Search (58 results, page 2 of 3)

  • × theme_ss:"Ausbildung"
  • × type_ss:"a"
  1. Krüger, N.; Pianos, T.: Lernmaterialien für junge Forschende in den Wirtschaftswissenschaften als Open Educational Resources (OER) (2021) 0.00 
    0.0024538 = product of:
  0.0171766 = sum of:
    0.0171766 = product of:
      0.0343532 = sum of:
        0.0343532 = weight(_text_:22 in 252) [ClassicSimilarity], result of:
          0.0343532 = score(doc=252,freq=2.0), product of:
            0.12684377 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03622214 = queryNorm
            0.2708308 = fieldWeight in 252, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=252)
      0.5 = coord(1/2)
  0.14285715 = coord(1/7)
    Date
    22. 5.2021 12:43:05
  2. Furlong, K.; Roberts, F.D.: If you teach it, will they learn? : Information literacy and reference services in a college library (1998) 0.00 
    0.0021032572 = product of:
  0.0147228 = sum of:
    0.0147228 = product of:
      0.0294456 = sum of:
        0.0294456 = weight(_text_:22 in 3880) [ClassicSimilarity], result of:
          0.0294456 = score(doc=3880,freq=2.0), product of:
            0.12684377 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03622214 = queryNorm
            0.23214069 = fieldWeight in 3880, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=3880)
      0.5 = coord(1/2)
  0.14285715 = coord(1/7)
    Source
    Computers in libraries. 18(1998) no.5, S.22-25
  3. Yee, R.; Beaubien, R.: ¬A preliminary crosswalk from METS to IMS content packaging (2004) 0.00 
    0.0021032572 = product of:
  0.0147228 = sum of:
    0.0147228 = product of:
      0.0294456 = sum of:
        0.0294456 = weight(_text_:22 in 4752) [ClassicSimilarity], result of:
          0.0294456 = score(doc=4752,freq=2.0), product of:
            0.12684377 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03622214 = queryNorm
            0.23214069 = fieldWeight in 4752, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=4752)
      0.5 = coord(1/2)
  0.14285715 = coord(1/7)
    Source
    Library hi tech. 22(2004) no.1, S.69-81
  4. Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014) 0.00 
    0.0021032572 = product of:
  0.0147228 = sum of:
    0.0147228 = product of:
      0.0294456 = sum of:
        0.0294456 = weight(_text_:22 in 1468) [ClassicSimilarity], result of:
          0.0294456 = score(doc=1468,freq=2.0), product of:
            0.12684377 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03622214 = queryNorm
            0.23214069 = fieldWeight in 1468, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=1468)
      0.5 = coord(1/2)
  0.14285715 = coord(1/7)
    Source
    Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
  5. Kaminska, A.; Pulak, I.: Knowledge organization in a digital learning environment in the experiences of pedagogy students (2014) 0.00 
    0.0021032572 = product of:
  0.0147228 = sum of:
    0.0147228 = product of:
      0.0294456 = sum of:
        0.0294456 = weight(_text_:22 in 1469) [ClassicSimilarity], result of:
          0.0294456 = score(doc=1469,freq=2.0), product of:
            0.12684377 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03622214 = queryNorm
            0.23214069 = fieldWeight in 1469, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=1469)
      0.5 = coord(1/2)
  0.14285715 = coord(1/7)
    Source
    Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
  6. AI-Hawamdeh, S.: Designing an interdisciplinary graduate program in knowledge management (2005) 0.00 
    0.0017527144 = product of:
  0.0122690005 = sum of:
    0.0122690005 = product of:
      0.024538001 = sum of:
        0.024538001 = weight(_text_:22 in 4236) [ClassicSimilarity], result of:
          0.024538001 = score(doc=4236,freq=2.0), product of:
            0.12684377 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03622214 = queryNorm
            0.19345059 = fieldWeight in 4236, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4236)
      0.5 = coord(1/2)
  0.14285715 = coord(1/7)
    Abstract
    Designing an interdisciplinary graduate program in knowledge management requires a good understanding of knowledge processes and the ability to differentiate between information management and knowledge management. Given the complexity of knowledge and the nature of its existence, there is a need for graduate programs to go beyond information management and include in the curriculum disciplines that deal with social, cultural, and economic issues such as communication, cognitive science, and business. An understanding of the interdisciplinary nature of knowledge management is necessary for a more balanced and practical approach to the development of a knowledge management curriculum. In this article, the design and development of an interdisciplinary graduate program in knowledge management at Nanyang Technological University in Singapore is reported. The initiation of the program was influenced by the strong demand from the public sector in Singapore for knowledge management professionals. It was developed in close association with the information studies program at Nanyang Technological University. In the first year, the program attracted 230 applicants, of which 45 were selected-22 students came from the public sector and 23 students came from the private sector.
