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Classification

MRJ (FH K)

Content

Vgl. ergänzend: Börner, K.: Atlas of knowledge: anyone can map. Cambridge, MA: MIT Press 2015.

Date

22. 1.2017 17:12:16

GHBS

MRJ (FH K)

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Classification

AGOP (FH K)

GHBS

AGOP (FH K)

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Date

31.12.1996 19:29:41

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Date

22. 5.2007 12:07:37

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Footnote

Rez. in: Information - Wissenschaft und Praxis 56(2005) H.2, S.121 (K. Weber): "Rainer Kuhlen ist Professor für Informationswissenschaft an der Universität Konstanz und Lehrbeauftragter am Institut für Bibliothekswissenschaft der HumboldtUniversität zu Berlin. Seine "Informationsethik" ist als Lehrbuch konzipiert; dies ist schon allein daran ersichtlich, dass jedes Kapitel mit "Kontrollfragen" schließt, die Studierenden ermöglichen sollen, zu prüfen, ob der bisher thematisierte Stoff erfasst wurde. Der Text selbst ist in verschiedenen Schriftgrößen gesetzt. Es finden sich kleiner gesetzte Passagen, die der Autor als besonders wichtig und als Kondensat der bis dahin gebotenen Ausführungen anzusehen scheint. Dies mag für ein Selbststudium hilfreich sein, sofern man beim Autor studiert. Ob dies aber für alle Studierenden der Informationswissenschaft oder angrenzender Fächer gilt, kann man bezweifeln. Das Feld der Informationsethik ist stark in Bewegung, das Feld ist recht heterogen. Es ist zwar legitim und wünschenswert, den Versuch der Kanonisierung in der Lehre zu unternehmen, doch scheint dies noch verfrüht. Kuhlen selbst verweist mehrfach darauf, dass die Debatte der Informationsethik im Fluss ist; daher kann der Ausweis vermeintlich wichtiger und weniger wichtiger Aussagen gerade dann fehlleiten, wenn gleichzeitig der Anspruch der Allgemeingültigkeit und Vollständigkeit erhoben wird - und dieser Anspruch steckt überall in Kuhlens Buch. Die Stärke des Buchs liegt darin, dass es eine Fülle von Informationen zur Informationsethik und der darin behandelten Fragen bietet - es werden die großen Probleme angesprochen. Hier an Details zu mäkeln würde dem Anspruch des Buchs nicht gerecht werden; nimmt man die Konzeption als Lehrbuch ernst, so muss das Hauptziel sein, den Studierenden einen breiten Einblick in die jeweiligen Problemlagen zu verschaffen. Dies leistet das Buch ohne Zweifel.

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Date

22. 7.2009 13:43:50

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Footnote

The release of Stimulated Recall and Mental Models, therefore, could not have been timelier. It describes an empirical qualitative, case study research conducted by authors Lyn Henderson and Julie Tallman in which they studied the mental models of school librarians teaching K-12 students how to use electronic databases. In this research, funded by the Spencer Foundation, Henderson and Tallman studied and analyzed the mental models of their subjects, six American and four Australian school librarians, as they went about the task of teaching students one-on-one how to access and retrieve the information they needed for class assignments from electronic databases. Each librarian and student underwent a structured pre-lesson interview to ascertain their mental models (the sum of their prior learning and experiences) regarding the upcoming lesson. The lesson followed immediately and was carefully video- and audio-recorded, with the full knowledge of the librarian and her student. After the lessons, both student and librarian were interviewed with the intent of learning what each were thinking and feeling at specific points during the lesson, using the recordings as memory joggers. After the first librarian-pupil session, the student was freed but the librarian was re-studied tutoring a second learner. Again, the teacher and new student were preinterviewed, their lesson was recorded, and they were debriefed using the recordings for stimulated recall. It is important to note here the use of the recordings to create stimulated recall. Though considered a dubious practice by many respected researchers, Henderson and Tallman expend considerable time and effort in this book trying to establish the credibility of stimulated recall as a valid research tool. I find it interesting that the authors report that their realization of the value of stimulated recall was a collateral benefit of their study; they claim the original objective of their research was to analyze and compare the pre- and post-lesson mental models of the teacher-librarians (p.15). Apparently, this realization provided the inspiration for this book (pp. I & 208). Hence, its place of importance in the book's title.