Search (370 results, page 19 of 19)

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Footnote

Rez. in: JASIST 62(2011) no.12, S.2540-2543 (C. Leslie)

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Footnote

Rez. in: JASIST 62(2011) no.12, S.2504-2543 (C. Leslie)

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Editor

Wellman, B. u. C. Haythornthwaite

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Footnote

Rez. in: JASIST 56(2005) no.10, S.1127-1128 (C. Tomer): "This book mixes assessments of how information technology influences the quality of everyday life with analyses of how technological life is portrayed in contemporary films and science fiction novels. What is more important, Connected is based an the idea that contemporary science fiction is the only medium radical enough in its perspectives to provide us with genuinely useful insights into the social upheaval that has been induced by the advances of the Internet and the World Wide Web into everyday life. It is an interesting, but ultimately preposterous concept, because it asks us to believe that we can actually come to understand the world around us by assimilating the largely hallucinogenic views of the novelists about whom Shaviro writes. How other readers react to this notion will probably depend an how seriously they take science fiction, their tolerance for post-modern literary and social deconstruction, the legacies of the Beats and Timothy Leary, and how plastic their attitudes toward the constitution of credible theory are. Discriminating readers, as well as those of lesser forbearance, will most likely turn elsewhere for insights into the meaning of life in "the network society," opting instead for merely mediocre books such as Howard Rheingold's Smart Mobs. So, what is wrong with Connected? The first problem is that Connected is a disioint, often confusing collection of short essays and observations that eschews a more straightforward approach to narrative and thematic development in pursuit of hypertextual effects. The affectation does not serve the book well. The "jumpiness" of the narrative and the attendant discontinuities tend to weaken Shaviro's main thesis. But it is important to note, too, that the style and tone that Shaviro uses in his essays will be familiar to many readers, because it resembles the style and tone of many of the blogs that have become such an important part of the landscape of the World Wide Web.

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Classification

303.48/33 22 (LoC)

DDC

303.48/33 22 (LoC)

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Date

22. 3.2004 14:46:50

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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."

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Footnote

Chapter 2 (Technology and People) focuses an several theories of technological acceptance and diffusion. Unfortunately, Bruce's presentation is somewhat confusing as he moves from one theory to next, never quite connecting them into a logical sequence or coherent whole. Two theories are of particular interest to Bruce: the Theory of Diffusion of Innovations and the Theory of Planned Behavior. The Theory of Diffusion of Innovations is an "information-centric view of technology acceptance" in which technology adopters are placed in the information flows of society from which they learn about innovations and "drive innovation adoption decisions" (p. 20). The Theory of Planned Behavior maintains that the "performance of a behavior is a joint function of intentions and perceived behavioral control" (i.e., how muck control a person thinks they have) (pp. 22-23). Bruce combines these two theories to form the basis for the Technology Acceptance Model. This model posits that "an individual's acceptance of information technology is based an beliefs, attitudes, intentions, and behaviors" (p. 24). In all these theories and models echoes a recurring theme: "individual perceptions of the innovation or technology are critical" in terms of both its characteristics and its use (pp. 24-25). From these, in turn, Bruce derives a predictive theory of the role personal perceptions play in technology adoption: Personal Innovativeness of Information Technology Adoption (PIITA). Personal inventiveness is defined as "the willingness of an individual to try out any new information technology" (p. 26). In general, the PIITA theory predicts that information technology will be adopted by individuals that have a greater exposure to mass media, rely less an the evaluation of information technology by others, exhibit a greater ability to cope with uncertainty and take risks, and requires a less positive perception of an information technology prior to its adoption. Chapter 3 (A Focus an Usings) introduces the User-Centered Paradigm (UCP). The UCP is characteristic of the shift of emphasis from technology to users as the driving force behind technology and research agendas for Internet development [for a dissenting view, see Andrew Dillion's (2003) challenge to the utility of user-centerness for design guidance]. It entails the "broad acceptance of the user-oriented perspective across a range of disciplines and professional fields," such as business, education, cognitive engineering, and information science (p. 34).