Search (117 results, page 1 of 6)

  • × language_ss:"e"
  • × theme_ss:"Informationsdienstleistungen"
  • × type_ss:"a"
  1. Altmann, E.: Assessment of reference services (1982) 0.07 
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  2. Murfin, M.E.; Gugelchuk, G.M.: Development and testing of a reference transaction assessment instrument (1987) 0.07 
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  3. Bertot, J.C..; McClure, C.R.: Outcomes assessment in the networked environment : research questions, issues, considerations, and moving forward (2003) 0.06 
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    Abstract
    This article identifies a number of research topics related broadly to outcomes assessment in a networked environment and discusses issues affecting these research topics. It also proposes a framework to relate traditional evaluation components and terminology to the networked environment and identifies a number of factors in the networked environment that affect outcomes and other assessment methods. The article suggests that outcomes assessment has the potential to complement other assessment techniques to better assist libraries and related information organizations enhance their decisions in the provision of information services and resources. Given the increased rate at which libraries are using the networked environment to provide services and resources, however, much work remains before most libraries can implement outcomes assessment efforts successfully.
  4. Chew, S.W.; Khoo, K.S.G.: Comparison of drug information on consumer drug review sites versus authoritative health information websites (2016) 0.06 
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    Abstract
    Large amounts of health-related information of different types are available on the web. In addition to authoritative health information sites maintained by government health departments and healthcare institutions, there are many social media sites carrying user-contributed information. This study sought to identify the types of drug information available on consumer-contributed drug review sites when compared with authoritative drug information websites. Content analysis was performed on the information available for nine drugs on three authoritative sites (RxList, eMC, and PDRhealth) as well as three drug review sites (WebMD, RateADrug, and PatientsLikeMe). The types of information found on authoritative sites but rarely on drug review sites include pharmacology, special population considerations, contraindications, and drug interactions. Types of information found only on drug review sites include drug efficacy, drug resistance experienced by long-term users, cost of drug in relation to insurance coverage, availability of generic forms, comparison with other similar drugs and with other versions of the drug, difficulty in using the drug, and advice on coping with side effects. Drug efficacy ratings by users were found to be different across the three sites. Side effects were vividly described in context, with user assessment of severity based on discomfort and effect on their lives.
    Date
    22. 1.2016 12:24:05
  5. Oakleaf, M.: Using rubrics to assess information literacy : an examination of methodology and interrater reliability (2009) 0.04 
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    Abstract
    Academic librarians seeking to assess information literacy skills often focus on testing as a primary means of evaluation. Educators have long recognized the limitations of tests, and these limitations cause many educators to prefer rubric assessment to test-based approaches to evaluation. In contrast, many academic librarians are unfamiliar with the benefits of rubrics. Those librarians who have explored the use of information literacy rubrics have not taken a rigorous approach to methodology and interrater reliability. This article seeks to remedy these omissions by describing the benefits of a rubric-based approach to information literacy assessment, identifying a methodology for using rubrics to assess information literacy skills, and analyzing the interrater reliability of information literacy rubrics in the hands of university librarians, faculty, and students. Study results demonstrate that Cohen's can be effectively employed to check interrater reliability. The study also indicates that rubric training sessions improve interrater reliability among librarians, faculty, and students.
