Search (18 results, page 1 of 1)

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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

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Abstract

With the development of the information society, education is facing great challenges and opportunities. Information literacy is recognized as a basic competency of individuals that ought to be incorporated into the educational mission. In order to enhance information education, Chinese educators and librarians have been reviewing traditional information instruction, and they are preparing to establish their exclusive information education role in this new century. This paper deals with the new informational and educational environment in China and discusses the increasing needs for information and knowledge in Chinese higher education. Some modes and measurements are proposed to promote information literacy and some experiences and experiments are described. Librarians in China have already done much work related to information literacy, as they prepare to become part of modern education.

Footnote

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

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Abstract

This paper presents an overview of the development of current practice in information literacy education in tertiary institutions in South Africa. The policy framework affecting information literacy is examined from multiple perspectives. An examination of the literature identifies key concerns that are used in the compilation of a small survey instrument to establish current practice. The impact of institutional policies, finding educational strategies that meet the identified objectives of information literacy, diversity in students' backgrounds and abilities, and ultimately the assessment of performance all emerged as significant. The concept of multiliteracies is suggested as a useful approach to conceptualizing information literacy as central to student learning. Future directions are suggested.

Footnote

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

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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

Regional accreditation agencies have established mandates for higher education institutions to implement information literacy programs and to assess the resultant learning outcomes. This mandate calls for a shift in the established library instruction paradigm at many institutions. Responsibility shifts from librarians teaching students how to locate materials for particular assignments, to faculty and librarians working together to embed the teaching and learning of information literacy skills systematically into syllabi and curricula. The new paradigm requires librarians and faculty to adapt a broader sense of the role of information literacy skills in higher education and in the preparation for the professional workforce. It also demands the learning of new methods and concepts by both teaching faculty and librarians, as they develop a collaborative approach to the integration of information literacy into general education and disciplinary education.

Footnote

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

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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

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Editor

Gesellschaft für Information und Dokumentation for the Commission of the Europena Communities

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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

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Series

Books in library and information science; vol.25

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Series

Information sources for research and development

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Footnote

Rez. in: Journal of librarianship and information science. 28(1996) no.1, S.60-61 (C. Oppenheim)

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Footnote

Rez. zu Band 1 in: IfB. 5(1997) H.1/2, S.5-9 (K. Schreiber); Refer. 13(1997) no.1, S.13-14 (C.A. Toase); Journal of librarianship and information science. 29(1997) no.2, S.107-108 (A. Smith)

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Abstract

Die International Bibliography of Bibliographies in Library and Information Science and Related Fields gliedert sich in zwei Teile mit insgesamt 61 Sachkapiteln, die das gesamte Spektrum der Themen rund um das Bibliothekswesen abdecken. Der erste Teil "General" umfaßt neun allgemeine Themenbereiche aus dem gesamten Bibliothekswesen. Im zweiten Teil folgen 52 systematisch nach speziellen Sachgebieten geordnete Kapitel: von "Access to library resources and services" über "Children's literature" und "Micrographics, Microforms" bis zu "Use and users in library and information services". Zusätzliche geographische bzw. chronologische Gliederungskriterien bestimmen den Aufbau zahlreicher Unterkapitel. Jeder Eintrag führt zunächst die bibliographischen Angaben (Autor oder Herausgeber, Titel, Verlag, bei Aufsätzen den jeweiligen Buch- oder Zeitschriftentitel mit Seitenangabe, eventuell Reihentitel, Erscheinungsjahr, Seitenzahl) au£ Hierauf folgen erläuternde Anmerkungen, ggf. mit der englischen Übersetzung des Originaltitels, mit Hinweisen auf Parallelausgaben und andere Auflagen, eine kurze Inhaltsangabe sowie Hinweise auf Rezensionen - auch über den Berichtszeitraum der Bibliographie hinaus. Vier Register (ein Autoren-, ein Titel- und ein Sachregister sowie ein geographischer Index) bieten einen raschen Zugriff auf dieses vielschichtige und umfassende Nachschlagewerk und erleichtern die schnelle und gezielte Recherche.

