford N, Madden A, Holdridge P & Eaglestone B (2011) Countering method bias in questionnaire-based user studies. Journal of Documentation, 67(3), 507-524. View this article in White Rose Research Online
• Sen BA & Ford N (2011) Developing reflective practice in LIS education: The Sea-change model of reflection.. Education for Information, 27(4), 181-195. View this article in White Rose Research Online

2009

• Gorrell G, Eaglestone B, Ford N, Holdridge P & Madden A (2009) Towards "metacognitively aware" IR systems: An initial user study. Journal of Documentation, 65(3), 446-469.
• Ford N, Eaglestone B, Madden A & Whittle M (2009) Web searching by the "general public": An individual differences perspective. Journal of Documentation, 65(4), 632-667.

2008

• Mansourian Y, Ford N, Webber S & Madden A (2008) An integrative model of "information visibility" and "information seeking" on the web. Program: Electronic Library and Information Systems, 42(4), 402-417.
• Ford N (2008) Educational Informatics. Annual Review of Information Science and Technology, 42(1), 497-544.

2007

• Whittle M, Eaglestone B, Ford N, Gillet VJ & Madden A (2007) Data mining of search engine logs. Journal of the American Society for Information Science and Technology, 58(14), 2382-2400.
• Madden AD, Ford NJ & Miller D (2007) Information resources used by children at an English secondary school: Perceived and actual levels of usefulness. Journal of Documentation, 63(3), 340-358. View this article in White Rose Research Online
• Eaglestone B, Ford N, Brown GJ & Moore A (2007) Information Systems and Creativity: An Empirical Study. Journal of Documentation, 63(4), 443-464.
• Mansourian Y & Ford N (2007) Search Persistence and Failure on the Web: A "Bounded Rationality" and "Satisficing" Analysis. Journal of Documentation, 63(5), 680-701.
• Mansourian Y & Ford N (2007) Web Searchers' Attributions of Success and Failure: An Empirical Study. Journal of Documentation, 63(5), 659-679.

2006

• Whittle M, Eaglestone B, Ford N, Gillet VJ & Madden A (2006) Query transformations and their role in Web searching by the general public. Information Research, 12(1). View this article in White Rose Research Online
• Madden AD, Ford NJ, Miller D & Levy P (2006) Children's use of the internet for information-seeking: What strategies do they use, and what factors affect their performance?. Journal of Documentation, 62(6), 744-761.
• Ford N & Mansourian Y (2006) The Invisible Web: An Empirical Study of "Cognitive Invisibility". Journal of Documentation, 62(5), 584-596.

2005

• Ford N, Miller D & Moss N (2005) Web Search Strategies and Human Individual Differences: A Combined Analysis. Journal of the American Society for Information Science and Technology, 56(7), 757-764. View this article in White Rose Research Online
• Ford N, Miller D & Moss N (2005) Web Search Strategies and Human Individual Differences: Cognitive and Demographic Factors, Internet Attitudes and Approaches. Journal of the American Society for Information Science and Technology, 56(7), 741-756. View this article in White Rose Research Online
• Madden A, Ford N, Miller D & Levy P (2005) Using the Internet in Teaching: The Views of Practitioners (A survey of the views of secondary school teachers in Sheffield, UK). British Journal of Educational Technology, 36(2), 255-280.
• Ford N (2005) "Conversational" information systems - Extending educational informatics support for the web-based learner. Journal of Documentation, 61(3), 362-384. View this article in White Rose Research Online

2004

• Ford N (2004) Creativity and Convergence in Information Science Research: The Roles of Objectivity and Subjectivity, Constraint and Control. Journal of the American Society for Information Science and Technology, 55(13), 1169-1182. View this article in White Rose Research Online
• Ford N (2004) Modeling Cognitive Processes in Information Seeking: From Popper to Pask. Journal of the American Society for Information Science and Technology, 55(9), 769-782. View this article in White Rose Research Online
• Ford N (2004) Spinning the Semantic Web: Bringing the World Wide Web to its Full Potential. Information Research, 9(2).
• Ford N (2004) Towards a Model of Learning for Educational Informatics. Journal of Documentation, 60(2), 183-225. View this article in White Rose Research Online

2003

• Ford N, Miller D & Moss N (2003) Web Search Strategies and Approaches to Studying. Journal of the American Society for Information Science and Technology, 54(6), 473-489. View this article in White Rose Research Online
• Levy P, Ford N, Foster J, Madden A, Miller D, Nunes MB, McPherson M & Webber S (2003) Educational informatics: An emerging research agenda. Journal of Information Science, 29(4), 298-310. View this article in White Rose Research Online
• Foster A & Ford N (2003) Serendipity and information seeking: An empirical study. Journal of Documentation, 59(3), 321-340.

