Information practices of disaster preparedness professionals in multidisciplinary groups

OBJECTIVE: This article summarizes the results of a descriptive qualitative study addressing the question, what are the information practices of the various professionals involved in disaster preparedness? We present key results, but focus on issues of choice and adaptation of models and theories for the study. METHODS: Primary and secondary literature on theory and models of information behavior were consulted. Taylor's Information Use Environments (IUE) model, Institutional Theory, and Dervin's Sense-Making metatheory were used in the design of an open-ended interview schedule. Twelve individual face-to-face interviews were conducted with disaster professionals drawn from the Pennsylvania Preparedness Leadership Institute (PPLI) scholars. Taylor's Information Use Environments (IUE) model served as a preliminary coding framework for the transcribed interviews. RESULTS: Disaster professionals varied in their use of libraries, peer-reviewed literature, and information management techniques, but many practices were similar across professions, including heavy Internet and email use, satisficing, and preference for sources that are socially and physically accessible. CONCLUSIONS: The IUE model provided an excellent foundation for the coding scheme, but required modification to place the workplace in the larger social context of the current information society. It is not possible to confidently attribute all work-related information practices to professional culture. Differences in information practice observed may arise from professional training and organizational environment, while many similarities observed seem to arise from everyday information practices common to non-work settings

Disaster Management Education through Higher Education – Industry Collaboration in the Built Environment

Effectively responding to the current and dynamic construction labour market requirements is a major responsibility of higher education institutions (HEIs). HEIs aim to reduce the mismatch between what they deliver and what is required by the industry. Built environment professionals require continuous update of knowledge and education in order to effectively contribute to disaster management. However, the complex and multidisciplinary nature of disaster management education pose a challenge to the higher education institutions to make them more responsive to the industrial needs and to prepare the students for careers in disaster resilience. Adopting a lifelong learning approach would be appropriate for HEIs to maintain a through-life studentship and to provide disaster related knowledge and education on a continuous basis to respond to the labour market requirements. However, incorporating lifelong learning approach within the system of higher education is not easy and straightforward for HEIs. This is mainly because of the formal and bureaucratic nature of HEIs that acts as a barrier for providing effective lifelong learning education. In resolving this issue, HEIs are increasingly relying on the benefits associated with fostering close collaboration with external organisations such as industries, professional bodies and communities. In this context, this paper discusses the role of HEIs in providing disaster management education, the challenges associated with it, and the way of addressing the challenges through the higher education industry collaboration

Understanding the Workforce Needs of New Jersey's Public Health and Other Disaster Management Employers

This report explores the priority workforce needs of New Jersey's public disaster management system. An advisory group of disaster management-related employers from law enforcement and state and local public health systems and educational institutions was convened in the spring of 2006 to identify priority workforce skill needs. Researchers also conducted interviews with state officials, domestic security, public health, and disaster planning experts, as well as reviews of labor market information, state and national websites, and industry and scholarly literature

Disaster Resilience Education and Research Roadmap for Europe 2030 : ANDROID Report

A disaster resilience education and research roadmap for Europe 2030 has been launched. This roadmap represents an important output of the ANDROID disaster resilience network, bringing together existing literature in the field, as well as the results of various analysis and study projects undertaken by project partners.The roadmap sets out five key challenges and opportunities in moving from 2015 to 2030 and aimed at addressing the challenges of the recently announced Sendai Framework for Disaster Risk Reduction 2015-2030. This roadmap was developed as part of the ANDROID Disaster Resilience Network, led by Professor Richard Haigh of the Global Disaster Resilience Centre (www.hud.ac.uk/gdrc ) at the School of Art, Design and Architecture at the University of Huddersfield, UK. The ANDROID consortium of applied, human, social and natural scientists, supported by international organisations and a stakeholder board, worked together to map the field in disaster resilience education, pool their results and findings, develop interdisciplinary explanations, develop capacity, move forward innovative education agendas, discuss methods, and inform policy development. Further information on ANDROID Disaster Resilience network is available at: http://www.disaster-resilience.netAn ANDROID Disaster Resilience Network ReportANDROI

Information Practices of Disaster Response Professionals: The Preparedness Phase

Objectives: This study describes the information practices of the various professions such as emergency management, public health, health and medicine, and public safety, involved in regional disaster preparedness groups. A thorough understanding of the similarities and differences between the professions in information seeking, use, and sharing, will further the development of high-quality information sources and information-sharing channels acceptable to all professions on the team. Methods: A qualitative descriptive study was undertaken. Twelve participants in the Pennsylvania Preparedness Leadership Institute (PPLI), a multi-disciplinary training program attended by members of the Pennsylvania Regional Task Forces, were recruited interviewed. Open-ended individual interviews were conducted at PPLI trainings and in participant workplaces. Interviews focused on information practice in the workplace, including preferences for information seeking and sharing, and barriers and facilitators to information access in the workplace. Analysis used Taylor's Information Use Environments model as an organizing framework. Findings: As Taylor's model states, information practice is shaped by the educational and training requirements for entry into each profession. Factors not included by Taylor but important to this study include volunteer experience in related fields, and overlap between personal and professional information practice on the Internet. Participants report heavy use of the Internet and email, but not of Web 2.0 social media. They value face-to-face meetings for building the social networks critical to disaster response. Only public health and medical professionals use peer-reviewed literature. All would like tools to filter incoming information, and more access to the "lessons learned" reports of other agencies engaged in similar work. Conclusions: There are differences between professions in information practice, but also commonalities that can be exploited to further information use in preparedness. Librarians can make a significant contribution to preparedness efforts by incorporating these findings into the design of information services and resources for disaster professionals. Public health significance: Improving information gathering and sharing practices for all disciplines on the disaster planning team is critical to reducing the impact of man-made and natural disasters on the health of the general public