Others Blog

Here is among students attached in this class

Najibah
http://www.geocities.com/yooknajibah/

Cheryl
http://baguioborn.wordpress.com/

Tengku Suhaimi
http://tmsuhaimi.weebly.com/

Quiz 1

At the beginning of the semester, you were assigned to a particular user group (social sciences, humanities and the science and technology). Do a literature search introspecting on the information needs and behavior of the user group you have chosen/assigned. Summarize this literature and contemplate upon various models / theories of users’ information-seeking behavior and establish the validity how they contribute to your understanding of your user group. Add your own ideas how to best serve this group and your library users in general.

…………………………………………………………………………………………………………

The new challenge for library is most of user more interested to look for information in internet rather than in library. It’s also to build dissatisfaction without undermining the perception of the value of intranet content and other Web-based information. There have a lot of survey and research to look up in this matter. But whether, library has take necessary precaution and step still remain unknown.

Based on model of information behaviour, it’s stated that the user may seek information from other people, rather than the system. An individual may be looking for facts, advice or opinion, and may receive any other these either in writing or orally. (Wilson, T.D., 1981)

Information needs vary considerably from individual to individual. Not only are individuals in different social groupings. Not many other individuals will belong to the same pattern of social groupings and few, therefore, will have the same pattern of information needs. Guenther (2006) has suggested a few steps to understand user needs – gathering data, analyzing findings, writings personas and using personas.

With the increase in deployment of information and with the new generation, who always had the Web as an information resource and also user under 40s, who are good in Web research. A level of dissatisfaction level among of the information users will be increase. For my suggestion, to improve library service, we need to enhance librarian to become knowledge worker. It’s seems like current librarian are not so call advance in term of skills and knowledgeable in information and technology. We need technologies tools to help librarian when they seem to be having difficulty. At the same time, libraries also have to change perception of outreach to more focus on equity of access to information and library services to come up with innovative ways to achieve it

In study was commissioned by the British Library and JISC (2008) suggested we as library and librarian should be like the Google.com; easy to eccess, fast, advance in term of technology and information, user friendly etc. If not, user will leave us behind or bypass us. Coffman (1999) also recommended, we applied the Amazon.com business model to the library world. For example, we built Earth's Largest Library by allowing our patrons to search a huge catalog that listed all the books and other materials, we could get, instead of just those few items that happened to be in our own collections. It’s all available over the Web.

Based on Wilson's revised model of 1996, it explains about the cycle of information activities, from the rise of information need to the phase when information is being used. Its mention about information needs is secondary needs, caused by primary needs, which in accordance with definitions in psychology can be defined as physiological, cognitive or affective. Cognitive needs rise as an attempt to find sense and order in the world, and are the realization of a need to explain and make sense out of phenomena, but also can be simulated by common, non-utilitarian curiosity. The rise of a particular need is influenced by the context, which can be the person him or herself, or the role the person plays in work and life, or the environments (social, political, economical, technological, etc.). (Niedźwiedzka, 2003)

As conclusion, most of models are complex and multi-dimensional. it reflects the social information system itself. The model provides a framework for analysis. It can be used to analyse and to identify the scope and nature of information needs. The model can also be used as a tool for analysing information provision. So libraries and librarians should learn and understand about theory and model of information need to enhance their services.

References
Coffman, Steve. 1999. Building earth's largest library: Driving towards the future. Searcher Magazine. Volume 7, Number 3, March 1999

Guenther, Kim. 2006. Developing personas to understand user needs. Online. Weston: Conn. vol. 30 no. 5, 45-51, Sept. 2006

Information behaviour of the researcher of the future, 2008. A ciber briefing paper commissioned by the British Library and Joint Information Systems Committee (JISC), January 11, 2008.

Niedźwiedzka, B. 2003. "A proposed general model of information behaviour" Information Research, 9(1) paper 164 [Available at http://InformationR.net/ir/9-1/paper164.html]

Wilson, T.D.1981. On user studies and information needs. Journal of librarianship, 37(1), 3-15 [Available at http://informationr.net/tdw/publ/papers/1981infoneeds.html]

Report

INFORMATION LITERACY TOWARDS PROFESSIONALS
Report of the Studies


Reported By:
Zuraida Zakaria (WGB040002)
Tengku Mohd Suhaimi Raja Abdullah (WGB030014)

Reported to:
Prof Lleuvelyn A. Cacha

Reported For:
User Needs and Behaviour (WXGB6303)

