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  1. Peters, J.: ¬The IT literate user (1996) 0.14 
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    Abstract
    Outlines the major influences behind the creation of information technology (IT) literate library users in academic libraries, examines current practices in higher education libraries in imparting IT skills and considers the implications for the future of libraries of an increasingly IT literate population. Considers the effect of a number for factors, including: technological change: the Follett Report; social change; the degree ot IT literacy of library users; IT standards; role of library and information services staff; convergence of the practices of different institutions; learner support; information strategies; and the virtual library. Concludes that the IT literate user will be a powerful influence on the future of libraries and education generally
  2. Hotho, A.; Bloehdorn, S.: Data Mining 2004 : Text classification by boosting weak learners based on terms and concepts (2004) 0.10 
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    Content
    Vgl.: http://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CEAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.91.4940%26rep%3Drep1%26type%3Dpdf&ei=dOXrUMeIDYHDtQahsIGACg&usg=AFQjCNHFWVh6gNPvnOrOS9R3rkrXCNVD-A&sig2=5I2F5evRfMnsttSgFF9g7Q&bvm=bv.1357316858,d.Yms.
    Date
    8. 1.2013 10:22:32
  3. Obi, M.J.P.: LIS professionals as agents for information literacy : a new perspective for Papua New Guinea (1998) 0.10 
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    Abstract
    Library and information science professionals in Papua New Guinea have the information knowledge base to perform as agents of information literacy. However, establishing or maintaining an information literate environment in a multi cultural society such as this is c challenge full of constraints. These include: communication and information infrastructures inadequately supported by government and non government agencies and the lack of a unified; formal and national professional infrastructure. Concludes that establishing and maintaining an information literate environment in Papua New Guinea's multi cultural society is vitally important, particularly as the country comes to terms with being an information society
  4. Andersen, J.: ¬The bibliographic record as text (2002) 0.10 
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    Abstract
    Conceptualizing the bibliographic record as text implies that it needs to be treated as such in order to fully exploit its function in information retrieval activities, which affects how access to works can be achieved. A theoretical framework is outlined, including methodological consequences in terms of how to go about teaching students of knowledge organization and users of information retrieval systems the literate activity of using the bibliographic record as a text. For knowledge organization research this implies that providing access to texts and the works they embody is not a technical matter, but rather a literate issue.
  5. Fachsystematik Bremen nebst Schlüssel 1970 ff. (1970 ff) 0.09 
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    Content
    1. Agrarwissenschaften 1981. - 3. Allgemeine Geographie 2.1972. - 3a. Allgemeine Naturwissenschaften 1.1973. - 4. Allgemeine Sprachwissenschaft, Allgemeine Literaturwissenschaft 2.1971. - 6. Allgemeines. 5.1983. - 7. Anglistik 3.1976. - 8. Astronomie, Geodäsie 4.1977. - 12. bio Biologie, bcp Biochemie-Biophysik, bot Botanik, zoo Zoologie 1981. - 13. Bremensien 3.1983. - 13a. Buch- und Bibliothekswesen 3.1975. - 14. Chemie 4.1977. - 14a. Elektrotechnik 1974. - 15 Ethnologie 2.1976. - 16,1. Geowissenschaften. Sachteil 3.1977. - 16,2. Geowissenschaften. Regionaler Teil 3.1977. - 17. Germanistik 6.1984. - 17a,1. Geschichte. Teilsystematik hil. - 17a,2. Geschichte. Teilsystematik his Neuere Geschichte. - 17a,3. Geschichte. Teilsystematik hit Neueste Geschichte. - 18. Humanbiologie 2.1983. - 19. Ingenieurwissenschaften 1974. - 20. siehe 14a. - 21. klassische Philologie 3.1977. - 22. Klinische Medizin 1975. - 23. Kunstgeschichte 2.1971. - 24. Kybernetik. 