Search (4 results, page 1 of 1)

0.0052524144 = product of:
  0.010504829 = sum of:
    0.010504829 = product of:
      0.031514484 = sum of:
        0.031514484 = weight(_text_:k in 2930) [ClassicSimilarity], result of:
          0.031514484 = score(doc=2930,freq=4.0), product of:
            0.16142878 = queryWeight, product of:
              3.569778 = idf(docFreq=3384, maxDocs=44218)
              0.045220956 = queryNorm
            0.19522223 = fieldWeight in 2930, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.569778 = idf(docFreq=3384, maxDocs=44218)
              0.02734375 = fieldNorm(doc=2930)
      0.33333334 = coord(1/3)
  0.5 = coord(1/2)

Classification

TZE (FH K)

GHBS

TZE (FH K)

0.00265287 = product of:
  0.00530574 = sum of:
    0.00530574 = product of:
      0.01591722 = sum of:
        0.01591722 = weight(_text_:k in 1717) [ClassicSimilarity], result of:
          0.01591722 = score(doc=1717,freq=2.0), product of:
            0.16142878 = queryWeight, product of:
              3.569778 = idf(docFreq=3384, maxDocs=44218)
              0.045220956 = queryNorm
            0.098602116 = fieldWeight in 1717, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.569778 = idf(docFreq=3384, maxDocs=44218)
              0.01953125 = fieldNorm(doc=1717)
      0.33333334 = coord(1/3)
  0.5 = coord(1/2)

Footnote

The release of Stimulated Recall and Mental Models, therefore, could not have been timelier. It describes an empirical qualitative, case study research conducted by authors Lyn Henderson and Julie Tallman in which they studied the mental models of school librarians teaching K-12 students how to use electronic databases. In this research, funded by the Spencer Foundation, Henderson and Tallman studied and analyzed the mental models of their subjects, six American and four Australian school librarians, as they went about the task of teaching students one-on-one how to access and retrieve the information they needed for class assignments from electronic databases. Each librarian and student underwent a structured pre-lesson interview to ascertain their mental models (the sum of their prior learning and experiences) regarding the upcoming lesson. The lesson followed immediately and was carefully video- and audio-recorded, with the full knowledge of the librarian and her student. After the lessons, both student and librarian were interviewed with the intent of learning what each were thinking and feeling at specific points during the lesson, using the recordings as memory joggers. After the first librarian-pupil session, the student was freed but the librarian was re-studied tutoring a second learner. Again, the teacher and new student were preinterviewed, their lesson was recorded, and they were debriefed using the recordings for stimulated recall. It is important to note here the use of the recordings to create stimulated recall. Though considered a dubious practice by many respected researchers, Henderson and Tallman expend considerable time and effort in this book trying to establish the credibility of stimulated recall as a valid research tool. I find it interesting that the authors report that their realization of the value of stimulated recall was a collateral benefit of their study; they claim the original objective of their research was to analyze and compare the pre- and post-lesson mental models of the teacher-librarians (p.15). Apparently, this realization provided the inspiration for this book (pp. I & 208). Hence, its place of importance in the book's title.

0.0014537801 = product of:
  0.0029075602 = sum of:
    0.0029075602 = product of:
      0.008722681 = sum of:
        0.008722681 = weight(_text_:h in 68) [ClassicSimilarity], result of:
          0.008722681 = score(doc=68,freq=4.0), product of:
            0.11234917 = queryWeight, product of:
              2.4844491 = idf(docFreq=10020, maxDocs=44218)
              0.045220956 = queryNorm
            0.077639036 = fieldWeight in 68, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              2.4844491 = idf(docFreq=10020, maxDocs=44218)
              0.015625 = fieldNorm(doc=68)
      0.33333334 = coord(1/3)
  0.5 = coord(1/2)

Content

Inhalt: An Introduction to Metatheories, Theories, and Models (Marcia J. Bates) - What Methodology Does to Theory: Sense-Making Methodology as Exemplar (Brenda Dervin) Evolution in Information Behavior Modeling Wilson's Model (T.D. Wilson) - Affective Load (Diane Nahl) - Anomalous State of Knowledge (Nicholas J. Belkin) - Archival Intelligence (Elizabeth Yakel) - Bandura's Social Cognition (Makiko Miwa) - Berrypicking (Marcia J. Bates) - Big6 Skills for Information Literacy (Carrie A. Lowe and Michael B. Eisenberg) - Chang's Browsing (Chan-Ju L. Chang) - Chatman's Information Poverty (Julie Hersberger) - Chatman's Life in the Round (Crystal Fulton) - Cognitive Authority (Soo Young Rieh) - Cognitive Work Analysis (Raya Fidel and Annelise Mark Pejtersen) - Collective Action Dilemma (Marc Smith and Howard T. Weiser) - Communicative Action (Gerald Benoît) - Communities of Practice (Elisabeth Davies) - Cultural Models of Hall and Hofstede (Anita Komlodi) - Dervin's Sense-Making (Tonyia J. Tidline) - Diffusion Theory (Darian Lajoie-Paquette) - The Domain Analytic Approach to Scholars' Information Practices (Sanna Talja) - Ecological Theory of Human Information Behavior (Kirsty Williamson) - Elicitation as Micro-Level Information Seeking (Mei-Mei Wu) - Ellis's Model of InformationSeeking Behavior (David Ellis) - Everyday Life Information Seeking (Reijo Savolainen) - Face Threat (Lorri Mon) - Flow Theory (Charles Naumer) - General Model of the Information Seeking of Professionals (Gloria J. Leckie) - The Imposed Query (Melissa Gross) - Information Acquiringand-Sharing (Kevin Rioux) - Information Activities in Work Tasks (Katriina Byström) - Information Encountering (Sanda Erdelez) - Information Grounds (Karen E. Fisher) - Information Horizons (Diane H. Sonnenwald) - Information Intents (Ross J. Todd) - Information Interchange (Rita Marcella and Graeme Baxter) - Institutional Ethnography (Roz Stooke) - Integrative Framework for Information Seeking and Interactive Information Retrieval (Peter Ingwersen) - Interpretative Repertoires (Pamela J. McKenzie) - Krikelas's Model of Information Seeking (Jean Henefer and Crystal Fulton) - Kuhlthau's Information Search Process (Carol Collier Kuhlthau) - Library Anxiety (Patricia Katopol) - Monitoring and Blunting (Lynda M. Baker) - Motivational Factors for Interface Design (Carolyn Watters and Jack Duffy) - Network Gatekeeping (Karine Barzilai-Nahon) - Nonlinear Information Seeking (Allen Foster) - Optimal Foraging (JoAnn Jacoby) - Organizational Sense Making and Information Use (Anu Maclntosh-Murray) - The PAIN Hypothesis (Harry Bruce) -

