Search (10 results, page 1 of 1)

0.007886044 = product of:
  0.04731626 = sum of:
    0.04731626 = product of:
      0.09463252 = sum of:
        0.09463252 = weight(_text_:22 in 5341) [ClassicSimilarity], result of:
          0.09463252 = score(doc=5341,freq=2.0), product of:
            0.15286934 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.043654136 = queryNorm
            0.61904186 = fieldWeight in 5341, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.125 = fieldNorm(doc=5341)
      0.5 = coord(1/2)
  0.16666667 = coord(1/6)

Date

17.10.1996 14:22:33

0.0028802832 = product of:
  0.017281698 = sum of:
    0.017281698 = weight(_text_:in in 43) [ClassicSimilarity], result of:
      0.017281698 = score(doc=43,freq=30.0), product of:
        0.059380736 = queryWeight, product of:
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.043654136 = queryNorm
        0.29103208 = fieldWeight in 43, product of:
          5.477226 = tf(freq=30.0), with freq of:
            30.0 = termFreq=30.0
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.0390625 = fieldNorm(doc=43)
  0.16666667 = coord(1/6)

Abstract

More than 5000 publications related to library user instruction and information literacy have been published and reviewed in the past thirty years. New developments in education and technology during the last two decades have affected user instruction and have led to the emergence of information literacy. Based on needs related to the rapid development of information technology and the evolving information society, librarians have begun teaching information skills to all types of users to ensure that they gain information fluency so they can become productive and effective information users both in the education environment and in the work environment. The number of publications related to user instruction and information literacy, like the field itself, show phenomenal growth during the past three decades as demonstrated by the fact that in 1973 twenty-eight publications were reviewed, and in 2002 more than 300 publications dealing with the topic of information literacy will be issued. It is noteworthy that in the last decade there has been a tremendous growth in publications related to information literacy globally. During the 1970s, publications indicate that user instruction activities were of concern primarily to librarians in the United States, Canada, the United Kingdom, Australia, and New Zealand. At the present time, publications indicate a major concern with information literacy not only in the countries mentioned above but also in China, Germany, Mexico, Scandinavia, Singapore, South Africa, South America, Spain, and others. On an annual hasis, the majority of the publications have addressed information literacy in academic libraries (60 percent) followed by publications related to information literacy instruction in school media centers (20 percent).

Footnote

Beitrag in einem Themenheft: Teaching and assessing information skills in the twenty-first century

0.0023797948 = product of:
  0.014278769 = sum of:
    0.014278769 = weight(_text_:in in 436) [ClassicSimilarity], result of:
      0.014278769 = score(doc=436,freq=8.0), product of:
        0.059380736 = queryWeight, product of:
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.043654136 = queryNorm
        0.24046129 = fieldWeight in 436, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.0625 = fieldNorm(doc=436)
  0.16666667 = coord(1/6)

Abstract

This annotaed bibliography lists materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the 21nd to be published in RSR, includes items in English published in 1995. After 21 years, the title of this literature has been changed from 'Library orientation and instruction' to 'Library instruction and information literacy' to indicate the growing trend of moving to information skills instruction. A few items are not annotated because the compiler could not obtain copies of them for this review

0.0022310577 = product of:
  0.0133863455 = sum of:
    0.0133863455 = weight(_text_:in in 44) [ClassicSimilarity], result of:
      0.0133863455 = score(doc=44,freq=18.0), product of:
        0.059380736 = queryWeight, product of:
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.043654136 = queryNorm
        0.22543246 = fieldWeight in 44, product of:
          4.2426405 = tf(freq=18.0), with freq of:
            18.0 = termFreq=18.0
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.0390625 = fieldNorm(doc=44)
  0.16666667 = coord(1/6)

Abstract

The virtual university environment provides librarians with new opportunities to contribute to the educational process. Building on the success of team-teaching a traditional liberal arts core course with composition and communications faculty, librarians and a communications professor worked together to integrate the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) into the online environment. The resulting graduate-level course in multimedia literacy assembled faculty and curriculum resources normally untapped in traditional classrooms. All five information literacy standards covering need, access, evaluation, use and the social, economic, legal, and ethical issues surrounding information use were addressed. Readings and threaded discussions about intellectual property, fair use of copyrighted materials, the evaluation of free and fee-based Web information and Web page design and construction prepared students to work in groups to design and construct Web sites. Students also completed a capstone project in the form of individual Web portfolios, which demonstrated the information and multimedia principles they learned in the class. Assessment of information literacy skills occurred through the analysis of student discussion, evaluative annotations, Web site assignments, perception surveys, and a master's level comprehensive exam question. What was learned in this course will serve as a model for future collaborative partnerships in which faculty and librarians work together to ensure that students who learn from a distance truly master information literacy competencies.

