Search (454 results, page 1 of 23)

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Source

Encyclopedia of library and information science. Vol.59, [=Suppl.22]

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Abstract

Examines Britannica Online, an online version of Encyclopedia Britannica which is available from a server and has pointers to Internet resources, thus enabling searches to expand. It is searched using WorldWide Web browsers. Details its architecture and gives examples ot its use. Relates the reactions of users involved in beta testing, and outlines costs

Object

Encyclopedia Britannica

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Abstract

Grolier Educational have announced the launch of online versions of 'The New Book of Knowledge Online', designed specifically for students in grades 3 through 8 and will be sold in combination with the 'Encyclopedia America Online' and / or the 'Grolier Multimedia Encyclopedia Online'

Object

Grolier encyclopedia

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Source

Encyclopedia of library and information science. Vol.56, [=Suppl.19]

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Abstract

Grolier Educational's Encyclopedia Americana Online contains the full text of all 30 volumes of the printed edition of EAO, plus all the tables, charts and illustrations found in the CD-ROM encyclopedia and additional text and graphics unique to the online edition. The online database is mounted on the WWW and contains hypertext links from 30.000 of the 45.000 articles to associated Web sites

Object

Encyclopedia Americana

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Source

Encyclopedia of library and information science. Vol.62, [=Suppl.25]

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Source

Encyclopedia of library and information science. Vol.64, [=Suppl.27]

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Source

Encyclopedia of library and information science. Vol.65, [=Suppl.28]

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Abstract

Reviews Encyclopedia Britannica Online ($80) from Britannica, and Encarta Concise Encyclopedia (free) from Microsoft. Britannica has more than 12.000 illustrations of high quality, excellent maps, and 60 multimedia elements including sound, video, and animation. It could be improved by enabling illustrations to be used as filtering criteria for searches, and the QuickTime multimedia format is too slow for the content. Encarta has 16.000 articles, 1.678 photographs, 408 dynamic maps, and a wealth of other features. There are no audio clips, collages, virtual tours, or panoramic views, and check boxes would be more convenient than radio buttons in the interface. Includes 2 screen displays

Object

Encyclopedia Britannica

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Source

Encyclopedia of library and information science. Vol.63, [=Suppl.26]

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Object

Grolier encyclopedia
Compton encyclopedia

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Abstract

The Encyclopedia of Earth (EoE) seeks to become the world's largest and most authoritative electronic source of information about the environments of Earth and their interactions with society. It is a free, fully searchable collection of articles written by scholars, professionals, educators, and experts who collaborate and review each other's work with oversight from an International Advisory Board. The articles are written in non-technical language and are available for free, with no commercial advertising to students, educators, scholars, professionals, decision makers, as well as to the general public. The scope of the Encyclopedia of Earth is the environment of the Earth broadly defined, with particular emphasis on the interaction between society and the natural spheres of the Earth. It will be built on the integrated knowledge from economists to philosophers to span all aspects of the environment. The Encyclopedia is being built bottom-up through the use of a wiki-software that allows users to freely create and edit content. New collaborations, ideas, and entries dynamically evolve in this environment. In this way, the Encyclopedia is a constantly evolving, self-organizing, expert-reviewed, and up-to-date source of environmental information. The motivation behind the Encyclopedia of Earth is simple. Go to GoogleT and type in climate change, pesticides, nuclear power, sustainable development, or any other important environmental issue. Doing so returns millions of results, some fraction of which are authoritative. The remainder is of poor or unknown quality.
This illustrates a stark reality of the Web. There are many resources for environmental content, but there is no central repository of authoritative information that meets the needs of diverse user communities. The Encyclopedia of Earth aims to fill that niche by providing content that is both free and reliable. Still in its infancy, the EoE already is an integral part of the emerging effort to increase free and open access to trusted information on the Web. It is a trusted content source for authoritative indexes such as the Online Access to Research in the Environment Initiative, the Health InterNetwork Access to Research Initiative, the Open Education Resources Commons, Scirus, DLESE, WiserEarth, among others. Our initial Content Partners include the American Institute of Physics, the University of California Museum of Paleontology, TeacherServe®, the U.S. Geological Survey, the International Arctic Science Committee, the World Wildlife Fund, Conservation International, the Biodiversity Institute of Ontario, and the United Nations Environment Programme, to name just a few. The full partner list here can be found at <http://www.eoearth.org/article/Content_Partners>. We have a diversity of article types including standard subject articles, biographies, place-based entries, country profiles, and environmental classics. We recently launched our E-Book series, full-text, fully searchable books with internal hyperlinks to EoE articles. The eBooks include new releases by distinguished scholars as well as classics such as Walden and On the Origin of Species. Because history can be an important guide to the future, we have added an Environmental Classics section that includes such historical works as Energy from Fossil Fuels by M. King Hubbert and Undersea by Rachel Carson. Our services and features will soon be expanded. The EoE will soon be available in different languages giving a wider range of users access, users will be able to search it geographically or by a well-defined, expert created taxonomy, and teachers will be able to use the EoE to create unique curriculum for their courses.

