-
Yilmaz, B.: Social change, industrialisation and public libraries : a theoretical approach (2002)
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- Abstract
- In this study, industrialisation has been evaluated in the context of social change theory. Industrialisation as a period of social change is the source of public library development. The public library has emerged as a result of the changes in educational and cultural structure caused by industrialisation. Public libraries emerged as supporting elements of basic and adult diffused education effort. The change in thoughts, attitudes and values by the effect of urbanisation made public libraries a part of the new culture that is social life. The public library is a product of social change.
- Area
- Öffentliche Bibliotheken
- Source
- Aslib proceedings. 54(2002) no.5, S.326-334
-
Parirokh, M.; Daneshgar, F.; Fattahi, R.: Identifying knowledge-sharing requirements in academic libraries (2008)
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- Abstract
- Purpose - The purpose of this paper is to provide an evaluation of the existing state of practice in knowledge sharing in university libraries. Design/methodology/approach - This is survey research which is based on an electronic questionnaire. Findings - Results reveal that the majority of libraries investigated are quite friendly towards knowledge sharing, and the majority of librarians value the importance of knowledge sharing. Results also confirm that the knowledge that they mostly use is mainly intangible knowledge. Originality/value - If knowledge-sharing requirements of librarians while collaboratively performing reference and information services can be acknowledged, guidelines for enhancing conceptual collaborative process would be suggested.
- Area
- Wissenschaftliche Bibliotheken
- Source
- Library review. 57(2008) no.2, S.107-122
-
Walter, V.A.: Public library service to children and teens : a research agenda (2003)
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- Abstract
- This paper deals with four significant unanswered questions related to children's and young adult services in public libraries: 1. How have public library services to children and young adults developed over time? 2. How and why do young people use public libraries? 3. How can we evaluate the effectiveness of public library service for young people? 4. Why should policymakers fund public library services for children and young adults? After reviewing the existing knowledge base that can serve as scaffolding for the needed research, the author suggests strategies for refining and implementing this research agenda.
- Area
- Öffentliche Bibliotheken
- Footnote
- Beitrag in einem Themenheft: Research questions for the twenty-first century
- Source
- Library trends. 51(2003) no.4, S.571-589
-
Numminen, P.; Vakkari, P.: Question types in public libraries' digital reference service in Finland : comparing 1999 and 2006 (2009)
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- Abstract
- This study analyzes to which degree the question types addressed to a digital reference service run by a consortium of public libraries have changed between the Years 1999 and 2006. The data consist of representative samples of reference questions to a Finnish Ask a Librarian digital reference service in the years studied. Questions were classified based on a taxonomy refining earlier major taxonomies. The proportion of ready reference questions had increased from 33 to 45% whereas the proportion of subject-based research questions had decreased from 57 to 47%. Among the former, fact-finding questions had especially increased, and among the latter, topical search questions had decreased. These changes in the popularity of question types are likely related to the way people are searching on the Internet. It is concluded that the Internet has somewhat reduced the traditional role of public libraries in mediated topical searching.
- Area
- Öffentliche Bibliotheken
- Source
- Journal of the American Society for Information Science and Technology. 60(2009) no.6, S.1249-1257
-
Lewis, D.W.: Making academic reference service work (1994)
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- Abstract
- Recent discussion of reference service in academic libraries has considered alternative approaches to service and has called on academic reference librarians to play new roles. Absent from most of the discussion is an understanding that organizational changes are required if reference librarians are to accomplish what is being asked of them. Without these organizational changes these new roles and resposibilities will be impossible. To make reference service in academic libraries effective five changes are required: (1) reference librarians must be given clear budgetary and programmatic authority; (2) the hierarchy must be flattened and reference librarians placed closer to the top of the organization; (3) support services must be provided so that reference librarians are not encumbered by nonprofessional tasks; (4) reference librarians should be brought together and not isolated in small departments; and (5) public services planning and priority setting should be done by reference librarians
- Content
- Trendartikel für den Informationsdienst in Bibliotheken
- Source
- College and research libraries. 55(1994) no.5, S.445-456
-
Rockman, I.F.: Strengthening connections between information literacy, general education, and assessment efforts (2002)
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- Abstract
- Academic librarians have a long and rich tradition of collaborating with discipline-based faculty members to advance the mission and goals of the library. Included in this tradition is the area of information literacy, a foundation skill for academic success and a key component of independent, lifelong learning. With the rise of the general education reform movement on many campuses resurfacing in the last decade, libraries have been able to move beyond course-integrated library instruction into a formal planning role for general education programmatic offerings. This article shows the value of 1. strategic alliances, developed over time, to establish information literacy as a foundation for student learning; 2. strong partnerships within a multicampus higher education system to promote and advance information literacy efforts; and 3. assessment as a key component of outcomes-based information literacy activities.