Footnote

Beitrag in einem Themenheft: Teaching and assessing information skills in the twenty-first century

0.0021034614 = product of:
  0.012620768 = sum of:
    0.012620768 = weight(_text_:in in 8284) [ClassicSimilarity], result of:
      0.012620768 = score(doc=8284,freq=4.0), product of:
        0.059380736 = queryWeight, product of:
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.043654136 = queryNorm
        0.21253976 = fieldWeight in 8284, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.078125 = fieldNorm(doc=8284)
  0.16666667 = coord(1/6)

Abstract

A selective annotated bibliography on networking in law libraries. Comprises the following sections: bibliography; directories; net-finders and phone books; libraries' OPACs; electronic conferences (listservs); network resource services; and network services providers. Includes a useful glossary

0.0017848461 = product of:
  0.010709076 = sum of:
    0.010709076 = weight(_text_:in in 3319) [ClassicSimilarity], result of:
      0.010709076 = score(doc=3319,freq=2.0), product of:
        0.059380736 = queryWeight, product of:
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.043654136 = queryNorm
        0.18034597 = fieldWeight in 3319, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.09375 = fieldNorm(doc=3319)
  0.16666667 = coord(1/6)

Abstract

Fortsetzung von: Dervin, B. u. M. Nilan in: ARIST 21(1986) S.3-33

0.0017848461 = product of:
  0.010709076 = sum of:
    0.010709076 = weight(_text_:in in 45) [ClassicSimilarity], result of:
      0.010709076 = score(doc=45,freq=8.0), product of:
        0.059380736 = queryWeight, product of:
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.043654136 = queryNorm
        0.18034597 = fieldWeight in 45, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.046875 = fieldNorm(doc=45)
  0.16666667 = coord(1/6)

Abstract

Academic librarians have a long and rich tradition of collaborating with discipline-based faculty members to advance the mission and goals of the library. Included in this tradition is the area of information literacy, a foundation skill for academic success and a key component of independent, lifelong learning. With the rise of the general education reform movement on many campuses resurfacing in the last decade, libraries have been able to move beyond course-integrated library instruction into a formal planning role for general education programmatic offerings. This article shows the value of 1. strategic alliances, developed over time, to establish information literacy as a foundation for student learning; 2. strong partnerships within a multicampus higher education system to promote and advance information literacy efforts; and 3. assessment as a key component of outcomes-based information literacy activities.

Footnote

Beitrag in einem Themenheft: Teaching and assessing information skills in the twenty-first century

0.0016629322 = product of:
  0.009977593 = sum of:
    0.009977593 = weight(_text_:in in 46) [ClassicSimilarity], result of:
      0.009977593 = score(doc=46,freq=10.0), product of:
        0.059380736 = queryWeight, product of:
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.043654136 = queryNorm
        0.16802745 = fieldWeight in 46, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.0390625 = fieldNorm(doc=46)
  0.16666667 = coord(1/6)

Abstract

This article seeks to address the following questions: Why do certain people, who are fully information literate with printed materials, become hesitant and even reluctant when it comes to finding something on the Internet? And why do we, information professionals, find it difficult to support them adequately? Mature users of digital information are often skeptical about the value of the Internet as a source for professional information. Over the years much has been achieved, but many prophecies of the experts on digitalization from the early hours still have not yet been fulfilled. Mature users do possess all skills needed to be digital-information literate, but they need to be assisted in specific areas where those skills are insufficient. They tend to blame themselves even if shortcomings in accessibility of digital sources and computer errors obstruct their search. Operating hardware requires a dexterity that can only be acquired by experience. Instruction should be hands-on; demonstration is far less effective. Special attention should be given to reading and interpreting navigation information on the screen and to the search strategies the Internet requires. Use of imagination and trial-and-error methods are to be recommended in this respect.

Footnote

Beitrag in einem Themenheft: Teaching and assessing information skills in the twenty-first century

0.0011898974 = product of:
  0.0071393843 = sum of:
    0.0071393843 = weight(_text_:in in 6417) [ClassicSimilarity], result of:
      0.0071393843 = score(doc=6417,freq=2.0), product of:
        0.059380736 = queryWeight, product of:
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.043654136 = queryNorm
        0.120230645 = fieldWeight in 6417, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.0625 = fieldNorm(doc=6417)
  0.16666667 = coord(1/6)

Abstract

An expanded version of a bibliography prepared for a reference forum programme at the 1995 annual conference of the Illinois Library Association. Its aim is to offer a low-tech way to learn more about the Internet and its usefulness in reference work. The 47 articles cover Internet basics, examples of actual reference use, Internet resources for specific subjects, as well as ethical, philosophical and managerial considerations

0.0011898974 = product of:
  0.0071393843 = sum of:
    0.0071393843 = weight(_text_:in in 5118) [ClassicSimilarity], result of:
      0.0071393843 = score(doc=5118,freq=2.0), product of:
        0.059380736 = queryWeight, product of:
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.043654136 = queryNorm
        0.120230645 = fieldWeight in 5118, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.3602545 = idf(docFreq=30841, maxDocs=44218)
          0.0625 = fieldNorm(doc=5118)
  0.16666667 = coord(1/6)

Abstract

Presents a select bibliography on the marketing of library and information products and services, comprising 289 entries presented in alphabetical order of author, with no annotations. The main bulk of the entries date from the 1990s, but the 1980s and 1970s are also represented