Search (78 results, page 4 of 4)

  • × theme_ss:"Informationsdienstleistungen"
  • × year_i:[2000 TO 2010}
  1. Byström, K.: Information and information sources in tasks of varying complexity (2002) 0.00 
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  2. Cloughley, K.: Digital reference services : how do the library-based services compare with the expert services? (2004) 0.00 
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  3. Braaksma, B.; Drewes, K.; Siemens, G.; Tittenberger, P.: Building a virtual learning commons : what do YOU want to do? (2007) 0.00 
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  4. Godfrey, K.: ¬A new world for virtual reference (2008) 0.00 
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  5. Virtuelle Bibliothekarin bei der Hamburger Staatsbibliothek (2005) 0.00 
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    Date
    22. 1.2005 14:03:55
  6. Hermelbracht, A.; Senst, E.: Ideen für innovative Serviceangebote von Universitätsbibliotheken : Ergebnisse der Ideengenerierungsphase im Rahmen des ProSeBiCA-Projektes an der Universität Bielefeld (2005) 0.00 
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    Date
    22. 1.2005 18:12:01
  7. Windrath, M.: Auf der Suche nach der richtigen Antwort : Von der Bücherrallye bis zur Web-Recherche: Neuer Schulservice der Stadtbibliothek boomt (2006) 0.00 
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    Date
    3. 5.1997 8:44:22
  8. Lux, C.; Sühl-Strohmenger, W.: Teaching Library in Deutschland : Vermittlung von Informationsund Medienkompetenz als Kernaufgabe für Öffentliche und Wissenschaftliche Bibliotheken (2004) 0.00 
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    Date
    22. 2.2008 14:17:00
  9. Nilges, A.: Informationskompetenz zwischen Strategie und Realität : Erfahrungen aus Nordrhein-Westfalen (2009) 0.00 
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    Date
    22. 8.2009 19:51:28
  10. Orna, E.: Information strategy in practice (2004.) 0.00 
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    Date
    30. 6.2005 20:52:22
  11. "Was für ein Service!" : Entwicklung und Sicherung der Auskunftsqualität von Bibliotheken (2007) 0.00 
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    Date
    22. 2.2008 14:05:48
  12. Porter, K.: Setting up a new library and information service (2003) 0.00 
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  13. St. Clair, G.: Beyond degrees : professional learning for knowledge services (2003) 0.00 
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    Date
    11. 6.2004 14:52:22
  14. Covert and overt : recollecting and connecting intelligence service and information science (2005) 0.00 
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    Classification
    327.12 22
    DDC
    327.12 22
  15. Klein, A.; Mitschang, J.; Nilges, A.; Oberhausen, B.; Rauber, K.; Weiß, A.: "Aus der Praxis für die Praxis" : ein Glossar zu Begriffen der Informationskompetenz (2008) 0.00 
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  16. Lipow, A.G.: ¬The virtual reference librarian's handbook (2003) 0.00 
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    Date
    22. 3.2004 14:46:50
  17. Richter, K.: Weimarer Schüler erobern Wissen (2007) 0.00 
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  18. Henderson, L.; Tallman, J.I.: Stimulated recall and mental models : tools for teaching and learning computer information literacy (2006) 0.00 
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    Footnote
    The release of Stimulated Recall and Mental Models, therefore, could not have been timelier. It describes an empirical qualitative, case study research conducted by authors Lyn Henderson and Julie Tallman in which they studied the mental models of school librarians teaching K-12 students how to use electronic databases. In this research, funded by the Spencer Foundation, Henderson and Tallman studied and analyzed the mental models of their subjects, six American and four Australian school librarians, as they went about the task of teaching students one-on-one how to access and retrieve the information they needed for class assignments from electronic databases. Each librarian and student underwent a structured pre-lesson interview to ascertain their mental models (the sum of their prior learning and experiences) regarding the upcoming lesson. The lesson followed immediately and was carefully video- and audio-recorded, with the full knowledge of the librarian and her student. After the lessons, both student and librarian were interviewed with the intent of learning what each were thinking and feeling at specific points during the lesson, using the recordings as memory joggers. After the first librarian-pupil session, the student was freed but the librarian was re-studied tutoring a second learner. Again, the teacher and new student were preinterviewed, their lesson was recorded, and they were debriefed using the recordings for stimulated recall. It is important to note here the use of the recordings to create stimulated recall. Though considered a dubious practice by many respected researchers, Henderson and Tallman expend considerable time and effort in this book trying to establish the credibility of stimulated recall as a valid research tool. I find it interesting that the authors report that their realization of the value of stimulated recall was a collateral benefit of their study; they claim the original objective of their research was to analyze and compare the pre- and post-lesson mental models of the teacher-librarians (p.15). Apparently, this realization provided the inspiration for this book (pp. I & 208). Hence, its place of importance in the book's title.

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  • a 59
  • m 15
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