  7. Hsieh-Yee, I.: Cataloging and metatdata education in North American LIS programs (2004) 0.00 
    0.0017527144 = product of:
  0.0122690005 = sum of:
    0.0122690005 = product of:
      0.024538001 = sum of:
        0.024538001 = weight(_text_:22 in 138) [ClassicSimilarity], result of:
          0.024538001 = score(doc=138,freq=2.0), product of:
            0.12684377 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03622214 = queryNorm
            0.19345059 = fieldWeight in 138, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=138)
      0.5 = coord(1/2)
  0.14285715 = coord(1/7)
    Date
    10. 9.2000 17:38:22
  8. Normore, L.F.: "Here be dragons" : a wayfinding approach to teaching cataloguing (2012) 0.00 
    0.0017527144 = product of:
  0.0122690005 = sum of:
    0.0122690005 = product of:
      0.024538001 = sum of:
        0.024538001 = weight(_text_:22 in 1903) [ClassicSimilarity], result of:
          0.024538001 = score(doc=1903,freq=2.0), product of:
            0.12684377 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03622214 = queryNorm
            0.19345059 = fieldWeight in 1903, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1903)
      0.5 = coord(1/2)
  0.14285715 = coord(1/7)
    Abstract
    Teaching cataloguing requires the instructor to make strategic decisions about how to approach the variety and complexity of the field and to provide an adequate theoretical foundation while preparing students for their entry into the world of practice. Accompanying these challenges are the tactical demands of providing this instruction in a distance education environment. Rather than focusing on ways to support learners in catalogue record production, instructors may use a problem solving and decision making approach to instruction. In this paper, a way to conceptualize a decision making approach that builds on a foundation provided by theories of information navigation is described. This approach, which is called "wayfinding", teaches by having students learn to find their way in the sets of rules that are commonly used. The method focuses on instruction about the structural features of rule sets, providing basic definitions of what each of the "places" in the rule sets contain (e.g., "formatting personal names" in Chapter 22 of AACR2R) and about ways to navigate those structures, enabling students to learn not only about common rules but also about less well known cataloguing practices ("dragons"). It provides both pragmatic and pedagogical benefits and helps develop links between cataloguing practices and their theoretical foundations.
  9. Ekstrand, M.D.; Wright, K.L.; Pera, M.S.: Enhancing classroom instruction with online news (2020) 0.00 
    0.0017527144 = product of:
  0.0122690005 = sum of:
    0.0122690005 = product of:
      0.024538001 = sum of:
        0.024538001 = weight(_text_:22 in 5844) [ClassicSimilarity], result of:
          0.024538001 = score(doc=5844,freq=2.0), product of:
            0.12684377 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03622214 = queryNorm
            0.19345059 = fieldWeight in 5844, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=5844)
      0.5 = coord(1/2)
  0.14285715 = coord(1/7)
    Date
    20. 1.2015 18:30:22
  10. Barité, M.; Parentelli, V.; Rodríguez Casaballe, N.; Suárez, M.V.: Interdisciplinarity and postgraduate teaching of knowledge organization (KO) : elements for a necessary dialogue (2023) 0.00 
    0.0017527144 = product of:
  0.0122690005 = sum of:
    0.0122690005 = product of:
      0.024538001 = sum of:
        0.024538001 = weight(_text_:22 in 1125) [ClassicSimilarity], result of:
          0.024538001 = score(doc=1125,freq=2.0), product of:
            0.12684377 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03622214 = queryNorm
            0.19345059 = fieldWeight in 1125, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1125)
      0.5 = coord(1/2)
  0.14285715 = coord(1/7)
    Abstract
    Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowl­edge organization systems with interdisciplinary visions, and in the expressions through which information is sought.
