Search (500 results, page 2 of 25)

0.027893096 = product of:
  0.111572385 = sum of:
    0.111572385 = weight(_text_:assisted in 4429) [ClassicSimilarity], result of:
      0.111572385 = score(doc=4429,freq=2.0), product of:
        0.29897895 = queryWeight, product of:
          6.7552447 = idf(docFreq=139, maxDocs=44218)
          0.04425879 = queryNorm
        0.37317806 = fieldWeight in 4429, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          6.7552447 = idf(docFreq=139, maxDocs=44218)
          0.0390625 = fieldNorm(doc=4429)
  0.25 = coord(1/4)

Abstract

The Computer Science Ontology (CSO) is a large-scale ontology of research areas that was automatically generated using the Klink-2 algorithm on the Rexplore dataset, which consists of about 16 million publications, mainly in the field of Computer Science. The Klink-2 algorithm combines semantic technologies, machine learning, and knowledge from external sources to automatically generate a fully populated ontology of research areas. Some relationships were also revised manually by experts during the preparation of two ontology-assisted surveys in the field of Semantic Web and Software Architecture. The main root of CSO is Computer Science, however, the ontology includes also a few secondary roots, such as Linguistics, Geometry, Semantics, and so on. CSO presents two main advantages over manually crafted categorisations used in Computer Science (e.g., 2012 ACM Classification, Microsoft Academic Search Classification). First, it can characterise higher-level research areas by means of hundreds of sub-topics and related terms, which enables to map very specific terms to higher-level research areas. Secondly, it can be easily updated by running Klink-2 on a set of new publications. A more comprehensive discussion of the advantages of adopting an automatically generated ontology in the scholarly domain can be found in.

0.024070604 = product of:
  0.096282415 = sum of:
    0.096282415 = product of:
      0.19256483 = sum of:
        0.19256483 = weight(_text_:instruction in 5029) [ClassicSimilarity], result of:
          0.19256483 = score(doc=5029,freq=10.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.73310935 = fieldWeight in 5029, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=5029)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Purpose The purpose of this paper is to suggest a framework that creates a common language to enhance the connection between the domains of cultural heritage (CH) artifacts and instruction. Design/methodology/approach The CH and instruction domains are logically deconstructed into dimensions of functions, semiotics, CH, teaching/instructional materials, agents and outcomes. The elements within those dimensions can be concatenated to create natural-English sentences that describe aspects of the problem domain. Findings The framework is valid using traditional social sciences content, semantic, practical and systemic validity constructs. Research limitations/implications The framework can be used to map current research literature to discover areas of heavy, light and no research. Originality/value The framework provides a new way for CH and education stakeholders to describe and visualize the problem domain, which could allow for significant enhancements of each. Better understanding the problem domain would serve to enhance instruction informed from collections and vice versa. The educational process would have more depth due to better access to primary sources. Increased use of collections would reveal more ways through which they could be used in instruction. The framework can help visualize the past and present of the domain, and envisage its future.

0.022314476 = product of:
  0.0892579 = sum of:
    0.0892579 = weight(_text_:assisted in 1649) [ClassicSimilarity], result of:
      0.0892579 = score(doc=1649,freq=2.0), product of:
        0.29897895 = queryWeight, product of:
          6.7552447 = idf(docFreq=139, maxDocs=44218)
          0.04425879 = queryNorm
        0.29854244 = fieldWeight in 1649, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          6.7552447 = idf(docFreq=139, maxDocs=44218)
          0.03125 = fieldNorm(doc=1649)
  0.25 = coord(1/4)

Abstract

This book is an excellent introduction to multiword expressions. It provides a unique, comprehensive and up-to-date overview of this exciting topic in computational linguistics. The first part describes the diversity and richness of multiword expressions, including many examples in several languages. These constructions are not only complex and arbitrary, but also much more frequent than one would guess, making them a real nightmare for natural language processing applications. The second part introduces a new generic framework for automatic acquisition of multiword expressions from texts. Furthermore, it describes the accompanying free software tool, the mwetoolkit, which comes in handy when looking for expressions in texts (regardless of the language). Evaluation is greatly emphasized, underlining the fact that results depend on parameters like corpus size, language, MWE type, etc. The last part contains solid experimental results and evaluates the mwetoolkit, demonstrating its usefulness for computer-assisted lexicography and machine translation. This is the first book to cover the whole pipeline of multiword expression acquisition in a single volume. It is addresses the needs of students and researchers in computational and theoretical linguistics, cognitive sciences, artificial intelligence and computer science. Its good balance between computational and linguistic views make it the perfect starting point for anyone interested in multiword expressions, language and text processing in general.

