Search (353 results, page 1 of 18)

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Abstract

Hypothesizing that workplace significantly affects information-seeking patterns, this study compared accessibility and use of information sources among 233 Israeli computer scientists and software engineers, employed in industry and academy, using a mail questionnaire, which yielded a usable reply rate of 33%. The two groups were found to differ significantly in age, education, seniority, and type of research they performed (basic vs. applied). Printed textbooks, professional journals, and oral discussions with colleagues or experts in the organization were common to both groups, topping almost all lists of accessibility and use. For most information sources, however, the two groups differed significantly and consistently. Printed professional journals as weIl as printed and electronic conference or meeting papers were consistently more accessible and more often used by the academy group, while the industry group reported greater access to and more frequent use of electronic textbooks and trade or promotional literature. In regard to handbooks and standards, in-house technical reports (printed), government technical reports (Internet), librarians and technical specialists (Internet), and oral discussions with supervisors, no significant differences in accessibility were found, but their use by the industry group was much higher. In both groups, accessibility was only partly related to use, and more so among the academy than the industry group.

Footnote

Teil eines Themenheftes zu: Information seeking research

Source

Journal of the American Society for Information Science and Technology. 55(2004) no.9, S.832-842

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Abstract

Purpose - The purpose of this research is to identify UK English academics' conceptions of information literacy and compare those conceptions with current information literacy standards and frameworks. Design/methodology/approach - Three year AHRB-funded study involving 80 academics interviewed throughout the UK and using the phenomenographic research method to discover variation in experience leading towards identification of qualitatively different conceptions of information literacy. Conceptions are then reviewed in light of previous research and current librarian-generated frameworks and standards. Findings - The findings identify UK English academics' conceptions of information literacy and show them to be both similar to and significantly different from conceptions described in previous research and librarian-generated frameworks and standards. Research limitations/implications - The research focuses on creating a conceptual snapshot-in-time for the 20 English academics taking part. The research implies that disciplinary differences in conception of information literacy are significant and suggests further research to assess disciplinary conceptual differences. Practical implications - Librarians working with English faculty on information literacy need to be aware of differences in conception between themselves and academics to work effectively. The paper also highlights the significance of information literacy in English faculty's teaching and research practices and this relevance suggests that information literacy should be integrated into course and curriculum design. Originality/value - The paper fills a major gap in literature on information literacy by focussing on conceptions of lecturers, thereby counterbalancing the abundance of work produced by librarians. The paper illustrates the complexity of English academics' conceptions of information literacy and informs academics' use and understanding of information literacy.

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Abstract

Durch die Übersetzung und Veröffentlichung der "Information Literacy Competency Standards for Higher Education° der Association of College and Research Libraries wurde die Diskussion über Standards zur Informationskompetenz auch in Deutschland angeregt. Hier ist der Blick nun in die andere Richtung gewandt: Es geht nicht um die Kompetenzen der Studierenden, sondern um die Anforderungen, die an Veranstaltungen zur Vermittlung dieser Kompetenzen zu stellen sind. Im Sinne einer Professionalisierung der bibliothekarischen Schulungsangebote haben die Teilnehmer eines Workshop gemeinsam Standards erarbeitet, die in konzeptioneller, persönlicher und organisatorischer Hinsicht zu erfüllen sind. Den Verfassern ist durchaus bewusst, dass diese Vorgaben vielfach noch Zukunftsvisionen sind, deren Realisierung einige Anstrengungen erfordern wird. Das Schulungskonzept - beruht auf der Grundlage des Leitbildes der Bibliothek, - wird von der Bibliotheksleitung gefördert und vertreten, - ist erarbeitet in Kooperation mit Rechenzentrum, Medienzentrum und den Fachbereichen, - ist in der Hochschule bekannt und akzeptiert, - ist in das Lehrangebot eingebunden, - richtet sich an Zielgruppen, die nach Fachgebiet und Studienphase differenziert sind, - kann zusätzliche Angebote für spezielle Zielgruppen vorsehen, z.B. für ältere Studierende oder Schüler der Sekundarstufe II, - bezieht Multiplikatoren aus den Fachbereichen ein, - berücksichtigt den tatsächlichen Bedarf und die Voraussetzungen der jeweiligen Zielgruppe, - orientiert sich an klar definierten Lernzielen, - reagiert flexibel auf veränderte Rahmenbedingungen und Bedürfnisse, - unterliegt einer permanenten Erfolgskontrolle.