2.1975. - 25. Mathematik 3.1974. - 26. Medizin 1976. - 26a. Militärwissenschaft 1985. - 27. Musikwissenschaft 1978. - 27a. Noten 2.1974. - 28. Ozeanographie 3.1977. -29. Pädagogik 8.1985. - 30. Philosphie 3.1974. - 31. Physik 3.1974. - 33. Politik, Politische Wissenschaft, Sozialwissenschaft. Soziologie. Länderschlüssel. Register 1981. - 34. Psychologie 2.1972. - 35. Publizistik und Kommunikationswissenschaft 1985. - 36. Rechtswissenschaften 1986. - 37. Regionale Geograpgie 3.1975. - 37a. Religionswissenschaft 1970. - 38. Romanistik 3.1976. - 39. Skandinavistik 4.1985. - 40. Slavistik 1977. - 40a. Sonstige Sprachen und Literaturen 1973. - 43. Sport 4.1983. - 44. Theaterwissenschaft 1985. - 45. Theologie 2.1976. - 45a. Ur- und Frühgeschichte, Archäologie 1970. - 47. Volkskunde 1976. - 47a. Wirtschaftswissenschaften 1971 // Schlüssel: 1. Länderschlüssel 1971. - 2. Formenschlüssel (Kurzform) 1974. - 3. Personenschlüssel Literatur 5. Fassung 1968
  6. Taylor, A.; Raeburn, S.: IT - a black-hole for cash (1992) 0.08 
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    Abstract
    There is some evidence to suggest that investment in information technology (IT) is nothing more than an expensive black-hole for cash. Sets out the reasons why investment in IT is no guarantee of business success. Offers suggestions as to how to redress the balance between technology and cost-effectiveness such as obtaining a specifically trained information manager who understands business and corporate objectives as well as the underlying technological principles. Also emphasizes the need for a new flexible soft systems approach to the development of information systems and for computer-literate staff to man them
  7. Slutsky, B.: Communicating science to the public : an address to non-science librarians (1993) 0.08 
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    Abstract
    Describes problems involved in the complex process of scientific communication, caused of science illiteracy, and possible remedies of the problem. The autor encouraged the audience to become science literate by reading popular science literature, watching science programs on television and visiting science museums but to be aware of factors contributing to science illiteracy in the various media
  8. Pungente, J.: Getting started on media literacy (1996) 0.08 
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    Abstract
    A media literate person is one who has an informed and critical understanding of the nature, technologies and impact of the mass media as well as the ability to create media products. Students need media literacy skills and schools are becoming the mandated arena for this instruction. Sets out 9 factors which appear to be crucial to the successful development of media literacy in elementary, middle and secondary schools and provides a list of resources which will assist teacher librarians in preparing themselves and their schools to enter the field of media literary
  9. Morgan, E.L.: Computer literacy for librarians (1998) 0.08 
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    Abstract
    Discusses what it means to be computer literate and outlines the computer skills needed by all librarians. Librarians usually have to accomplish the specific computing tasks of editing text, organizing text, and disseminating text. Describes how these tasks can be accomplished throught he use of text editors and word processors; spreadsheets and databases; and local and networked services
  10. Verwer, K.: Freiheit und Verantwortung bei Hans Jonas (2011) 0.08 
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    Content
    Vgl.: http%3A%2F%2Fcreativechoice.org%2Fdoc%2FHansJonas.pdf&usg=AOvVaw1TM3teaYKgABL5H9yoIifA&opi=89978449.
  11. Ruiter, J. de: Aspects of dealing with digital information : "mature" novices on the Internet (2002) 0.07 
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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.
