Search (28 results, page 2 of 2)

0.00649893 = product of:
  0.01299786 = sum of:
    0.01299786 = product of:
      0.02599572 = sum of:
        0.02599572 = weight(_text_:p in 2786) [ClassicSimilarity], result of:
          0.02599572 = score(doc=2786,freq=2.0), product of:
            0.16359726 = queryWeight, product of:
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.045500398 = queryNorm
            0.15890071 = fieldWeight in 2786, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.03125 = fieldNorm(doc=2786)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

0.005744297 = product of:
  0.011488594 = sum of:
    0.011488594 = product of:
      0.022977188 = sum of:
        0.022977188 = weight(_text_:p in 1717) [ClassicSimilarity], result of:
          0.022977188 = score(doc=1717,freq=4.0), product of:
            0.16359726 = queryWeight, product of:
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.045500398 = queryNorm
            0.14044972 = fieldWeight in 1717, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.01953125 = fieldNorm(doc=1717)
      0.5 = coord(1/2)
  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.
This book is evidence that Henderson and Tallman were meticulous in following their established protocols and especially in their record keeping while conducting their research. There are, however, a few issues in the study's framework and methodology that are worth noting. First, although the research was conducted in two different countries - the United Slates and Australia - it is not clear from the writing if the librarian-pupil pairs of each country hailed from the same schools (making the population opportunistic) or if the sampling was indeed more randomly selected. Readers do know, though, that the librarians were free to select the students they tutored from within their respective schools. Thus, there appears to he no randomness. Second, "[t]he data collection tools and questionnaires were grounded in a [single] pilot study with a [single] teacher-Iibrarian" (p. 7). Neither the procedures used nor the data collected from the pilot study are presented to establish its reliability and validity. Therefore, readers are left with only limited confidence in the study's instrumentation. Further, it is obvious from the reading, and admitted by the researchers, that the recording equipment in open view of the study's subjects skewed the data. That is, one of the librarians tinder study confessed that were it not for the cameras, she would have completely deserted one of her lessons when encountering what she perceived to be overwhelming obstacles: a classic example of the Hawthorne Effect in research. Yet. despite these issues, researchers Henderson and Tallman make a respectable ease in this book for the validity of both mental models and stimulated recall. The mental models developed during the prelesson interviews seem remarkably accurate when observing the school librarians during the lessons. Additionally, while the librarians were able to adapt their lessons based on situations, they generally did so within their mental models of what constitutes good teachers and good teaching.

0.0053940914 = product of:
  0.010788183 = sum of:
    0.010788183 = product of:
      0.021576365 = sum of:
        0.021576365 = weight(_text_:22 in 3589) [ClassicSimilarity], result of:
          0.021576365 = score(doc=3589,freq=2.0), product of:
            0.15933464 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045500398 = queryNorm
            0.1354154 = fieldWeight in 3589, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.02734375 = fieldNorm(doc=3589)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Date

30. 6.2005 20:52:22

0.0048741973 = product of:
  0.009748395 = sum of:
    0.009748395 = product of:
      0.01949679 = sum of:
        0.01949679 = weight(_text_:p in 2230) [ClassicSimilarity], result of:
          0.01949679 = score(doc=2230,freq=2.0), product of:
            0.16359726 = queryWeight, product of:
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.045500398 = queryNorm
            0.11917553 = fieldWeight in 2230, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.0234375 = fieldNorm(doc=2230)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Footnote

Training techniques are the focus in Chapter 6, including ways to relax trainees and reduce cognitive load as well as to maximize training utility when the software limits the number of logins available. Ronan covers everyday administration and policy issues in Chapters 7 and 8. These include a list of daily routines such as checking that the software is functioning, plus monthly routines of updating statistics, policies, and procedures. Chapter 9 offers guidance an the chat reference interview, which Ronan likens to "information therapy" within an online environment of diminished contextual cues. Marketing and publicity are discussed in Chapter 10, with advice an advertising and publicity campaigns as well as a checklist of 20 promotional strategies for attracting users to a new chat service (p. 165). In the final section of the book, Chapters 11-15 provide individual case studies written by six contributors describing how live different academic libraries have been able to launch and operate chat reference services using a variety of different types of software including instant messaging, MOO, Internet Relay Chat, and call center software. Each case study begins with a statement of the software used, launch date, staffing, and hours of the service, and most include statistical information an chat reference traffic. These final live chapters provide "voices from the front lines" giving details of individual librarians' experiences in launching chat services.

