Search (51 results, page 3 of 3)

  • × language_ss:"e"
  • × theme_ss:"Informationsdienstleistungen"
  • × year_i:[2000 TO 2010}
  1. Trace, C.B.: Resistance and the underlife : informal written literacies and their relationship to human information behavior (2008) 0.00 
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    Date
    27. 7.2008 9:29:01
  2. Günther, S.: Aufbruch in den virtuellen Raum : Anleitung zum Aufbau eines Web Contact Centers (2005) 0.00 
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    Date
    22. 9.2005 20:50:31
  3. Hemmig, W.S.: ¬The information-seeking behavior of visual artists : a literature review (2008) 0.00 
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    Date
    7. 6.2008 12:22:23
  4. Lee, C.P.; Trace, C.B.: ¬The role of information in a community of hobbyist collectors (2009) 0.00 
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    Date
    22. 3.2009 18:01:49
  5. Friman, J.; Kangaspunta, J.; Leppäniemi, S.; Rasi, P.; Virrankoski, A.: Query performance analyser : a tool for teaching information retrieval skills through an educational game (2005) 0.00 
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    Date
    22. 7.2009 11:03:43
  6. Richter, K.: Weimarer Schüler erobern Wissen (2007) 0.00 
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  7. St. Clair, G.: Beyond degrees : professional learning for knowledge services (2003) 0.00 
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    Date
    11. 6.2004 14:52:22
  8. Covert and overt : recollecting and connecting intelligence service and information science (2005) 0.00 
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    Classification
    327.12 22
    DDC
    327.12 22
  9. Henderson, L.; Tallman, J.I.: Stimulated recall and mental models : tools for teaching and learning computer information literacy (2006) 0.00 
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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.
  10. Hirko, B.; Ross, M.B.: Virtual reference training : the complete guide to providing anytime anywhere answers (2004) 0.00 
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    Date
    22.10.2005 19:29:16
  11. Lipow, A.G.: ¬The virtual reference librarian's handbook (2003) 0.00 
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    Date
    22. 3.2004 14:46:50

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