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Abstract

In this issue we begin with Lamb, King and Kling who are interested in the effect of the industry environment on information gathering practices, particularly those involving information and communication technologies like online searching. They studied use of online services in 26 widely differing California firms operating in law, real estate, or biotechnology over a 17 month period. Data was gathered through semi-structured on-site interviews. Five influences on online usage were identified: interaction with regulatory agencies; demonstration of competence to clients; client expectations for timely, cost effective information; the possibility of shifting information responsibilities outside the organization; and the existence of industry wide infrastructures as information sources. The institutional and technical environment of a firm consistently circumscribes the domain in which choices of online resources are made by its employees. Firms the operate in highly technical and institutional environments have more incentive to gather information than do those in low tech unregulated industries.

Date

5. 7.2006 18:43:22

Source

Journal of the American Society for Information Science and technology. 54(2003) no.2, S.97-114

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Abstract

There are a growing number of articles on the juncture of Google Scholar and libraries; this article seeks to address the ability of this resource to meet the information needs of students and researchers using the ACRL Information Literacy Standards. Each standard is applied to Google Scholar in this examination, and recommendations for how librarians might respond are offered.

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Abstract

This article seeks to shift the literature an chat-based reference services beyond the current spate of case studies and discussions of emerging standards and best practices in providing chat-based reference, to a higher level of discussion an the creation and discussion of theoretical frameworks to unite these standards and practices. The article explores the varlous steps in the process of providing synchronous, chat-based reference, as well as issues involved in providing such service at each step. The purpose of this exploration is twofold: First, this article presents some open research questions at each step in the process of providing chatbased reference service. Second, the entire process of providing chat-based reference is viewed as a whole, and a model of the provision of chat-based reference service is developed at a high level of abstraction. lt is hoped that this model may serve as a conceptual framework for future discussions of and development of applications for chat-based reference.

Source

Journal of the American Society for Information Science and Technology. 56(2005) no.12, S.1288-1302

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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

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Abstract

Von der Suche über das Finden zum Wissen - Routine in wohl jeder Bibliothek. Die zielgerichtete Suche im Auftrag des Kunden bildet den roten Faden des vorliegenden Themenheftes, das ausgewählte Beiträge aus Theorie und Praxis beinhaltet. Die ersten beiden Abhandlungen setzen sich grundlegend mit dem Auskunftsdienst in Bibliotheken auseinander. Während Tom Becker (Münchner Stadtbibliothek Am Gasteig) eine Standortbestimmung der Face-to-Face-Interaktion im Auskunftsdienst vornimmt, setzt sich Ursula Georgy (Fachhochschule Köln) mit den Chancen auseinander, die der Auskunftsdienst als Bestandteil eines bibliotheksweiten Total-Quality- und Service-Quality-Ansatzes einnehmen kann. Einführend wird so verdeutlicht, dass Bibliotheken über eine hohe Informationskompetenz im Auskunftsdienst verfügen, diese aber sowohl als Serviceprodukt wie auch als Marketingobjekt ständiger Optimierung unterwerfen müssen. Im Weiteren werden Rahmenbedingungen für diese qualitativ hochwertige Dienstleistung näher betrachtet. Jutta Zimmermann (Stadtbibliothek Reutlingen) beschreibt theoretische Grundlagen und Entwicklungsschritte von Auskunftsdienstkonzepten und die praktischen Erfahrungen, die die Stadtbibliothek Reutlingen in der bisherigen Umsetzung gemacht hat. Das Auskunftsinterview als das zentrale Instrument zur Klärung des realen Informationsbedarfes des Kunden erläutert. Hermann Rösch (Fachhochschule Köln). Ziele, Verlauf, Methoden und Techniken des Auskunftsinterviews werden behandelt und ein besonderes Augenmerk gilt den Spezifika, die im digitalen Umfeld durch Auskunft per E-Mail, Webformular oder Chat bestehen. Katharina Schaal (starkewortarbeit Stuttgart) greift den Themenkomplex Stressbewältigung und Motivation im Auskunftsdienst auf und stellt - basierend auf Fallbeispielen aus dem Alltag - Handlungsanleitungen für ein gelassenes Agieren an der Infotheke vor. Vor allem digitale Ressourcen für den Auskunftsdienst stellt Frank Daniel (Stadtbibliothek Köln) in den Fokus seines Beitrags und beleuchtet die Wechselbeziehung eines sich ändernden Nutzerverhaltens mit einem komplexer und spezifischer werdenden Informationsmarkt bezogen auf den Auskunftsdienst von Bibliotheken. Qualitätsstandards im Auskunftsdienst von Bibliotheken bilden den abschließenden Themenkomplex. Ingeborg Simon (HdM Stuttgart) kommentiert und übersetzt die 'Guidelines for Behavioral Perfomances of Reference and Information Service Providers' der American Library Association und unterstreicht den Stellenwert solcher Guidelines als Instrument kontinuierlicher Qualitätsverbesserung. Der Artikel von Cornelia Vonhof (HdM Stuttgart) untersucht die Einführung von Auskunftsstandards als Change-Management-Prozess und beschreibt unter diesem Blickwinkel Möglichkeiten zum Umgang mit Widerständen, Erfolgsfaktoren in sowie Möglichkeiten der Stabilisierung von Veränderungsprozessen. Das praktische Beispiel einer qualitativen Untersuchung des Auskunftsdienstes liefert Carmen Barz (Münchner Stadtbibliothek Am Gasteig): Studierende begaben sich "inkognito" in eine Auskunftssituation, um Stärken und Schwächen dieser Dienstleistung in der Münchener Zentralbibliothek festzuhalten. In dem Artikel werden die Methode, die Ergebnisse der Studie und die daraus abgeleiteten Maßnahmen vorgestellt. Daran anknüpfend stellen Tom Becker und Hanne Riehm (beide Münchner Stadtbibliothek Am Gasteig) den Weg von eben dieser Evaluation hin zu der Definition eines Katalogs von Standards und dazugehörigen Verhaltensweisen unter aktiver Einbindung aller dortigen Mitarbeiter vor. Die erarbeiteten Qualitätsstandards und Verhaltensweisen werden anschließend aufgeführt. Die Stadtbücherei Stuttgart hinterfragt das vorhandene Servicelevel im Auskunftsdienst und entwickelt aufbauend auf vorhandenen Bausteinen eine systemweit einheitliche Auskunfts-Konzeption. Warum die stetig steigenden und sehr differenzierten Anforderungen seitens der Kunden durch klar formulierte Qualitätsstandards besser kanalisiert und bewältigt werden können, berichtet Katinka Emminger (Stadtbücherei Stuttgart).