Footnote

Rez. in: Mitt. VÖB 59(2006) H.3, S.90-93 (O. Oberhauser): "What a marvellous book! [dies vorwegnehmend als Quintessenz der folgenden Rezension und auch für den englischsprachigen Verlag gedacht]. Den drei Herausgeberinnen, die an den Universitäten von Washington (Seattle, WA), Missouri (Columbia, MO) und Western Ontario (London, Kanada) lehren, ist das seltene Kunststück geglückt, einen Band zu erstellen, der nicht nur als mustergültige Einführung in die Thematik human information behaviour zu dienen vermag, sondern gleichzeitig auch als Nachschlagewerk zu den vielfältigen theoretischen Ansätzen innerhalb dieser bedeutenden Teildisziplin der Informationswissenschaft herangezogen werden kann. Wie sie selbst in der Danksagung feststellen, ist das Buch "a collaborative work of the information behavior community" (S. xvii), wobei die editorische Leistung vor allem darin lag, 85 Beitragende aus zehn Ländern zu koordinieren bzw. zur Abfassung von 72 Artikeln von jeweils ähnlicher Länge (bzw. Knappheit und Kürze), Gestaltung und Lesbarkeit zu veranlassen. Unter diesen 85 Beitragenden ist im übrigen alles versammelt, was in dieser Teildisziplin Rang und Namen hat, mit Ausnahme der leider bereits verstorbenen Soziologin Elfreda A. Chatman, einer der einflussreichsten Theoretikerinnen im Bereich des Informationsverhaltens, deren Andenken das Buch auch gewidmet ist.

0.0012849723 = product of:
  0.0025699446 = sum of:
    0.0025699446 = product of:
      0.007709834 = sum of:
        0.007709834 = weight(_text_:h in 2100) [ClassicSimilarity], result of:
          0.007709834 = score(doc=2100,freq=2.0), product of:
            0.11234917 = queryWeight, product of:
              2.4844491 = idf(docFreq=10020, maxDocs=44218)
              0.045220956 = queryNorm
            0.06862386 = fieldWeight in 2100, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              2.4844491 = idf(docFreq=10020, maxDocs=44218)
              0.01953125 = fieldNorm(doc=2100)
      0.33333334 = coord(1/3)
  0.5 = coord(1/2)

Footnote

Rez. in: Mitt VÖB 61(2008) H.1, S.82-87 (M. Hütte): "Kochen liegt im Trend. Immer noch? Immer wieder. Johann Lafer, Tim Mälzer und Sarah Wiener beherrschen das Fernsehprogramm, ihre Bücher die Bestsellerlisten. Aber was hat Kochen mit der Vermittlung von lnformationskompetenz' zu tun? Der Koch buchstil des vorliegenden Werkes wurde von den Herausgeberinnen als Analogie gewählt. Kochbücher zeigen neue Wege auf, wie man traditionelle Gerichte aufpeppen oder Zutaten aus dem Vorratsschrank sinnvoll verarbeiten kann. Den Schritt-für-Schritt-Anweisungen in Kochbüchern können Anfänger folgen, genauso bieten sie aber auch Anregungen zu Eigenkreationen für den erfahrenen Koch. Entsprechend soll The information literacy cookbook als Anregung und Hilfe von Praktikern für Praktiker im BID-Bereich Verwendung finden. Der Sammelband richtet sich sowohl an erfahrene Vermittler von Informationskompetenz als auch an Neulinge auf dem Gebiet. Jedes Kapitel widmet sich dabei einer anderen Sparte des Bibliothekswesens. Die Köche, pardon Autoren, der einzelnen Beiträge sind innerhalb des englischen BID-Bereichs in öffentlichen Einrichtungen oder der Privatwirtschaft tätig und bringen praktische Erfahrungen auf dem Gebiet der Vermittlung von Informationskompetenz mit. ...