2002

• Ellis D, Wilson TD, Ford N, Foster A, Lam HM, Burton R & Spink A (2002) Information seeking and mediated searching. Part 5. User-intermediary interaction. Journal of the American Society for Information Science and Technology, 53(11), 883-893. View this article in White Rose Research Online
• Spink A, Wilson TD, Ford N, Foster A & Ellis D (2002) Information seeking and mediated searching study: Part 3. Successive searching. Journal of the American Society for Information Science and Technology, 53(9), 716-727. View this article in White Rose Research Online
• Wilson TD, Ford NJ, Ellis D, Foster AE & Spink A (2002) Information seeking and mediated searching: Part 2. Uncertainty and its correlates. Journal of the American Society for Information Science and Technology, 53(9), 704-715. View this article in White Rose Research Online
• Ford N, Wilson TD, Foster A, Ellis D & Spink A (2002) Information seeking and mediated searching: Part 4. Cognitive styles in information seeking. Journal of the American Society for Information Science and Technology, 53(9), 728-735. View this article in White Rose Research Online
• Spink A, Wilson TD, Ford N, Foster A & Ellis D (2002) Information-seeking and mediated searching: Part 1. Theoretical framework and research design. Journal of the American Society for Information Science and Technology, 53(9), 695-703. View this article in White Rose Research Online
• Ford N, Miller D & Moss N (2002) Web Search Strategies and Retrieval Effectiveness: An Empirical Study. Journal of Documentation, 58(1), 30-48. View this article in White Rose Research Online

2001

• Ford N, Miller D & Moss N (2001) The Role of Individual Differences in Internet Searching: An Empirical Study. Journal of the American Society for Information Science and Technology, 52(12), 1049-1066. View this article in White Rose Research Online
• Ford N & Chen SY (2001) Matching/Mismatching Revisited: An Empirical Study of Learning and Teaching Styles. British Journal of Educational Technology, 32(1), 5-22.
• Ford N (2001) The Increasing Relevance of Pask's Work to Modern Information Seeking and Use. Kybernetes, 30(5-6), 603-629.

2000

• Booth A, O apos Rourke AJ & Ford NJ (2000) Structuring the pre-search reference interview: A useful technique for handling clinical questions. Bulletin of the Medical Library Association, 88(3), 239-247. View this article in White Rose Research Online
• Ford N (2000) Cognitive Styles and Virtual Environments. Journal of the American Society for Information Science, 51(6), 543-557.
• Ford N (2000) Improving the 'Darkness to Light' Ratio in User-related Information Retrieval Research. Journal of Documentation, 56(6), 624-643.

1999

• Ford N (1999) Information Retrieval and Creativity: Towards Support for the Original Thinker. Journal of Documentation, 55(5), 528-542.
• Ford N (1999) The Growth of Understanding in Information Science: Towards a Developmental Model. Journal of the American Society for Information Science, 50(12), 1141-1152.
• Ford N, Miller D, Booth A, O'Rourke A, Ralph J & Turnock E (1999) Information Retrieval for Evidence-based Decision Making. Journal of Documentation, 55(4), 385-401.
• O'Rourke A, Booth A & Ford N (1999) Another fine MeSH: clinical medicine meets information science. Journal of Information Science, 25(4), 275-281.
• Tefera T, Wood F & Ford N (1999) CD-ROM Services in Ethiopia: A Survey. Journal of Information Science, 25(4), 327-333.

1998

• Ellis D, Ford N & Furner J (1998) In Search of the Unknown User: Indexing, Hypertext and the World Wide Web. Journal of Documentation, 54(1), 28-47.
• Chen SY & Ford NJ (1998) Modelling user navigation behaviours in a hypermedia-based learning system: An individual differences approach. Knowledge Organization, 25(3), 67-78.