Classification

AN 76400 Allgemeines / Buch- und Bibliothekswesen, Informationswissenschaft / Bibliothekswesen / Bibliotheksbenutzung / Auskunft, Information

Date

22. 2.2008 14:05:48

RVK

AN 76400 Allgemeines / Buch- und Bibliothekswesen, Informationswissenschaft / Bibliothekswesen / Bibliotheksbenutzung / Auskunft, Information

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Abstract

Purpose - This paper takes forward strands from "Evaluating the quality of library portals" by the author and places them in the context of different approaches to teaching students about information use. Design/methodology/approach - An opinion piece which examines the impact on user behaviour of traditional mechanical library skills training (such as "library orientation", "bibliographic instruction", or "information skills training" rather than true information literacy-based teaching). The paper points out the similarity in the effects of such teaching to the effects of offering users a more powerful mechanical information retrieval tool (such as a library portal or internet search engine) without effective support on how the information retrieved should be used for significant educational outcomes. Findings - For librarians to be custodians of the highest standards of intelligent information use, they must demonstrate a meaningful, rather than a mechanical understanding and application of information literacy in their everyday practice. Without this, information users will rightly turn to new, non-mediated forms of information use such as internet search engines, which can deal with purely technical challenges of information retrieval superficially well. Both the users and the profession itself will be the poorer as a result. Research limitations/implications - An expression of opinion about the dangers of pedagogically underdeveloped user education on user behaviour. Practical implications - This opinion piece gives some clear and practical insights for the application of information literacy principles to library practice. Originality/value - This piece points out the ironic similarities in the effect of a mechanistic or tool-based approach to user education and unmediated user access to internet search engines or Library portals: above all, a "more is better" approach in the information user, marked by citing too much poorly digested, poorly evaluated data.

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Abstract

This paper is the second part of a two-part paper, which examines the transition to the electronic information era in academia. Seeks to establish from the published literature to what extent university researchers have accepted, and adapted to, the changes wrought in information activity by seemingly endless technological developments. Within the wider context of the impact of the changing information environment on each of the three clearly discernible components of academic research (the creation of knowledge and standards, the preservation of information, and the communication of knowledge and information to others), disciplinary-rooted differences in the conduct of research and their influence on information needs are identified, and the resulting inter- and intra-individual variations in researchers' information seeking behaviour are explored. Reviewing a large number of studies investigating the integration of electronic media into academic work, an attempt is made to paint the picture of academics' progressively harnessing the new technologies to scholarly information gathering endeavours, with the expressed hope of affording some insight into the directions and basic trends characterising the information activity of university faculty in an increasingly electronic environment.