____________________________________________________________________
Table of Contents
1. Introduction 1
1.2 Definition 1

2.1 Approaches to understand of Information Literacy 1
2.1 Model 1
2.1.1 The Big6 2
2.1.2 The Plus Model 3
2.1.3 Seven Information Literacy in Higher Education 4
2.2. Aspects of information literacy 7
2.3. New teaching methods 8

3. Literature Review 9

4. Recommendation 10

Conclusion 10

References 11

____________________________________________________________________

1. Introduction
Information literacy (IL) is usually described as the ability to locate, manage and use information effectively for a range of purposes. As such it is an important ‘generic skill' which allows people to engage in effective decision-making, problem solving and research. It also enables them to take responsibility for their own continued learning in areas of personal or professional interest (Bruce, 1997). Usually IL will be referring to professionals like librarian and teaching staffs such as lecturers, and teachers. Information literacy skills allow library and information professionals to create, develop and manage a library or information unit which meets the specific information needs of their organization. Information literacy is a survival in the information age irrespective of status and sex in the society. IL among people in the society keeping as libraries as main media and library associations and professionals as information motivators

1.1 Definition
Skill in finding the information one needs, including an understanding of how libraries are organized, familiarity with the resources they provide (including information formats and automated search tools), and knowledge of commonly used research techniques. The concept also includes the skills required to critically evaluate information content and employ it effectively, as well as an understanding of the technological infrastructure on which information transmission is based, including its social, political, and cultural context and impact (Refer to Online Dictionary for Library and Information Science - http://lu.com/odlis/odlis_i.cfm).

Information literacy knows when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner (Refer to Chartered Institute of Library and Information Professionals).

2. Approaches to understand of Information Literacy
2.1 Model

2.1.1 The Big6
The Big6 is developed by Mike Eisenberg and Bob Berkowitz., The Big6 is an information and technology literacy model and curriculum, implemented in thousands of schools - K through higher education. The Big6 is the most widely-known and widely-used approach to teaching information and technology skills in the world. Two sub-stages are part of each main category in the Big6 model:

a) Task Definition
· Define the information problem
· Identify information needed

b) Information Seeking Strategies
· Determine all possible sources
· Select the best sources

c) Location and Access
· Locate sources (intellectually and physically)
· Find information within sources

d) Use of Information
· Engage (e.g., read, hear, view, touch)
· Extract relevant information

e) Synthesis
· Organize from multiple sources
· Present the information

f) Evaluation
· Judge the product (effectiveness)
· Judge the process (efficiency)

People go through these Big6 stages—consciously or not—when they seek or apply information to solve a problem or make a decision. It’s not necessary to complete these stages in a linear order, and a given stage doesn’t have to take a lot of time. We have found that almost all successful problem-solving situations address all stages.

2.1.2) The PLUS Model
The PLUS information skills model is developed by James Herring, who is an authority on information literacy based at Queen Margaret University College, Edinburgh. PLUS is an acronym that both pupils and teachers will find easy to remember. It breaks information skills into four main parts, as shown in the box below:

a) Purpose
· Identifying an information need
· Learning to frame realistic research questions
· Planning a piece of research using diagrams or headings
· Identifying keywords.

b) Location
· Selecting suitable information media
· Locating information using library catalogues, indexes, databases, CD-ROMs or search engines

c) Use
· Evaluating quality/relevance of information retrieved
· Skimming and scanning text for information

d) Taking notes
· Presenting and communicating information
· Writing a bibliography

e) Self-evaluation
· Reflecting on what has been learnt and being able to come to a conclusion based on information found
· Carrying out a personal information skills audit
· Identifying successful information skills strategies

2.1.3) Seven Information Literacy in Higher Education

a) The information technology conception
In this category, explain a way of experiencing information literacy in availability and usability of information technology. Information technology is the focus of attention and information is viewed objectively, as something outside the individual. One of the major roles of technology is to make that information accessible, or to bring it into awareness

b) The information sources conception
It is knowledge of information sources which makes it possible to retrieve the information which is contained within them. The sources may be in a variety of medium; media, electronic and printed material. This category has three subcategories:

• knowing information sources and their structure
• knowing information sources and using them independently
• knowing information sources and using them flexibly, either independently or via an intermediary

c) The information process conception
In this category information processes are the focus of attention. Essentially, information literacy is seen as the ability to confront novel situations, and to deal with those situations on the basis of being equipped with a process for finding and using the necessary information. The precise nature of the process, however, varies from person to person. Effective action, problem-solving or decision-making is the outcome of the experience.

