Search (5 results, page 1 of 1)

  • × author_ss:"Liebscher, P."
  1. Liebscher, P.: Hypertext and indexing (1994) 0.00 
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    Imprint
    Medford, NJ : Learned information
  2. Liebscher, P.; Marchionini, G.: Browse and analytical search strategies in a full-text CD-ROM encyclopedia (1988) 0.00 
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    Abstract
    School library media specialists do not know which search strategies are most appropriate for the new full-text CD-ROM databases. Reports an experiment conducted to examine the effectiveness of 2 search strategies - analytical and browse strategies - for information seeking and use among high school students using an electronic full-text ancyclopedia for the search task. The experiment sought to determine whether: a short training session in a particular information strategy allows an information seeker to form an adequate mental model of the search task; and a simple 'browse' model compare favourably with a more 'analytical' model for information seeking in a full-text online environment. Both strategies proved effective for finding relevant information yet each demonstrated distinct advantages and disadvantages. Recommends that as new technologies are introduced, school library media specialists should conduct careful observations and controlled comparisons of how students use these systems
  3. Marchionini, G.; Liebscher, P.: Performance in electronic encyclopedias : implications for adaptive systems (1991) 0.00 
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    Imprint
    Medford : Learned Information Inc.
  4. Liebscher, P.; Abels, E.G.; Denman, D.W.: Factors that influence the use of electronic networks by science and engineering faculty at small institutions : Part II: Preliminary use indicators (1997) 0.00 
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    Source
    Journal of the American Society for Information Science. 48(1997) no.6, S.496-507
  5. Liebscher, P.: Quantity with quality? : Teaching quantitative and qualitative methods in an LIS Master's program (1998) 0.00 
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    Abstract
    To prepare future information professionals for the rapidly changing environment in which they will work, LIS educators have an obligation to ensure that their graduates enderstand, conceptually and pragmatically, the major methodological paradigms of research. Most LIS programmes offer only a single course in research methods. Within that constraint, an important question is whether or not both qualitative and quantitative methods can be taught adequately. Suggests that, by integrating the teaching of both quantitative and qualitative methods through 'between methods' triangulation, an adequate learning experience can be achieved. Such an approach allows students to explore research problems from multiple perspectives and to evaluate critically the strengths and weaknesses of each methodology. discusses the need for such an integrated approach and suggests a scenario for applying it within the realm of a single semester course

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