0.018268304 = product of:
  0.073073216 = sum of:
    0.073073216 = product of:
      0.14614643 = sum of:
        0.14614643 = weight(_text_:instruction in 4356) [ClassicSimilarity], result of:
          0.14614643 = score(doc=4356,freq=4.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.5563909 = fieldWeight in 4356, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.046875 = fieldNorm(doc=4356)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

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.

0.018268304 = product of:
  0.073073216 = sum of:
    0.073073216 = product of:
      0.14614643 = sum of:
        0.14614643 = weight(_text_:instruction in 4616) [ClassicSimilarity], result of:
          0.14614643 = score(doc=4616,freq=4.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.5563909 = fieldWeight in 4616, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.046875 = fieldNorm(doc=4616)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Cataloguing and classification were at the core of the first librarian training programs In 2011, LIS educators continue to believe in the importance of teaching the basics of the classification process to all future information professionals. Information on classification instruction was collected through a survey of instructors in ALA-accredited LIS masters' programs. The survey was structured around issues touching several dimensions of any teaching endeavour, with an emphasis on the tools used to help students develop several types of skills involved in the classification process. This article presents quantitative data provided by respondents representing 31 distinct LIS masters' programs. We hope it can be used as foundation to pursue the examination of classification instruction in an ever changing information world.

0.018268304 = product of:
  0.073073216 = sum of:
    0.073073216 = product of:
      0.14614643 = sum of:
        0.14614643 = weight(_text_:instruction in 62) [ClassicSimilarity], result of:
          0.14614643 = score(doc=62,freq=4.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.5563909 = fieldWeight in 62, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.046875 = fieldNorm(doc=62)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

This study presents and tests a research model of the outcomes of information literacy instruction (ILI) given to undergraduate business students. This model is based on expectation disconfirmation theory and insights garnered from a recent qualitative investigation of student learning outcomes from ILI given at three business schools. The model was tested through a web survey administered to 372 students. The model represents psychological, behavioral, and benefit outcomes as second-order molecular constructs. Results from a partial least squares (PLS) analysis reveal that expectation disconfirmation influences perceived quality and student satisfaction. These in turn affect student psychological outcomes. Further, psychological outcomes influence student behaviors, which in turn affect benefit outcomes. Based on the study's findings, several recommendations are made.

0.018268304 = product of:
  0.073073216 = sum of:
    0.073073216 = product of:
      0.14614643 = sum of:
        0.14614643 = weight(_text_:instruction in 519) [ClassicSimilarity], result of:
          0.14614643 = score(doc=519,freq=4.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.5563909 = fieldWeight in 519, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.046875 = fieldNorm(doc=519)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

The overall goal of this study is to explain how information literacy instruction (ILI) influences the adoption of online library resources (OLR) by business students. A theoretical model was developed that integrates research on ILI outcomes and technology adoption. To test this model, a web-based survey, which included both closed and open-ended questions, was administered to 337 business students. Findings indicate that the ILI received by students is beneficial in the initial or early stages of OLR use; however, students quickly reach a saturation point where more instruction contributes little, if anything, to the final outcome, such as reduced OLR anxiety and increased OLR self-efficacy. Rather, it is the independent, continuous use of OLR after receiving initial, formal ILI that creates continued positive effects. Importantly, OLR self-efficacy and anxiety were found to be important antecedents to OLR adoption. OLR anxiety also partially mediates the relationship between self-efficacy and perceived ease of use. Implications for theory and practice are discussed.

0.018268304 = product of:
  0.073073216 = sum of:
    0.073073216 = product of:
      0.14614643 = sum of:
        0.14614643 = weight(_text_:instruction in 2034) [ClassicSimilarity], result of:
          0.14614643 = score(doc=2034,freq=4.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.5563909 = fieldWeight in 2034, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.046875 = fieldNorm(doc=2034)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

This longitudinal study examined the search behavior of 10 students as they completed assigned exercises for an online professional course in expert searching. The research objective was to identify, describe, and hypothesize about features of the behavior that are indicative of procedural knowledge gained during guided instruction. Log-data of search interaction were coded using a conceptual framework focused on components of search practice hypothesized to organize an expert searcher's attention during search. The coded data were analyzed using a measure of pointwise mutual information and state-transition analysis. Results of the study provide important insight for future investigation of domain-independent search expertise and for the design of systems that assist searchers in gaining expertise.