  11. Das, S.; Bagchi, M.; Hussey, P.: How to teach domain ontology-based knowledge graph construction? : an Irish experiment (2023) 0.00 
    0.0017527144 = product of:
  0.0122690005 = sum of:
    0.0122690005 = product of:
      0.024538001 = sum of:
        0.024538001 = weight(_text_:22 in 1126) [ClassicSimilarity], result of:
          0.024538001 = score(doc=1126,freq=2.0), product of:
            0.12684377 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03622214 = queryNorm
            0.19345059 = fieldWeight in 1126, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1126)
      0.5 = coord(1/2)
  0.14285715 = coord(1/7)
    Date
    20.11.2023 17:19:22
  12. Macpherson, K.: ¬An information processing model of undergraduate electronic database information retrieval (2004) 0.00 
    0.0015376742 = product of:
  0.010763719 = sum of:
    0.010763719 = product of:
      0.053818595 = sum of:
        0.053818595 = weight(_text_:retrieval in 2207) [ClassicSimilarity], result of:
          0.053818595 = score(doc=2207,freq=12.0), product of:
            0.109568894 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.03622214 = queryNorm
            0.49118498 = fieldWeight in 2207, product of:
              3.4641016 = tf(freq=12.0), with freq of:
                12.0 = termFreq=12.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.046875 = fieldNorm(doc=2207)
      0.2 = coord(1/5)
  0.14285715 = coord(1/7)
    Abstract
    In this paper, it is suggested that a number of theoretical and practical perspectives an information literacy can be obtained through the examination of tenets of cognitive psychology. One aspect of cognitive psychology information processing theory is applied to the development of a two-stage model of the information retrieval process. This model of information retrieval has utility along two dimensions: firstly, in the conceptualization of the information retrieval process; and secondly, in the development of teaching strategies informed by such a model. The efficacy of this model was tested in a large two-phase experimental study at the University of Canberra, Australia. Statistically significant results support the effectiveness of the concept-based teaching of information retrieval and the utility of the model as an explanation of the cognitive underpinnings of information retrieval.
  13. Wien, C.: Teaching online information retrieval to students of journalism (2000) 0.00 
    0.0015376742 = product of:
  0.010763719 = sum of:
    0.010763719 = product of:
      0.053818595 = sum of:
        0.053818595 = weight(_text_:retrieval in 723) [ClassicSimilarity], result of:
          0.053818595 = score(doc=723,freq=12.0), product of:
            0.109568894 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.03622214 = queryNorm
            0.49118498 = fieldWeight in 723, product of:
              3.4641016 = tf(freq=12.0), with freq of:
                12.0 = termFreq=12.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.046875 = fieldNorm(doc=723)
      0.2 = coord(1/5)
  0.14285715 = coord(1/7)
    Abstract
    In the beginning of the 1990s it was decided to start educating journalists at two Danish universities. This was decided in the hope that such academic journalists would carry greater insight into that work. Therefore for the curricula of these students of journalism some traditional academic disciplines were introduced. One such academic discipline was information retrieval. It was clear, however, that the information retrieval course had to be designed specifically for the students of journalism, as the information needs of journalists differ from the information needs of more traditional academic disciplines. Thus, this article describes the work done in order to develop such a course for students of journalism. Firstly, it analyses the information needs of journalists on a theoretical basis. Secondly, an empirical study analyses which information retrieval resources are available to Danish journalists. Finally, it combines the theoretical and the empirical findings in arguing that it is necessary to provide students of journalism with a theoretical understanding of how online information retrieval works, and also practical experience with several information retrieval resources that they are supposed to use in their daily work.
