Search (5 results, page 1 of 1)

  • × author_ss:"Julien, H."
  • × theme_ss:"Informationsdienstleistungen"
  1. Julien, H.: Bibliographic instruction trends in Canadian academic libraries (1997) 0.03 
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    Source
    Canadian journal of information and library science. 22(1997) no.2, S.1-15
    Type
    a
  2. Serenko, A.; Detlor, B.; Julien, H.; Booker, L.D.: ¬A model of student learning outcomes of information literacy instruction in a business school (2012) 0.00 
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    Abstract
    This study presents and tests a research model of the outcomes of information literacy instruction (ILI) given to undergraduate business students. This model is based on expectation disconfirmation theory and insights garnered from a recent qualitative investigation of student learning outcomes from ILI given at three business schools. The model was tested through a web survey administered to 372 students. The model represents psychological, behavioral, and benefit outcomes as second-order molecular constructs. Results from a partial least squares (PLS) analysis reveal that expectation disconfirmation influences perceived quality and student satisfaction. These in turn affect student psychological outcomes. Further, psychological outcomes influence student behaviors, which in turn affect benefit outcomes. Based on the study's findings, several recommendations are made.
    Type
    a
  3. Julien, H.: Constructing 'users' in library and information science (1999) 0.00 
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    Abstract
    This article issues a challenge to information service providers and to researchers in information management to reflect on the ways the concept of 'users' has been constructed and applied. It is argued that we need to be mindful of the conceptual parameters we establish by our notions of users and the implications of those parameters as these inform our attitudes and endeavours. Alternate labels are considered but found wanting. Thus, the author puts out a call for a worthy replacement that can enlarge the scope of our understanding and help us to reconstruct our thinking.
    Type
    a
  4. Julien, H.: ¬A content analysis of the recent information needs and uses literature (1996) 0.00 
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    Abstract
    Reports the results of an investigation which used content analysis to examine the information needs and uses literature published from 1990-1994. Analyses measured the degree of interdisciplinarity evident in references cited, determined whether this literature was concerned with users' cognitive processes and with systems' design and use, and identified research methods used. Secondary analyses included journal type, author type, article type, whether the literature was grounded in theory, and user groups considered. One value of this study was the development of content analysis categories specifically applicable to the information needs and uses literature. Suggests that other areas of LIS research could be analysed according to a methods similar to that used in the study
    Type
    a
  5. Detlor, B.; Julien, H.; Willson, R.; Serenko, A.; Lavallee, M.: Learning outcomes of information literacy instruction at business schools (2011) 0.00 
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    Abstract
    This paper reports results from an exploratory study investigating the factors affecting student learning outcomes of information literacy instruction (ILI) given at business schools. Specifically, the potential influence of student demographics, learning environment factors, and information literacy program components on behavioral, psychological, and benefit outcomes were examined. In total, 79 interviews with library administrators, librarians, teaching faculty, and students were conducted at three business schools with varying ILI emphases and characteristics. During these interviews, participants discussed students' ILI experiences and the outcomes arising from those experiences. Data collection also involved application of a standardized information literacy testing instrument that measures student information literacy competency. Analysis yielded the generation of a new holistic theoretical model based on information literacy and educational assessment theories. The model identifies potential salient factors of the learning environment, information literacy program components, and student demographics that may affect ILI student learning outcomes. Recommendations for practice and implications for future research are also made.
    Type
    a

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