d) The information control conception
Information literacy is seen as controlling information and information control is the focus of attention. There are three subcategories reflecting different forms of control:

• control of information is established using filing cabinets.
• control of information is established using the brain or memory via various forms of links and associations.
• control of information is established using computers to allow storage and retrieval.

e) The knowledge construction conception
Information literacy is seen as building up a personal knowledge base in a new area of interest. Information, in this experience, becomes an object of reflection and appears to individual users in unique ways; it takes on a 'fluid' or 'subjective' character.

f) The knowledge extension conception
Information literacy is seen as working with knowledge and personal perspectives. Information use is the distinguishing feature of this experience involving a capacity for intuition, or creative insight.

g) The wisdom conception
Use of information, involving the adoption of personal values in relation to information use, is the distinguishing feature of this conception. It involves placing the information in a larger context, and seeing it in the light of broader experience, for example, historically, temporarily, socio-culturally

2.2. Aspects of information literacy
Another element to consider in IL are:-
a) Tool literacy, or the ability to understand and use the practical and conceptual tools of current information technology relevant to education and the areas of work and professional life that the individual expects to inhabit.

b) Resource literacy, or the ability to understand the form, format, location and access methods of information resources, especially daily expanding networked information resources.

c) Social-structural literacy, or knowing that and how information is socially situated and produced.

d) Research literacy, or the ability to understand and use the IT-based tools relevant to the work of today’s researcher and scholar.

e)Publishing literacy, or the ability to format and publish research and ideas electronically, in textual and multimedia forms (including via World Wide Web, electronic mail and distribution lists, and CD-ROMs).

f) Emerging technology literacy, or the ability to ongoingly adapt to, understand, evaluate and make use of the continually emerging innovations in information technology so as not to be a prisoner of prior tools and resources, and to make intelligent decisions about the adoption of new ones.

g) Critical literacy, or the ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials and limits, benefits and costs of information technologies

2.3) Methods in Information Literacy
These methods are referred to student-centred methods which emphasize learners' own activity in learning process. Essential in these methods are the active role of learners as processors and producers of information and knowledge, self-directed learning and independent information seeking (e.g. Lonka 1991).

a) Learning environment
Learning occurs everywhere and on all levels of education the role of information technology and information retrieval systems has been intensified. The conception of learning environment has expanded from the place of the study, for instance, the school to include also those sources for information which can be used and followed by different media, and those events which students can take part in outside the school virtually or directly (Lehtinen 1997).

b) Relations between the concepts
The basic assumption of this study is that activating, self-directed methods of learning, for example PBL, lead students to a diversified and active use of various sources and channels of information. This assumption is based on the modern conception of learning according to which learners are actively constructing knowledge and skills, the cognitive psychology's view of human beings as active and goal-directed, who seek for feedback and information about themselves and the world. The assumption is also based on the experiences reported by studies concerning student-centered teaching methods and library use as part of information behaviour.

3) Literature Review
3.1 Developing professional practice
In Information Literacy’s website – http://www.informationliteracy.org.uk/ – they suggested librarians to continue to develop professionally through:

• collaboration with peers
• collaboration with other support departments, such as personnel, professional development and IT
• collaboration with teachers and lecturers
• sharing of good practice through conferences and journal articles
• membership of professional associations, such as Chartered Institute of Library and Information Professionals and the Higher Education Academy attendance at courses.

The American Association of School Librarians issued a 1995 position paper on information competencies that stresses application rather than concepts. The paper recognizes the different roles of the administrator and the teacher in providing the integration of information literacy into the curriculum, supporting collaboration in planning and teaching among teachers and school library media specialists, and providing access to and using resource-based learning experiences, as well as notes the value of literature and technology as resources for student learning.

4) Recommendation
a) Collaboration
To be successfully, information literacy depends on collaboration between teachers, students, administrators, librarian etc. In order to effectively implement a program all parties must be involved.

b) Leadership of Administrators
Information literacy programs require the leadership and support of academic administrators. It includes helping create a supportive atmosphere and practical opportunities for cooperation among librarians, classroom faculty and information technologists not limited to budgetary support. Effective leadership should promote a vision of liberal education as an empowering and transforming endeavor that develops students as skilled independent learners.

c) The Role of the Librarian
Librarians are should deeply involved in this issues associated with developing information literacy programs to improve program quality.

