Information Literacy in the Workplace:

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Serap Kurbanoğlu · Joumana Boustany
Sonja Špiranec · Esther Grassian
Diane Mizrachi · Loriene Roy (Eds.)

Communications in Computer and Information Science 810

Information Literacy
in the Workplace
5th European Conference, ECIL 2017
Saint Malo, France, September 18–21, 2017
Revised Selected Papers

123
Communications
in Computer and Information Science 810
Commenced Publication in 2007
Founding and Former Series Editors:
Alfredo Cuzzocrea, Xiaoyong Du, Orhun Kara, Ting Liu, Dominik Ślęzak,
and Xiaokang Yang

Editorial Board
Simone Diniz Junqueira Barbosa
Pontifical Catholic University of Rio de Janeiro (PUC-Rio),
Rio de Janeiro, Brazil
Phoebe Chen
La Trobe University, Melbourne, Australia
Joaquim Filipe
Polytechnic Institute of Setúbal, Setúbal, Portugal
Igor Kotenko
St. Petersburg Institute for Informatics and Automation of the Russian
Academy of Sciences, St. Petersburg, Russia
Krishna M. Sivalingam
Indian Institute of Technology Madras, Chennai, India
Takashi Washio
Osaka University, Osaka, Japan
Junsong Yuan
Nanyang Technological University, Singapore, Singapore
Lizhu Zhou
Tsinghua University, Beijing, China
More information about this series at http://www.springer.com/series/7899
Serap Kurbanoğlu Joumana Boustany
•

Sonja Špiranec Esther Grassian

•

Diane Mizrachi Loriene Roy (Eds.)

•

Information Literacy
in the Workplace
5th European Conference, ECIL 2017
Saint Malo, France, September 18–21, 2017
Revised Selected Papers

123
Editors
Serap Kurbanoğlu Esther Grassian
Hacettepe University University of California (UCLA)
Beytepe, Ankara Los Angeles, CA
Turkey USA
Joumana Boustany Diane Mizrachi
University of Paris-Est University of California (UCLA)
Champs-sur-Marne Los Angeles, CA
France USA
Sonja Špiranec Loriene Roy
University of Zagreb University of Texas
Zagreb Austin, TX
Croatia USA

ISSN 1865-0929 ISSN 1865-0937 (electronic)

Communications in Computer and Information Science
ISBN 978-3-319-74333-2 ISBN 978-3-319-74334-9 (eBook)
https://doi.org/10.1007/978-3-319-74334-9

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 Preface

The 5th European Conference on Information Literacy (ECIL) was co-organized by the
Department of Information Management of Hacettepe University, Turkey, Department
of Information and Communication Sciences of Zagreb University, Croatia, and the
Information Literacy Association – InLitAs, France. ECIL 2017 aimed to bring toge-
ther researchers, information professionals, employers, media specialists, educators,
policymakers, and all related parties from around the world to exchange knowledge and
experience and discuss current issues and recent developments.
The main theme of the fifth conference was “Workplace Information Literacy.” In
all, 358 proposals were submitted to the conference. Contributions came from 50
different countries (Australia, Austria, Belgium, Botswana, Brazil, Bulgaria, Canada,
China, Croatia, Cuba, Cyprus, Czech Republic, Denmark, Estonia, Finland, France,
Germany, Hungary, Iceland, Italy, Jamaica, Japan, Kenya, Lebanon, Lithuania,
Mexico, Moldova, The Netherlands, Norway, Oman, Pakistan, Poland, Portugal, Qatar,
Romania, Russia, Saudi Arabia, Serbia, Singapore, Slovak Republic, Slovenia, South
Africa, Spain, Sweden, Switzerland, Turkey, UK, Ukraine, United Arab Emirates,
USA).
All submissions were subjected to a double-blind review process. This book consists
of a total of 84 selected papers that address many different issues.
Starting with the host organization, the Information Literacy Association, we are
grateful to many organizations for their support. We would like to express our deep
gratitude to all sponsors for their generous support. Our special thanks go to UNESCO
and IFLA, two major organizations that have contributed tremendously to the devel-
opment of information literacy, for providing their patronage.
We would like to take this opportunity to thank the conference keynote speakers
Bonnie Cheuk and Andrew Whitworth; the invited speakers Jean-Philippe Accart and
Stéphane Goldstein; the authors and presenters of papers, best practices, PechaKuchas,
posters, workshops; and the session chairs. We would like to thank and acknowledge
the hard work of the members of the Standing and Program Committees, who invested
their time generously to make this event happen.
Our editorial team Sonja Špiranec and Joumana Boustany as well as language
editors Esther Grassian, Diane Mizrachi, and Loriene Roy should also be acknowl-
edged here. Special thanks for their hard work and valuable editorial contributions.
Last but not least we would like to thank the local Organizing Committee.

December 2017 Serap Kurbanoğlu

 Organization

The European Conference on Information Literacy (ECIL) was co-organized by the

Department of Information Management of Hacettepe University, the Department of
Information and Communication Sciences of Zagreb University, and the Information
Literacy Association – InLitAs.

Standing Committee
Paul G. Zurkowski
(Honorary Chair)
Serap Kurbanoğlu
(General Co-chair)
Sonja Špiranec
(General Co-chair)
Joumana Boustany
(Co-chair for ECIL 2017)
Szarina Abdullah
Buket Akkoyunlu
Aharon Aviram
George Awad
Tomaz Bartol
Athina Basha
David Bawden
Dilara Begum
Albert K. Boekhorst
Alexander Botte
Christine Bruce
Mersini Moreleli-Cacouris
Maria Carme Torras Calvo
Toni Carbo
Paola De Castro
Ralph Catts
Jerald Cavanagh
Kunjilika Chaima
Samuel Kai Wah Chu
Ioannis Clapsopoulos
John Crawford
Gülçin Cribb
Lenka Danevska
USA
Hacettepe University, Turkey
University of Zagreb, Croatia
Université Paris-Est Marne-la-Vallée, France
MARA Technology University, Malaysia
Hacettepe University, Turkey
Ben-Gurion University, Israel
UNESCO Regional Office, Lebanon
University of Ljubljana, Slovenia
Albanian Library Association, Albania
City University, UK
East West University, Bangladesh
University of Pretoria, South Africa
German Institute for International Educational
Research, Germany
Queensland University of Technology, Australia
Alexander Technological Educational Institute
of Thessaloniki, Greece
Bergen University, Norway
Drexel University, USA
National Institute of Health, Italy
University of Stirling, UK
Limerick Institute of Technology, Ireland
University of Montreal, Canada
University of Hong Kong, SAR China
University of Thessaly, Greece
Independent Information Professional, UK
Singapore Management University, Singapore
Central Medical Library, Republic of Macedonia
VIII Organization

Lourense H. Das ENSIL Foundation, The Netherlands

Senada Dizdar University of Sarajevo, Bosnia and Herzegovina
Noraida Dominguez University of Puerto Rico, Puerto Rico
Elisabeth Adriana Dudziak University of Sao Paulo, Brazil
Michael B. Eisenberg University of Washington, USA
Susana Finquelievich University of Buenos Aires, Argentina
Almuth Gastinger University of Science and Technology Trondheim,
Norway
Natalia Gendina Kemerovo State University of Culture and Arts, Russia
Nieves González University of Seville, Spain
Esther Grassian University of California, Los Angeles, USA
Eystein Gullbekk Oslo University, Norway
Thomas Hapke Hamburg University of Technology, Germany
Päivi Helminen Helsinki University, Finland
Jos van Helvoort The Hague University, The Netherlands
Forest Woody Horton International Library and Information Consultant, USA
Bill Johnston University of Strathclyde, UK
László Z. Karvalics University of Szeged, Hungary
Irmgarda Knowledge Societies Division, UNESCO
Kasinskaite-Buddeberg
Anthi Katsirikou University of Piraeus, Greece
Padraig Kirby Limerick Institute of Technology, Ireland
Tibor Koltay Szent István University, Hungary
Rumyana Koycheva Global Libraries, Bulgaria
Carol C. Kuhlthau Rutgers University, USA
Claudio Laferlac University of Malta, Malta
Hana Landová Association of Libraries of Czech Universities,
Czech Republic
Ane Landøy University of Bergen, Norway
Jesús Lau Veracruzana University, Mexico
Anne Lehmans University of Bordeaux, France
Louise Limberg University of Borås, Sweden
Vincent Liquete University of Bordeaux, France
Annemaree Lloyd Charles Sturt University, Australia
Szu-chia Scarlett Lo National Chung-hsing University, Taiwan
Latifa Mammadova Ministry of Culture and Tourism,
Republic of Azerbaijan
Luisa Marquardt Roma Tre University, Italy
Vanessa Middleton Petroleum Institute, United Arab Emirates
Muhammad Sajid Mirza International Islamic University, Pakistan
Theophilus E. Mlaki Consultant ICT for Development, Tanzania
María Pinto Molina Granada University, Spain
Camilla Moring University of Copenhagen, Denmark
Rajen Munoo National Library Board NLB Academy, Singapore
Mitsuhiro Oda Aoyama Gakuin University, Japan
Anna Onkovich National Academy of Pedagogical Sciences, Ukraine
 Organization IX