  6. Whitlatch, J.B.: Reference services : research methodologies for assessment and accountability (1992) 0.03 
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  7. Blandy, S.G.: What do faculty want? (1992) 0.03 
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    Abstract
    Contribution to an issue devoted to assessment and accountability in reference work. The academic reference librarian needs to know what the college faculty expect from their library. These needs seem often to be idiosyncratic if they do not fit the librarian's conception of the generalized user, but these needs must be idetified and met in order to serve the faculty appropriately. Librarians need to be as aware of information acquisition patterns as they are of information sources
  8. Jacobsen, T.E.: 'All I need is in the computer' : reference and bibliographic instruction in the age of CD-ROMs (1992) 0.03 
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    Abstract
    Contribution to an issue devoted to assessment and accountability in reference work. Through the reference interview and bibliographic instruction, librarians have the opportunity to familiarize students with the vast power of CD-ROMs, to teach them to harness that power, and to provide them with the critical skills necessary to question whether a particular CD-ROM database is the appropriate place to find information on a certain topic. Includes specific methods for doing this
  9. McClure, C.R.: User-based data collection techniques and strategies for evaluating networked information services (1994) 0.03 
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    Abstract
    The rapid development of networked information resources and services has not been matched with ongoing assessment of how well these resources and services meet user needs. Stresses the importance of developing and implementing a range of user based evaluation techniques as a means of assessing the usefulness of the services, and planning for future services. Describes a number of user based data collection techniques appropriate for evaluations within the networked environment. Concludes with specific suggestions for enhancing the overall effectiveness of such evaluations
  10. Bishop, A.P.: ¬A pilot study of the Blacksburg Electronic village (1994) 0.03 
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    Abstract
    Describes a pilot study performed in the summer of 1993 to help develop instruments appropriate for a full-scale assessment of the Blacksburg Electronic Village. The Blacksburg Electronic Village is a joint effort of Virginia Polytechnic and State University, C&P Bell, and the town of Blacksburg, VA. It represents an attempt to 'wire the community' with high speed network connections in order to attract and provide new kinds of electronic information and communication services to town residents
  11. Head, M.C.; Marcella, R.; Smith, J.M.: Are you being served? : The quality of business information provision in Scottish public libraries (1995) 0.03 
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    Abstract
    Reports on the 2nd of 2 studies using unobtrusive testing of public library reference services in Scotland by students at Robert Gordon University in Aberdeen. For this survey, a specific item of business information on a well known Scottish company was requested at various public libraries. Discusses the results of the survey under the following headings: physical location and setting of issue desk; staff attitude; response to the enquiry; reference interview; search strategy and execution; advice/information offered; and assessment of the quality of the information provided
  12. Mendelsohn, J.: Perspectives on quality of reference service in an academic library : a qualitative study (1997) 0.03 
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    Abstract
    Reports results of a qualitative study of the concept of quality as it applies to reference service in an academic library. The study explicates the dimensions of quality service and points to the interconnectedness and interdependence of these dimensions. Time and morale were found to provide the essential environment content for quality service. These critical dimensions require highly competent management, and they have impact on the knowledge and willingness of the reference librarian, an the process of assessment and action, and on the partnership between user and librarian. Discusses the implications for management, as effective management involves a holistic understanding of the complex nature of connections among the dimensions of qulity service
  13. Powell, A.P.; Wilson, P.S.: Library instruction vs. information competency : it's not just bibliographic instruction anymore (1997) 0.03 
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    Abstract
    The Agriculture Library at Kentucky University has offered library instruction in some form since 1974. Describes the changes that have taken place in the programmes since then. The university and library are now moving into information competency where the goal is that the user becomes fully competent in the appropriate system for the appropriate use. to accomplish this the programmes must be user driven, flexible, and assessment must be done to measure effectiveness
  14. Metz, A.: Community service : a bibliography (1996) 0.03 
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    Date
    17.10.1996 14:22:33
  15. Ghilardi, F.J.M.: ¬The information center of the future : the professional's role (1994) 0.03 
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    Date
    27.12.2015 18:22:38
  16. Tygett, M.; Lawson, V.L.; Weessies, K.: Using undergraduate marketing students in an ubobtrusive reference evaluation (1996) 0.03 
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    Abstract
    Reports results of an unobtrusive survey of reference services conducted at Central Missouri State University library. The survey was part of a larger assessment of reference seervices and formed a senior level marketing research class adopted as a credit class project. Students were instructed to engage in 2 separate reference transactions and to complete a 14 item survey for each, rating staff service. Following this, the students met on focus groups to discuss their experiences and the library in general. 74% of the reference transactions were rated as 'satisfactory' or 'very satisfactory'. Marketing students were found to be an ideal student group for conducting subjective surveys as they understand the theories and pitfalls of the methodology. Results from the study provides valuable baseline data that will gain more significance when the stufdy is repeated