0.015223586 = product of:
  0.060894344 = sum of:
    0.060894344 = product of:
      0.12178869 = sum of:
        0.12178869 = weight(_text_:instruction in 1289) [ClassicSimilarity], result of:
          0.12178869 = score(doc=1289,freq=4.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.46365905 = fieldWeight in 1289, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1289)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Source-based writing assignments conducted by groups of students are a common learning task used in information literacy instruction. The fundamental assumption in group assignments is that students' collaboration substantially enhances their learning. The present study focused on the group work strategies adopted by upper secondary school students in source-based writing assignments. Seventeen groups authored Wikipedia or Wikipedia-style articles and were interviewed during and after the assignment. Group work strategies were analyzed in 6 activities: planning, searching, assessing sources, reading, writing, and editing. The students used 2 cooperative strategies: delegation and division of work, and 2 collaborative strategies: pair and group collaboration. Division of work into independently conducted parts was the most popular group work strategy. Also group collaboration, where students worked together to complete an activity, was commonly applied. Division of work was justified by efficiency in completing the project and by ease of control in the fair division of contributions. The motivation behind collaboration was related to quality issues and shared responsibility. We suggest that the present designs of learning tasks lead students to avoid collaboration, increasing the risk of low learning outcomes in information literacy instruction.

0.015223586 = product of:
  0.060894344 = sum of:
    0.060894344 = product of:
      0.12178869 = sum of:
        0.12178869 = weight(_text_:instruction in 3832) [ClassicSimilarity], result of:
          0.12178869 = score(doc=3832,freq=4.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.46365905 = fieldWeight in 3832, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=3832)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Although people disclose illicit activities such as drug use online, we currently know little about what information people choose to disclose and share or whether there are differences in behavior depending on the illicit activity being disclosed. This exploratory mixed-methods study examines how people discuss and disclose the use of two different drugs-marijuana and opioids-on Reddit. In this study, hermeneutic content analysis is employed to describe the type of comments people make in forums dedicated to discussions about illicit drugs. With inductive analysis, seven categories of comments were identified: disclosure, instruction and advice, culture, community norms, moralizing, legality, and banter. Our subsequent quantitative analysis indicates that although the amounts of disclosure are similar in each subreddit, there are more instances of instruction and advice in discussions about opiates, and more examples of banter in comments about marijuana use. In fact, both subreddits have high rates of banter. We argue that banter fosters disclosure in both subreddits, and that banter and disclosure are linked with information-seeking behaviors in online forums. This work has implications for future explorations of disclosure online and for public health interventions aimed at disseminating credible information about drug use to at-risk individuals.

0.015070582 = product of:
  0.060282327 = sum of:
    0.060282327 = product of:
      0.120564654 = sum of:
        0.120564654 = weight(_text_:instruction in 5156) [ClassicSimilarity], result of:
          0.120564654 = score(doc=5156,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.45899904 = fieldWeight in 5156, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0546875 = fieldNorm(doc=5156)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Controlled vocabulary and subject headings in OPAC records have proven to be useful in improving search results. The authors used a survey to gather information about librarian opinions and professional use of controlled vocabulary. Data from a range of backgrounds and expertise were examined, including academic and public libraries, and technical services as well as public services professionals. Responses overall demonstrated positive opinions of the value of controlled vocabulary, including in reference interactions as well as during bibliographic instruction sessions. Results are also examined based upon factors such as age and type of librarian.

0.012917642 = product of:
  0.051670566 = sum of:
    0.051670566 = product of:
      0.10334113 = sum of:
        0.10334113 = weight(_text_:instruction in 4003) [ClassicSimilarity], result of:
          0.10334113 = score(doc=4003,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.39342776 = fieldWeight in 4003, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.046875 = fieldNorm(doc=4003)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

This research empirically evaluated the use of mobile information and communication technology in a large-sized undergraduate class, where the effectiveness of multilearner participation and prompt learner-instructor interaction is often challenged. The authors analyzed the effectiveness of a so-called "lean" communication medium using hand-held mobile devices, whose brief text-based messages considerably limit the speed of information exchange. Adopting a social construction perspective of media richness theory and a reinforced approach to learning and practice, the authors conjectured that an interactive learning system built with wireless PDA devices can enhance individual practices and reinforce peer influences. Consequently, they expected better understanding and higher satisfaction among learners. A field experiment with 118 participants in the treatment and 114 participants in the control group supported their hypotheses. Their results suggested that richness of a "lean" medium could be increased in certain socially constructed conditions, thus extending existing notions of computer-aided instruction towards a techno-social learning model.