Chido Onumah African Centre for Media Literacy, Nigeria

Heike vom Orde International Central Institute for Youth
and Educational TV, Germany
Judith Peacock Queensland University of Technology, Australia
Zdravka Pejova Library and Information Consultant,
Republic of Macedonia
Manuel Pinto University of Minho, Portugal
Gloria Ponjuan University of Havana, Cuba
Maria Próchnicka Jagiellonian University, Poland
Angela Repanovici Transilvania University of Brasov, Romania
Laurie Ortiz Rivera University of Puerto Rico, Puerto Rico
Manuela Rohrmoser Vienna University, Austria
Jurgita Rudzioniene Vilnius University, Lithuania
Philip Russell Institute of Technology Tallaght, Ireland
Ramza Jaber Saad Lebanese National Commision of UNESCO, Lebanon
Jarmo Saarti University of Eastern Finland, Finland
Chutima Sacchanand Sukhothai Thammathirat Open University, Thailand
Armando Malheiro da Silva University of Porto, Portugal
Diljit Singh University of Malaya, Malaysia
Jagtar Singh Punjabi University, India
Kaisa Sinikara Helsinki University Library, Finland
Eero Sormunen University of Tampere, Finland
Philipp Stalder University of Zurich, Switzerland
Jela Steinerova Comenius University, Slovakia
Gordana Stokić Simončić Belgrade University, Serbia
Paul Sturges University of Pretoria, South Africa
Olof Sundin Lund University, Sweden
Samy Tayie Cairo University, Egypt
Ellen R. Tise Stellenbosch University, South Africa
Ross J. Todd The State University of New Jersey, USA
Ramon R. Tuazon Asian Institute of Journalism and Communication,
Phillippines
Anne Sissel Vedvik University of Bergen, Norway
Tonning
José Manuel Pérez Tornero University of Barcelona, Spain
Jordi Torrent United Nations Department of Education, USA
Alejandro Uribe Tirado University of Antioquia, Colombia
Egbert John Sanchez National Autonomous University of Mexico, Mexico
Vanderkast
Tapio Varis UNESCO Chair, University of Tampere, Finland
Aurora de la Vega Catholic University of Peru, Peru
Jose de Jesus Cortes Vera Autonomous University of Ciudad Juárez, Mexico
Henri A. Verhaaren Ghent University, Belgium
Sirje Virkus Tallin University, Estonia
Li Wang University of Auckland, New Zealand
Sheila Webber University of Sheffield, UK
X Organization

Sharon A. Weiner National Forum of Information Literacy, USA

Barbro Wigell-Ryynanen Ministry of Education and Culture, Finland
Pradeepa Wijetunge University of Colombo, Sri Lanka
Carolyn Wilson University of Toronto, Canada
Tom Wilson University of Sheffield, UK
Andrew Whitworth University of Manchester, UK
Michaela Zemanek Vienna University, Austria
Julia Zhang Xiaojuan Wuhan University, China

Program Committee
Maryam S. AlOshan Imam Muhammed bin Saud Univesity, Saudi Arabia
Ines Amaral Autonomous University of Lisbon, Portugal
Kanwal Ameen University of the Punjab, Lahore, Pakistan
Tatjana Aparac-Jelusic University of Zadar, Croatia
Fatima Baji Ahvaz JundiShapur University of Medical Sciences,
Iran
Mihaela Banek Zorica University of Zagreb, Croatia
Tomaz Bartol University of Ljubljana, Slovenia
Glória Maria Lourenço Universidade Aberta/Portuguese Open University,
Bastos CEMRI, Portugal
Bojana Boh University of Ljubljana, Slovenia
Joumana Boustany Université Paris-Est Marne-la-Vallée, France
Sabina Cisek Jagiellonian University, Poland
Ioannis Clapsopoulos University of Thessaly, Greece
John Crawford Independent Information Professional, UK
Patricia Dawson Rider University, USA
Mary Jean Tecce DeCarlo Drexel University, USA
Güleda Doğan Hacettepe University, Turkey
Orélie Desfriches Doria Université Jean Moulin – Lyon 3, France
Heidi Enwald Oulu University, Finland
Helena Francke University of Borås, Sweden
Fabian Franke University of Bamberg, Germany
Emmanouel Garoufallou Alexander Technical Educational Institute
of Thessaloniki, Greece
Almuth Gastinger University of Science and Technology Trondheim,
Norway
José Antonio University of Murcia, Spain
Gómez-Hernández
Nieves González University of Seville, Spain
Allen Grant Drexel University, USA
Stacey Greenwell University of Kentucky, USA
Vincas Grigas Vilnius University, Lithuania
Gaby Haddow Curtin University, Australia
Lejla Hajdarpasic University of Sarajevo, Bosnia and Herzegovina
Jos van Helvoort The Hague University, The Netherlands
 Organization XI

Merinda Kaye Hensley University of Illinois at Urbana-Champaign, USA

Lisa Janicke Hinchliffe University of Illinois, USA
Baiba Holma University of Latvia, Latvia
Ma Lei Hsieh Rider University, USA
Hilary Hughes Queensland University of Technology, Australia
Maija-Leena Huotari University of Oulu, Finland
Frank Huysmans University of Amsterdam, The Netherlands
Martina Dragija Ivanovic University of Zadar, Croatia
Zhang Jiuzhen Peking University, China
Nicole Johnston Edith Cowan University, Australia
Christina Kanaki Panteion University of Social and Economic Sciences,
Greece
László Z. Karvalics University of Szeged, Hungary
Paulette Kerr University of West Indies, Jamaica
Tibor Koltay Szent István University, Hungary
Pavla Kovarova Masaryk University, Czeck Republic
Liga Krumina University of Latvia, Latvia
Serap Kurbanoğlu Hacettepe University, Turkey
Hana Landova Information Education and IL WG, Czech Republic
Jesús Lau Veracruzana University, Mexico
Vera J. Lee Drexel University, USA
Anne Lehmans University of Bordeaux, France
Louise Limberg University of Borås, Sweden
Mandy Lupton Queensland University of Technology, Australia
Juan D. Universidad Autonoma de Chihuahua, Mexico
Machin-Mastromatteo
Afrodite Malliari DataScouting, Greece
Viviana Fernández Marcial University of La Coruña, Spain
Konstantina Martzoukou The Robert Gordon University, UK
Yolande Maury Artois University, France
Camilla Moring University of Copenhagen, Denmark
Danuta Nitecki Drexel University, USA
İnci Önal Hacettepe University, Turkey
Ágústa Pálsdóttir University of Iceland, Iceland
Helen Partridge Queensland University of Technology, Australia
Rosaura Fernández Pascual University of Granada, Spain
Kornelija Petr Balog University of Osijek, Croatia
Ola Pilerot University of Borås, Sweden
Ewa Rozkosz University of Lower Silesia, Poland
Jurgita Rudzioniene Vilnius University, Lithuania
Jarmo Saarti University of Eastern Finland, Finland
Dragana Sabovljev Zarko Zrenjanin Public Library, Serbia
Chutima Sacchanand Sukhothai Thammathirat Open University, Thailand
Dora Sales Jaume University, Spain
Egbert John National Autonomous University of Mexico, Mexico
Sanchez-Vanderkast
XII Organization

Tatiana Sanches Lisbon University, Portugal

Laura Saunders Simmons College, USA
Elham Sayyad Abdi Queensland University of Technology, Australia
Jane Secker London School of Economics, UK
İpek Şencan Hacettepe University, Turkey
İrem Soydal Hacettepe University, Turkey
Eero Sormunen University of Tampere, Finland
Sonja Špiranec University of Zagreb, Croatia
Jela Steinerova Comenius University, Slovakia
Karmen Stopar University of Ljubljana, Slovenia
Gordana Stokić Simončić Belgrade University, Serbia
Ivanka Stricevic University of Zadar, Croatia
Paul Sturges University of Pretoria, South Africa
Ana Lúcia Terra Oporto Polytechnic Institute, Portugal
Tania Y. Todorova SULSIT, Bulgaria
Anne Sissel Vedvik University of Bergen, Norway
Tonning
Yurdagül Ünal Hacettepe University, Turkey
Zehra Taşkın Hacettepe University, Turkey
Sirje Virkus University of Tallinn, Estonia
Zuza Wiorogorska University of Warsaw, Poland
Andrew Whitworth University of Manchester, UK
Gunilla Widen Åbo Akademi University, Finland
Iwan Wopereis Saskias Research Group, The Netherlands
Mei-Mei Wu National Taiwan University, Taiwan
Sharon Yang Rider University, USA
Pan Yantao Sun Yat-Sen University, China
Sandy Zinn University of the Western Cape, South Africa

Local Organizing Committee

Joumana Boustany (Chair) Université Paris-Est Marne-la-Vallée
and Information Literacy Association, France
Pierrette Drivet Retired from IUT Paris Descartes, France
 Contents

Workplace Information Literacy, Employability and Career Readiness

Workplace Information Literacy: Co-designed Information

Experience-Centered Systems and Practices . . . . . . . . . . . . . . . . . . . . . . . . 3
Mary M. Somerville, Robin Imhof, Christine S. Bruce,
and Elham Sayyad Abdi

Implementing Library Strategies and Values as a Part of the Workplace

Information Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Marja Hjelt and Jarmo Saarti

Role of Information Culture in Workplace Information Literacy:

A Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Gunilla Widén and Muhaimin Karim

Information Literacy Practices of Researchers in Workplace

Information Ecologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Jela Steinerová

Enhancing the Quality of the Library Processes - Benchmarking Workplace

Information Literacy and Numeracy Practices and Communication Tools
in Two European University Libraries . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Núria Balagué and Jarmo Saarti

Information Literacy Across the University and Workplace Reality . . . . . . . . 50

Angela Repanovici, Natalia Cheradi, Ane Landoy,
and Silvia Ghinculov

Information Literacy of Croatian Subject Indexers . . . . . . . . . . . . . . . . . . . . 58

Kristina Feldvari and Kornelija Petr Balog

Shaping the Future Information Professionals: Searching for the

Balance of Job Requirements in Libraries and Education . . . . . . . . . . . . . . . 68
Radovan Vrana

Information Literacy of Lawyers in Their Working Environment. . . . . . . . . . 78

Dejana Golenko and Ljiljana Siber

From Studio Space and Makerspace to Workplace: Adapting Instruction

and Outreach to Fit the Needs of Practitioners from Art to Engineering . . . . . 87
Rebecca Kuglitsch and Alexander Watkins
XIV Contents

