Search (4 results, page 1 of 1)

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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.
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."

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Abstract

This book, aimed at an international audience, provides an overview of information literacy (IL) in practice; what it is, why it's become so important in the library profession and demonstrates how librarians can cultivate a better understanding of IL in their own organisations. It uses the 'Cookbook' theme throughout to provide a more informal approach, which will appeal to practitioners, and also reflects the need to provide guidance in the form of recipes, tips for success, regional variations, and possible substitutions if ingredients aren't available. This approach makes it easy to read and highly valuable for the busy information professional. It includes an overview of information literacy in higher education, the schools sector, public libraries, the health service and the commercial sector. It also includes contributions from international authors. Key Features: 1. Highly readable for busy information professionals 2. Contains advice, case studies and examples of good practice particularly useful for practitioners 3. Relevant to librarians from all sectors 4.Suitable for an international audience The Editors: Dr Jane Secker is Learning Technology Librarian at the Centre for Learning Technology, based at the London School of Economics.
She is Chair of the Heron User Group and Association of Information Professionals in the Social Sciences (ALISS). She is the Conference Officer for CILIP Information Literacy Group and a founder member of the Librarians' Information Literacy Annual Conference (LILAC). Debbi Boden is a Faculty Team Leader at Imperial College London. She is chair and a founder member of the CILIP CSG Information Literacy Group and a member of the Information Literacy Annual Conference (LILAC) Committee. Gwyneth Price is Student Services Librarian at the Institute of Education, University of London. She is Editor of Education Libraries Journal. Readership: The book is aimed at library managers, information literacy/skills librarians/managers, and learner support librarians/managers.Contents: Getting started with the information literacy cookbook (Jane Secker, Debbi Boden and Gwyneth Price) Feeding the masses: digital citizenship and the public library (Ronan O'Beirne) Healthy mind, healthy body: digital literacy in the NHS (Di Mullen and Helen Roberts) Information discovery stir-fry: information literacy in the commercial sector (Angela Donnelly and Carey Craddock) Alone in the kitchen: when you're the only one providing the service (Sarah Hinton) Educating the palate of pupils and teachers: recipes for success in school libraries (Rebecca Jones) Variety is the spice of life, or choosing your topics with care: information literacy challenges in the further education sector (Gwyneth Price and Jane Del-Pizzo) Information literacy beef bourguignon (also known as information skills stew or i-skills casserole): the higher education sector (Jane Secker, Debbi Boden and Gwyneth Price) Conclusion: coffee, cheese, biscuits and petit fours (Jane Secker, Debbi Boden and Gwyneth Price)

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Content

- Recherche und Web Rita Strebe: Empirische Untersuchung von emotionalen Reaktionen im Prozess der Informationsrecherche im Web Teresa Märt!, Christa Womser-Hacker, Thomas Mandl: Mehrsprachige Suche in Social-Tagging-Systemen Christian Maaß, Dirk Lewandowski: Frage-Antwort-Dienste als alternativer Suchansatz? Jürgen Reischer: EXCERPT - a Within-Document Retrieval System Using Summarization Techniques - Fachportale - Open Access I Stefan Baerisch, Peter Mutschke, Maximilian Stempfliuber: Informationstechnologische Aspekte der Heterogenitätsbehandlung in Fachportalen Doris Bambey: Open Access in der Erziehungswissenschaft - Voraussetzungen und Modelle der Funktionsteilung und der Verwertung von Wissen Patrick Lay: Integration heterogener Anwendungen in Fachportalen am Beispiel Sowiport Martin Uhl, Erich Weichselgartner: Aufbau einer innovativen Publikations-Infrastrukrur für die europäische Psychologie
- Ausbildung, E-Learning I Isabella Peters, Sonja Gust von Loh, Katrin Weller: Multimediale und kollaborative Lehr- und Lernumgebungen in der akademischen Ausbildung Nina Heinze: Informationskompetenz: mehr als die Nutzung von Informationen Kirsten Scherer Auberson, Sonja Hierl: Lässt sich ein Zuwachs an Informationskompetenz messen? - Ausbildung, E-Learning II Sabina Jeschke, Nicole Natho, Olivier Pfeiffer, Christian Schröder: Moderne Studienform Achim Oßwald, Dagmar Otto, Nikiaus Stettier: Qualitätssicherungsstrategie für kooperativ erstellte E-Learning-Kurse Joachim Griesbaum, Wolfgang Semar, Ralph Kölle: E-Learning 2.0 - Doktoranden-Vorträge - Posterpräsentationen - Studentenpräsentationen (Abstracts)

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Footnote

Weitere Rez. in: JASIST 58(2007) no.2, S.303 (D.E. Agosto): "Due to the brevity of the entries, they serve more as introductions to a wide array of theories than as deep explorations of a select few. The individual entries are not as deep as those in more traditional reference volumes, such as The Encyclopedia of Library and Information Science (Drake, 2003) or The Annual Review of Information Science and Technology (ARIST) (Cronin, 2005), but the overall coverage is much broader. This volume is probably most useful to doctoral students who are looking for theoretical frameworks for nascent research projects or to more veteran researchers interested in an introductory overview of information behavior research, as those already familiar with this subfield also will probably already be familiar with most of the theories presented here. Since different authors have penned each of the various entries, the writing styles vary somewhat, but on the whole, this is a readable, pithy volume that does an excellent job of encapsulating this important area of information research."