- Area
- Wissenschaftliche Bibliotheken
- Footnote
- Beitrag in einem Themenheft: Teaching and assessing information skills in the twenty-first century
- Source
- Library trends. 51(2002) no.2, S.185-198
-
Dawson, H.: Know it all, find it fast for academic libraries (2012)
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- Abstract
- A comprehensive and easy-to-use version of the best-selling "Know it All, Find It Fast" developed specifically for information professionals working in academic libraries, this will help you to tackle the questions most commonly asked by students, academics and researchers. It is a broad cross-disciplinary A-Z of themes including topics such as literature searching, plagiarism and using online resources are covered helping you to address any query confidently and quickly. Each topic is split into four sections to guide your response: typical questions listing the common enquiries you'll encounter; considerations exploring the issues and challenges that might arise; where to look listing annotated resources in print and online; and, tips and pitfalls outlining useful suggestions and common problems. This will prove an indispensable day-to-day guide for anyone working with students, academics and researchers in an academic library.
- Area
- Wissenschaftliche Bibliotheken
- Pages
- XI, 387 S
-
Durrance, J.C.; Fisher, K.E.: Determining how libraries and librarians help (2003)
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- Abstract
- This article examines the question, "What differences do libraries and librarians make?" primarily from the perspective of geographical communities. The article first states the reasons why this is an essential research question and describes the contributions of current public library planning tools to the determination of impact. It then takes a broad look at the framework that is essential for the intellectual development of this topic and the ability to answer the question, including methodological approaches and theoretical frameworks that will be discussed throughout. While the authors pose this research problem as an evaluation question, this article examines contributions of research in several areas--particularly professional practice, especially reference research that has been informed by qualitative methods--to its solution. Finally, the authors examine approaches to studying context as a framework for determining the impacts of library services and include a brief presentation of findings from a recent study of "How Libraries and Librarians Help: Context-Centered Methods for Evaluating Public Library Efforts at Bridging the Digital Divide and Building Community," funded by the Institute of Museums and Library Services (IMLS).
- Area
- Öffentliche Bibliotheken
- Footnote
- Beitrag in einem Themenheft: Research questions for the twenty-first century
- Source
- Library trends. 51(2003) no.4, S.541-570
-
Baro, E.E.; Seimode, F.D.: a case study : Information literacy programmes in university libraries (2013)
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- Abstract
- This is a case study on information literacy (IL) practices in university libraries in Nigeria, the UK and the US. An online questionnaire was used for data collection. University libraries in the UK and US provide IL training in all the areas mentioned compared to university libraries in Nigeria. There are differences between university libraries in UK, US and Nigeria in IL training delivery methods. However, barriers such as lack of facilities, lack of understanding of IL, students' nonchalant attitude towards attending IL sessions, and low acceptance of the online approach were identified as factors militating against librarians' efforts when advocating and providing IL training in the university libraries in Nigeria, while barriers such as lack of time allotted for teaching IL skills, students tendency to be apathetic and bored, and a lack of understanding of what IL is were mentioned by the libraries studied in the UK and US. To have effective IL training programmes, university authorities in developing countries should see the need to provide the necessary facilities such as computers with stable Internet access in university libraries, regular power supplies, and training of librarians on IT. Most of all, librarians should collaborate with other stakeholders in their institutions to ensure an IL policy formulation and implementation in their institutions.