  17. Massey-Burzio, V.: From the other side of the reference desk : a focus group study (1998) 0.03 
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    Abstract
    New trends and pressures in the academic library, in particular technology and remote use, have prompted a re-assessment of the quality and effectiveness of reference, especially as regards patron needs and preferences. Describes a focus group study conducted between spring 1995 and spring 1996 at the main library of Johns Hopkins University, Maryland. The study was designed to elicit information about how patrons were dealing with the rapidly changing technological environment, and how helpful they felt reference staff were to them; how to assist the library in the redesign of service space, signage, and instructional materials; and the most effective way to conduct instruction. Findings show that many people are uncomfortable asking questions, most have difficulty with basic information retrieval principles and many did not see library instruction as a priority. Discusses the implications of these findings for reference work in the academic library
  18. Dixon, P.; Banwell, L.: School governors and effective dicision making (1999) 0.03 
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    Abstract
    GINN has been a two year project investigating school Governors' INformation Needs, undertaking an in-depth assessment of information needed and used by school governors as seen from the individual governor's point of view. It investigated the nature of information flow within school governing bodies and sought to establish the role of information and nature of information needed in relation to the effective functioning of the school governing body. There are over 350,000 school governors in the state supported sector of education in England and Wales, members of governing bodies having corporate responsibility for overseeing the management of schools. Layder's research map with "self' at the heart of and part of "situation", "setting" and "context" provides a framework for the initial identification of the interrelated environmental factors, both at the macro and rnicro levels. (Layder, 1993)
  19. Detlor, B.; Julien, H.; Willson, R.; Serenko, A.; Lavallee, M.: Learning outcomes of information literacy instruction at business schools (2011) 0.03 
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    Abstract
    This paper reports results from an exploratory study investigating the factors affecting student learning outcomes of information literacy instruction (ILI) given at business schools. Specifically, the potential influence of student demographics, learning environment factors, and information literacy program components on behavioral, psychological, and benefit outcomes were examined. In total, 79 interviews with library administrators, librarians, teaching faculty, and students were conducted at three business schools with varying ILI emphases and characteristics. During these interviews, participants discussed students' ILI experiences and the outcomes arising from those experiences. Data collection also involved application of a standardized information literacy testing instrument that measures student information literacy competency. Analysis yielded the generation of a new holistic theoretical model based on information literacy and educational assessment theories. The model identifies potential salient factors of the learning environment, information literacy program components, and student demographics that may affect ILI student learning outcomes. Recommendations for practice and implications for future research are also made.
  20. Walton, G.; Hepworth, M.: ¬A longitudinal study of changes in learners' cognitive states during and following an information literacy teaching intervention (2011) 0.02 
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    Abstract
    Purpose - This paper seeks to identify the changes in cognition associated with becoming information-literate, specifically, in relation to the evaluation of information. Additionally, it puts forward a model for a teaching and learning intervention that engages the learner and leads to higher order information literacy (IL) thinking. From a theoretical perspective the research integrates ideas from the fields of IL, teaching and learning, e-learning and information behaviour (IB). Design/methodology/approach - Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport and Exercise at Staffordshire University, to teach and test IL. Interventions took a blended approach and combined face-to-face and online social network learning (OSNL) - also referred to as social media learning (SML) - and focused on one aspect of information literacy: the ability to evaluate source material. Data were captured via interviews, focus groups and from the online discussion that was analysed thematically and categorised using task, behaviour, cognitive states, affective states, cognitive states and knowledge. This helped to evaluate the efficacy of the interventions and provided data for further analysis. This paper focuses on the cognitive data and their transitions during the interventions and, in particular, among those respondents who experienced OSNL. Findings - The changing cognitive states, associated with IL learning were modelled and made evident key cognitive states and transitions. This is represented in the paper in diagrammatic and mathematical notation. The findings indicate the complexity of the information behaviours associated with IL including the cognitive, behavioural, cognitive and affective elements. Although the cognitive transitions are the focus of this paper, an insight is also given into an IL intervention that fosters the capability to interact critically and reflectively with information. The pedagogy that underpins these changes is indicated. The intervention, which incorporated OSNL, proved the most successful. Research limitations/implications - Undergraduate students' IB can be changed and IL developed. Additional long-term data would have indicated whether this intervention had a lasting impact on the undergraduates. Practical implications - IL practitioners should consider incorporating OSNL and assessment in their interventions. Incorporating discussion, reflection and peer-to-peer assessment is likely to lead to deeper learning when teaching IL. Originality/value - The research adds detail to the understanding of the cognitive, behavioural, affective and cognitive states associated with IL and makes explicit how these may change, as the learner becomes information-literate.

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