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Houston, R.D.; Harmon, E.G.: Re-envisioning the information concept : systematic definitions (2002)
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- Date
- 22. 2.2007 18:56:23
22. 2.2007 19:22:13
- Pages
- S.305-308
-
Davenport, E.; Cronin, B.: Knowledge management : Semantic drift or conceptual shift? (2000)
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- Date
- 31. 7.2001 20:22:57
- Footnote
- Thematisierung der Verschiebung des Verständnisses von Wissensmanagement; vgl. auch: Day, R.E.: Totality and representation: a history of knowledge management ... in: JASIS 52(2001) no.9, S.725-735
- Source
- Journal of education for library and information science. 41(2000) no.?, S.294-306
-
Bates, M.J.: Fundamental forms of information (2006)
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- Content
- Vgl. Erwiderung: Hjoerland, B.: The controversy over the concept of information: a rejoinder to Professor Bates. In: Journal of the American Society for Information Science and Technology. 60(2009) no.3, S.643.
- Date
- 22. 3.2009 18:15:22
- Source
- Journal of the American Society for Information Science and Technology. 57(2006) no.8, S.1033-1045
-
Schneider, J.W.: Emerging frameworks and methods : The Fourth International Conference on Conceptions of Library and Information Science (CoLIS4), The Information School, University of Washington, Seattle, Washington, USA, July 21-25, 2002 (2002)
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- Footnote
- Bericht über die Tagung und Kurzreferate zu den 18 Beiträgen (u.a. BELKIN, N.J.: A classification of interactions with information; INGWERSEN, P.: Cognitive perspectives of document representation; HJOERLAND, B.: Principia informatica: foundational theory of the concepts of information and principles of information services; TUOMINEN, K. u.a.: Discourse, cognition and reality: towards a social constructionist meta-theory for library and information science
- Source
- Knowledge organization. 29(2002) nos.3/4, S.231-234
-
Talja, S.; Tuominen, K.; Savolainen, R.: "Isms" in information science : constructivism, collectivism and constructionism (2005)
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- Source
- Journal of documentation. 61(2005) no.1, S.79-101
-
Fallis, D.: Social epistemology and information science (2006)
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- Date
- 13. 7.2008 19:22:28
-
Meadows, J.: Understanding information (2001)
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- Date
- 15. 6.2002 19:22:01
- Footnote
- Rez. in: BuB 54(2002) H.6, S.424 (J. Herrmann)
- Pages
- VIII,112 S
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Dervos, D.A.; Coleman, A.: ¬A common sense approach to defining data, information, and metadata (2006)
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- Pages
- S.51-58
- Source
- Knowledge organization for a global learning society: Proceedings of the 9th International ISKO Conference, 4-7 July 2006, Vienna, Austria. Hrsg.: G. Budin, C. Swertz u. K. Mitgutsch
-
Friedman, A.: Concept mapping a measurable sign (2006)
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- Pages
- S.131-139
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- Knowledge organization for a global learning society: Proceedings of the 9th International ISKO Conference, 4-7 July 2006, Vienna, Austria. Hrsg.: G. Budin, C. Swertz u. K. Mitgutsch
-
Westbrook, L.: Information myths and intimate partner violence : sources, contexts, and consequences (2009)
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- Date
- 22. 3.2009 19:16:44
- Source
- Journal of the American Society for Information Science and Technology. 60(2009) no.4, S.826-836
-
Kelton, K.; Fleischmann, K.R.; Wallace, W.A.: Trust in digital information (2008)
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- Journal of the American Society for Information Science and Technology. 59(2008) no.3, S.363-374
-
Atran, S.; Medin, D.L.; Ross, N.: Evolution and devolution of knowledge : a tale of two biologies (2004)
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- Date
- 23. 1.2022 10:22:18
-
¬The philosophy of information (2004)
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- Content
- Enthält die Beiträge: Information and Its Philosophy (Ian Cornelius) - Documentation Redux: Prolegomenon to (Another) Philosophy of Information (Bernd Frohmann) - Community as Event (Ronald E. Day) - Information Studies Without Information (Jonathan Furner) - Relevance: Language, Semantics, Philosophy (John M. Budd) - On Verifying the Accuracy of Information: Philosophical Perspectives (Don Fallis) - Arguments for Philosophical Realism in Library and Information Science (Birger Hjørland) - Knowledge Profiling: The Basis for Knowledge Organization (Torkild Thellefsen) - Classification and Categorization: A Difference that Makes a Difference (Elin K. Jacob) - Faceted Classification and Logical Division in Information Retrieval (Jack Mills) - The Epistemological Foundations of Knowledge Representations (Elaine Svenonius) - Classification, Rhetoric, and the Classificatory Horizon (Stephen Paling) - The Ubiquitous Hierarchy: An Army to Overcome the Threat of a Mob (Hope A. Olson) - A Human Information Behavior Approach to a Philosophy of Information (Amanda Spink and Charles Cole) - Cybersemiotics and the Problems of the Information-Processing Paradigm as a Candidate for a Unified Science of Information Behind Library Information Science (Søren Brier)