- Area
- Wissenschaftliche Bibliotheken
- Source
- Libri. 63(2013) no.4, S.282-294
-
Spacey, R.; Goulding, A.: Learner support in UK public libraries (2004)
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- Abstract
- Purpose. To convey the initial findings of Biblio.for.mEDA, an EU project exploring lifelong learning provision for adults in public libraries set in the context of a literature review regarding support for learners in public libraries. Design/methodology/approach. A total of 20 public library authorities in England agreed to participate in a survey of the resources, support and staffing to facilitate lifelong learning in public libraries. The data were analysed manually and reported here, including current provision for learners, collaborative working, plans for the future and consideration of the impacts on staff. The findings are reported in the context of other research exploring learning in public libraries and consideration of authority's web sites, annual library plans and position statements. Findings. Depicts current lifelong learning provision in public libraries and the challenges faced by staff in supporting learners. The varying degrees of learner support provided by library services are described including assistance for adults with basic skills needs. Research limitations/implications. The findings are indicative as only 20 public library managers completed the lifelong learning survey in the UK. Practical implications. Provides an extensive review of the literature pertaining to learning in public libraries. Results of the project provide a useful snapshot of current lifelong learning activity and the ways in which services are working to support adults wishing to learn. Originality/value. This paper offers recent research results and analysis of a pressing public library issue for practitioners.
- Area
- Öffentliche Bibliotheken
- Source
- Aslib proceedings. 56(2004) no.6, S.344-355
-
Church, J.: ¬The evolving Information Commons (2005)
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- Area
- Wissenschaftliche Bibliotheken
- Source
- Library hi tech. 23(2005) no.1, S.75-81
-
Marcella, R.; Baxter, G.: Citizenship information needs in the UK : results of a national survey of the general public by personal doorstep interview (2000)
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- Abstract
- This paper reports the results of the second stage of the Citizenship Information research project funded by the BLR&IC: a national survey, by personal doorstep interview, of the citizenship information needs of 898 members of the UK public. Major findings include: that the public obtain most of their information on current issues via the media, and that they generally feel well informed on these issues. The public believe, however, that government is not doing enough to inform them about the Single European Currency and local council cutbacks. Small proportions of the sample had encountered problems in relation to employment, education, housing or welfare benefits and had consulted a range of information sources in order to solve these problems. Over a quarter of respondents had experienced disadvantage through a lack of access to information. Significant proportions of respondents were poorly informed about legal rights, welfare benefits and local politics. A highly significant majority (91.7%) believed that freedom of information was important for exercising their rights as citizens. Although access to computers in the home is presently limited, the majority of respondents indicated a willingness to use computers to vote and interact with government. Public libraries were the preferred source of government information and were seen as appropriate locations for a range of other types of citizenship information.
- Area
- Öffentliche Bibliotheken
- Source
- Aslib proceedings. 52(2000) no.3, S.115-123
-
Fattahi, R.; Dokhtesmati, M.; Saberi, M.: ¬A survey of internet searching skills among intermediate school students : how librarians can help (2010)
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- Abstract
- The advent and development of the Internet has changed students' pattern of information seeking behaviors. That is also the case in Iran. The current research was carried out by interviewing with and observing of 20 intermediate girl students to assess their information seeking behavior on the web environment through a qualitative approach. Findings indicate an acceptable level of access to the Internet and vast use of web search engines by the girl students in Tehran. However, students' knowledge of the concept and how search engines work and also about the methods and tools of retrieving information from electronic sources other than the search engines is poor. The study also shows that, compared to the Internet, the role of libraries and librarians are gradually diminishing in fulfilling the students' information needs. Authors recommend that school librarians can provide different instructional and information literacy programs to help students improve their information seeking behavior and their knowledge of the Internet.