0.012917642 = product of:
  0.051670566 = sum of:
    0.051670566 = product of:
      0.10334113 = sum of:
        0.10334113 = weight(_text_:instruction in 4158) [ClassicSimilarity], result of:
          0.10334113 = score(doc=4158,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.39342776 = fieldWeight in 4158, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.046875 = fieldNorm(doc=4158)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

The treatment of subjects by Functional Requirements for Bibliographic Records (FRBR) has attracted less attention than some of its other aspects, but there seems to be a general consensus that it needs work. While some have proposed elaborating its subject categories-concepts, objects, events, and places-to increase their semantic complexity, a working group of the International Federation of Library Associations and Institutions (IFLA) has recently made a promising proposal that essentially bypasses those categories in favor of one entity, thema. This article gives an overview of the proposal and discusses its relevance to another difficult problem, ambiguities in the establishment of headings for buildings.Use of dynamic links from subject-based finding aids to records for electronic resources in the OPAC is suggested as one method for by-passing the OPAC search interface, thus making the library's electronic resources more accessible. This method simplifies maintenance of links to electronic resources and aids instruction by providing a single, consistent access point to them. Results of a usage study from before and after this project was completed show a consistent, often dramatic increase in use of the library's electronic resources.

0.012917642 = product of:
  0.051670566 = sum of:
    0.051670566 = product of:
      0.10334113 = sum of:
        0.10334113 = weight(_text_:instruction in 304) [ClassicSimilarity], result of:
          0.10334113 = score(doc=304,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.39342776 = fieldWeight in 304, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.046875 = fieldNorm(doc=304)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

RDA: Resource Description and Access is a new cataloguing standard which will replace the Anglo-American Cataloguing Rules, 2nd edition, which has been widely used in libraries since 1981. RDA, like AACR2, is a content standard providing guidance and instruction on how to identify and record attributes or properties of resources which are significant for discovery. However, RDA is also an implementation of the FRBR and FRAD models. The RDA element set and vocabularies are being published on the Open Metadata Registry as linked open data. RDA provides a rich vocabulary for the description of resources and for expressing relationships between them. This paper describes what RDA offers and considers the challenges and potential of linked open data in the broader framework of bibliographic control.

0.012917642 = product of:
  0.051670566 = sum of:
    0.051670566 = product of:
      0.10334113 = sum of:
        0.10334113 = weight(_text_:instruction in 2781) [ClassicSimilarity], result of:
          0.10334113 = score(doc=2781,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.39342776 = fieldWeight in 2781, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.046875 = fieldNorm(doc=2781)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Using Web of Science data, portfolio analysis in terms of journal coverage can be projected onto a base map for units of analysis such as countries, cities, universities, and firms. The units of analysis under study can be compared statistically across the 10,000+ journals. The interdisciplinarity of the portfolios is measured using Rao-Stirling diversity or Zhang et?al.'s improved measure 2D3. At the country level we find regional differentiation (e.g., Latin American or Asian countries), but also a major divide between advanced and less-developed countries. Israel and Israeli cities outperform other nations and cities in terms of diversity. Universities appear to be specifically related to firms when a number of these units are exploratively compared. The instrument is relatively simple and straightforward, and one can generalize the application to any document set retrieved from the Web of Science (WoS). Further instruction is provided online at http://www.leydesdorff.net/portfolio.

0.012917642 = product of:
  0.051670566 = sum of:
    0.051670566 = product of:
      0.10334113 = sum of:
        0.10334113 = weight(_text_:instruction in 3643) [ClassicSimilarity], result of:
          0.10334113 = score(doc=3643,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.39342776 = fieldWeight in 3643, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.046875 = fieldNorm(doc=3643)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Although modern search systems require minimal skill for meeting simple information needs, most systems provide weak support for gaining advanced skill; hence, the goal of designing systems that guide searchers in developing expertise. Essential to developing such systems are a description of expert search behavior and an understanding of how it may be acquired. The present study contributes a detailed analysis of the query behavior of 10 students as they completed assigned exercises during a semester-long course on expert search. Detailed query logs were coded for three dimensions of query expression: the information structure searched, the type of query term used, and intent of the query with respect to specificity. Patterns of query formulation were found to evidence a progression of instruction, suggesting that the students gained knowledge of fundamental system-independent constructs that underlie expert search, and that domain-independent search expertise may be defined as the ability to use these constructs. Implications for system design are addressed.