- Editor
- Herold, K.
- Source
- Library trends. 52(2004) no.3, S.377-657
- Type
- s
-
Eiriksson, J.M.; Retsloff, J.M.: Librarians in the 'information age' : promoter of change or provider of stability? (2005)
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- Date
- 22. 7.2009 11:23:22
- Pages
- S.289-300
-
Lasic-Lazic, J.; Pavlina, K.; Spiranec, S.; Zorica, M.B.: Are students information literate? (2005)
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- Pages
- S.133-142
-
Raban, D.R.; Rafaeli, S.: ¬The effect of source nature and status on the subjective value of information (2006)
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- Date
- 22. 7.2006 15:09:35
- Source
- Journal of the American Society for Information Science and Technology. 57(2006) no.3, S.321-329
-
San Segundo, R.: ¬A new conception of representation of knowledge (2004)
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- Date
- 2. 1.2005 18:22:25
- Source
- Knowledge organization. 31(2004) no.2, S.106-111
-
Benkowsky, J.; Bühring, B.; Georgy, U.; Linde, F.: Information pricing : the development of a product- and pricing concept for the research centre of the Public Library Cologne (2005)
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- Date
- 22. 7.2009 9:24:59
- Pages
- S.256-265
-
Kuhlthau, C.C: Seeking meaning : a process approach to library and information services (2004)
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- Classification
- BAHK (FH K)
- Footnote
- It is important to understand the origins of Kuhlthau's ideas in the work of the educational theorists, Dewey, Kelly and Bruner. Putting the matter in a rather simplistic manner, Dewey identified stages of cognition, Kelly attached the idea of feelings being associated with cognitive stages, and Bruner added the notion of actions associated with both. We can see this framework underlying Kuhlthau's research in her description of the actions undertaken at different stages in the search process and the associated feelings. Central to the transfer of these ideas to practice is the notion of the 'Zone of Intervention' or the point at which an information seeker can proceed more effectively with assistance than without. Kuhlthau identifies five intervention zones, the first of which involves intervention by the information seeker him/herself. The remaining four involve interventions of different kinds, which the author distinguishes according to the level of mediation required: zone 2 involves the librarian as 'locater', i.e., providing the quick reference response; zone 3, as 'identifier', i.e., discovering potentially useful information resources, but taking no further interest in the user; zone 4 as 'advisor', i.e., not only identifying possibly helpful resources, but guiding the user through them, and zone 5 as 'counsellor', which might be seen as a more intensive version of the advisor, guiding not simply on the sources, but also on the overall process, through a continuing interaction with the user. Clearly, these processes can be used in workshops, conference presentations and the classroom to sensitise the practioner and the student to the range of helping strategies that ought to be made available to the information seeker. However, the author goes further, identifying a further set of strategies for intervening in the search process, which she describes as 'collaborating', 'continuing', 'choosing', 'charting', 'conversing' and 'composing'. 'Collaboration' clearly involves the participation of others - fellow students, work peers, fellow researchers, or whatever, in the search process; 'continuing' intervention is associated with information seeking that involves a succession of actions - the intermediary 'stays with' the searcher throughout the process, available as needed to support him/her; 'choosing', that is, enabling the information seeker to identify the available choices in any given situation; 'charting' involves presenting a graphic illustration of the overall process and locating the information seeker in that chart; 'conversing' is the encouragement of discussion about the problem(s), and 'composing' involves the librarian as counsellor in encouraging the information seeker to document his/her experience, perhaps by keeping a diary of the process.