Information Literacy Quest. In Search of Graduate Employability . . . . . . . . . 98

Vjeran Bušelić and Mihaela Banek Zorica

Information Literacy (IL) in the Academic Context: Is There a Gap

Between Employability Competencies and Student Information
Literacy Skills? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Jean-Philippe Accart

Professional Practice: Using Case Studies in Information Literacy

Instruction Towards Career Readiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Britt Foster

The Role of Sense of Coherence in Knowledge Sharing. . . . . . . . . . . . . . . . 128

Jannica Heinström and Farhan Ahmad

Data Literacy and Research Data Management

Training Trainers for Research Data Literacy: A Content- and

Method-Oriented Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
René Schneider

Data Literacy and Research Data Management: The Croatian

State of Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Sonja Špiranec and Denis Kos

Data Literacy Education Design Based on Needs of Graduate Students

in University of Chinese Academy of Sciences . . . . . . . . . . . . . . . . . . . . . . 158
Wu Ming and Hu Hui

Data Literacy Among Charles University PhD Students: Are They Prepared
for Their Research Careers? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Barbora Drobikova, Adela Jarolimkova, and Martin Soucek

Data Literacy, Collaboration and Sharing of Research Data Among

Academics at the University of Iceland . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Ágústa Pálsdóttir

Date Literacy as Requirement for China’s Library and Information

Profession: A Preliminary Research on Recruitment Data . . . . . . . . . . . . . . . 186
Jing Zhang, Qianli Lin, and Peng Xiao

Research Data Management in Three Spanish Universities . . . . . . . . . . . . . . 195

Alicia Arias-Coello, Clara Simon-Blas, Pablo Arranz-Val,
and Jose Simon-Martin

Data Literacy and Research Data Management in Two Top Universities

in Poland. Raising Awareness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Zuzanna Wiorogórska, Jędrzej Leśniewski, and Ewa Rozkosz
 Contents XV

Research Data Reshaping Cultural Society:

Case of the Lebanese University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Gladys Saade and Dalal Rahme

Media Literacy

News, Fake News, and Critical Authority. . . . . . . . . . . . . . . . . . . . . . . . . . 227

John M. Budd and Kristine N. Stewart

ICT Access and Use by Teachers and Information Professionals:

Perspectives and Constraints for the Development of Media
and Information Literacy in Brazil. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Gilda Olinto, Sonoe Sugahara, and Nádia Bernuci

A Method Combining Deductive and Inductive Principles to

Define Work-Related Digital Media Literacy Competences. . . . . . . . . . . . . . 245
Valèria Ligurgo, Thibault Philippette, Pierre Fastrez,
Anne-Sophie Collard, and Jerry Jacques

Copyright Literacy

Exploring the Need for Intellectual Property Information Literacy

for Business and STEM Disciplines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Janis Tyhurst

Copyright Literacy Among the Literacies in Hungary . . . . . . . . . . . . . . . . . 267

Tibor Koltay, Ferenc Jávorszky, and Péter Murányi

Copyright Literacy in the Academic Field: Analysis of the Differences

Between Faculty, Students and Librarians . . . . . . . . . . . . . . . . . . . . . . . . . 276
Juan-Carlos Fernández-Molina and Enrique Muriel-Torrado

Copyright Literacy in Spanish Libraries, Archives and Museums . . . . . . . . . 286

Alicia Arias-Coello and José Simón-Martín

Intellectual Property Training of Library and Information Management

Bachelor’s Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
Tereza Trencheva, Tania Todorova, and Elisaveta Tsvetkova

From Academic Plagiarism to Information Literacy:

Mediation in the Ethical Use of Information . . . . . . . . . . . . . . . . . . . . . . . . 303
Máximo Román Domínguez-López and Claudia Escobar-Vallarta
XVI Contents

Transliteracy, Reading Literacy, Digital Literacy, Financial Literacy,

Search Engine Literacy, Civic Literacy

Collaboration and Empowerment in Transliteracy at School . . . . . . . . . . . . . 315

Karine Aillerie, Anne Lehmans, and Anne Cordier

Complex and Multivariable: Methodology of Exploring Digital Literacy

and Training Needs Within the Polish SME Sector . . . . . . . . . . . . . . . . . . . 322
Justyna Jasiewicz, Anna Mierzecka, and Małgorzata Kisilowska

Digital Literacy Practices of Young Children in Informal

Learning Spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332
Sirje Virkus, Damiana Koutsomiha, and Emmanouel Garoufallou

Digital Competence of Future Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . 340

Jadranka Lasić-Lazić, Krešimir Pavlina, and Ana Pongrac Pavlina

Financial Literacy Competencies of Women Entrepreneurs in Kenya . . . . . . . 348

Joyce Kinyanjui and Dennis Ocholla

Search Engine Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359

Olivier Le Deuff

Children’s Literacy is Important, but What About Adult

Reading Literacy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
Vlasta Zabukovec and Polona Vilar

Civil Commitment and the Role of Public Librarians . . . . . . . . . . . . . . . . . . 376

Hilary Yerbury and Maureen Henninger

Science Literacy

A Study on How to Equip Students with Scientific

Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
Nihal Menzi Çetin and Buket Akkoyunlu

Senior Citizens Science Literacy and Health Self-efficacy Beliefs . . . . . . . . . 398

Ágústa Pálsdóttir

Health Information Literacy

Developing Information Literacy in Dependent and Disadvantaged

Circumstances: A Transitional Approach in the Digital Health Context . . . . . 409
Steven Buchanan, Cara Jardine, and Ian Ruthven

Medical Students’ Information Literacy Self-efficacy: Longitudinal

Study-Protocol Covering a Whole Medical Curriculum . . . . . . . . . . . . . . . . 419
Ann De Meulemeester, Renaat Peleman, and Heidi Buysse
 Contents XVII

Evidence of the Effectiveness of a Digital Tool to Promote Health Service

Literacy Among Young University Students . . . . . . . . . . . . . . . . . . . . . . . . 430
Ilaria Montagni and Christophe Tzourio

Demographic Characteristics and Personality Variables as Predictors

of Health Information Literacy in Young Adults . . . . . . . . . . . . . . . . . . . . . 440
Veronika Kuhberg-Lasson and Anne-Kathrin Mayer

Relationship Between Everyday Health Information Literacy and Attitudes

Towards Mobile Technology Among Older People . . . . . . . . . . . . . . . . . . . 450
Heidi Enwald, Noora Hirvonen, Maarit Kangas, Niina Keränen,
Timo Jämsä, Isto Huvila, and Raija Korpelainen

Concepts Related to Health Literacy in Online Information Environments:

A Systematic Review with an Emphasis on Approach to Information . . . . . . 460
Anna-Maija Huhta, Noora Hirvonen, and Maija-Leena Huotari

Examining Energy Information Literacy with an Adaptation of the

Everyday Health Information Literacy Screening Tool . . . . . . . . . . . . . . . . . 470
Teija Keränen, Noora Hirvonen, and Maija-Leena Huotari

Subjective and Objective Measures of Health Information Literacy:

Do They Provide Complementary or Redundant Information?. . . . . . . . . . . . 481
Anne-Kathrin Mayer

Information Behaviour

Information Horizons of Croatian Physicians . . . . . . . . . . . . . . . . . . . . . . . 493

Kornelija Petr Balog and Ivana Turk

Seeking Serendipity: The Art of Finding the Unsought

in Professional Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 503
Iwan Wopereis and Michiel Braam

Measure of Healthcare Professionals’ Behavioral Outcomes Using a Social

Learning Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513
Rubina Bhatti and Salman Bin Naeem

Academic Reading Format Preferences and Behaviors

in Mainland China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 526
Peng Xiao, Yantao Pan, and Jiuzhen Zhang

Information Grounds in the Eyes of the First-Year Information

Management Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 535
Sabina Cisek, Paloma Korycińska, and Monika Krakowska

Information Literacy of Elderly People: Bridging the Digital Gap . . . . . . . . . 545

Iva Zadražilová
XVIII Contents

Information Literacy in Higher Education

Prediction of Academic Performance of the University Students Through

Their Use of Library Electronic Resources and Their Self-efficacy . . . . . . . . 557
Tariq Mahmood Chohan, Rubina Bhatti, and Salman Bin Naeem

Outcomes and Challenges of Offering an Information Literacy Compulsory

Undergraduate Credit Course: A Mexican Case. . . . . . . . . . . . . . . . . . . . . . 568
Jesus Lau, José Luis Bonilla, and Alberto Gárate

Where to Now? New E-learning Concepts and Co-creation at the Technical

University of Denmark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 576
Andrew Cranfield and Thomas Jensen

Some Predictors of University Students’ Information Literacy. . . . . . . . . . . . 585

Danica Dolničar and Bojana Boh Podgornik

The “Real World” Relevance of Information Literacy . . . . . . . . . . . . . . . . . 595

Karen F. Kaufmann

Information Culture of Students in the Academic Environment – Finding

One’s Way Through Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 605
Krista Lepik and Katrin Kannukene

Information Overload in a Disciplinary Context . . . . . . . . . . . . . . . . . . . . . 615

Sirje Virkus, Sigrid Mandre, and Elise Pals

Information Literacy and Learning in Higher Education:

A Thought Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 625
Michael Flierl

Required Skills for Teachers: Information Literacy at the Top. . . . . . . . . . . . 634

Tatiana Sanches

Recognizing the Influence of Disciplinarity on Student Inquiry . . . . . . . . . . . 645

Jean-Pierre V. M. Hérubel and Clarence Maybee

A Model of Collaboration Building Between Teaching Faculty and

Librarians at Earlham College: Viewed from Educational Development
and Relationship Marketing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 654
Tayo Nagasawa

Developing Information Literacy in Interdisciplinary Classrooms: Engaging

with Diverse Literacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 665
Kristen M. Schuster and Kristine N. Stewart
 Contents XIX

