Abstract This study explores information and communication technology (ICT) use among rural child... more Abstract This study explores information and communication technology (ICT) use among rural child welfare workers. The experience sampling method (ESM) was used to collect data at five random times a day for one week from ten welfare workers. Workers reported using email, text messaging, or phone almost exclusively in their day-to-day work lives. This study demonstrates the usefulness of ESM in capturing the nuances of technology use in the day-to-day work lives of child welfare workers. Results highlight the need for agencies to explore the use of new types of ICT that may improve efficiency and expand opportunities for client contact.
Abstract Cloud environments enable organizations to offer uninterrupted delivery of information a... more Abstract Cloud environments enable organizations to offer uninterrupted delivery of information and services to their subscribers. Unfortunately, these platforms also create opportunities for cyber-attacks. As organizations become increasingly virtual, the channel that enables authorized users to access targeted information becomes the same channel used by hackers to propagate mischief. Cyber defense has thus become a dynamic challenge in the ever-connected cloud space. This study adopts the lens of activity theory to conceptualize cyber defense as an activity system and offers a transformative approach to developing organizational cyber awareness. The study contributes to organizational collective learning mechanisms in building effective computer incident response teams for cybersecurity operations.
Online interviews were conducted with community college students in Florida and New York in order... more Online interviews were conducted with community college students in Florida and New York in order to explore their perceptions of their information literacy (IL) needs. Students were asked about their experiences with searching for, evaluating, and using information; their experiences with IL instruction; and their perceptions of their IL strengths and weaknesses. Each interview was audio-recorded, transcribed, coded, and analyzed. Findings revealed that almost all of the students considered IL important in their schoolwork and in their personal lives, although they gravitate to different kinds of resources in those different areas. Many of them reported needing to improve their skills in finding information for school. One student, for example, stated, “I’d definitely like to improve my ability to make use of databases, because there are people out there that say that that is just the most useful thing ever.” In terms of how they had learned what they know about IL, the most frequently identified method was the one-shot workshop, usually provided in conjunction with a course. Several mentioned consultations with librarians, instructors, peer tutors, and classmates. A few had completed a standalone IL course. Participants reported that they like to learn IL through demonstrations, hands-on practice, being able to ask questions, and being able to work with peers. Students see IL as a set of skills rather than higher order concepts. They value IL, and their awareness of their weaknesses suggests they are open to receiving IL instruction
Abstract This study explores information and communication technology (ICT) use among rural child... more Abstract This study explores information and communication technology (ICT) use among rural child welfare workers. The experience sampling method (ESM) was used to collect data at five random times a day for one week from ten welfare workers. Workers reported using email, text messaging, or phone almost exclusively in their day-to-day work lives. This study demonstrates the usefulness of ESM in capturing the nuances of technology use in the day-to-day work lives of child welfare workers. Results highlight the need for agencies to explore the use of new types of ICT that may improve efficiency and expand opportunities for client contact.
Abstract Cloud environments enable organizations to offer uninterrupted delivery of information a... more Abstract Cloud environments enable organizations to offer uninterrupted delivery of information and services to their subscribers. Unfortunately, these platforms also create opportunities for cyber-attacks. As organizations become increasingly virtual, the channel that enables authorized users to access targeted information becomes the same channel used by hackers to propagate mischief. Cyber defense has thus become a dynamic challenge in the ever-connected cloud space. This study adopts the lens of activity theory to conceptualize cyber defense as an activity system and offers a transformative approach to developing organizational cyber awareness. The study contributes to organizational collective learning mechanisms in building effective computer incident response teams for cybersecurity operations.
Online interviews were conducted with community college students in Florida and New York in order... more Online interviews were conducted with community college students in Florida and New York in order to explore their perceptions of their information literacy (IL) needs. Students were asked about their experiences with searching for, evaluating, and using information; their experiences with IL instruction; and their perceptions of their IL strengths and weaknesses. Each interview was audio-recorded, transcribed, coded, and analyzed. Findings revealed that almost all of the students considered IL important in their schoolwork and in their personal lives, although they gravitate to different kinds of resources in those different areas. Many of them reported needing to improve their skills in finding information for school. One student, for example, stated, “I’d definitely like to improve my ability to make use of databases, because there are people out there that say that that is just the most useful thing ever.” In terms of how they had learned what they know about IL, the most frequently identified method was the one-shot workshop, usually provided in conjunction with a course. Several mentioned consultations with librarians, instructors, peer tutors, and classmates. A few had completed a standalone IL course. Participants reported that they like to learn IL through demonstrations, hands-on practice, being able to ask questions, and being able to work with peers. Students see IL as a set of skills rather than higher order concepts. They value IL, and their awareness of their weaknesses suggests they are open to receiving IL instruction
The Attaining Information Literacy Project has focused on identifying first-year college students... more The Attaining Information Literacy Project has focused on identifying first-year college students with below-proficient information literacy skills, gaining an understanding of those students' self-views and perceptions of information literacy, gaining an understanding of their instructional experiences and preferences, and developing an intervention that will address their instructional needs. Focus groups were conducted with students with below-proficient skills to determine their instructional preferences. The findings from the focus groups indicate that students place a high value on personal relevance in the knowledge and skills they are learning, and they prefer a combination of demonstration and hands-on activities, interaction with the instructor and other students, and the availability of supplemental instructional materials in the form of handouts. In addition, they feel that incentives to participate in instruction are crucial and that a number of communication strategies are needed to advertise effectively the availability of instructional sessions.
This investigation uses interview data on student conceptions of and experiences with interacting... more This investigation uses interview data on student conceptions of and experiences with interacting with information. In addition, student scores on the Information Literacy Test (ILT) provide data that allow for comparison of student perceptions to their level of information literacy as measured by a standardized test. A relational approach, informed by competency theory and the imposed query model, provide the framework for the study design and interpretation of the data. Findings reveal a general view of information literacy focused on product rather than process, a perception of achieving information skills on their own, a preference for people over other information sources, and an emphasis on personal interest as key to successful information seeking.
Uploads
Papers by Melissa Gross