  14. Anderson, J.D.: Indexing, teaching of, See: Information retrieval design (2002) 0.00 
    0.0014647568 = product of:
  0.010253297 = sum of:
    0.010253297 = product of:
      0.051266484 = sum of:
        0.051266484 = weight(_text_:retrieval in 550) [ClassicSimilarity], result of:
          0.051266484 = score(doc=550,freq=2.0), product of:
            0.109568894 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.03622214 = queryNorm
            0.46789268 = fieldWeight in 550, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.109375 = fieldNorm(doc=550)
      0.2 = coord(1/5)
  0.14285715 = coord(1/7)
  15. Halttunen, K.; Sormunen, E.: Learning information retrieval through an educational game : is gaming sufficient for learning? (2000) 0.00 
    0.0014647568 = product of:
  0.010253297 = sum of:
    0.010253297 = product of:
      0.051266484 = sum of:
        0.051266484 = weight(_text_:retrieval in 3865) [ClassicSimilarity], result of:
          0.051266484 = score(doc=3865,freq=2.0), product of:
            0.109568894 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.03622214 = queryNorm
            0.46789268 = fieldWeight in 3865, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.109375 = fieldNorm(doc=3865)
      0.2 = coord(1/5)
  0.14285715 = coord(1/7)
  16. Taylor, A.G.: Teaching the Dewey Decimal Classification System (2006) 0.00 
    0.0013752056 = product of:
  0.009626439 = sum of:
    0.009626439 = product of:
      0.048132192 = sum of:
        0.048132192 = weight(_text_:system in 5763) [ClassicSimilarity], result of:
          0.048132192 = score(doc=5763,freq=6.0), product of:
            0.11408355 = queryWeight, product of:
              3.1495528 = idf(docFreq=5152, maxDocs=44218)
              0.03622214 = queryNorm
            0.42190298 = fieldWeight in 5763, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.1495528 = idf(docFreq=5152, maxDocs=44218)
              0.0546875 = fieldNorm(doc=5763)
      0.2 = coord(1/5)
  0.14285715 = coord(1/7)
    Abstract
    The Dewey Decimal Classification (DDC) system is a logical approach to a hierarchical categorization of recorded knowledge that makes sense to many people. It both illustrates classification theory and provides a practical way to organize information. It is taught in several different settings with content relying upon the purpose of the education or training. With reference to communications from colleagues, the author identifies some problems in teaching DDC, followed by some of the content covered and some methodologies used to overcome the problems. Several examples of teaching tools are included as appendices.
