Search (4 results, page 1 of 1)

0.010202162 = product of:
  0.030606484 = sum of:
    0.030606484 = product of:
      0.061212968 = sum of:
        0.061212968 = weight(_text_:22 in 3341) [ClassicSimilarity], result of:
          0.061212968 = score(doc=3341,freq=2.0), product of:
            0.15821345 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045180224 = queryNorm
            0.38690117 = fieldWeight in 3341, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.078125 = fieldNorm(doc=3341)
      0.5 = coord(1/2)
  0.33333334 = coord(1/3)

Date

22. 1.2017 16:45:48

0.0042839246 = product of:
  0.012851773 = sum of:
    0.012851773 = weight(_text_:a in 3574) [ClassicSimilarity], result of:
      0.012851773 = score(doc=3574,freq=30.0), product of:
        0.05209492 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.045180224 = queryNorm
        0.24669915 = fieldWeight in 3574, product of:
          5.477226 = tf(freq=30.0), with freq of:
            30.0 = termFreq=30.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.0390625 = fieldNorm(doc=3574)
  0.33333334 = coord(1/3)

Abstract

Purpose The purpose of this paper is to develop a content analysis framework and from that derive a process model of knowledge construction in the context of virtual product user communities, organization sponsored online forums where product users collaboratively construct knowledge to solve their technical problems. Design/methodology/approach The study is based on a deductive and qualitative content analysis of discussion threads about solving technical problems selected from a series of virtual product user communities. Data are complemented with thematic analysis of interviews with forum members. Findings The research develops a content analysis framework for knowledge construction. It is based on a combination of existing codes derived from frameworks developed for computer-supported collaborative learning and new categories identified from the data. Analysis using this framework allows the authors to propose a knowledge construction process model showing how these elements are organized around a typical "trial and error" knowledge construction strategy. Practical implications The research makes suggestions about organizations' management of knowledge activities in virtual product user communities, including moderators' roles in facilitation. Originality/value The paper outlines a new framework for analysing knowledge activities where there is a low level of critical thinking and a model of knowledge construction by trial and error. The new framework and model can be applied in other similar contexts.

Type

a

0.0036685336 = product of:
  0.011005601 = sum of:
    0.011005601 = weight(_text_:a in 4540) [ClassicSimilarity], result of:
      0.011005601 = score(doc=4540,freq=22.0), product of:
        0.05209492 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.045180224 = queryNorm
        0.21126054 = fieldWeight in 4540, product of:
          4.690416 = tf(freq=22.0), with freq of:
            22.0 = termFreq=22.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.0390625 = fieldNorm(doc=4540)
  0.33333334 = coord(1/3)

Abstract

Although much previous research has considered how we read, less attention has been paid to why we read, and the influence not only of individual or text-related factors on a reader's intention to read, but also of broader societal factors. This article presents a novel, empirically-based model of fiction reading in a public library context, taking into account the characteristics differentiating the readers of individual fiction genres. It begins with a literature review of factors motivating a reading choice or habit, and of the effects of reading different fiction genres, before introducing three previous studies by the first author into readers' attitudes towards, and engagement with, fiction and selected fiction genres. The methodologies are then summarized both for the three previous studies and the present study. The authors present a combined analysis that integrates the findings of the previous studies in order to generate a new, evidence-based model for the reading of fiction genres. Incorporating both demographic and motivational aspects, this model illustrates how the broad themes of the fiction reader profile interrelate, giving them a new causal ordering. Finally, there is a discussion of the implications of this work for library and information science research and practitioner communities.

Type

a

0.0027982478 = product of:
  0.008394743 = sum of:
    0.008394743 = weight(_text_:a in 4408) [ClassicSimilarity], result of:
      0.008394743 = score(doc=4408,freq=20.0), product of:
        0.05209492 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.045180224 = queryNorm
        0.16114321 = fieldWeight in 4408, product of:
          4.472136 = tf(freq=20.0), with freq of:
            20.0 = termFreq=20.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.03125 = fieldNorm(doc=4408)
  0.33333334 = coord(1/3)

Abstract

Purpose The purpose of this paper is to investigate the relationship between preferred choice of school subject and student information behaviour (IB). Design/methodology/approach Mixed methods were employed. In all, 152 students, teachers and librarians participated in interviews or focus groups. In total, 1,375 students, key stage 3 (11-14 years) to postgraduate, responded to a questionnaire. The research population was drawn from eight schools, two further education colleges and three universities. Insights from the literature review and the qualitative research phase led to a hypothesis which was investigated using the questionnaire: that students studying hard subjects are less likely to engage in deep IB than students studying soft subjects. Findings Results support the hypothesis that preferences for subjects at school affect choice of university degree. The hypothesis that a preference for hard or soft subjects affects IB is supported by results of an analysis in which like or dislike of maths/ICT is correlated with responses to the survey. Interviewees' comments led to the proposal that academic subjects can be classified according to whether a subject helps students to acquire a "tool of the Mind" or to apply such a tool. A model suggesting how IB may differ depending on whether intellectual tools are being acquired or applied is proposed. Practical implications The "inner logic" of certain subjects and their pedagogies appears closely linked to IB. This should be considered when developing teaching programmes. Originality/value The findings offer a new perspective on subject classification and its association with IB, and a new model of the association between IB and tool acquisition or application is proposed, incorporating the perspectives of both teacher and student.

Type

a