Content

Der jetzt vorliegende erste Band der International Bibliography of Bibliographies in Library and Information Science and Related Fields weist für den Zeitraum von 1945 bis 1978 ca. 10.000 Bibliographien zum Thema Bibliotheks- und Informationswissenschaft nach. Auch verwandte Gebiete, wie beispielsweise Archivwesen, Verlagswesen, Buchhandel, Geschichte der Schrift, Buchgeschichte, Papiergeschichte, Geschichte des Buchdrucks, Buchkunst oder Urheberrecht finden Berücksichtigung. Damit ist diese Bibliographie, die in zwei Bänden mit zusammen ca. 20.000 Einträgen den gesamten Zeitraum vom Ende des Zweiten Weltkriegs bis 1990 abdeckt, die umfassendste ihrer Art. Als Quellengrundlage für den ersten Band dienten zahlreiche internationale und nationale Bibliographien, Fachbibliographien und Enzyklopädien für den Bereich der Bibliotheks- und Informationswissenschaft, themenrelevante Fachzeitschriften sowie eine bereits 1985 von Henryk Sawoniak in Polen veröffentlichte einschlägige Bibliographie. Mehr als ein Drittel der aufgenommenen Bibliographien erschien selbständig in Buchform, jeweils etwa ein Viertel in Zeitschriften oder als Teil eines Buches. Bd.2 weist für den Zeitraum 1979-1990 mehr als 10.000 Bibliographien zu den Themen Bibliotheks- und Informationswissenschaft, Buchhandel und Verlage, Reprographie, Buchkunst, Urheberrecht, Geschichte des Buches und des Drucks, des Alphabets und der Schrift, der Papierherstellung und vielen weiteren Randgebieten des Bibliothekswesens nach.

RSWK

Information und Dokumentation / Bibliographie / Bibliographie (213)

Subject

Information und Dokumentation / Bibliographie / Bibliographie (213)

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Abstract

Colon Classification is an outstanding contribution of Dr. S.R. Ranganathan. This scheme is being used in large number of Indian libaries for classifying their documents and has been included in all levels of Library and Information Science courses conducted by Indian Universities and other Institutios. Colon Classification is one of the most scientific and logical schemes based on principles and postulates. However, at times, the rules, principles and postulates are considered to be complex in nature.This book is an attempt to explain the provision in simple language and lucid style. It is hoped that the book will be helpful in understanding practical steps involved in classifying documents using Colon Classification.

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Editor

Expertengruppe der Kommission des Dbi für Benutzung und Information; Rossoll, E. (Red.)

RSWK

Öffentliche Bibliothek / Information / Nachschlagewerk / Verzeichnis (BVB)

Subject

Öffentliche Bibliothek / Information / Nachschlagewerk / Verzeichnis (BVB)

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Abstract

This being the Birth Centenary.Year of Dr. S. R. Ranganathan, it was deemed as a befitting tribute to the author of Colon Classifiction to bring together all that has been published thus far on it and complile it in the form of a bibliographies are an important source of information on a particular field of study and research. A research worker has to carry out the literature survey on the area of interest which sometimes consumes many precious man hours in order to collect some relevent citations. Thus bibliographies are a useful source in saving the precious time and energy of the reseach workers, and lead them to the primary sources for carryying out the research further to the destination.

Content

Inhalt: General Classification, Colon Classification, Edition7, Philosophy, Conference, Literature Survey, Features, History. Countries and Areas , Theoru, Design of Classification, Classification Problems , Research in Classification, Trends in Classification, Depth Classification, Automatic Classification, Uses of Classification, Practical Classification, Application of Classification, Standards, Glossary.Teminology, classification and Reference Service, Classificationand Documentation, Classification and Communication, Classification and Retrieval, Comparison to Other Schemes, Canons, Isolates, Common Isolates , Space Isolates, Time Isolates, Special Isolates, Postulates, Fundamental Categories, Facet Formula, Optionl Facets, Rounds and Levels, Basic Subjects, Notation and Symbols, Array and Chanin, Devices, Mnemonics, Phase Relation, Systems and Specials, Book Number, Cooperative Calssification, Teaching of Classification, Classification of Specific Subjects, Book Science, Bibliography, Library and Information Science, Classification, Cataloguing, Mathematics, Cybernetics, Engineering, Computer, Chemistry, Crystallography, Technology. Food Technology, Corrosion, Parasitism, Geology , Agriculture, Zoology, Animal Husbandry, Medicine, Useful Arts, Military Science, Creative Arts, Aiterature, Sanskrit, Marathi, Tamil, Calssics, Linguistics, Philosophy, Ssocial Science, Geography, Maps, History , Political Science, Economics, Sociology, Law,