Search (3 results, page 1 of 1)

0.027613988 = product of:
  0.055227976 = sum of:
    0.0029427784 = product of:
      0.011771114 = sum of:
        0.011771114 = weight(_text_:based in 1717) [ClassicSimilarity], result of:
          0.011771114 = score(doc=1717,freq=2.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.083222985 = fieldWeight in 1717, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.01953125 = fieldNorm(doc=1717)
      0.25 = coord(1/4)
    0.052285198 = product of:
      0.104570396 = sum of:
        0.104570396 = weight(_text_:assessment in 1717) [ClassicSimilarity], result of:
          0.104570396 = score(doc=1717,freq=14.0), product of:
            0.25917634 = queryWeight, product of:
              5.52102 = idf(docFreq=480, maxDocs=44218)
              0.04694356 = queryNorm
            0.403472 = fieldWeight in 1717, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              5.52102 = idf(docFreq=480, maxDocs=44218)
              0.01953125 = fieldNorm(doc=1717)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Footnote

Rez. in: JASIST 58(2007) no.3, S.456-457 (D. Cook): "In February 2006, the Educational Testing Service (ETS) announced the release of its brand new core academic assessment of its Information and Communication Technology (ICT) Literacy Assessment. The core assessment is designed to assess the information literacy of high school students transitioning to higher education. Many of us already know ETS for some of its other assessment tools like the SAT and GRE. But ETS's latest test comes on the heels of its 2005 release of an advanced level of its ICT Literacy Assessment for college students progressing to their junior and senior year of undergraduate studies. Neither test, ETS insists, is designed to be an entrance examination. Rather, they are packaged and promoted as diagnostic assessments. We are in the grips of the Information Age where information literacy is a prized skill. Knowledge is power. However, information literacy is not merely creating flawless documents or slick PowerPoint presentations on a home PC. It is more than being able to send photos and text messages via cell phone. Instead, information literacy is gauged by one's ability to skillfully seek, access, and retrieve valid information from credible and reliable sources and using that information appropriately. It involves strong online search strategies and advanced critical thinking skills. And, although it is not clear whether they seized the opportunity or inherited it by default, librarians are in the vanguard of teaching information literacy to the next generation of would-be power brokers.
This book is evidence that Henderson and Tallman were meticulous in following their established protocols and especially in their record keeping while conducting their research. There are, however, a few issues in the study's framework and methodology that are worth noting. First, although the research was conducted in two different countries - the United Slates and Australia - it is not clear from the writing if the librarian-pupil pairs of each country hailed from the same schools (making the population opportunistic) or if the sampling was indeed more randomly selected. Readers do know, though, that the librarians were free to select the students they tutored from within their respective schools. Thus, there appears to he no randomness. Second, "[t]he data collection tools and questionnaires were grounded in a [single] pilot study with a [single] teacher-Iibrarian" (p. 7). Neither the procedures used nor the data collected from the pilot study are presented to establish its reliability and validity. Therefore, readers are left with only limited confidence in the study's instrumentation. Further, it is obvious from the reading, and admitted by the researchers, that the recording equipment in open view of the study's subjects skewed the data. That is, one of the librarians tinder study confessed that were it not for the cameras, she would have completely deserted one of her lessons when encountering what she perceived to be overwhelming obstacles: a classic example of the Hawthorne Effect in research. Yet. despite these issues, researchers Henderson and Tallman make a respectable ease in this book for the validity of both mental models and stimulated recall. The mental models developed during the prelesson interviews seem remarkably accurate when observing the school librarians during the lessons. Additionally, while the librarians were able to adapt their lessons based on situations, they generally did so within their mental models of what constitutes good teachers and good teaching.
As for the value of reflecting on their teaching performance, the authors report the not-so-startling denouement that while it is easy to identify and define malpractice and to commit to changing performance errors, it is often difficult to actually implement those improvements. Essentially, what is first learned is best learned and what is most used is best used. In the end, however, the authors rightfully call for further study to be conducted by themselves and others. ETS's core ICT Literacy Assessment is not currently a mandatory college entrance examination. Neither is the advanced ICT Literacy Assessment a mandatory examination for promotion to upper level undergraduate studies. But it would be naïve not to expect some enterprising institutions of higher education to at least consider making them so in the very near future. Consequently, librarians of all stripes (public. academic, school, or others) would do well to read and study Stimulated Recall and Mental Models if they are truly committed to leading the charge on advancing information literacy in the Information Age. In this book are some valuable how-tos for instructing patrons on searching electronic databases. And some of those same principles could be applicable to other areas of information literacy instruction."

0.0047701527 = product of:
  0.019080611 = sum of:
    0.019080611 = product of:
      0.038161222 = sum of:
        0.038161222 = weight(_text_:22 in 648) [ClassicSimilarity], result of:
          0.038161222 = score(doc=648,freq=2.0), product of:
            0.16438834 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04694356 = queryNorm
            0.23214069 = fieldWeight in 648, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=648)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

22. 5.2007 12:07:37

0.0023850764 = product of:
  0.0095403055 = sum of:
    0.0095403055 = product of:
      0.019080611 = sum of:
        0.019080611 = weight(_text_:22 in 3037) [ClassicSimilarity], result of:
          0.019080611 = score(doc=3037,freq=2.0), product of:
            0.16438834 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04694356 = queryNorm
            0.116070345 = fieldWeight in 3037, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0234375 = fieldNorm(doc=3037)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

22. 7.2009 13:43:50