Information Literacy in K-12

A Performance-Based Test for Assessing Students’ Online Inquiry

Competences in Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 673
Eero Sormunen, Roberto González-Ibáñez, Carita Kiili,
Paavo H. T. Leppänen, Mirjamaija Mikkilä-Erdmann,
Norbert Erdmann, and María Escobar-Macaya

Lower Secondary School Teachers’ Experiences of Developing

Inquiry-Based Approaches in Information Literacy Instruction . . . . . . . . . . . 683
Tuulikki Alamettälä and Eero Sormunen

Information Safety Education of Primary School Children in Libraries. . . . . . 693

Pavla Kovářová

School Librarians’ Attitudes Towards Teaching Information Literacy. . . . . . . 703

Vincas Grigas, Anna Mierzecka, and Roma Fedosejevaitė

Information Literacy Instruction

Identifying Good Practices in Information Literacy Education; Creating

a Multi-lingual, Multi-cultural MOOC . . . . . . . . . . . . . . . . . . . . . . . . . . . . 715
Lyn Robinson and David Bawden

International Students’ Expectations of Information Literacy Instruction . . . . . 728

Nicole Johnston, Meggan Houlihan, and Jodi Neindorf

The Impact of Creativity on Information Literacy Instruction . . . . . . . . . . . . 738

Zachary Newell

Threshold Concepts and Information Experience in IL Professional

Education: Curriculum Design for Online Learning . . . . . . . . . . . . . . . . . . . 749
Virginia M. Tucker

Information Literacy and Libraries

Libraries as a Support of Informed Citizens – The Balancing Act Between

Library’s Good Quality and Austerity Measures . . . . . . . . . . . . . . . . . . . . . 761
Petra Düren, Ane Landoy, and Jarmo Saarti

Assessing a Library’s Support for Overlooked Components

of a University’s Learning Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 769
Jon R. Hufford

Dare to Share the Silence: Tools and Practices of Contemplative Pedagogy

in a Library Brain Booth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 781
Marissa M. Mourer and Katia G. Karadjova
XX Contents

Information Culture and CETYS University WASC Accreditation:

the Library as Stakeholder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 791
Rubén F. Martínez-Rocha, Jesús Lau, and Eduardo R. Díaz

Theoretical Framework

Exploring Information Literacy Through the Lens of Activity Theory . . . . . . 803

Hazel Hall, Peter Cruickshank, and Bruce Ryan

Alternatives to Being Information Literate . . . . . . . . . . . . . . . . . . . . . . . . . 813

Isto Huvila

Librarians’ Understanding of Information Literacy in Academic Libraries

in Bulgaria: A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 822
Katia G. Karadjova

Information Literacy Vis-a-Vis Epidemic of Distrust . . . . . . . . . . . . . . . . . . 833

Helena Lipková, Hana Landová, and Adéla Jarolímková

Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 845

 Workplace Information Literacy,
Employability and Career Readiness
 Workplace Information Literacy: Co-designed
Information Experience-Centered Systems
and Practices

Mary M. Somerville1(&), Robin Imhof1, Christine S. Bruce2,

and Elham Sayyad Abdi2
1
University of the Pacific, Stockton, USA
{msomerville,rimhof}@pacific.edu
2
Queensland University of Technology, Brisbane, Australia
{c.bruce,e.sayyadabdi}@qut.edu.au

Abstract. A collaborative design initiative in a North American academic

library was initiated in 2016 to enhance information literacy and enrich learning
conditions in the workplace. This paper describes co-workers’ information
intensive and learning centered design processes, which intend to further col-
lective capacity for ‘using information to learn’ over a twelve-month period.
Throughout, attention focused on aspects of informed learning - being aware of
the kinds of information we are using, how we are using information and how
different forms of information come together to inform and transform our work.
Reflection and dialogue on information experience stories further aimed to
inform information experience design - to allow individuals and groups to
experience information and the information environment surrounding it in a
range of increasingly complex ways which offers them a richer, broader and
more effective information engagement experience.

Keywords: Informed learning
Informed systems
Information experience

Co-design
Information experience design

1 Introduction

Within University Libraries at the University of the Pacific in Stockton, California,

USA, co-workers commenced collaborative design of a workplace communication
system and an information exchange initiative in August 2016. The project originated
during a campus visit by Dr. Christine Bruce, who founded the concepts of informed
learning and information experience. She facilitated three sessions to guide University
library participants’ exploration of their usage of information to learn in the workplace.
Outcomes supported co-design of enabling conditions for learning, through using
information, within communication systems and with professional practices. These
activities aligned well with the University’s strategic plan priorities to: 1. Foster a
vibrant organizational culture by developing a system of shared values and estab-
lishing practices that cultivate mutual respect and trust and engaging in effective
communication and 2. Refine or develop systems and learning opportunities to enhance

© Springer International Publishing AG 2018

S. Kurbanoğlu et al. (Eds.): ECIL 2017, CCIS 810, pp. 3–10, 2018.
https://doi.org/10.1007/978-3-319-74334-9_1
4 M. M. Somerville et al.

faculty and staff [1]. In addition, the design activities coincided with University of the
Pacific’s institutional aspirations to do more, better.
With the aspiration to encourage other institutions to consider information
experience-centered co-design of organizational systems and practices customized to
their local circumstances, this paper situates a workplace information literacy initiative
within the scholarly literature, followed by presentation of research methodology and
findings. Project phases and concluding reflections summarize progress to date.

2 Background

A relational perspective of information literacy [2], which acknowledges information

and learning as core dual components, defines information literacy as having a full
repertoire of effective information use experiences. This perspective is the foundation
of the more recent concepts of informed learning [3] and information experience [4].
The relational view has also been used to reveal nuanced understanding of information
literacy experience in different contexts, such as community [5–7], academic [8–10]
and workplace [11–13] settings. Additionally, based on the relational perspective, and
to advance information literacy, frameworks such as informed learning design [8],
information experience design [11], and informed systems [14, 15], have evolved.
In this organizational effectiveness initiative, informed learning, informed systems,
and information experience design are combined to create the theoretical framework of
the study. Informed learning, which simultaneously focuses on information use and
learning, recognizes the qualitatively different ways of experiencing information and
information use, including the relationships between information and its contexts of use
[3]. ‘Learning’ here, adopting the phenomenographic position [16], is a change in how
some aspects of the world are experienced or seen. Informed systems advances holistic
design thinking to co-create technology-enabled and human-centered systems for
workplace communication, decision making, and planning [17], using information to
‘learn in action’ [17]. Information experience design (IXD) focuses systems and
practice design efforts on information experience enrichment [11].
Initial ‘proof of concept’ evidence linking advancement of workplace information
literacy and participatory systems design activities was generated in the academic
library at California Polytechnic State University, San Luis Obispo, USA [13]. Soft
system design methods [18] that use information to learn guided the organization’s
three-year exploration, from 2003 to 2006.
A second systems design implementation, conducted from 2008 to 2015 at the
University of Colorado Denver, USA, coincided with Bruce’s advancement of rela-
tional information literacy to informed learning. In response, this research-to-practice
initiative focused on “being aware of the kinds of information we are using, how we are
using information and how different forms of information come together to inform and
transform our work” [19, pp. 8–9]. Soft systems design practices [20], which explicitly
advance information and learning, were used to co-create workplace systems and
associated practices to further co-workers’ engagement with information through what
came to be known as informed systems.
 Workplace Information Literacy 5

In the current customization of informed systems at University of the Pacific, USA,

information experience design (IXD) [11] amplifies workplace learning through design
activities informed by and focused upon workplace information experience. IXD offers
a holistic approach for translating information literacy theory into practice, originating
with co-workers’ information and learning experience stories. Theoretically grounded
in the relational perspective to information literacy [2], this approach ensures inclusive
workplace processes that enable use of information in a range of different ways, both
during the design process and as a result of the design process.
IXD focuses on a fundamental aspect of relationally viewed information literacy:
information experience [4]. Customized to local circumstances, IXD begins with
exploration of individuals’ information experiences within the situated context.
Addressing the centrality of variation in the relational view, information experience
design then attends to uncovering variation in revealed experiences. Based on the
identified variation, suitable interventions are collaboratively designed and collabora-
tively implemented to amplify collective experiences of engagement with information
to its fullest extent. The enrichment of engaging with information - as well as the
capacity for iterative design of learning conditions - expresses workplace information
literacy within the relational perspective.
Adopting an information experience design lens in this study, the results of ana-
lyzing individuals’ stories about how they use information to learn (that is, targeting the
building blocks of information literacy mentioned in the IXD framework above) guided
systems design and produced organizational practices (as in designing and imple-
menting interventions mentioned in the IXD framework above) that heightened
engagement with information in more varied ways, through which collective workplace
information literacy capabilities evolved. To advance continuous amplification,
reflection and dialogue practices are now integrated into the organizational culture to
ensure continuous evaluation and iterative re-design of systems and practices. Col-
lective commitment aims to enable richer experience of and engagement with infor-
mation to advance workplace information literacy.

3 Stories of Using Information to Learn in the Workplace

Information experience design (IXD) - which places information in the foreground -

guided the collective learning catalyzed by analysis of stories about using information
to learn and co-design of workplace systems and associated practices. It thereby
advanced informed learning, which recognizes that learning is about a shift or change
in understanding a phenomenon - in this case, information use. The information stories
in this action research initiative were generated over three, 3-h sessions. A facilitator,
Dr. Christine Bruce from Queensland University of Technology, in collaboration with
other team members, guided participants’ thinking and talking about how they used
information to learn. Insights, particularly about sharing, saving and using information,
subsequently guided choice of technologies and development of practices that produce
the conditions for using information to learn within open communication, decision-
making and planning systems.
6 M. M. Somerville et al.