Conclusion
IL is often linked to life long learning. Professional should especially educators and librarian should hand in hand for better understand through IL standards, assumptions, goals and expectations in order to develop meaningful collaborations and strengthen the programmes.

References
Bruce, Christine Susan. 1999. Seven Faces of Information Literacy in Higher Education. Queensland University of Technology. Accessed by 10 April. 2008
http://sky.fit.qut.edu.au/%7Ebruce/inflit/faces/faces1.php

Clinch, P and Jones Evans, A. 2007. “The Cardiff Handbook for Information Literacy Teaching-a case study in sharing staff training materials” Journal of Information Literacy, 1 (3).

Eisenberg, Mike and Berkowitz Bob. The Big6. Accessed by 10 April. 2008 http://www.big6.com

Herring, James E. . The Plus Model. Accessed by 11 April 2008.
http://www.ltscotland.org.uk/5to14/specialfocus/informationskills/plus.asp

Jones, R., Peters, K and Shields, E. 2007. “Transform your training: practical approaches to interactive Information Literacy teaching.” Journal of Information Literacy, 1 (1), 35-42.

Morris, A. 2007. “E-literacy and the grey digital divide: a review with recommendations” Journal of Information Literacy, 2(3).

Redd, M., Kinder, D & Farmun, C. 2007. Collaboration between Librarians and Teaching Faculty to teach Information Literacy at One Ontario University: Experiences and Outcomes” Journal of Information Literacy, 1 (3),

Vakkari, P. 1994. Library and information science: Its content and scope. Advances in Librarianship. Vol. 18. New York: Academic Press, 1-55.

Wallace, A. 2007. Information Literacy and the Academic Library: One stop on a Life-Long Journey” Journal of Information Literacy, 1 (3)

Classified Annotated Bibliography

Malaysia: Achievement and Beyond

List of sources

Articles from journal

Ang, James B. 2008. Economic development, pollutant emissions and energy consumption in Malaysia. Journal of Policy Modeling. New York: Mar/Apr 2008. Vol. 30, Iss. 2; pg. 271 (accessed Mac 1, 2008)

The objective of this paper is to examine the long-run relationship between output, pollutant emissions, and energy consumption in Malaysia during the period 1971-1999. The results indicate that pollution and energy use are positively related to output in the long-run. The author has found a strong support for causality running from economic growth to energy consumption growth, both in the short-run and long-run.

University Sains Malaysia (2008) Life Sciences: Research from University Sains Malaysia broadens understanding of life sciences. Science Letter. Atlanta:Feb 12, 2008. pg. 3694.

The main objective of this research was to investigate the efficiency of coagulation and flocculation processes for removing suspended solids, colour and COD from leachate produced in a semi- aerobic landfill in Penang, Malaysia. A 12-month characterization study of the leachate indicated that it had a mean annual BOD/COD ratio of 0.15 and was partially stabilized, with little further biological degradation likely to occur. The results indicate that coagulation and flocculation processes can be used effectively in integrated semi-aerobic leachate treatment systems, especially for removing suspended solids, colour and COD.


Books

Abdul Rahman, Senu, ed. 2004. Mental Revolution: Promoting Economics, Education & Religion in Malaysia. Kuala Lumpur: Pelanduk Publication Sdn Bhd.

The author explains about Malaysia as multiracial country will be able to defend its independence and sovereignty and also attain the hoped-for happiness and prosperity. Malaysia has change through time since the struggle for independence and the development efforts.

Athukolalge, Premachandra. 2003. Crisis and Recovery in Malaysia: The Role of Capital Controls. United Kingdom:Edward Elgar Pub.

The author examines the role of international capital mobility in making countries susceptible to financial crises and the use of capital controls as a crisis management tool. The main focus on Malaysia’s policy decision is to pursue an independent recovery path. The analysis suggests that, against the initial dire predictions of many economists, the capital controls have actually played a crucial supportive role in crisis management.

Baginda, Abdul Razak, and Schier, Peter, eds. 2005. Education in Multicultural Societies: Perspectives on Education in Malaysia. Singapore: Asean Academic Pt Ltd.

