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  • × theme_ss:"Informationsdienstleistungen"
  • × theme_ss:"Internet"
  1. Plieninger, J.: ¬Die Linksammlung : Fundgrube oder Datengrab? (2000) 0.00 
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  2. Lüdtke, H.: Taking the reference desk to cyberspace : Internet-Bibliotheken und Online-Auskunftsdienste / im Mittelpunkt die Internet Public Library (USA) (2001) 0.00 
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  3. Rösch, H.: Digital Reference : Bibliothekarische Auskunft und Informationsvermittlung im Web (2003) 0.00 
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  4. Harris, S.R.: Webliography : the process of building Internet subject access (1997) 0.00 
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  5. Joint, N.: If Google makes you stupid, what should librarians do about it? (2011) 0.00 
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    Abstract
    Purpose - The purpose of this paper is to examine the question of whether modern digital information technologies damage their users' cognitive capacities in some way, and to speculate on how librarians should adapt their services as a consequence of the controversy surrounding this question. Design/methodology/approach - The paper reviews some recent literature on this subject, combined with an examination of the role played by technology, librarians and government in determining the nature of our society's response to problematic aspects of the use of digital, internet-based applications in education. Findings - The paper finds that highly differentiated and highly polemical attitudes to this subject mean that librarians have to acknowledge the existence of important challenges to the apparent consensus about the way information technologies should be used in education in Western societies. This has important consequences for the approach to collection building (the balance between digital versus print provision), for library building design, and for the value which should be placed on systematic information literacy teaching. The existence of such an important debate should also embolden information professionals to make their own insights into these issues more widely known. Research limitations/implications - Some of the findings in this paper are amenable to further development through practitioner-oriented research; however, the bulk of the content used for this paper is derived from the literature on this topic, so there is no original research data presented to back up the assertions made by the author. It is simply an account of a debate which has to be acknowledged by librarians. Practical implications - The implications of the issues under discussion in the paper are presented in clear practical terms, and the consequences for library management made explicit. Social implications - The clash between two different theories of learning and information provision is debated and the links with issues of government policy are explored. The social connections between education and wealth generation are brought into this debate. Originality/value - The paper provides a useful, up-to-date briefing on recent controversial issues in education, information management and socio-economic policy making.
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  6. Schmelz, A.: Internet-Einführungen an der Hessischen Landesbibliothek Wiesbaden : Ein Praxisbericht (2003) 0.00 
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  7. Dohrn, V.; Griesbach, A.; Heuberger, R.; Schaeper, S.; Tröger, H.; Veltri, G.: Virtuelle Fachbibliothek "Judaica und Hebraica" : Bibliothekarische Erschließung von gedruckten Judaica und Hebraica in deutschen Bibliotheken. Bericht über einen Workshop in der Niedersächsischen Landesbibliothek Hannover (2004) 0.00 
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  8. Ruiter, J. de: Aspects of dealing with digital information : "mature" novices on the Internet (2002) 0.00 
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    Abstract
    This article seeks to address the following questions: Why do certain people, who are fully information literate with printed materials, become hesitant and even reluctant when it comes to finding something on the Internet? And why do we, information professionals, find it difficult to support them adequately? Mature users of digital information are often skeptical about the value of the Internet as a source for professional information. Over the years much has been achieved, but many prophecies of the experts on digitalization from the early hours still have not yet been fulfilled. Mature users do possess all skills needed to be digital-information literate, but they need to be assisted in specific areas where those skills are insufficient. They tend to blame themselves even if shortcomings in accessibility of digital sources and computer errors obstruct their search. Operating hardware requires a dexterity that can only be acquired by experience. Instruction should be hands-on; demonstration is far less effective. Special attention should be given to reading and interpreting navigation information on the screen and to the search strategies the Internet requires. Use of imagination and trial-and-error methods are to be recommended in this respect.