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Abstract

This paper is the first part of a two-part paper, which examines the transition to the electronic information era in academia. Seeks to establish from the published literature to what extent university researchers have accepted, and adapted to, the changes wrought in information activity by seemingly endless technological developments. Within the wider context of the impact of the changing information environment on each of the three clearly discernible components of academic research (the creation of knowledge and standards, the preservation of information, and the communication of knowledge and information to others), disciplinary-rooted differences in the conduct of research and their influence on information needs are identified, and the resulting inter- and intra- individual variations in researchers' information seeking behaviour are explored. Reviewing a large number of studies investigating the integration of electronic media into academic work, an attempt is made to paint the picture of academics' progressively harnessing the new technologies to scholarly information gathering endeavours, with the expressed hope of affording some insight into the directions and basic trends characterizing the information activity of university faculty in an increasingly electronic environment.

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Date

25. 3.2003 13:22:23

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Date

11. 6.2004 14:52:22

Footnote

Dadurch wäre gewährleistet, dass die Aus- und Fortbildung nahe an den aktuellen Bedürfnissen der Arbeitsstelle und doch nach hohem Standard durchgeführtwird. Für die Zertifizierung der Kurse und Abschlüsse soll ein unabhängiges, internationales »Knowledge Council« eingerichtetwerden, das neben der Zertifi-zierung auch Forschung betreiben und einen Austausch ermöglichen soll. Es werden also internationale Standards angestrebt, die die Qualitätssicherung und Vergleichbarkeit der bei den lokalen Trägern angesiedelten Fortbildung gewährleisten sollen. Konzept fiir große Verhältnisse Das Ziel dieses Konzepts ist die Einführung eines Systems des professionellen Lernens für Wissensarbeiter, das der Wissensentwicklung und der Wissensverteilung (»Knowledge Development and Knowledge Sharing«) im Unternehmen direkt zugute kommen soll. Ziel soll ein exzellenter Service im Wissensmanagement sein und ein sich selbst verstärkender Prozess des Lernens der Organisation in Gang gebrachtwerden. Man könnte St. Clair vorwerfen, dass seine mit vielen Zitaten aus der Managementliteratur versehenen Überlegungen nicht konkret genug seien, er möchte aber erklärtermaßen erst einmal einen Rahmen abstecken, in dem so etwas funktionieren könnte. Und das macht er gut: In den Kapiteln, in denen es um die Einführung des Lernzentrums geht, werden knüppeldick strategische Hinweise samt Checklisten gegeben, wie man das innerhalb der Firma angehen kann, um ein solches Projekt einzuführen. Am Anfang der Konzeption steht beispielsweise ein »LearningAudit«, der ähnlich dem aus dem Bibliotheksmanagement bekannten »Information Audit« die Bedürfnisse und Strukturen im Aus- und Fortbildung erhebt. Und da St. Clair Management aus dem Effeff kann, sind auch die folgenden Schritte hervorragend beschrieben. Die Vision und ihre Umsetzung kann also sehr gut nachvollzogen werden.

Series

Information Services Management Series

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Abstract

This article discusses the history and emergence of non-library commercial and noncommercial information services on the World Wide Web. These services are referred to as "expert services," while the term "digital reference" is reserved for library-related on-line information services. Following suggestions in library and information literature regarding quality standards for digital reference, researchers make clear the importance of developing a practicable methodology for critical examination of expert services, and consideration of their relevance to library and other professional information services. A methodology for research in this area and initial data are described. Two hundred forty questions were asked of 20 expert service sites. Findings include performance measures such as response rate, response time, and verifiable answers. Sites responded to 70% of all questions, and gave verifiable answers to 69% of factual questions. Performance was generally highest for factual type questions. Because expert services are likely to continue to fill a niche for factual questions in the digital reference environment, implications for further research and the development of digital reference services may be appropriately turned to source questions. This is contrary to current practice and the emergence of digital reference services reported in related literature thus far.