Content

The home page for the Encyclopedia of Earth is located at <http://www.eoearth.org/>.

Object

Encyclopedia of Earth

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Date

22. 2.1997 19:50:29

Source

Cogito. 1997, H.1, S.22-23

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Abstract

Google or Wikipedia? Those of us who search online -- and who doesn't? -- are getting referred more and more to Wikipedia. For the past two years, this free online "encyclopedia of the people" has been topping the lists of the world's most popular websites. But do we really know what we're using? Backlight plunges into the story behind Wikipedia and explores the wonderful world of Web 2.0. Is it a revolution, or pure hype? Director IJsbrand van Veelen goes looking for the truth behind Wikipedia. Only five people are employed by the company, and all its activities are financed by donations and subsidies. The online encyclopedia that everyone can contribute to and revise is now even bigger than the illustrious Encyclopedia Britannica. Does this spell the end for traditional institutions of knowledge such as Britannica? And should we applaud this development as progress or mourn it as a loss? How reliable is Wikipedia? Do "the people" really hold the lease on wisdom? And since when do we believe that information should be free for all? In this film, "Wikipedians," the folks who spend their days writing and editing articles, explain how the online encyclopedia works. In addition, the parties involved discuss Wikipedia's ethics and quality of content. It quickly becomes clear that there are camps of both believers and critics. Wiki's Truth introduces us to the main players in the debate: Jimmy Wales (founder and head Wikipedian), Larry Sanger (co-founder of Wikipedia, now head of Wiki spin-off Citizendium), Andrew Keen (author of The Cult of the Amateur: How Today's Internet Is Killing Our Culture and Assaulting Our Economy), Phoebe Ayers (a Wikipedian in California), Ndesanjo Macha (Swahili Wikipedia, digital activist), Tim O'Reilly (CEO of O'Reilly Media, the "inventor" of Web 2.0), Charles Leadbeater (philosopher and author of We Think, about crowdsourcing), and Robert McHenry (former editor-in-chief of Encyclopedia Britannica). Opening is a video by Chris Pirillo. The questions surrounding Wikipedia lead to a bigger discussion of Web 2.0, a phenomenon in which the user determines the content. Examples include YouTube, MySpace, Facebook, and Wikipedia. These sites would appear to provide new freedom and opportunities for undiscovered talent and unheard voices, but just where does the boundary lie between expert and amateur? Who will survive according to the laws of this new "digital Darwinism"? Are equality and truth really reconcilable ideals? And most importantly, has the Internet brought us wisdom and truth, or is it high time for a cultural counterrevolution?

