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  1. Thellefsen, M.; Thellefsen, T.; Soerenson, B.: ¬A pragmatic semeiotic perspective on the concept of information need and its relevance for knowledge organization (2013) 0.00 
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    Knowledge organization. 40(2013) no.4, S.213-224
  2. Stodola, J.T.: ¬The concept of information and questions of users with visual disabilities : an epistemological approach (2014) 0.00 
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    Journal of documentation. 70(2014) no.5, S.782-800
  3. Hidalgo, C.: Why information grows : the evolution of order, from atoms to economies (2015) 0.00 
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    Pages
    xxi, 232 S
  4. Floridi, L.: Information: a very short introduction (2010) 0.00 
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    Pages
    XV, 130 S
  5. Internet Privacy : eine multidisziplinäre Bestandsaufnahme / a multidisciplinary analysis: acatech STUDIE (2012) 0.00 
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    Pages
    328 S
  6. Penfield, W.: ¬The mystery of the mind : a critical study of consciousness and the human brain (1975) 0.00 
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    Pages
    XXIX, 123 S
  7. Blair, A: Too much to know : managing scholarly information before the modern age (2011) 0.00 
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    Pages
    XV, 397 S
  8. Tononi, G.: Phi : a voyage from the brain to the soul (2012) 0.00 
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    Pages
    XII, 364 S
  9. Herring, J.E.: School students, question formulation and issues of transfer : a constructivist grounded analysis (2010) 0.00 
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    Source
    Libri. 60(2010) no.3, S.218-229
  10. Orso, V.; Ruotsalo, T.; Leino, J.; Gamberini, L.; Jacucci, G.: Overlaying social information : the effects on users' search and information-selection behavior (2017) 0.00 
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    Information processing and management. 53(2017) no.6, S.1269-1286
  11. Kuhlthau, C.C: Seeking meaning : a process approach to library and information services (2004) 0.00 
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    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.
    Pages
    XVII, 247 S
  12. Spitzer, K.L.; Eisenberg, M.B.; Lowe, C.A.: Information literacy : essential skills for the information age (2004) 0.00 
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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)
    Pages
    408 S
  13. Ingwersen, P.; Järvelin, K.: ¬The turn : integration of information seeking and retrieval in context (2005) 0.00 
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    Footnote
    Rez. in: Mitt. VÖB 59(2006) H.2, S.81-83 (O. Oberhauser): "Mit diesem Band haben zwei herausragende Vertreter der europäischen Informationswissenschaft, die Professoren Peter Ingwersen (Kopenhagen) und Kalervo Järvelin (Tampere) ein Werk vorgelegt, das man vielleicht dereinst als ihr opus magnum bezeichnen wird. Mich würde dies nicht überraschen, denn die Autoren unternehmen hier den ambitionierten Versuch, zwei informations wissenschaftliche Forschungstraditionen, die einander bisher in eher geringem Ausmass begegneten, unter einem gesamtheitlichen kognitiven Ansatz zu vereinen - das primär im sozialwissenschaftlichen Bereich verankerte Forschungsgebiet "Information Seeking and Retrieval" (IS&R) und das vorwiegend im Informatikbereich angesiedelte "Information Retrieval" (IR). Dabei geht es ihnen auch darum, den seit etlichen Jahren zwar dominierenden, aber auch als zu individualistisch kritisierten kognitiven Ansatz so zu erweitern, dass technologische, verhaltensbezogene und kooperative Aspekte in kohärenter Weise berücksichtigt werden. Dies geschieht auf folgende Weise in neun Kapiteln: - Zunächst werden die beiden "Lager" - die an Systemen und Laborexperimenten orientierte IR-Tradition und die an Benutzerfragen orientierte IS&R-Fraktion - einander gegenübergestellt und einige zentrale Begriffe geklärt. - Im zweiten Kapitel erfolgt eine ausführliche Darstellung der kognitiven Richtung der Informationswissenschaft, insbesondere hinsichtlich des Informationsbegriffes. - Daran schliesst sich ein Überblick über die bisherige Forschung zu "Information Seeking" (IS) - eine äusserst brauchbare Einführung in die Forschungsfragen und Modelle, die Forschungsmethodik sowie die in diesem Bereich offenen Fragen, z.B. die aufgrund der einseitigen Ausrichtung des Blickwinkels auf den Benutzer mangelnde Betrachtung der Benutzer-System-Interaktion. - In analoger Weise wird im vierten Kapitel die systemorientierte IRForschung in einem konzentrierten Überblick vorgestellt, in dem es sowohl um das "Labormodell" als auch Ansätze wie die Verarbeitung natürlicher Sprache und Expertensysteme geht. Aspekte wie Relevanz, Anfragemodifikation und Performanzmessung werden ebenso angesprochen wie die Methodik - von den ersten Laborexperimenten bis zu TREC und darüber hinaus.
    Pages
    XIV, 448 S
  14. Cornelius, I.: Theorizing information for information science (2002) 0.00 
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    Annual review of information science and technology. 36(2002), S.393-426
  15. Bates, M.J.: Information and knowledge : an evolutionary framework for information science (2005) 0.00 
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    Content
    Auch unter: http://InformationR.net/ir/10-4/paper239.html. - 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.
  16. Dole, J.A.; Sinatra, G.M.: Reconceptualizing change in the cognitive construction of knowledge (1989) 0.00 
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    Source
    Educational psychologist. 33(1989) no.2/3, S.109-128
  17. Hjoerland, B.: ¬The special competency of information specialists (2002) 0.00 
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    Journal of the American Society for Information Science and technology. 53(2002) no.14, S.1275-76
  18. Tidline, T.; Visser, J.: Information overload (2002) 0.00 
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    Pages
    S.217-234
  19. Capurro, R.; Hjoerland, B.: ¬The concept of information (2002) 0.00 
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    Annual review of information science and technology. 37(2003), S.343-411
  20. Floridi, L.: ¬The philosophy of information (2011) 0.00 
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