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  • × theme_ss:"Informationsdienstleistungen"
  1. Innovationsforum 2003 : [Informationskompetenz] (2003) 0.01
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    Date
    22. 2.2008 17:36:03
  2. Bibliotheken '93 : Strukturen - Aufgaben - Positionen (1994) 0.01
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    Content
    Enthält u.a.: Abschnitt 5.2 (S.13-14) 'Leistungsmerkmale von Bibliotheken der Stufe 1' mit: "einen aktuelle Informations- und Auskunftsdienst mit Broschüren, verbraucherinformationen u.ä., Informationsmöglichkeiten über die Angebote der Kommune und in der Kommune; den Zugriff auf Datenbanken und Speichermedien"; Abschnitt 7.1 (S.22-23): 'Auskunftsdienst'; Anlage 3 (S.114-120): 'Bau und Einrichtung Öffentlicher Bibliotheken: Raumbedarf' mit Abschnitt 1.2: 'Das Raumprogramm öffentlicher Bibliotheken'
  3. Hemmig, W.S.: ¬The information-seeking behavior of visual artists : a literature review (2008) 0.01
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    Date
    7. 6.2008 12:22:23
  4. Lee, C.P.; Trace, C.B.: ¬The role of information in a community of hobbyist collectors (2009) 0.01
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    Date
    22. 3.2009 18:01:49
  5. Friman, J.; Kangaspunta, J.; Leppäniemi, S.; Rasi, P.; Virrankoski, A.: Query performance analyser : a tool for teaching information retrieval skills through an educational game (2005) 0.01
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    Date
    22. 7.2009 11:03:43
  6. Cole, C.; Behesthi, J.; Large, A.; Lamoureux, I.; Abuhimed, D.; AlGhamdi, M.: Seeking information for a middle school history project : the concept of implicit knowledge in the students' transition from Kuhlthau's Stage 3 to Stage 4 (2013) 0.01
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    Date
    22. 3.2013 19:41:17
  7. Bodoff, D.; Raban, D.: Question types and intermediary elicitations (2016) 0.01
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    Date
    22. 1.2016 11:58:25
  8. Chew, S.W.; Khoo, K.S.G.: Comparison of drug information on consumer drug review sites versus authoritative health information websites (2016) 0.01
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    Date
    22. 1.2016 12:24:05
  9. Pontis, S.; Blandford, A.; Greifeneder, E.; Attalla, H.; Neal, D.: Keeping up to date : an academic researcher's information journey (2017) 0.01
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    Source
    Journal of the Association for Information Science and Technology. 68(2017) no.1, S.22-35
  10. Jaskolla, L.; Rugel, M.: Smart questions : steps towards an ontology of questions and answers (2014) 0.01
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    Date
    9. 2.2017 19:22:59
  11. Hirko, B.; Ross, M.B.: Virtual reference training : the complete guide to providing anytime anywhere answers (2004) 0.01
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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."
  12. Zach, L.: When is "enough" enough? : modeling the information seeking and stopping behavior of senior arts administrators (2005) 0.01
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    Abstract
    Among managers, those who are responsible for nonprofit organizations in general and arts organizations in particular have been an understudied group. These managers have much in common with their for-profit counterparts, but their environment also differs in significant ways. The goal of this exploratory research effort was to identify how senior administrators in fine arts museums and symphony orchestras go about identifying and acquiring the information they want to complete a range of management tasks. Deciding when and where to look for information, obtaining the "right" information at the time it is needed, evaluating its credibility and utility, and determining when "enough" information has been collected are challenges facing this group of information users every day. A multiple-case studies design involving a replication strategy was selected to structure the research process. Data were collected from 12 arts administrators using a pretested interview protocol that included the Critical Incident Technique. Patterns in the data were identified, and the data were further reviewed for disconfirming evidence. The study resulted in a list of the types and sources of information that arts administrators use as weIl as a list of the factors or "stopping criteria" that influence them to end their informationseeking process. A model describing the way in which arts administrators go about acquiring the information they want was also developed. The main findings of the study are (a) arts administrators do not consider information seeking to be a discrete management task, (b) they rely heavily an direct personal experience to fill their information-seeking needs, and (c) they are "satisficers" when it comes to seeking information. Based an Simon's alternative to rational choice theory, satisficers are people who are willing to pursue a "good enough" option rather than the best possible option (maximizers) (Simon, 1956). Since arts administrators have not been studied in the context of LIS research before, understanding more about where they go for information, what factors influence the level of effort they are willing to invest in seeking information, and how they decide when they have "enough" information provides insights into the information-seeking behavior of a new user group. Furthermore, although this research effort is focused an specific users in a specific field, the results from this study may be compared to what we already know about other user groups to confirm and expand existing models of information-seeking behavior.
  13. Homann, B.: ¬Der Rechercheassistent BibTutor : Informationskompetenz erwerben beim Recherchieren (2006) 0.01
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  14. Cohen, S.; Fereira, J.; Horne, A.; Kibbee, B.; Mistlebauer, H.; Smith, A.: MyLibrary : personalized electronic services in the Cornell University Library (2000) 0.01
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  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) 0.01
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  16. Franke, F; Klein, A.; Schüller-Zwierlein, A.: Schlüsselkompetenzen : Literatur recherchieren in Bibliotheken und Internet (2010) 0.01
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    Abstract
    Tipps und Tricks für effizientes Recherchieren und fehlerfreies Zitieren - Unerlässlich im Studium und in vielen Berufen. Mit praktischen Recherchebeispielen, Checklisten, Infokästen, Abbildungen und GrafikenGewusst wie! Von der Auswahl der Datenbanken und Suchmaschinen, über den Einsatz der geeigneten Suchbegriffe und die Auswertung der Ergebnisse, bis hin zum korrekten Zitieren und dem Erstellen eigener Literaturlisten der Ratgeber demonstriert Schritt für Schritt, wie man die passende Literatur, z. B. für Seminar- und Hausarbeiten, findet und verarbeitet. Berücksichtigt werden dabei nicht nur gedruckte Quellen, wie Bücher, Zeitschriften und Zeitungen, sondern auch frei verfügbare oder lizenzpflichtige Internet-Ressourcen.
  17. St Jean, B.; Gorham, U.; Bonsignore, E.: Understanding human information behavior : when, how, and why people interact with information (2021) 0.01
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  18. Coles, C.: Information seeking behaviour of public library users : use and non-use of electronic media (1999) 0.01
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    Date
    22. 3.2002 8:51:28
  19. Medienkompetenz : wie lehrt und lernt man Medienkompetenz? (2003) 0.01
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    Date
    22. 3.2008 18:05:16
  20. Virtuelle Bibliothekarin bei der Hamburger Staatsbibliothek (2005) 0.01
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    Date
    22. 1.2005 14:03:55

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