  12. DiMartino, D.; Zoe, L.R.: End-user full-text searching : access or excess? (1996) 0.07 
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    Abstract
    Reports a study which examined and assessed the search techniques of trained end-users to determine whether or not they were searching the system affectively. 131 multilingual graduate students at Baruch College, City University of New York searched a full-text system and completed a survey that asked them to evaluate the system and describe their search strategy and techniques. 55% indicated dissatisfaction with their searches. Correlations between native language and searching results and satisfaction are shown. Findings suggest that computer-literate end users with prior experience searching other databases and formal training experience more difficulties than in commonly realized. Discusses the implications for training
  13. #220 0.07 
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    Date
    22. 5.1998 20:02:22
  14. #1387 0.07 
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    Date
    22. 5.1998 20:02:22
  15. #2103 0.07 
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    Date
    22. 5.1998 20:02:22
  16. Kleineberg, M.: Context analysis and context indexing : formal pragmatics in knowledge organization (2014) 0.07 
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    Source
    http://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CDQQFjAE&url=http%3A%2F%2Fdigbib.ubka.uni-karlsruhe.de%2Fvolltexte%2Fdocuments%2F3131107&ei=HzFWVYvGMsiNsgGTyoFI&usg=AFQjCNE2FHUeR9oQTQlNC4TPedv4Mo3DaQ&sig2=Rlzpr7a3BLZZkqZCXXN_IA&bvm=bv.93564037,d.bGg&cad=rja
  17. Dobreski, B.; Snow, K.; Moulaison-Sandy, H.: On overlap and otherness : a comparison of three vocabularies' approaches to LGBTQ+ identity (2022) 0.07 
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    Abstract
    Bibliographic records can include information from controlled vocabularies to capture identities about individuals, especially about authors or intended audiences; personal name authority records can also contain information about identity. Employing a systematic analysis of the overlap of the Homosaurus, Library of Congress Subject Headings (LCSH), and Library of Congress Demographic Group Terms (LCDGT), this article explores the extent to which LGBTQ+ identities are represented in the three vocabularies. Despite LCSH's long, iterative history of development and the faceted, post-coordinate nature of LCDGT, neither vocabulary was found to be adequate in covering the complex, LGBTQ+ identities represented in the Homosaurus.
  18. Mardikian, J.; Kesselman, M.: Beyond the desk : enhanced reference staffing for the electronic library (1995) 0.06 
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    Abstract
    Until recently, as far as librarians and library users were concerned, the library was a phasical entity, just the bulding and its contents. To be library literate, users needed to know how to navigate both through the building and through the resources contained within. Library instruction focused on the physical building and the library's collection. Users came into the library to obtain information and get help. In today's electronic library, we are moving to an environment where information resources are located worldwide and can be easily accessed from outside the library building. Librarians need to stop thinking of the reference desk as a 'sacred cow' and re-examine the delivery of various services and programs. In this article, the authors review some of the rationales they, and other librarians, have used in rethinking reference services in the chnaging landscape of our academic environment. They conclude by offering suggestions for promoting change needed by reference librarians in the electronic library
  19. Lloyd, A.: Information literacy landscapes : an emerging picture (2006) 0.06 
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    Abstract
    Purpose - To describe the various landscapes in which information literacy has been explored and to propose new ways of thinking about information literacy. Design/methodology/approach - Draws on constructivist-influenced grounded theory method employed during doctoral research into information literacy practices of firefighters. Findings - Information-literate people are more usefully described as being engaged, enabled, enriched and embodied. Information literacy is conceptualized through this research as a way of knowing. The revised and extended definition is a more appropriate one to underpin an emerging ontological perspective on information literacy and to foster an understanding of information literacy as a meta-competency. Research limitations/implications - The research was limited to an in-depth exploration of one professional group in one geographic location over 18 months. Practical implications - The provision of a broader definition of the information literacy and the illustration of how information is perceived in a variety of concepts broadens librarians' and educators' understanding of information literacy. It offers librarians and educators a different way of thinking about information literacy. Originality/value - This paper reports and expands upon original doctoral research of significance to information professionals and educators.
  20. Grassian, E.S.; Kaplowitz, J.R.: Information literacy instruction (2009) 0.06 
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    Abstract
    Informed citizens of all nations need to know how to find many forms of information, sift through and weigh it, and draw their own conclusions. Increasingly, access to information is tied to access to technology. In some parts of the world, a glut of information overwhelms and inundates. In other areas, information may be scarce and one-sided. Through information literacy instruction, people learn that information may appear in a variety of formats. They learn how to identify, locate, evaluate, and use information effectively and responsibly. Librarians and many others in government, business, and education can empower people through information literacy instruction and thereby help them become informed, critical thinking citizens. This next step beyond access to technology can take time, careful planning, attention to detail, support, and collaborative efforts among many different groups and individuals, including the learners themselves. The reward: An information literate populace, able to make informed decisions, based on a variety of carefully weighed evidence.

Authors

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  • a 3069
  • m 348
  • el 161
  • s 140
  • b 40
  • x 35
  • i 23
  • r 17
  • ? 8
  • p 4
  • d 3
  • n 3
  • u 2
  • z 2
  • au 1
  • h 1
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Themes

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