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Source

RRZK-Kompass. 1995, Nr.65, S.21-22

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Date

5. 8.2001 12:22:47

Source

Information outlook. 3(1999) no.2, S.18-22

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Date

18. 1.1997 12:15:22

Source

Kölner Stadtanzeiger. Nr.69 vom 22/23.3.1997, S.MZ7

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Date

5. 9.1997 19:22:27

Source

Rundfunk und Geschichte. 22(1996) H.2/3, S.184-193

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Footnote

Chapter 2 (Technology and People) focuses an several theories of technological acceptance and diffusion. Unfortunately, Bruce's presentation is somewhat confusing as he moves from one theory to next, never quite connecting them into a logical sequence or coherent whole. Two theories are of particular interest to Bruce: the Theory of Diffusion of Innovations and the Theory of Planned Behavior. The Theory of Diffusion of Innovations is an "information-centric view of technology acceptance" in which technology adopters are placed in the information flows of society from which they learn about innovations and "drive innovation adoption decisions" (p. 20). The Theory of Planned Behavior maintains that the "performance of a behavior is a joint function of intentions and perceived behavioral control" (i.e., how muck control a person thinks they have) (pp. 22-23). Bruce combines these two theories to form the basis for the Technology Acceptance Model. This model posits that "an individual's acceptance of information technology is based an beliefs, attitudes, intentions, and behaviors" (p. 24). In all these theories and models echoes a recurring theme: "individual perceptions of the innovation or technology are critical" in terms of both its characteristics and its use (pp. 24-25). From these, in turn, Bruce derives a predictive theory of the role personal perceptions play in technology adoption: Personal Innovativeness of Information Technology Adoption (PIITA). Personal inventiveness is defined as "the willingness of an individual to try out any new information technology" (p. 26). In general, the PIITA theory predicts that information technology will be adopted by individuals that have a greater exposure to mass media, rely less an the evaluation of information technology by others, exhibit a greater ability to cope with uncertainty and take risks, and requires a less positive perception of an information technology prior to its adoption. Chapter 3 (A Focus an Usings) introduces the User-Centered Paradigm (UCP). The UCP is characteristic of the shift of emphasis from technology to users as the driving force behind technology and research agendas for Internet development [for a dissenting view, see Andrew Dillion's (2003) challenge to the utility of user-centerness for design guidance]. It entails the "broad acceptance of the user-oriented perspective across a range of disciplines and professional fields," such as business, education, cognitive engineering, and information science (p. 34).
The UCP's effect an business practices is focused mainly in the management and marketing areas. Marketing experienced a shift from "product-oriented operations" with its focus an "selling the products' features" and customer contact only at the point of sale toward more service-Centered business practice ("customer Jemand orientation") and the development of one-to-one customer relationships (pp. 35-36). For management, the adoption of the UCP caused a shift from "mechanistic, bureaucratic, top-down organizational structures" to "flatter, inclusive, and participative" ones (p. 37). In education, practice shifted from the teachercentered model where the "teacher is responsible for and makes all the decisions related to the learning environment" to a learnercentered model where the student is "responsible for his or her own learning" and the teacher focuses an "matching learning events to the individual skills, aptitudes, and interests of the individual learner" (pp. 38-39). Cognitive engineering saw the rise of "user-Centered design" and human factors that were concerned with applying "scientific knowledge of humans to the design of man-machine interface systems" (p. 44). The UCP had a great effect an Information Science in the "design of information systems" (p. 47). Previous to UCP's explicit proposed by Brenda Dervin and M. Nilan in 1986, systems design was dominated by the "physical of system oriented paradigm" (p. 48). The physical paradigm held a positivistic and materialistic view of technology and (passive) human interaction as exemplified by the 1953 Cranfield tests of information retrieval mechanisms. Instead, the UCP focuses an "users rather than systems" by making the perceptions of individual information users the "centerpiece consideration for information service and system design" (pp. 47-48). Bruce briefly touches an the various schools of thought within user-oriented paradigm, such as the cognitive/self studies approach with its emphasis is an an individual's knowledge structures or model of the world [e.g., Belkin (1990)], the cognitve/context studies approach that focuses an "context in explaining variations in information behavior" [e.g., Savolainen (1995) and Dervin's (1999) sensemaking], and the social constructionism/discourse analytic theory with its focus an that language, not mental/knowledge constructs, as the primary shaper of the world as a system of intersubjective meanings [e.g., Talja 1996], (pp. 53-54). Drawing from the rich tradition of user oriented research, Bruce attempts to gain a metatheoretical understanding of the Internet as a phenomena by combining Dervin's (1996) "micromoments of human usings" with the French philosopher Bruno Latour's (1999) "conception of Circulating reference" to form what 1 term the Metatheory of Circulating Usings (pp. ix, 56, 60). According to Bruce, Latour's concept is designed to bridge "the gap between mind and object" by engaging in a "succession of finely grained transformations that construct and transfer truth about the object" through a chain of "microtranslations" from "matter to form," thereby connecting mind and object (p. 56). The connection works as long as the chain remains unbroken. The nature of this chain of "information producing translations" are such that as one moves away from the object, one experiences a "reduction" of the object's "locality, particularity, materiality, multiplicity and continuity," while simultaneously gaining the "amplification" of its "compatibility, standardization, text, calculation, circulation, and relative universality" (p. 57).