This book has brings additional perspectives to the national importance - Education. The education system was accused of smothering creativity, critical thinking and, more significantly, of engendering racial polarization and parochialism. In multi-cultural and multi-religious country, the role of education as a unifying or diverse force and as an influence on the adaptability of the next generation of Malaysians

C.M. Chio, Vanessa. 2004. Malaysia and the development process: globalization, knowledge transfers and postcolonial dilemmas (Studies in International Relations). London: Routledge.

Fieldwork was conducted in two foreign electronics multinationals and a variety of public and semi-public institutions based on primary and secondary research, and a series of 'experiential' reflections. They are negotiated between and multinational workplaces and local agencies in Malaysia and the findings was address issues of knowledge, power, subjectivity and agency, and the relations between the West and the non-West.

Magazines

__________. (2008) Asia: Snap! It's an election; Malaysia, The Economist. London: Feb 16, 2008. vol. 386, iss. 8567; pg. 63

The Election Commission has set March 8th as the date of the ballot. This mean Malaysia's Prime Minister, Abdullah Badawi has dissolution of parliament more than a year before its term expires. Some believe it’s his strategists have some tricks up their sleeves. Mr Badawi has taken office vowing a cleaner, more efficient administration, but has struggled to show results. No one expects Mr Badawi to repeat his storming debut in 2004, when he led the ruling coalition to a 90% sweep of 219 seats in Parliament. But the coalition has won every election since independence in 1957.


Newspaper

Minder, Rapheal . 2008. AirAsia sounds alert on costs. Financial Times [Asia Edition]. London (UK): Feb 18, 2008. pg. 17

Airasia and Sir Richard Branson, the British entrepreneur were in launching "a new round-the-world, low-cost airline. There were a few statements from CEO of Airasia, Mr Fernandes. He said that AirAsia had "a good six months" that would be reflected in strong earnings when the group reports later this month. But he acknowledged that competition was stiffening, notably as traditional airlines develop low-cost offshoots in countries such as South Korea and Australia. He was added said "AirAsia got in right at the bottom of the market and that's how we were able to scale up so fast. I don't think we could have replicated that right now."

Online sources

Mazlan, Mahmud, Schottenfeld, Richard S., and, Chawarski, Marek C. 2006. New challenges and opportunities in managing substance abuse in Malaysia. Drug and Alcohol Review, Volume 25, Issue 5, 2006, 473 – 478 10.1080/09595230600883354

Drug use and related disorders are a heavy burden on the country's health care and legal systems. In the Western Pacific regions, Malaysia has the second highest HIV prevalence and the highest proportion of HIV cases resulting from injection drug use. Recently, treatments and diversion of agonist medications are underdeveloped such as Naltrexone was introduced in 1999; buprenorphine (2001) and methadone (2003).

McCourt, Willy, and Meng Foon, Lee. 2007. Malaysia as model. Public Management Review. Vol. 9, Issue 2, 2007, Pages 211 – 229 10.1080/14719030701340358

This article uses a case study of public human resource management (HRM) in Malaysia to explore policy 'transferability', proposed as a refinement of Dolowitz and Marsh's policy transfer framework. The case suggests that successful policy transfer requires an understanding in cultural, political, economic or linguistic terms. HRM in the Malaysian civil service is found to be relatively performance-orientated, though that is qualified by the Government's policies.

Mohamad Nor, Mohd Ali, and Genus, Audley. 2007. Bridging the digital divide in Malaysia: an empirical analysis of technological transformation and implications for e-development. Asia Pacific Business Review, Volume 13, Issue 1, 2007, Pages 95 – 112 10.1080/13602380601010573

This study finds that policy makers were ignore the multi-level, multi-actor processes by which technology and society co-evolve, opportunities will be missed to render the use of ICTs meaningful to would-be users. It reflects on the potential for policy makers in developing countries to become technological transformation towards 'desirable' ends and assesses the contribution of diverse parties and factors to the acceptance or otherwise of ICTs

Reflection/Observation Papers

I have choose article entitled “Understanding the User – Why, What and How” was been written by M S Sridhar, as a main article. As to support this article, I have compile and backed from a few articles.

Introduction
Customer satisfaction and service quality is priority to libraries. The Libraries should know the need, importance, purposes and scope of user studies. Study and learn in the methods and techniques for conducting user studies.

