STAFF PROFILE
Professor Lisa Given
Prof Lisa Given is Director, Social Change Enabling Impact Platform and Professor of Information Sciences in the School of Global, Urban and Social Studies and the School of Computing Technologies
Professor Lisa Given is an interdisciplinary researcher in human information behaviour whose work brings a critical, social research lens to studies of technology use and user-focused design. Her studies embed social change, focusing on diverse settings and populations, and methodological innovations across disciplines. A former President of the Association for Information Science and Technology, Prof Given has served on the Australian Research Council’s (ARC’s) College of Experts. She holds numerous grants funded by ARC, Canadian Institutes for Health Research, and Canada’s Social Sciences and Humanities Research Council, working with university and community partners across disciplines. She is lead author of the forthcoming 5th edition of Looking for Information: A Survey of Research on Information Seeking, Needs and Behavior, author of 100 Questions (and Answers) about Qualitative Research (2016), and editor of The Sage Encyclopedia of Qualitative Research Methods (2008).
You can follow her on Twitter @lisagiven and find out more about her work at http://lisagiven.com/.
- PhD (Library and Information Science)
- University of Western Ontario (Canada)
3 PhD Current Supervisions
- Precarity and information marginalization: Exploring how academic casualization complicates workplace information practices. Funded by: Social Sciences and Humanities Research Council Grant (Canada) from (2022 to 2024)
- ACD-Engine: Enriching Cultural Data for Research, Industry and Government (Administered by UoM). Funded by: ARC LIEF via other University from (2021 to 2023)
- Ward, W.,Given, L.,Southwell, A. (2023). Bridging intercultural communication divides: examining technology use by dispersed research teams working in South East Asia In: Communication Research and Practice, , 1 - 17
- Given, L.,Partridge, H.,Howard, K. (2022). Supporting collaborative research in information science: The RADAR program as a model for academic-practitioner team engagement In: Library and Information Science Research, 44, 1 - 9
- Keith, R.,Given, L.,Martin, J.,Hochuli, D. (2022). Collaborating with qualitative researchers to co-design social-ecological studies In: Austral Ecology, 47, 880 - 888
- Given, L.,Kuys, B. (2022). Memorial design as information creation: Honoring the past through co-production of an informing aesthetic In: Library and Information Science Research, 44, 1 - 17
- Keith, R.,Given, L.,Martin, J.,Hochuli, D. (2022). Urban children and adolescents’ perspectives on the importance of nature In: Environmental Education Research, 28, 1547 - 1563
- Willson, R.,Stewart-Robertson, O.,Julien, H.,Given, L. (2022). Academic Casualization, Precarity, and Information Practices: A Scoping Review In: Proceedings of the Association for Information Science and Technology, 59, 833 - 836
- Keith, R.,Given, L.,Martin, J.,Hochuli, D. (2022). Environmental self-identity partially mediates the effects of exposure and connection to nature on urban children's conservation behaviours In: Current Research in Ecological and Social Psychology, 3, 1 - 14
- Keith, R.,Given, L.,Martin, J.,Hochuli, D. (2021). Urban children's connections to nature and environmental behaviors differ with age and gender In: PLoS ONE, 16, 1 - 22
- Carson, L.,Given, L. (2021). The societal impact puzzle: a snapshot of a changing landscape across education and research In: Policy Design and Practice, 4, 323 - 340
- Polkinghorne, S.,Given, L. (2021). Holistic information research: From rhetoric to paradigm In: Journal of the Association for Information Science and Technology, 72, 1261 - 1271