    Footnote
    Beitrag in einem Themenheft "Moving beyond the presentation layer: content and context in the Dewey Decimal Classification (DDC) System"
  17. Nieuwenhuysen, P.; Vanouplines, P.: International training courses on the retrieval and management of information in science and technology (1997) 0.00 
    0.0011837021 = product of:
  0.008285915 = sum of:
    0.008285915 = product of:
      0.04142957 = sum of:
        0.04142957 = weight(_text_:retrieval in 387) [ClassicSimilarity], result of:
          0.04142957 = score(doc=387,freq=4.0), product of:
            0.109568894 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.03622214 = queryNorm
            0.37811437 = fieldWeight in 387, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.0625 = fieldNorm(doc=387)
      0.2 = coord(1/5)
  0.14285715 = coord(1/7)
    Abstract
    Details the training courses on information retrieval in science and technology for information professionals from developing countries, offered by the Free University of Brussels, Belgium. The course was slanted towards the subject area of water and the environment as well as the application of computers and networks. Discusses the aims of the courses, subjects treated, teachers and contributors, participants, costs and financial aspects, sponsors, methods used to announce the courses, problems encountered and lessons learned. Mentions possible future programmes
  18. Williamson, N.J.: ¬The importance of subject analysis in library and information science education (1997) 0.00 
    0.0011837021 = product of:
  0.008285915 = sum of:
    0.008285915 = product of:
      0.04142957 = sum of:
        0.04142957 = weight(_text_:retrieval in 667) [ClassicSimilarity], result of:
          0.04142957 = score(doc=667,freq=4.0), product of:
            0.109568894 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.03622214 = queryNorm
            0.37811437 = fieldWeight in 667, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.0625 = fieldNorm(doc=667)
      0.2 = coord(1/5)
  0.14285715 = coord(1/7)
    Abstract
    Discusses the nature and importance of subject analysis and subject authority control in the retrieval tools used in libraries and information centres. Included in the discussion are the requirements for effective subject retrieval from OPACs, bibliographic databases, full text systems and the Internet. Attempts to project the nature of subject analysis systems requirements into the future and to draw some conclusions about what new information professionals should be taught, and what skills they need to acquire for application in next century
  19. Broughton, V.: ¬The need for a faceted classification as the basis of all methods of information retrieval (2006) 0.00 
    0.0011697485 = product of:
  0.008188239 = sum of:
    0.008188239 = product of:
      0.040941194 = sum of:
        0.040941194 = weight(_text_:retrieval in 2874) [ClassicSimilarity], result of:
          0.040941194 = score(doc=2874,freq=10.0), product of:
            0.109568894 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.03622214 = queryNorm
            0.37365708 = fieldWeight in 2874, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.0390625 = fieldNorm(doc=2874)
      0.2 = coord(1/5)
  0.14285715 = coord(1/7)
    Abstract
    Purpose - The aim of this article is to estimate the impact of faceted classification and the faceted analytical method on the development of various information retrieval tools over the latter part of the twentieth and early twenty-first centuries. Design/methodology/approach - The article presents an examination of various subject access tools intended for retrieval of both print and digital materials to determine whether they exhibit features of faceted systems. Some attention is paid to use of the faceted approach as a means of structuring information on commercial web sites. The secondary and research literature is also surveyed for commentary on and evaluation of facet analysis as a basis for the building of vocabulary and conceptual tools. Findings - The study finds that faceted systems are now very common, with a major increase in their use over the last 15 years. Most LIS subject indexing tools (classifications, subject heading lists and thesauri) now demonstrate features of facet analysis to a greater or lesser degree. A faceted approach is frequently taken to the presentation of product information on commercial web sites, and there is an independent strand of theory and documentation related to this application. There is some significant research on semi-automatic indexing and retrieval (query expansion and query formulation) using facet analytical techniques. Originality/value - This article provides an overview of an important conceptual approach to information retrieval, and compares different understandings and applications of this methodology.
  20. Brandt, D.S.: What does 'teaching the Internet' mean? (1995) 0.00 
    0.0011342503 = product of:
  0.007939752 = sum of:
    0.007939752 = product of:
      0.03969876 = sum of:
        0.03969876 = weight(_text_:system in 3764) [ClassicSimilarity], result of:
          0.03969876 = score(doc=3764,freq=2.0), product of:
            0.11408355 = queryWeight, product of:
              3.1495528 = idf(docFreq=5152, maxDocs=44218)
              0.03622214 = queryNorm
            0.3479797 = fieldWeight in 3764, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.1495528 = idf(docFreq=5152, maxDocs=44218)
              0.078125 = fieldNorm(doc=3764)
      0.2 = coord(1/5)
  0.14285715 = coord(1/7)
    Abstract
    The Internet is a complex system and the machanics of Internet software and the information seeking process can not be taught in isolation. Information skills should be taught in the context of teaching about the software and hardware. Gives examples of how trainers can weave these skills together

Authors

Years

Languages

  • e 46
  • d 7
  • sp 4
  • es 1
  • More… Less…

Types

Themes