1996

• Ford N & Miller D (1996) Gender Differences in Internet Perceptions and Use. Aslib Proceedings, 48(7-8), 183-192.
• Wood F, Ford N, Miller D, Sobczyk G & Duffin R (1996) Information Skills, Searching Behaviour and Cognitive Styles for Student-centred Learning: A Computer-assisted Learning Approach. Journal of Information Science, 22(2), 79-92.

1995

• Ford N (1995) Levels and Types of Mediation in Instructional Systems: An Individual Differences Approach. International Journal of Human-Computer Studies, 43(2), 241-259.

1994

• Ford N, Wood F & Walsh C (1994) Cognitive Styles and Searching. Online Information Review, 18(2), 79-86.
• Wood F, Ford N & Walsh C (1994) The Effect of Postings Information on Searching Behaviour. Journal of Information Science, 20(1), 29-40.
• Ford N & Ford R (1994) Toward User Models for Intelligent Computer-Assisted Learning: An Empirical Study. Journal of Education for Library and Information Science, 35(3), 187-200.

1993

• Ford N & Ford R (1993) Towards a Cognitive Theory of Information Accessing: An Empirical Study. Information Processing & Management, 29(5), 569-585.
• Ford N & Ford R (1993) Cognitive Styles and Database Access. Online Information Review, 17(2), 124-124.
• Ellis D, Ford N & Wood F (1993) Hypertext and Learning Styles. Electronic Library, 11(1), 13-18.

1992

• Ford N & Ford R (1992) Learning Strategies in an ‘Ideal’ Computer-based Learning Environment. British Journal of Educational Technology, 23(3), 195-211.

1991

• Ford N (1991) Knowledge-based Information Retrieval. Journal of the American Society for Information Science, 42(1), 72-74.

1990

• Ford N (1990) Prolog and Databases: Implementations and New Directions: P.M.D. Gray and R.J. Lucas. International Journal of Information Management, 10(2), 158-160.

1989

• Ford NJ (1989) Leonardo. Revision 3.. International Journal of Information Management, 9(1), 73-75.
• Ford N (1989) From Information - to Knowledge-management: The Role of Rule Induction and Neural Net Machine Learning Techniques in Knowledge Generation. Journal of Information Science, 15(4-5), 299-304.

1988

• Ellis D, Ford NJ, Willet P & Wood FE (1988) Annual-Review of Information Science and Technology, Vol. 22. Journal of Documentation, 44(3), 263-267.
• Ford NJ (1988) Knowledge Based Problem Solving: Janusz S. Kowalik. International Journal of Information Management, 8(2), 149-150.

1987

• Ford NJ (1987) CRYSTAL: An Expert System Shell for the IBM PC/XT/AT and Compatibles. International Journal of Information Management, 7(3), 171-172.
• Ford NJ (1987) Expert Systems in Libraries: Forbes Gibb. International Journal of Information Management, 7(3), 168-170.
• Ford NJ (1987) Artificial Intelligence: The Very Idea : John Haugeland. International Journal of Information Management, 7(1), 59-60.

1986

Ford N (1986) Psychological Determinants of Information Needs: A Small-scale Study of Higher Education Students. Journal of Librarianship and Information Science, 18(1), 47-62.

1985

• Ford N (1985) Learning Styles and Strategies of Postgraduate Students. British Journal of Educational Technology, 16(1), 65-79.
• Ford N (1985) Styles and Strategies of Processing Information - Implications for Professional Education. Education for Information, 3(2), 115-132.

1984

• Ford N (1984) Intellectual Development and the Organization of Knowledge. Journal of Education for Librarianship, 24(3), 157-173.

1983

• Ford N (1983) Knowledge Structures in Human and Machine Information Processing - Their Representation and Interaction. Social Science Information Studies, 3(4), 209-222.

1981

• Ford N (1981) Recent Approaches to the Study and Teaching of ‘Effective Learning’ in Higher Education. Review of Educational Research, 51(3), 345-377.

 

Citace

1. https://www.linkedin.com/in/peteholdridge?authType=name&authToken=sJxI

Externí zdroje

• https://www.sheffield.ac.uk/is/staff/ford Profil na oficiálních webových stránkách The University Of Sheffield

• https://www.linkedin.com/in/nigel-ford-85528aa Oficiální LinkedIN účet