I graduated from the Riyadh Faculty of Arts University for Girls with BA in Library and information Studies in 2000. In 2012 I received my MSc in Information and Knowledge Management from Loughborough University in the UK. I then worked as a lecturer at Imam University in Riyadh in the computer science college at the Information Science Department. In 2015 I started my scholarship on a PhD programme at Strathclyde University which enabled me to conduct my research in the use of current awareness tools in the academic environment.
Library services, information science, information services and information knowledge management.
My PhD research is about using the electronic current awareness (CA) tools to keep academic staff up to date. The aim of the research is to examine the usage of electronic CA tools, which includes pushing and pulling tools by academic staff.
Pushing technology tools are those tools which allow visitors to visit your websites to seek information. On the other hand, pulling technology allows visitors to subscribe to your messages and retrieve them when required.
Different Categories of the Tools
Pulling tools can include table of contents (TOC) or alert services such as citations alert, Really Simple Syndication (RSS) and website notification services. In contrast the pushing tools can be classified under many categories such as social networking, media sharing, social bookmarking and content collaboration.
Current Awareness Environment
The electronic age offers many different information resources and a variety of services and tools that provide information and data. Consequently, faculties may find it challenging to remain current, especially when exposed to information overload. Therefore, there is a desperate need to create a personal current awareness environment for academics which means choosing a group of electronic tools which match the needs of a particular group of users. There are two main concepts which need to be considered in order to create an environment of awareness: the technology and the user. In addition, there are several elements which can affect the use of such tool by faculty; for instance, the academic background, information seeking behaviour (ISB), the discipline, user needs and IT level. Furthermore, the domain of the tools and the purpose for which they are used can also affect their usage.