  9. Bradburn, F.B.: alt.sex : detour off the information highway (1995) 0.00 
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  10. Schröter, W.: ¬Der Ulmer Tele-Bus : ... und andere Multimedia-Initiativen in Baden-Württemberg (1996) 0.00 
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  11. Liu, L.-G.: ¬The Internet and library and information services : a review, analysis, and annotated bibliography (1995) 0.00 
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  12. Wörner, C.: ¬Die Nutzung von Internet in Öffentlichen Bibliotheken : Bestandsaufnahme und Perspektiven (1996) 0.00 
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  13. Taylor, J.A.; Webster, C.W.R.: Universalism : public services and citizenship in the information age (1996) 0.00 
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  14. Ulrich, P.S.: It works : Die Arbeit des Collaborative Digital Reference Service (CDRS) (2002) 0.00 
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  15. Plieninger, J.: Bedürfnis nach Struktur : Linksammlungen als zielgruppenorientierte Dienstleistung der Bibliotheken (2003) 0.00 
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  16. Hagel, F. von: Kalliope-Portal : Fachportal für Autographen und Nachlässe (2004) 0.00 
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  17. Schmidt, B.; Tappenbeck, I.: Elektronischer Auskunftsdienst im globalen Netzwerk : Die SUB Göttingen startet im Juni mit QuestionPoint (2004) 0.00 
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  18. Shachaf, P.; Oltmann, S.M.; Horowitz, S.M.: Service equality in virtual reference (2008) 0.00 
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  19. Weilenmann, A.-K.: Informationsdienstleistungen für virtuelle Universitäten (2000) 0.00 
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    Abstract
    Die sich rasant verändernde Informationslandschaft erfordert ein Umdenken in den verschiedenen Informations- und Dokumentationsstellen; es gibt kaum noch einen Arbeitsbereich, der nicht stetigen Umwälzungen unterworfen ist. Besonders in der Auskunftstätigkeit sehen wir uns mit neuen Herausforderungen konfrontiert, um der zunehmenden Disintermediation zu begegnen. Unseren Kunden stehen übers Internet vielfältige Wege zur Verfügung, um sich die Informationen selbst zu beschaffen, was jedoch meist dazu führt, dass sie sich in den Weiten des World Wide Web verlieren. Die Kompetenz und sachkundige Navigationshilfe der Informations- und Dokumentationsspezialisten wird demnach je länger, umso mehr gefordert sein; es verändert sich lediglich die Art und Weise des Auskunftgebens: ,Librarians need to more formally incorporate this awesome information power into a new model of service provision so that they may position themselves to meet the needs of reference services in the next century". Vor diesem Hintergrund drängt sich nicht nur ein anderes Vorgehen beim Kundeninterview auf, sondern es stellt sich ebenfalls die Frage, wie man die Informations- und Kommunikationstechnologien (l+K-Technologien) sinnvoll einsetzen kann, sowohl für den konventionellen als auch für den virtuellen Auskunftsdienst. Das zunehmende Aufkommen virtueller Universitäten verlangt nach neuen innovativen Ideen, um den potenziellen Studenten angemessene Dienstleistungen zu bieten, die es ihnen erlauben, das ganze Spektrum der l+K-Technologien voll auszuschöpfen. Virtuelle Auskunftsdienste bzw. "virtual reference desks" sind immer häufiger beliebte Themen in der Fachpresse und werden in Zukunft als entscheidender Wettbewerbsfaktor gelten. Wie kann man die vorhandenen Informationen so bündeln und kanalisieren, dass unsere Kunden so rasch und so effizient als möglich zu den von ihnen nachgefragten Inhalten kommen? Ein kurzer Überblick über den heutigen Entwicklungsstand der "virtual reference desks" zeigt auf, dass vor allem die "Internet Public Library" (IPL) auf diesem Gebiet Pionierarbeit geleistet hat, dass ihre Angebote jedoch nicht über E-Mail-Auskunft hinausgehen. Anhand eines dreistufigen Auskunftsmodells werden fortschrittliche Möglichkeiten aufgezeigt, wie man Fernauskunft unter Einbezug aller Internetdienste (E-Mail, Newsgroups, Chat, WWW) abwickeln und gestalten könnte, wobei vor allem technische Ansätze berücksichtigt werden, das ganze Umfeld einer virtuellen Universität jedoch nicht außer Acht gelassen wird.
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  20. Rusch-Feja, D.: Digital libraries : Informationsform der Zukunft für die Informationsversorgung und Informationsbereitstellung? (1999) 0.00 
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  • r 2
  • x 2
  • i 1
  • More… Less…

Themes

Subjects

Classifications