The first priority in understanding of the user is the need for user studies. User studies are must at the time of designing a system or service. The effectiveness of a library and information system depends on the extent to which the system characteristics correspond with the users and able to make use of it. Users are more aware than ever that the data they are using are not the data that they need and that the data are not always correct (Freedman, 1987)

According to the author, there were three tips to know about users; Characteristic of users; Information requirement (needs) and Behaviour, attitudes, opinions, priorities, preferences and evaluations of users. I would like to explain about Characteristic of users. In the main article, he explain that user-studies look for similarities and differences among the users in terms of their background like status, age, experience, education etc. Its also was been supported by Prabha et.al, 2007, they said social role helps to understand how individual seek information in difference role and show how individual incentives and intentions influence the information choices users make

In the main article also, it’s mention about research procedure for conducting user studies. There have are eleven steps to follow:

• Selection & formulation of research problem & hypothesis
• Literature survey
• Overall design/planning the strategy of the study
• Sampling & sampling strategy/plan
• Data collection
• Measurement & scaling techniques
• Pilot study
• Processing and analysis of data
• Testing of hypotheses
• Interpretation, generalisation & realisation of objectives
• Preparation, writing, presentation & dissemination of research results

Research very important to librarianship as an academic discipline and achievement of excellent in professional practice (Sridhar,1995). All efforts put into satisfying library customers are based on satisfaction of customers not just for the objectivity or target. In order for libraries to stay relevant, their systems need to emulate internet search engine (Prabha et.al, 2007).

Summary
Even though it’s very difficult to satisfying all customers, library should move ahead in process of planning for improving the service. Libraries must plan one step ahead from customers or same level.

Reference
Freedman, David H. 1987. What Do Users Really Want? Infosystems. Wheaton: Jun 1987. Vol. 34, Iss. 6, p. 34 (3 pp.)

Prabha, Chandra, Lynn Silipigni Connaway, Lawrence Olsewski, and Lillie R. Jenkins. 2007. “What is enough? Satisficting information needs,” Journal of Documentation, 63,1:pp.74-89.

Sandusky, R.J., Tenopir, C., & Casado, M.M. 2007. Figure and table retrieval from scholarly journal articles: User needs for teaching and research. D. Chiang & P. Solomon (Eds.) Proceedings of the 70th Annual Meeting of the American Society for Information Science and Technology.

Sridhar, M. S. 1995. Understanding the user - why, what and how?. Library Science with a slant to Documentation and Information Studies, 32(4):pp. 151-164.

Course Requirement

As the course requirement to complete this course, we have submit a few assignments as below

• Reflection / Observation Papers
Submit reflections from readings (backed by research, descriptive observation and literature reviews) on the relevance / importance of understanding user needs and information behavior in the context of providing information services and interface design processes to allow users to have more control over their information searching experiences.

I have choose article entitled “Understanding the User – Why, What and How” was been written by M S Sridhar, as a main article. As to support this article, I have compile and backed from a few article. Here is the link http://userneedsbehavior.blogspot.com/2008/03/reflectionobservation-papers.html


• Classified Annotated Bibliography
An organized list of sources (books, articles from journals, newspapers, magazines, theses and dissertations, conference proceedings, videos and online sources published from 2000 up. The purpose of this assignment is to explore potential sources of “user needs and behavior” and shed light on information seeking behavior. The bibliography should be organized alphabetically by author’s last name.

For this assignment, I have chosen the topic of “Malaysia: Achievement and Beyond”. Here is the link http://userneedsbehavior.blogspot.com/2008/03/classified-annotated-bibliography.html


• Project Plan / Proposal
Develop / design a project plan integrating user needs and information seeking behavior into the designs of a library service more in tune with their needs. Here is the link http://userneedsbehavior.blogspot.com/2008/03/project-planproposal.html


• Website
Each of student is required to create/design and maintain a website. You are free to choose where to mount your website as long as it is publicly accessible to other students of the course and the instructor. This will serve as a venue for every student to submit one’s assignment; will be presented and evaluated by other members of the class. Here is the link http://userneedsbehavior.blogspot.com/

Introduction

Warmest Greeting from my weblog!

This weblog is created as purpose of requirement for the subject of User Needs and Behavior (WGXB6303). This is an elective course, which is offered as part of the Master in Library and Information Science (MLIS) programme at the Department of Information Science (DIS), University of Malaya, Malaysia.

Frankly, this is my first time sending my assignment with using different medium. Credit to my lecturer and instructor, Prof Lleuvelyn A. Cacha. This weblog will be evaluated by my lecturer and other members of the class. This is also to promote fair marking.