0.0046235067 = product of:
  0.009247013 = sum of:
    0.009247013 = product of:
      0.018494027 = sum of:
        0.018494027 = weight(_text_:22 in 2301) [ClassicSimilarity], result of:
          0.018494027 = score(doc=2301,freq=2.0), product of:
            0.15933464 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045500398 = queryNorm
            0.116070345 = fieldWeight in 2301, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0234375 = fieldNorm(doc=2301)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Date

11. 6.2004 14:52:22

0.004061831 = product of:
  0.008123662 = sum of:
    0.008123662 = product of:
      0.016247325 = sum of:
        0.016247325 = weight(_text_:p in 2214) [ClassicSimilarity], result of:
          0.016247325 = score(doc=2214,freq=2.0), product of:
            0.16359726 = queryWeight, product of:
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.045500398 = queryNorm
            0.099312946 = fieldWeight in 2214, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.01953125 = fieldNorm(doc=2214)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Footnote

The authors also do a good job of explaining the process of complex model building, making the text a useful resource for dissertation writers. The next two chapters focus an the results of the study. Chapter 5 presents the study findings and introduces four different models of the reference process, derived from the study results. Chapter 6 adds analysis to the discussion of the results. Unfortunately, the "Implications for Practice," "Implications for Research," and "Implications for Education" sections are disappointingly brief-only a few paragraphs each-limiting the utility of the volume to practitioners. Finally, Chapter 7 considers the applicability of systems analysis in modeling the reference process. It also includes a series of data flow diagrams that depict the reference process as an alternative to flowchart depiction. Throughout the book, the authors claim that their study is more complete than any to come before it since previous studies tended to focus an ready reference questions, rather than full-blown reference queries and directional queries, and since previous studies generally excluded telephone reference. They also challenge the long-standing "55% Rule," asserting that "Library users indicate high satisfaction even when they do not find what they want or are not given accurate information" (Saxton & Richardson, 2002, p. 95). Overall, Saxton and Richardson found the major variables that had a statistically significant effect an the outcome measures to be: (1) the extent to which the librarian followed the RUSA Behavioral Guidelines; (2) the difficulty of the query; (3) the user's education level, (4) the user's familiarity with the library; and (5) the level of reference service provided. None of the other variables that were considered, most notably the librarian's experience, the librarian's education level, and the size of the collection, had a statistically significant effect an the outcome measures.

0.004061831 = product of:
  0.008123662 = sum of:
    0.008123662 = product of:
      0.016247325 = sum of:
        0.016247325 = weight(_text_:p in 4818) [ClassicSimilarity], result of:
          0.016247325 = score(doc=4818,freq=2.0), product of:
            0.16359726 = queryWeight, product of:
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.045500398 = queryNorm
            0.099312946 = fieldWeight in 4818, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.01953125 = fieldNorm(doc=4818)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Footnote

The real core of the SRVP, that is, the VRT training activities actually utilized by Washington State, are presented in Chapter Seven in roughly the same order as they took place in the course (train the trainer, orientation, chat practice, multitasking skills, virtual field trips, secret patron, transcript review, checking out the competition, policy and procedure review, sharing via a discussion list, and online meetings). Most interestingly, Chapter Eight deals with behavior, an issue rarely discussed in the context of librarianship, let alone providing reference services. As stated by the authors, "the most difficult aspect of digital reference service involves incorporating model reference interview techniques into an online transaction" (p. 74). The SVRP utilized an "online secret patron scenario" as a training tool that helped the student get the question straight, kept the customer informed, and provided the information required by the patron. The final chapter of the book reviews the important tasks of evaluation, modification, and follow-up. To that end, evaluative material is described and linked to Appendix A (assessment tools). In addition, evaluative tasks such as trainer debriefings and consultation with others participating in the SVRP are described. Finally, the chapter includes examples of unexpected consequences experienced in evaluating VRT services (from total inability to handle online transactions to poor marketing or branding of online services). Many useful appendices are included in this book. Appendix A provides examples of several assessment tools used during the "Anytime, Anywhere Answers" program. Appendix B consists of actual transcripts (edited) designed to illustrate good and bad virtual reference transactions. The transcripts illustrate transactions involving helping with homework, source citing, providing an opinion, suggesting print materials, and clarifying a question. This appendix should be required reading as it provides real-world examples of VRT in action. Appendix C is a copy of a VRT field trip questionnaire. The next appendix, like Appendix B, should be required reading as it includes an actual transcript from seven secret patron scenarios. A policies and procedures checklist is provided in Appendix E. Yet another critical source of information is presented in Appendix F, online meeting transcript. This transcript is the result of an online meeting conducted during a VRSP training class held in 2003. According to the authors, it is an example of the positive working relationship developed during a five-week learning course. The remaining appendices (G through 1) present information about support materials used in the VSRP, the VSRP budget, and trainer notes and tips. Clearly, VRT is a skill and resource that information professionals need to embrace, and this book does a fine job of outlining the essentials. It is apparent that the Washington State experience with VRT was a pioneering venture and is a model that other information professionals may seek to embrace, if not emulate, in developing their own VRT programs. However, this book is not a "complete guide" to VRT. There is too rapid development in virtual environments for any one to claim such an achievement. However, it is likely the most "complete" guide to the Washington State experience that will be published; therefore, this book should serve as a thorough and revelatory guide to VRT for several years to come."

0.0038529225 = product of:
  0.007705845 = sum of:
    0.007705845 = product of:
      0.01541169 = sum of:
        0.01541169 = weight(_text_:22 in 3992) [ClassicSimilarity], result of:
          0.01541169 = score(doc=3992,freq=2.0), product of:
            0.15933464 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045500398 = queryNorm
            0.09672529 = fieldWeight in 3992, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.01953125 = fieldNorm(doc=3992)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Date

22. 3.2004 14:46:50