- Pages
- S.270-285
- Series
- Schriften zur Informationswissenschaft; Bd.58
- Source
- Information und Wissen: global, sozial und frei? Proceedings des 12. Internationalen Symposiums für Informationswissenschaft (ISI 2011) ; Hildesheim, 9. - 11. März 2011. Hrsg.: J. Griesbaum, T. Mandl u. C. Womser-Hacker
-
Standards for reference services in public libraries (1970)
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- Footnote
- Deutsche Übersetzung in: Informationszentrum Öffentliche Bibliothek II. Berlin 1973. (Bibliotheksdienst; Beih.89/90) S.81-
- Source
- Library Association record. 72(1970), S.53-
-
Katz, W.A.: Introduction to reference work : Vol.1: Basic information sources; vol.2: Reference services and reference processes (1992)
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- Abstract
- Standardwerk mit Bezug zum anglo-amerikanischen Verständnis von 'Reference work', das zwar Vorbild für viele Betrachtungen in der deutschen Literatur und in deutschen Bibliotheken ist, das aber bis heute keine Entsprechung in der bibliothekarischen Praxis gefunden hat
- Content
- Volume 1 is divided into three parts. Part One (Chapters 1 and 2) constitutes an introduction to the reference process and automated reference services. Part Two, "Information: Control and Access," consists of Chapters 3 through 6 and covers an introduction to bibliographies, indexing, and abstracting services. Chapters 7 through 12 are in Part Three, "Sources of Information," which include encyclopedias, various ready reference sources, biographical sources, dictionaries, geographical sources, and government documents. It is as pointless for students to memorize details about specific reference sources, as it is necessary for them to grasp the essential areas of agreement and difference among the various forms. To this end, every effort is made to compare rather than to detail. Only basic or foundation reference works are discussed in this volume. But readers may not find all basic titles included or annotated because: (1) There is no consensus an what constitutes "basic". (2) The objective of this text is to discuss various forms, and the titles used for that purpose are those that best illustrate those forms. (3) The annotations for a specific title are duplicated over and over again in Guide to Reference Books and Guide to Reference Materials, which list the numerous subject bibliographies. In both volumes, suggested readings are found in the footnotes and at the end of each chapter. When a publication is cited in a footnote, the reference is rarely duplicated in the "Suggested Reading." For the most part, these readings are limited to publications issued since 1987. In addition to providing readers with current thinking, these more recent citations have the added bonus of making it easier for the student to locate the readings. A number of the suggested reading items will be found in Reference and Information Sources, A Reader, 4th ed., published by Scarecrow Press, in 1991. It is beyond argument, of course, that all readings need not necessarily be current and that many older articles and books are as valuable today as they were when first published. Thanks to many teachers' having retained earlier editions of this text and the aforementioned Scarecrow title, it is possible to have a bibliography of previous readings. As has been done in all previous editions, the sixth edition notes prices for most of the major basic titles. This practice seems particularly useful today, since librarians must more and more be aware of budgetary constraints when selecting reference titles. CD-ROMS are listed where available. Prices are based an information either from the publisher of the original reference source or from the publisher of the CD-ROM disc. If a particular work is available online, the gross hourly rate as charged by DIALOG is given for its use. Both this rate and the book prices are current as of late 1990 and are useful in determining relative costs. Bibliographic data are based an publisher's catalogs, Books in print, and examination of the titles. The information is applicable as of late 1990 and, like prices, is subject to change.
The ten chapters in Volume 11 are divided into 3 parts: Part One, "Information and the Community," contains two chapters to familiarize readers with various groups in the community, their information and reference needs, and how professionals attempt to serve those needs. Part Two, "Interview and Search," devotes Chapters 3 through 6 to the vital task of explaining how to isolate and understand the questions readers put to librarians as well as basic methods of finding the correct answer(s). The emphasis is an practical application of tried and true methods of interviewing and searching. Attention is given to both manual and computer searches. Chapter 6 is a guide to basic information about databases, including CD-ROMS. Part Three, "Library Instruction, Networks, Policies, and Evaluation," is comprised of the last four chapters and covers the activities of reference librarians when not responding to direct questions. This part includes hints an teaching people how to find information as well as the networks that help both librarian and user to discover what is needed. Chapter 10 discusses methods of deciding how well the individual has fulfilled the task of being a reference librarian. Only space and the fact that this text is for beginners limits what information it contains. First, many new developments and potentially important technological changes in the field of information are impossible to cover without turning to technical language and jargon quite beyond the average reader of an introductory textbook. However, basic developments are covered and explained, and there is a guide (via the footnotes and suggested readings) for those who wish to explore the future. Second, this volume is for students and working reference librarians and is intended first, foremost, and always as a pragmatic, practical approach. This is not to discount the importance of research and information science. Leaders and followers in those fields are responsible for much of what is revolutionary in references services today. There are other courses, other places where information science can be considered in depth; all that can be done here is to hint at the joy of the intellectual fields that open up to the information scientist and researcher. Students and teachers alike should be aware that much of the material covered in this book is updated, argued, and dutifully considered in several basic journals. RQ, the official voice of reference librarians of the American Library Association, excels in its coverage of the topics considered in this text. Library Journal, while more general, now offers excellent and timely articles an the new technology and its influence an librarians. The Reference Librarian, edited by the author of this text, offers specific discussions of single topics in each issue, and these have ranged from online reference services, to personnel, to problems of evaluation. And, not to be missed, is the nicely edited, always useful, and sometimes downright inspirational, References Services Review.