The co-design initiative began with collecting 19 participants’ stories of workplace

information literacy. In advance of the workshop, participants were asked to reflect on a
“best experience of using information to learn at work.” The stories were comprised of
recollections of job-related information needs and the processes used to obtain infor-
mation needed. The stories were then shared - through brief spoken summaries - and
discussed within the library group. On the second day, department heads convened to
identify the ‘what, how, and why’ aspects of the stories, which has been collected for
further reflection and analysis. These questions guided analysis of the stories:
a. What is valued?
b. How does informed learning happen?
c. Where does it happen?
Initial analysis focused on revealing the wide variation in the what, how, and where
elements of the information experience stories. Because of their ‘thought leadership’
responsibilities within the organization, the unit heads both performed analysis on the
second day and reported results to the library group on the third day. Concluding
discussion explored the next step, coding for analysis of information experience stories.
Results would deepen the understanding required to achieve IXD aspirations for
informed systems.

4 Informed Learning Story Coding Categories

Stories were next coded according to informed learning categories, which simultane-
ously focus on information use and learning. More specifically, Academic Support
Librarian Robin Imhof led analysis of the qualitatively different ways of experiencing
information in the workplace. Coding explored the relationship between information
and its contexts of use, including what information is used for, as represented in these
categories:
1. Information and communication technologies: harnessing technology for informa-
tion and knowledge retrieval, communication, and management,
2. Information sources: using information sources (including people) for workplace
learning and action taking,
3. Information and knowledge generation processes: developing personal practices or
heuristics for finding and using information for novel situations,
4. Information curation and knowledge management: organizing and managing data,
information, and knowledge for future professional needs,
5. Knowledge construction and worldview transformation: building knowledge
through discovery, evaluation, discernment, and application,
6. Collegial sharing and knowledge extension: exercising and extending professional
practices and knowledge bases to workplace insights, and
7. Professional wisdom and workplace learning: contributing to collegial learning
through using information to learn to take better action to improve [19].
Coding results revealed that most of the stories recounted individual learning, absent
the collective learning activities needed for organizations to be nimble and responsive
 Workplace Information Literacy 7

amidst uncertainty. More specifically, many stories discussed informed learning cate-
gories 1–3 that emphasize aspects of information use (technology, sources, processes).
Fewer stories described category 4–5 (information curation, knowledge management,
knowledge creation, worldview transformation). The workplace informed learning
categories of 6–7 (information sharing and workplace learning) were largely absent.

5 Designing New Information Experiences

In response, an Information Curation and Knowledge Management Team (ICKMT)

was convened, with representatives from all organizational units and levels. The
group’s stated purpose was advancement of relational information literacy in both
physical and virtual workplace environments. Based on needs identified in information
experience stories, team members aimed to co-create conditions for workplace learn-
ing. Due to absence in the workplace, informed learning category 6 - collegial sharing
and knowledge extension for exercising and extending professional practices and
knowledge bases to workplace insights, and category 7 - professional wisdom and
workplace learning for using information to learn to take better action to improve -
were prioritized. The requisite capabilities necessary to ‘bridge’ individual and col-
lective learning - categories 4 and 5 - were also determined to be important. So
information curation and knowledge management - which provides the foundation for
knowledge construction and, ultimately, worldview transformation - were of signifi-
cance as well. As the co-design team moved from stories to data analysis to informed
systems design, participants were guided by information experience design
(IXD) perspectives, which places information experience in the foreground. In addi-
tion, they knew from organization-wide conversations about the information experi-
ence stories that co-workers valued learning from and with each other, and they
recognized this as a strength upon which to build. Lastly, they recognized that tech-
nology tools and catalytic processes were required to heighten learning within the
organization.

6 Informed Systems Co-design: Phase One

Because the organization is engaged in a multi-year, multi-phase facility renovation,

ICKMT members decided to focus a co-design pilot on the multi-faceted theme of
spaces, services, and resources re-invention. After considering several technology
options, which compared and contrasted communication needs and software purposes,
the design team unanimously chose the LibGuides blog software for communication,
for multiple reasons. First, the Springshare products and platform were used to create
research guides and web pages, so software conventions were familiar. Although the
LibGuide blog had not been used before, examination revealed that it facilitated easy
posting of new information, using similar familiar procedures. Then team members
discovered a file size limitation, when they attempted to upload architects’ high res-
olution renderings. So they decided to add a second environment, SharePoint, to which
8 M. M. Somerville et al.

LibGuide entries could point, if needed. This software had the additional advantage of
support by the University’s office of information technology.
Very organically, the SharePoint site soon became a repository for other organi-
zational work. For instance, to satisfy the workplace need to curate and preserve
committee activities, the SharePoint site became the platform in which to accomplish
this work. Coincidently, a mobile computer monitor was built to enable visualization of
meeting agendas in library gatherings. This innovation in workplace practices was
subsequently furthered when, during unit heads’ meetings, the computer-on-wheels
(COW) was used to both display meeting agenda and to produce real-time minutes.
Through such processes, co-workers learned - with time and practice - to curate, share,
and understand workplace information. In addition, they learned to identify information
needs and compare needs with available communication channels and possible tech-
nology solutions.

7 Informed Systems Co-design: Phase Two

Later this year, Phase Two will look at the breadth and depth of learning achieved
through the co-designed systems and associated practices related to comprehensive
organizational re-invention and evidenced in the LibGuide and SharePoint environ-
ments. Priority will continue to focus on informed learning category 6 - collegial
sharing and knowledge extension for exercising and extending professional practices
and knowledge bases to workplace insights - and category 7 - professional wisdom and
workplace learning for contributing to collegial learning through using information to
learn to take better action to improve. In addition, team members will more inten-
tionally look for evidence of categories 4 and 5 - information curation, knowledge
management, knowledge construction, and worldview transformation. These elements
constitute the ‘bridge’ capabilities that both enable individuals to contribute their
insights to the evolution of collective workplace learning and also enable groups to
capture, organize, interpret, and apply information to generate knowledge and, ulti-
mately, wisdom.
Guided by information experience design processes, the ICKMT members will
analyze a new set of systems- and practices-enabled stories, which use information to
learn. They will expand the original analysis framework - How is informed learning
happening? Where is it taking place? What is valued? - and add three more questions:
who, why, when. These “6 Ws” constitute the questions used for investigation within
the field of journalism. Illustrative of their developing efficacy, team members will also
look for these attributes of relational informed learning principles, with the aim of
furthering collective workplace information experience:
• Learning is about changes in conception – that is, learning to develop new, more
complex ways of conceiving of, or experiencing information.
• Learning always has content as well as process – that is, individuals should be
learning about something (disciplinary content) as they engage in learning to be
effective information users.
 Workplace Information Literacy 9

• Learning is about relations between the learner and the subject matter – that is,
learning to be an effective information user involves the relations between the
learning and the information.
• Improving learning is about understanding the learner’s perspective – that is,
helping individuals to become better information users requires understanding their
ways of conceiving of effective information use [2, p. 174].
This information experience design initiative recognizes that the outcome space rep-
resents the relationships between those categories. It depicts the phenomenon as a
whole within which learning happens. In other words, learning to fully realize the
potential of information experiences requires developing new, more complex ways of
conceiving and experiencing the multi-faceted phenomenon. It follows that this man-
ifests as a range of contextualized experiences of varying complexity: a complexity
reflecting the purpose for which the information is required, and the subjective
knowledge that is developed through the locating and critiquing of the information [2].
The questions then become: “What information … experiences do we want to facilitate
or make possible? What information and learning experiences are vital to further our…
professional work?” [21, p. 20].

8 Informed Systems Implementation Discussion

Two earlier workplace design studies demonstrated that when professionals become
aware of new ways of experiencing the use of information to learn, they can become
more effective within new contexts as they learn what is required to make that possible.
In other words, professionals’ engagement in those knowledge development and
learning processes allow them to achieve competence and effective practice. Awareness
can be additionally furthered through reflective engagement guided by intentional
learning-centered information practices – a process of subjective knowledge develop-
ment leading to increased understanding [12].
Building upon this strong evidence about the value of explicitly linking information
and learning, information experience design is combined in this study with informed
systems, to originate organizational capacity building through analyzing informed
learning stories. Results in phase 1 informed co-designed systems and practices, which
continue to inform redesign efforts in phase 2 that transform collective attention from
transactions to transformations [14].
This workplace information literacy approach, grounded in relational information
literacy, informed learning, and information experience, anticipates that as understanding
of technologies mature, focus shifts naturally from the technology itself and the capa-
bilities needed to use those technologies towards the process of galvanizing information
and learning experiences. As results to date at University of the Pacific illustrate, col-
laborative design of information and learning experiences transforms both learning
experience and information experience. This is especially so because IXD has been paired
with reflection and dialogue practices that promote iterative design and evaluation pro-
cesses focused on information use experience. Within this frame, lively conversations
quite genuinely catalyze and amplify relational workplace information literacy.
10 M. M. Somerville et al.