0.010764702 = product of:
  0.04305881 = sum of:
    0.04305881 = product of:
      0.08611762 = sum of:
        0.08611762 = weight(_text_:instruction in 4174) [ClassicSimilarity], result of:
          0.08611762 = score(doc=4174,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.32785648 = fieldWeight in 4174, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4174)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Purpose - The paper seeks to draw on Sice's systems model, itself based on Senge's "fixes that fail" archetype, and on data from two previous research projects conducted by one of the authors. The purpose of this paper is to synthesise a new model that portrays the information-seeking behaviour of children and young people. Design/methodology/approach - The systems model provides the backbone of the new framework but additions, accommodations and revisions were made to ensure that the version featured here represents the phenomenon of information seeking by the young as appropriately as possible in terms of the data that were gathered. Findings - One of the new model's most significant characteristics is its emphasis on problems and issues that prevent information seeking from proceeding smoothly. Information seeking is also shown to be an iterative process, with the individual often revisiting previous stages, frequently in response to difficulties. Research limitations/implications - Data were collected from pupils in just seven schools. The undertaking of research further a-field would be invaluable, if the extent to which the model is applicable to other information-seekers in different environments is to be ascertained. Practical implications - The model demonstrates the importance of the information professional's educative role, in terms of both delivering formal information literacy instruction and providing assistance at the point of need. Originality/value - Although the use of ideas and frameworks from other disciplines, with the aim of increasing understanding of phenomena within LIS, is a growing trend, this paper represents one of the first attempts to apply an existing model associated with systems thinking to information behaviour.

0.010764702 = product of:
  0.04305881 = sum of:
    0.04305881 = product of:
      0.08611762 = sum of:
        0.08611762 = weight(_text_:instruction in 950) [ClassicSimilarity], result of:
          0.08611762 = score(doc=950,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.32785648 = fieldWeight in 950, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=950)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Personal information behavior has been studied within a large number of different contexts; however, individuals show different information-related competencies in their professional, academic or daily life contexts. Literature suggests that if a person is information-related competent in one context, then he or she will be competent in the rest of the contexts of action. But this is only true for a basic level of information competencies. This article reports results from 24 interviews performed to mature e-learning students and suggests that in a more advanced level of information competencies, some competencies that appear in one context are not manifested in another context. Several factors have been found to be related with information competencies transfer between contexts. Attitude is a key factor and feelings regarding Internet use is another critical factor. Specifically in learning environments, the results suggest that canned content and planned learning strategies can discourage a proactive attitude and enthusiasm for information and communication technologies, and therefore the acquisition of information-related competencies. Understanding the differences and common patterns between these contexts may be useful for designing better information systems, services and instruction.

0.010764702 = product of:
  0.04305881 = sum of:
    0.04305881 = product of:
      0.08611762 = sum of:
        0.08611762 = weight(_text_:instruction in 1532) [ClassicSimilarity], result of:
          0.08611762 = score(doc=1532,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.32785648 = fieldWeight in 1532, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1532)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Primary and secondary (K-12) teachers form the essential core of children's formal learning before adulthood. Even though teaching is a mainstream, information-rich profession, teachers are understudied as information users. More specifically, not much is known about teacher personal information management (PIM). Teacher PIM is critically important, as teachers navigate a complex information space complicated by the duality of digital and physical information streams and changing demands on instruction. Our research study increases understanding of teacher PIM and informs the development of tools to support educators. Some important unknowns exist about teachers as information users: What are teachers' PIM practices? What are the perceived consequences of these practices for teaching and learning? How can PIM practices be facilitated to benefit teaching and learning? This study employed a qualitative research design, with interviews from 24 primary and secondary teachers. We observed various systems for information organization, and teachers report their systems to be effective. Important sources for teachers' information in order of importance are personal collections, close colleagues, and the Internet. Key findings reveal that inheriting and sharing information play an important part in information acquisition for teachers and that information technology supporting education creates unintentional demands on information management. The findings on the nature of teacher information, teacher information finding, keeping, and organizational practices have important implications for teachers themselves, school principals, digital library developers, school librarians, curriculum developers, educational technology developers, and educational policy makers.

0.010764702 = product of:
  0.04305881 = sum of:
    0.04305881 = product of:
      0.08611762 = sum of:
        0.08611762 = weight(_text_:instruction in 3784) [ClassicSimilarity], result of:
          0.08611762 = score(doc=3784,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.32785648 = fieldWeight in 3784, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=3784)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies. The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments. Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.