Source

Journal of the American Society for Information Science and technology. 52(2001) no.13, S.1106-1121

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Abstract

Information literacy can be defined in terms of information skills needed by all citizens to be successful in the information environment of the twenty-first century. Information literacy standards indicating levels of proficiency for K-12 students, published by the American Association of School Librarians and the Association for Educational Communications and Technology, have been available and in use since 1989. Education departments in many states have mandated the inclusion of information skills teaching throughout the K-12 curricula. Outcome measurements for information skills developed by the Association of College and Research Libraries in 2000 (http://www.ala.org/acrl/ilstandardlo.html) can be addressed in terms of what type of information skills students in higher education need to acquire to become successful students, professionals and researchers and ultimately productive workers in the society of the twenty-first century. Integrating information literacy instruction throughout the curricula in the K-12 school environment as well as throughout higher education needs to become a major goal for librarians, faculty, and teachers. Methodology to accomplish this and related case studies describing actual learning environments in which information skills are taught are described in this issue. The need for information literacy instruction is a global issue and included in this publication are examples from the United States as well as China, the Netherlands, and South Africa.

Content

Enthält die Beiträge: Integrating Information Literacy into the Virtual University: A Course Model (Lori E. Buchanan, DeAnne L. Luck, and Ted C. Jones) - Institutionalizing Information Literacy in Tertiary Education: Lessons Learned from South African Programs (Karin de Jager and Mary Nassimbeni) - Strengthening Connections Between Information Literacy, General Education, and Assessment Efforts (Ilene F. Rockman) - Aspects of Dealing with Digital Information: 'Mature' Novices on the Internet (Jacqueline de Ruiter) - Information Literacy in Chinese Higher Education (Ping Sun) - Information Literacy Accreditation Mandates: What They Mean for Faculty and Librarians (Gary B. Thompson) - Information Literacy 1973-2002: A Selected Literature Review (Hannelore B. Rader)

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Abstract

Is intended as a guide for those people who have been charged with establishing a library or information service in their organisation. It is a practical guide to the steps that need to be taken, the people that will need to be dealt with and the procedures that will have to be adopted in order to bring the venture to a successful conclusion. Contains many practical tips and hints from the author.

Content

Key Features - Deals with the whole process - from start to finish and is based an sound principles that have worked in practice - Is easy to follow as a step-by-step guide - Is of value to both professional librarians and non-professional staff working in the field The Author Kirby Porter is currently employed as Principal Librarian for the Northern Ireland Civil Service and Head of Library Services for the Northern Assembly. He has developed libraries in various government departments, colleges and other organisation such as the Human Rights Commission. Readership The book is aimed at all librarians and informational professionals, and non-librarians responsible for library collections. Contents Introduction Why create a library service, purpose First steps - finding out about customers, involving customers Information audit, finding out about what you have got, finding out about what the customer needs Organising information, classification Standard, cataloguing standards, copyright Planning and implementation, library layout, library systems Marketing the service Review, performance indicators Conlusion/things to look out for

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Date

22. 1.2000 19:29:08

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Abstract

Purpose - The paper focuses on e-learning from an information literacy perspective and promotes the view that information literacy education needs to play a central role within any e-learning initiative. The main aim of this paper is therefore to present the claim that e-learning must be supported by an information literacy framework to enable an effective interaction between learners, information literacy educators and complex information environments. Design/methodology/approach - Literature-based analysis of the main issues covered. These include: the challenges generated by the proliferation of digital information and the consequent need for information literacy education to counteract the phenomenon of information overload; the comparison of the information literacy approach promoted by Australia and the USA with the ICT-skills approach adopted by the UK. Findings - Examples of information literacy frameworks promoted by the Association of College and Research Libraries and the Australian and New Zealand Institute are used to illustrate the strong association between the "learning-how-to-learn" model, lifelong learning and the global knowledge economy. The UK perspective on e-learning reveals a similar lifelong-learning agenda, although in this case ICT skills, not information literacy, are identified as a priority, even though the effectiveness of lifelong-learning competences depends on the learner's ability to interact with constantly changing information and knowledge structures. Originality/value - The paper promotes the view that a fully-fledged information literacy education, based on nationally recognised standards, must underpin any pedagogical initiative especially in the area of e-learning which requires the learners' active engagement with a wide range of information sources and formats. The paper is therefore relevant to those professionals involved in the development of policy and provision at higher education level.

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Date

9. 2.2008 17:52:22

Source

Journal of the American Society for Information Science and Technology. 59(2008) no.4, S.577-590

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Abstract

First published in 1993, this book presents a new process approach to library and information services.

Date

25.11.2005 18:58:22