Mapping recent information behavior research: an analysis of co-authorship and cocitation networks

There has been an increase in research published on information behavior in recent years, and this has been accompanied by an increase in its diversity and interaction with other fields, particularly information retrieval (HR). The aims of this study are to determine which researchers have contributed to producing the current body of knowledge on this subject, and to describe its intellectual basis. A bibliometric and network analysis was applied to authorship and co-authorship as well as citation and co-citation. According to these analyses, there is a small number of authors who can be considered to be the most productive and who publish regularly, and a large number of transient ones. Other findings reveal a marked predominance of theoretical works, some examples of qualitative methodology that originate in other areas of social science, and a high incidence of research focused on the user interaction with information retrieval systems and the information behavior of doctors

Liquid/glass solvent dynamics: from 300 to 3 K

Temperature-dependent echo-peak shift and heterodyned-echo experiments in glass-forming liquids are discussed. Freezing out a large part of the bath fluctuations by varying the temperature from 300 K to 3 K allows for testing current solvation models

Designing a Social Robot to Support Children’s Inquiry Learning: A Contextual Analysis of Children Working Together at School

Designers of educational interventions are always looking for methods to improve the learning experience of children. More and more, designers look towards robots and other social agents as viable educational tools. To gain inspiration for the design of meaningful behaviours for such educational social robots we conducted a contextual analysis. We observed a total of 22 primary school children working in pairs on a collaborative inquiry learning assignment in a real world situation at school. During content analysis we identified a rich repertoire of social interactions and behaviours, which we aligned along three types of interaction: (1) Educational, (2) Collaborational, and (3) Relational. From the results of our contextual analysis we derived four generic high-level recommendations and fourteen concrete design guidelines for when and how a social robot may have a meaningful contribution to the learning process. Finally, we present four variants of our Computer Aided Learning system in which we translated our design guidelines into concrete robot behaviours