- Pages
- XVII; 485 + XVI, 255 S
-
Umlauf, K.: Verbraucherberatung in der Stadtbibliothek Ludwigsburg (1989)
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- Abstract
- Since Oct 88 consumer advice has been available 2 agernoons a week in the library, provided by members of the Consumers Centre in Stuttgart, A self-service information system has been produced in 38 folders in such topics as insurance, market surveys and household equipment. Stocks are accommodated on separate shelves in the reading room. Communication is provided through monthly press announcements, advertisements in the adult education centre and a monthly magazine for consumers.
- Source
- BuB. 41(1989) H.2, S.150-152
-
Reference and information services : an introduction (2001)
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- BK
- 01.20 / Allgemeine Nachschlagewerke: Allgemeines
- Classification
- 01.20 / Allgemeine Nachschlagewerke: Allgemeines
- Pages
- XXIV, 617 S
-
Schuller-Zwierlein, A.: Senden auf allen Kanälen : Wie sich die Bibliothek der Ludwig-Maximilians-Universität zur Teaching Library entwickelt (2007)
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- Abstract
- Der europäische Hochschulraum mit neuen Bachelor- und Master-Studiengängen entwickelt sich rasant - und wird auch zu einem elektronischen Hochschulraum. Die Recherchemedien verändern sich in kurzen Innovationszyklen, und die Vermittlung von Informationskompetenz wird immer wichtiger. Die Münchner Ludwig-Maximilians-Universität (LMU) ist eine der größten Universitäten Deutschlands und gehört zu den drei Hochschulen, die sich in der Exzellenzinitiative der Bundesregierung am besten behauptet haben. Ihre Universitätsbibliothek ist für die Organisation von umfassenden Informationskompetenz-Schulungen verantwortlich. Sie gelten zunehmend als klassische bibliothekarische Aufgabe - schließlich sind die Bestände nur für kompetente Benutzer wirklich zugänglich. Andre Schüller-Zwierlein berichtet in folgendem Beitrag, wie die Universitätsbibliothek an der LMU sich zur Teaching Library entwickelt.
- Source
- BuB. 59(2007) H.11/12, S.788-793
-
Schnelling, H.: Library networking in Germany (1993)
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- Abstract
- In West Germany bibliographic material published after 1980 has been changed from a conventional to a computerized networking infrastructure, yet the provision of publications is based on conventional networks. Provides a history of electronic library networking in Germany covering networking at local, regional and natioanl levels; bibliographic control of books and serials and the enrichment of machine readable library files to bibliographic and factual databases through CD-ROM. Covers recommendations of the Deutsche Forschungsgemeinschaft. Standardisation and research work in German libraries for future networking is directed towards bibliographic control and national format (MAB), availability of publications, dataflow and telecommunications
- Source
- Serials. 6(1993) no.1, S.33-38
-
Libraries and information service today : the yearly chronicle (1991)
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- Content
- Nachfolger von: 'The ALA yearbook' (1976-1983) und 'The ALA yearbook of library and information services (1983-1990)
- Footnote
- Rez. in: Journal of academic librarianship 18(1992) no.2, S.104-105
- Type
- s