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—— Post, i. 383 n.; ii. 143, 144; iii. 18 n., 76, 93, 126, 243 n., 350; x.
138, 150, 220; xi. 495.
—— and Evening of the Roman Empire (Claude’s), ix. 54, 57.
Morocchius (in Shakespeare’s Merchant of Venice), i. 322, 391, 392.
Morocco, Emperor of (in Peter Pindar), viii. 168.
Moroni, Giovanni Battista, ix. 34.
Morose (in Jonson’s Silent Woman), viii. 42.
Morpeth, Lord, xi. 386.
Mortimer (in Cumberland’s Faithless Lover), ii. 83.
—— (in Shakespeare’s Henry IV.), i. 284.
Morton, Charles, x. 357.
—— Thomas, iii. 162; vi. 453; viii. 442; xi. 374.
—— (Scott’s Old Mortality), iv. 247.
Mosaics of the Church of St Mark, Venice, ix. 274.
Mosca (in Jonson’s Fox or Volpone), viii. 44.
Moscow, iii. 99, 178; vi. 241; xi. 195, 196.
Moses, iii. 265, 297; viii. 58; xi. 233, 472 n.; xii. 263.
—— Cosmogony of, xii. 279.
—— (Michael Angelo’s), ix. 362; x. 208.
—— (Poussin’s), ix. 473.
—— (Sheridan’s), viii. 250.
—— in Egypt (an Oratorio), ix. 202.
—— (in a play), viii. 387; xii. 24.
Mosheim, Johann Lorenz von, iii. 276.
Mossop, Henry, ii. 63, 64.
Moth (in Shakespeare’s Midsummer Night’s Dream), i. 61, 244; viii.
275.
Mother Bombie (by John Lyly), v. 197, 198.
—— Cole (in Foote’s The Minor), viii. 167.
—— and Child, The (Raphael’s), viii. 148.
—— Hubberd’s Tale (Spenser’s Shepherds’ Calendar), v. 98.
—— and a Sleeping Child (Guido’s), ix. 51.
Mother’s Picture, Verses on his (by Cowper), v. 95.
Motto, or Invocation to his Muse (Cowley’s), viii. 58.
Moudon (a town), ix. 285, 295, 296.
Mouldy (Shakespeare’s 2nd Henry IV.), viii. 33.
Moulins (a town), ix. 178, 179.
Mounsey, George, vi. 192, 195, 197, 198, 199, 201.
Mount, Sermon from the, v. 184.
Mountaineers, The (G. Colman, junr.), ii. 109; viii. 239.
Mountford, Sir Charles, v. 213.
Mountfort, Susanna, i. 157; viii. 160.
Mountjoy, Lady, ix. 473.
Mourning Bride (Congreve’s), i. 176; vi. 195; vii. 306; xi. 382.
Mourritt (operatic singer), ix. 171.
Moustache (Macready’s Henry IV.), viii. 442.
Mowbray (Shakespeare’s Richard II.), i. 273.
Mozart, Johann Chrysostom Wolfgang Amadeus, ii. 174, 178, 200,
201; iii. 311; vi. 74; vii. 239; viii. 325–7, 362–4, 370–1, 452, 535; xi.
427, 455, 500; xii. 168, 345, 384.
Mrs Battle’s Opinions on Whist (Lamb’s), iv. 364; vi. 199, 245.
Mrs James (in Fielding’s Amelia), viii. 114; x. 33.
—— Leicester’s School (Lamb’s), v. 146.
—— Malaprop (in Sheridan’s Rivals), viii. 165, 508; x. 142; xi. 307.
—— Marwood (Congreve’s Way of the World), viii. 74.
—— Oakley (in Geo. Colman the elder’s The Jealous Wife), viii. 316,
505; xi. 304.
—— Patch (in Mrs Centlivre’s Busy-Body), viii. 503.
Much Ado about Nothing (Shakespeare’s), i. 335; iii. 200; viii. 32,
401 n.
Mucklewrath (Scott’s Old Mortality), iv. 247.
Mudford, William, vi. 111, 196, 293 n.; x. 219; xi. 547.
Mudge, Dr, vi. 368, 419, 512.
Mudges, The, vi. 366, 367, 374, 510, 512.
—— Zachary, vi. 368.
Muiopotmos (Spenser’s), viii. 404.
Mulberry Tree, The (a song), viii. 301.
Muleteers (Correggio’s), ix. 35.
Muley-Muloch (in Dryden’s Don Sebastian), v. 357, 358.
Mulgrave, Lord, i. 374.
Müller, Johannes von, iii. 154.
Mumps (in Oulton’s Frightened to Death), viii. 359.
Munchausen, Baron, vii. 37, 138.
Munden, Joseph Shepherd, ii. 147, 148, 368; v. 269 n.; vi. 275–6 n.,
418, 453; viii. 71, 226–7, 256, 264–5, 278, 286, 310, 317, 343, 359,
386, 392, 400, 416, 459, 465, 525, 534, 536; xi. 303, 306, 366,
377–8, 392; xii. 24, 198 n.
Munden’s Sir Peter Teazle, xi. 392.
Mundungus, x. 149 n.
Mungo (in Bickerstaffe’s Padlock), ii. 84.
Müntz, John Henry, x. 164.
Murder of Dentatus (Haydon’s), xi. 482.
Murillo, Bartolomeo Esteban, vi. 219; ix. 23, 25, 26, 54, 158, 186,
389, 390; xi. 205 n., 249; xii. 262.
Murphys, The, v. 359; viii. 164.
Murray, Chas., viii. 309.
—— John, i. 376, 379, 380; iii. 124, 194, 217, 218; iv. 302, 312; vi. 89,
211; vii. 376, 378, 515; ix. 247 n.; xi. 423, 486, 489, 580; xii. 267,
320.
—— Lindley, iii. 445; iv. 241 n., 391; xii. 232.
Murray, William (Earl of Mansfield), iii. 416.
—— Mr (Pope’s friend), viii. 555.
—— Miss, viii. 529.
Muse, Invocation to, or Motto (Cowley’s), viii. 58.
Music, History of (Burney’s), x. 288 n.
—— Messora’s, xi. 245.
Music-piece (Giorgione’s), ix. 271.
—— (Titian’s), ix. 11, 70.
Musical Instruments, Personification of (in Tatler), i. 9; viii. 98.
—— Party (Giorgione’s), ix. 26.
Musician and the Nightingale, The Contest between the (by
Crashaw), viii. 53.
Musidorus and Philoclea (Sir Philip Sidney’s), ix. 58.
Mustapha and Alaham (by Fulke Greville), v. 231; vii. 255; xii. 34.
Mustard Seed (in Shakespeare’s Midsummer Night’s Dream), i. 61,
244; viii. 275.
My Aunt (a farce), viii. 239, 240.
—— Father (in Sterne’s Tristram Shandy), i. 12; viii. 121, 151.
—— First Acquaintance with Poets, xii. 259.
—— Grandmother (by Prince Hoare), i. 155; vi. 416; viii. 230.
—— Landlady’s Night-Gown (Oulton’s), viii. 328.
—— Spouse and I (C. Dibdin’s), viii. 525.
—— Uncle Toby (in Sterne’s Tristram Shandy), i. 12; viii. 11, 121, 151;
x. 39; xi. 553.
—— Wife! What Wife? (by Barrett), viii. 237.
Myrrha (Byron’s Sardanapalus), ii. 307.
Myrtle (in Steele’s Conscious Lovers), viii. 158.
Mysie Happer (in Scott’s Monastery), viii. 454.
Mysterious Mother, The (Walpole’s), x. 165.
Mysteries, The, x. 60.
—— of Udolpho, The (by Mrs Radcliffe), viii. 125; xii. 64.
Mystery of the Passions, x. 60.
 N.