- GHBS
- BAHK (FH K)
- Pages
- XVII, 247 S
-
Spitzer, K.L.; Eisenberg, M.B.; Lowe, C.A.: Information literacy : essential skills for the information age (2004)
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- Footnote
- Rez. in: JASIST 56(2005) no.9, S.1008-1009 (D.E. Agosto): "This second edition of Information Literacy: Essential Skills for the Information Age remains true to the first edition (published in 1998). The main changes involved the updating of educational standards discussed in the text, as well as the updating of the term history. Overall, this book serves as a detailed definition of the concept of information literacy and focuses heavily an presenting and discussing related state and national educational standards and policies. It is divided into 10 chapters, many of which contain examples of U.S. and international information literacy programs in a variety of educational settings. Chapter one offers a detailed definition of information literacy, as well as tracing the deviation of the term. The term was first introduced in 1974 by Paul Zurkowski in a proposal to the national Commission an Libraries and Information Science. Fifteen years later a special ALA committee derived the now generally accepted definition: "To be information literate requires a new set of skills. These include how to locate and use information needed for problem-solving and decision-making efficiently and effectively" (American Library Association, 1989, p. 11). Definitions for a number of related concepts are also offered, including definitions for visual literacy, media literacy, computer literacy, digital literacy, and network literacy. Although the authors do define these different subtypes of information literacy, they sidestep the argument over the definition of the more general term literacy, consequently avoiding the controversy over national and world illiteracy rates. Regardless of the actual rate of U.S. literacy (which varies radically with each different definition of "literacy"), basic literacy, i.e., basic reading and writing skills, still presents a formidable educational goal in the U.S. In fact, More than 5 million high-schoolers do not read well enough to understand their textbooks or other material written for their grade level. According to the National Assessment of Educational Progress, 26% of these students cannot read material many of us world deem essential for daily living, such as road signs, newspapers, and bus schedules. (Hock & Deshler, 2003, p. 27)
Students need to use the whole range of information literacy skills to identify needed information, evaluate and analyze information, and use information for critical thinking and problem solving" (p. 81). Chapters six and seven address K-12 education and information literacy. The authors outline the restructuring necessary to make information literacy a basic part of the curriculum and emphasize resourcebased learning as crucial in teaching information literacy. The authors also discuss the implications of the 2001 No Child Left Behind Act to the teaching of information literacy in primary and secondary schools. Again they avoid controversy, this time by omitting analysis of the success or failure of the Act in promoting the teaching and learning of information literacy. Instead, these chapters provide a number of examples of information literacy programs in K-12 educational settings within the US. Examples range from information literacy guidelines developed by the California Technology Assistance Project to a discussion of home schoolers and information literacy. Throughout the 1990s, the information literacy movement began to filter up to higher education. Chapter eight discusses related standards and presents a number of examples of college-level information literacy programs, including programs at the University of Massachusetts, Kent State University, and Washington State University. Chapter nine deals with technology and information literacy. It tocuses an the teaching of technology use as process teaching and an the importance of context in technology education.
- Pages
- 408 S