Naiad, i. 19.
Nairn, iv. 280.
Naldi, Guiseppe, viii. 326, 365, 372; xi. 308.
Namur, Siege of, i. 429.
Nantreuil, Charles François le Bœuf, ix. 127.
Nantucket, x. 315.
Nantwich, ii. 167.
Nanty Ewart (in Scott’s Redgauntlet), vii. 319.
Napier, John, vi. 85.
—— (of Marchiston), xii. 441.
—— MacVey, xii. 255.
Naples, ii. 180, 223; iii. 179; vi. 347, 379, 385; ix. 233, 249, 253, 256,
259, 419, 475 n.; x. 56, 277, 282, 283, 287 n., 292, 300.
Napoleon Buonaparte. See Buonaparte, Napoleon.
Narcissa (in Smollett’s Roderick Random), xii. 64.
Narcissus, i. 25; xii. 200.
—— and The Graces (Bishop’s), iv. 102.
—— Looking into Water (Barry’s), ix. 419.
Narni (a town), ix. 258.
Narrative of Facts (Holcroft’s), ii. 139, 156, 201, 205.
Nash, Sir B., vi. 451.
—— Miss, viii. 254.
Nasmyth, Peter, xi. 245, 246, 247.
Nathan, Mr (an actor), viii. 401.
—— the Wise (Lessing’s), x. 119.
Nathaniel (in Shakespeare’s Love’s Labour’s Lost), i. 332.
National Antipathies, ix. 138.
—— Gallery, ix. 3; xii. 215.
Natural Son (Kotzebue’s). See Mrs Inchbald’s Lover’s Vows.
Natural Disinterestedness of the Human Mind, The (Coleridge’s), xii.
266.
Nature and Art (Mrs Inchbald’s), ii. 336; vi. 364; viii. 123, 127; x. 41.
—— State of (Hobbes), vi. 308.
Naufragium Joculare (Cowley’s), v. 214.
Nayrs, The, vi. 150.
Neal, Daniel, iii. 265; iv. 217; xi. 443.
—— John, x. 313.
Neapolitan Nobleman (Titian’s), vii. 292; ix. 385.
Neate, Bill (pugilist), iv. 223; xii. 8 et seq.
Nebuchadnezzar, xii. 204.
Nebuchadnezzar’s image, viii. 407.
Ned Christian (in Scott’s Peveril of the Peak), xi. 538.
—— Softly (in The Tatler), vii. 64.
Neely. See Sherwood, Neely, and Jones.
Negro (or African), i. 69.
Nehemiah, ii. 4.
Nell (in Coffey’s The Devil to Pay), viii. 252, 389; xii. 24, 122.
Nelson, Lord, i. 97; vi. 85, 359, 522.
—— Life of (Southey’s), ii. 48.
Nelson’s Victory, iii. 195.
Nemours, Duc de, vii. 308; viii. 326.
Neptune, i. 34; vi. 168; ix. 348.
—— The (of John of Bologna), ix. 205.
—— The (Elgin Marbles), ix. 467, 492.
—— and Amphitrite (Titian’s), ix. 75.
Nerestan (in Voltaire’s Zaire), xi. 282.
Nerissa (in Shakespeare’s Merchant of Venice), i. 322; iv. 260.
Nero, i. 390; iv. 61; ix. 221; x. 231; xii. 285.
Nero’s Golden House, ix. 234.
Nessus, iv. 104; xi. 268.
Nestor (in Shakespeare’s Troilus and Cressida), i. 221.
—— (Homer’s), xii. 155.
Netcher, Caspar, ix. 354.
Nether-Stowey, x. 150; xii. 265, 269, 270, 272, 274.
Net-maker and His Wife. See Zembuca.
Neufchatel, The Lake of, ix. 296.
Neuilly, Barrier of, ix. 133 n., 158, 159; xii. 191.
Neuss (a town), ix. 299.
Nevers (a town), ix. 177.
Neville, Living in London (? Jameson’s), viii. 242, 243.
New Books, On Reading, xii. 161.
—— Eloise (Rousseau’s), i. 91, 427; vi. 186; vii. 24, 28, 224, 304; ix.
146, 281, 285; x. 75; xii. 14, 54, 123 n., 169.
—— English Drama. See William Oxberry.
—— English Opera, The, viii. 314, 320, 323, 329.
—— Holland, iv. 46.
—— Inn, The (Ben Jonson’s), v. 263, 265.
—— Jerusalem, The, v. 94; xii. 463.
—— Lanark, iii. 172; iv. 198.
—— Man of Feeling (Godwin’s), x. 399.
—— Monthly Magazine, The, iv. 186, 348, 418 et seq.; vi. 485–6, 494,
504 et seq.; vii. 481, 485–7, 489, 507, 509–11; ix. 62 n., 446, 469,
470; x. 221–2; xi. p. vii, 496, 590; xii. 1, 15, 26, 38, 51, 59, 68, 78,
95, 104, 119, 125, 131.
—— Pygmalion. See Liber Amoris.
—— River, The, vii. 129.
—— Road, The (London), ii. 163.
—— Scots Mag. See Edinburgh Magazine.
—— Testament, The, v. 183; vi. 392.
New Times (a newspaper), iii. 233, 284, 286, 313, 314; x. 217, 218; xi.
316; xii. 289.
—— View of Society, A, iii. 121.
—— View of Society (Owen’s), iv. 198.
—— Way to Pay Old Debts, A (Massinger), viii. 272;
also referred to in v. 266, 267 n.; vii. 313; viii. 277; xii. 168.
—— Year’s Ode (Southey’s), iii. 49.
—— York, ii. 205; viii. 473.
—— Zealand, iii. 360.
Newark-upon-Trent, ii. 12.
Newbury, xi. 309; xii. 2, 6, 13.
New Castile, x. 57.
Newcastle, ii. 166.
—— Duke of, xii. 41, 383.
—— Duchess of, iv. 216; viii. 69, 503; xii. 37.
—— The Marquis of, xi. 53.
Newfoundland Dog, vi. 452.
Newgate, ii. 148, 150, 171, 206; iv. 195; v. 97; vii. 449; ix. 157; x. 227,
377, 380, 381; xi. 373.
—— Calendar, iv. 250; vi. 314; viii. 269; xi. 190; xii. 34 n., 355.
Newington Green, x. 357.
Newman Street, ii. 147, 163, 199.
Newmarket, ii. 23, 24, 26, 28, 30, 31, 32, 35–7, 40–2, 45, 46, 49, 50,
52–5, 107; vii. 211.
Newport, Lord (Vandyke’s), ix. 61.
Newport-Pagnell, ii. 14.
News, The, x. 220.
Newspaper (Crabbe’s), xi. 606.
Newstead Abbey, x. 169.
Newton, Bishop (Reynolds’s), ix. 399.
Newton, Sir Isaac, i. 10 n., 46, 82, 100; iii. 140, 141, 151; iv. 8, 45; v.
163; vi. 85, 239, 304; vii. 153, 249, 306, 358, 371, 458; viii. 99; ix.
243; x. 13, 134, 222, 249; xi. 258, 263 n., 273, 311; xii. 26, 27, 153
n., 154 n., 279, 441.
Ney, Marshal, iii. 165; ix. 146.
Nice Valour; or, The Passionate Madman (Beaumont and Fletcher),
v. 295.
Nicholas Gimcrack (in The Tatler), iii. 40; vi. 118, 119.
N.—— (Nicholson, William), ii. 91, 95, 100, 173, 175, 191–3, 195–6,
217, 219, 264, 279; vi. 92; vii. 230.
Nicias, viii. 17.
Nick Strumpfer (Scott’s The Pirate), xi. 534.
Nicknames, On, xi. 442.
Nicolas the Barber (in Cervantes’ Don Quixote), x. 27.
Nicole, Pierre, xi. 289.
Niger, The, ix. 255.
Night (Michael Angelo’s), ix. 363.
—— Picture of (Brown’s), v. 315.
—— at Dresden, The (Correggio’s), xii. 357.
—— Scene (Hogarth’s), viii. 136, 137; ix. 80.
—— Thoughts (Young’s), ii. 91; v. 375.
—— Walker, The (Beaumont and Fletcher’s), v. 261.
Nightingale, To the (Drummond of Hawthornden), v. 300.
Nile, The, i. 232; vii. 344; ix. 350.
—— the Battle of the, i. 97.
Nimeguen, ix. 299, 300.
Nimrod, vi. 168.
Nina (an Italian Opera), vii. 325, 335; ix. 174, 175 n.
Nine Muses (Tintoretto’s), ix. 42.
Ninette à la Cour (C. S. Favart’s), xi. 380.
Ninon de l’Enclos, xii. 37.
Niobe (The Elgin), ix. 379; x. 82.
—— (Raphael’s), i. 70.
—— (R. Wilson’s), ii. 198; ix. 393; xi. 200.
Nipperkin (in Sprigs of Laurel), xii. 24.
Nismes, Massacre of, iii. 118, 216.
No Song, No Supper (by Hoare), vii. 193; viii. 406, 416.
Noah’s Ark, vii. 96; ix. 335; xii. 263.
Noble, Walter, x. 243.
—— Kinsmen (Fletcher’s), v. 190.
—— Lord, Letter to a (Burke’s). See Letter to Bedford, Duke of.
—— Peasant, The (Holcroft’s), ii. 87, 109, 268.
Noblet, Mademoiselle, ix. 174.
Nodin (a picture dealer), ii. 205.
Noel, Mademoiselle, i. 53; ix. 170.
Nokes, James, i. 157; viii. 160.
Nola, the Philosopher of, x. 145.
Nollekens, Joseph, vi. 373, 379, 384; vii. 88, 90; xii. 221, 439.
Noman (in Homer’s Odyssey), xi. 452.
Nonjuror (Cibber’s), viii. 162.
Noon (Hogarth’s), viii. 137, 140; ix. 80; xi. 252; xii. 364.
Norbury Park, vi. 360.
Nore, The, ii. 248.
Norfolk, ii. 249, 277; iii. 405.
Norfolk, Duke of, xii. 164.
—— (in Richard III.), viii. 184, 202.
Norman (Holcroft’s), ii. 204.
—— Court, vi. 24; ix. 27.
Normandy, iii. 97; ix. 100.
Norna of the Fitful-Head (in Scott’s The Pirate), xi. 534.
North, Lord, iii. 290, 337 n., 419, 420; iv. 237.
—— T., ii. 205.
—— Sir Thomas, v. 186.
Norths, The, iii. 389.
North Berwick-Law, ii. 314.
—— Briton (a newspaper), iii. 422.
—— West Passage, iv. 207; vi. 414.
Northampton, ii. 14, 125; x. 356.
Northcote, James, i. 442; ii. 208, 209, 217, 224; iv. 212; vi. 10, 18, 65
n., 296, 318, 407; vii. 39, 40, 42, 89–94, 211, 487; ix. 34, 55, 61, 66,
226, 407 n., 475 n.; xi. 202 n., 509, 516, 543, 590; xii. 224, 439.
Northcote’s Conversations, vi. 333.
—— Samuel, vi. 395.
Northern Winter, A (A. Philips), v. 374.
North Pole, Panorama of, vi. 407.
Northumberland, Duchess of, iii. 307.
—— the Family of, x. 171.
—— the Earl and Countess of (Vandyke’s), ix. 61.
—— in the Tower (Vandyke’s), ix. 61.
—— (in Shakespeare’s Henry IV. and VI.), i. 284, 296, 301; xi. 192.
Northwich (a town), ii. 18.
Norton, Thomas, v. 193.
Norval (in Home’s Douglas), vi. 294; viii. 180; xi. 373.
Norway, iii. 62, 104, 106, 107, 158, 216.
Norwich, ii. 182, 230, 278.
Norwood, vii. 114.
Norwynne (in Inchbald’s Nature and Art), vii. 339; xii. 65.
Nota Bene; or, The Two Doctor Funguses (a play), viii. 536.
Nothing, Poem upon (Rochester’s), v. 83.
Notre-Dame, ix. 156.
Nottingham, ii. 14, 19–23, 29, 72, 85, 106, 125; vi. 445.
Nottingham, Lord, iii. 464.
Novel (in Wycherley’s Plain Dealer), viii. 78.
Novelle di Salernitano, ii. 172.
Novelists, On The English, viii. 106.
Novelty (Shakespeare’s Sonnet), i. 360.
—— and Familiarity, On, vii. 294.
Novi (a town), ii. 178.
Novum Organum (Bacon’s), v. 328.
Nugent, Lord, ii. 94; x. 215.
Numitorius (Knowles’s Virginius), viii. 456.
Nuneaton, ii. 14.
Nurse (in Shakespeare’s Romeo and Juliet), viii. 199.
Nursey, Perry, xi. 249.
Nut-Brown Maid, The (old ballad), v. 106; xi. 533.
Nym (in Shakespeare’s Henry V.), i. 291, 351; viii. 33.
Nymph, The First and Second (in Milton’s Comus), viii. 231.
—— (Titian’s), ix. 14.
—— appearing to the River God (a picture), ix. 128.
—— making a garland of flowers (Parmentier’s), ix. 167.
—— and Satyr (Giorgione’s), ix. 226.
—— —— (Polemberg’s), ix. 20.
—— —— A (a picture), ix. 43.
Nymphadoro (Marston’s Antonio and Mellida), v. 228.
 O.

O——, Mr, xi. 387.

Oak and the Briar, The (Spenser’s), v. 98.
Oakhampton Castle (Wilson’s), xi. 199.
Oates, Titus, ii. 143.
Oath of the Horatii (David’s), ix. 134.
Oberon (in Shakespeare’s Midsummer Night’s Dream), i. 245 et seq.
Ober Wesel, xi. 363.
Obligations, On the Spirit of, vii. 78.
O’Bryan, Mr, ii. 173, 174.
Observations on Judge Eyre’s Charge to the Jury in 1794 (Godwin’s),
x. 399.
Observer, The, ix. 287; x. 220.
Occasion (Spenser’s), x. 245.
Occasional Conformity Bill, The, x. 377.
Occleve, Thomas, v. 34.
Oceana (Harrington’s), iii. 122.
Oceanus (Æschylus’s Prometheus), x. 93.
O’Coigly, James, ii. 429.
O’Connell, Daniel, xii. 214.
O’Connor, Arthur, ii. 174, 186, 190, 196, 431.
—— Roger, ii. 190.
Octavia (in Shakespeare’s Antony and Cleopatra), i. 229; viii. 192.
Octavian (in The Mountaineers), viii. 239, 241.
Ode on Chatterton (Coleridge’s), iv. 215.
—— to Departing Year (Coleridge’s), v. 377; xii. 268.
—— to Eton College (Gray’s), v. 118; vii. 74.
—— to Evening (Collins), v. 116, 374.
—— to Fear (Collins), v. 116, 374.
—— to Indifference (Mrs Greville’s), viii. 216.
—— to the Memory of Sir Lucius Cary and Sir H. Morrison (Ben
Jonson’s), v. 306.
—— to Naples, The (Shelley’s), x. 267.
—— on the Passions (Collins), v. 116, 374.
—— on the Poetical Character (Collins’s), v. 116, 126, 374.
—— on the Progress of Life (Wordsworth’s), i. 250.
—— on St Cecilia (Dryden’s), v. 81.
Odes and Inscriptions (Southey’s), v. 164.
Odeon, The (theatre), ix. 154.
Odry, Jacques Charles, ix. 153.
Odyssey (Homer’s), i. 71 n.; v. 14, 66; viii. 20; x. 12; xi. 236, 452; xii.
168.
Œdipus (Æschylus), x. 96.
—— (Lee’s), v. 357; vii. 298.
—— (Corneille’s), ix. 154, 193.
O’Fin (in Amory’s John Buncle), i. 54.
Ogygia (in Spenser), viii. 241; (Homer’s), x. 12.
Ohio, iv. 337; vi. 53.
O’Keefe (in Amory’s John Buncle), i. 54; iii. 142.
O’Keeffe, John, vi. 417; viii. 166, 319, 400, 416, 534; xi. 364, 383.
Old Actors, Some of the, xi. 366.
—— Age (Cicero’s), iv. 384.
—— —— (Holcroft’s), ii. 87.
—— —— of Artists, On the, vii. 88.
—— Bachelor, The (Congreve’s), viii. 72.
—— Bailey, The, ii. 99, 151, 199; vii. 339.
—— Clothes to Sell (a song in Holcroft’s Old Clothesman), ii. 177.
—— Clothesman, The (Holcroft’s), ii. 163, 170, 173, 195, 222, 225,
226.
—— Customs, viii. 327.
—— Double (in Shakespeare’s Henry IV.), i. 64, 283; viii. 33, 35.
—— English Baron, The (Mrs Radcliffe’s), viii. 127.
—— —— Writers and Speakers, vii. 311.
—— Fortunatus (Dekker’s), v. 234.
—— Jewry, Chapel in the, vi. 367.
—— Masters, The, x. 196.
—— Mortality (Scott’s), iv. 243 n., 247; vi. 425; xi. 459, 532, 537.
—— Mother W. (? Hogarth’s), xii. 364.
—— Nosy (in Dibdin’s Past Ten o’clock), xi. 393.
—— Project (in Reynolds’s What’s a Man of Fashion?), viii. 262.
—— Sarum, Sonnet to (Southey’s), iii. 203.
Old Sarum (town), iii. 110, 414; iv. 263.
—— Soldier (Opie’s), ii. 228.
—— Testament, The, v. 17, 183; x. 62.
—— Times (a newspaper), iii. 194.
—— Woman, xii. 321.
Oldenburgh, Duchess of, iii. 308.
Oldfield, Mrs, i. 8, 157; viii. 90, 96, 160.
Oldmixon, John, x. 368 n., 370, 371.
Oliver, Tom, vi. 40.
—— (in Shakespeare’s As You Like It), i. 341.
—— (in L. Bonaparte’s Charlemagne), xi. 232.
—— (a Government Spy), iii. 232, 234, 240, 261, 280.
Olivia (in Holcroft’s Hugh Trevor), ii. 137.
—— (in Holcroft’s The Man of Ten Thousand), ii. 160.
—— (in Wycherley’s Plain Dealer), viii. 14, 78, 86.
—— (in Shakespeare’s Twelfth Night), i. 315, 318; viii. 32, 37.
Ollapod (in Colman’s The Poor Gentleman), xi. 376.
Olympian Jupiter, The, ix. 466.
Olympic Games (Barry’s), ix. 421; x. 199.
—— Theatre, The, vi. 81; viii. 461, 462, 472.
Olympus, i. 34, 71; ix. 324, 325; x. 7.
Omai, portrait of (by Northcote), vi. 402.
One Man’s Profit is Another’s Loss (Montaigne’s), viii. 94 n.
O’Neill, Miss, i. 156; v. 355; viii. 177, 210, 211, 223, 256, 261–3, 273,
284, 288, 291, 309, 310, 347, 350, 391–4, 397–8, 465, 478, 524,
528, 537, 538; ix. 147; xi. 304, 367, 403, 407, 410.
O’Neill, Miss, as Belvidera, viii. 261, 513.
—— —— as Constance, viii. 513.
—— —— as Mrs Oakley, viii. 530.
—— —— as Elwina, viii. 256.
—— —— as Juliet, viii. 198.
—— —— as Lady Teazle, viii. 291.
—— —— as Widow Cheerly, xi. 297.
Onslow, Arthur, xii. 370.
Opera, The, xi. 426.
Opera, The Company at the, xi. 369.
—— New English, viii. 314, 320, 329.
—— House, The, ii. 90, 193; viii. 465.
Ophelia (in Shakespeare’s Hamlet), i. 105, 232, 293 n.; iii. 122; v. 49,
261; viii. 188, 209, 478 n.; ix. 145; x. 116; xi. 295, 395, 451; xii. 144.
Opie, John, i. 149; ii. 169, 172, 174–6, 178, 180, 184, 189, 196, 198,
208–9, 223–6, 228, 230, 398; vi. 10, 79 n., 296, 343, 351, 390, 411,
433, 436, 462; vii. 109, 274, 305; ix. 225, 403; xi. 218.
—— Mrs, ii. 169, 226, 231; viii. 268.
Opposition and The Courier, iii. 240.
O.P. Row, viii. 357; xi. 372; xii. 39, 297.
Ops (a heathen god), vii. 255.
Orange, House of, vii. 322; ix. 42.
—— the Prince of, iii. 284; vi. 221; x. 370, 372.
—— Court, ii. 1, 2.
Oratorios, The, viii. 296.
Orcagna, Andrea, ix. 354.
Ordonio (in Coleridge’s Remorse), vi. 314; viii. 421.
Orestes (Æschylus), x. 93.
—— (Phillips’ The Distressed Mother), viii. 334.
Orford, Lord, vi. 461.
Orgagna, the Giant (Ariosto’s), ix. 239.
Orger, Mrs Mary Ann, viii. 246, 279, 355, 358, 536; ix. 151.
Orgon (Molière’s Tartuffe), viii. 29, 246; ix. 151; x. 108; xi. 354.
Oriana (in Dimond’s Conquest of Torento), viii. 368.
Orient (a ship), ii. 214.
Originality, ix. 423.
Orinda (in Farquhar’s Inconstant), i. 154.
Orion (N. Poussin’s), vi. 169, 170.
Orkneys, The, xi. 532, 533.
Orlando (in Shakespeare’s As You Like It), i. 339; iii. 297; viii. 252.
—— (in L. Bonaparte’s Charlemagne), xi. 232, 235.
—— (in Dekker’s Honest Whore), v. 235, 237, 240.
—— Amoroso (Bayardo’s), x. 69.
—— Furioso (Ariosto’s), x. 14, 70, 71, 85.
Orleans Gallery, The, i. 78; vi. 14; ix. 9, 11, 31, 33 and n., 422.
Ormond, The Duke of, vi. 345.
Ormskirk, ii. 167.
Ornamental Gardening, Treatise on (Thomas Whately’s), i. 171.
Oroondates, The (in La Calprenède’s Cassandra), xii. 61.
Oroonoko; or, The Royal Slave (Southerne’s), xi. 301;
also referred to in i. 300; v. 359; vii. 70; viii. 537.
Orosman (Voltaire’s), x. 111; xi. 282.
Orphan, The (Otway’s), v. 355; viii. 263.
Orpheus, vii. 14.
—— (by Barry), ix. 420.
—— (by Dance), vi. 442.
—— and Eurydice (Drolling’s), ix. 137 n.
Orr, William, iii. 237.
Orsin (Butler’s Hudibras), viii. 65.
Orsini, xi. 443.
Orson (in Valentine and Orson), v. 361; vii. 215.