Search (5 results, page 1 of 1)

0.21632348 = product of:
  0.30285287 = sum of:
    0.035168886 = weight(_text_:libraries in 1582) [ClassicSimilarity], result of:
      0.035168886 = score(doc=1582,freq=6.0), product of:
        0.13985899 = queryWeight, product of:
          3.2850544 = idf(docFreq=4499, maxDocs=44218)
          0.042574327 = queryNorm
        0.2514596 = fieldWeight in 1582, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.2850544 = idf(docFreq=4499, maxDocs=44218)
          0.03125 = fieldNorm(doc=1582)
    0.0719955 = weight(_text_:relations in 1582) [ClassicSimilarity], result of:
      0.0719955 = score(doc=1582,freq=4.0), product of:
        0.22145554 = queryWeight, product of:
          5.2016215 = idf(docFreq=661, maxDocs=44218)
          0.042574327 = queryNorm
        0.32510135 = fieldWeight in 1582, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          5.2016215 = idf(docFreq=661, maxDocs=44218)
          0.03125 = fieldNorm(doc=1582)
    0.026763318 = weight(_text_:with in 1582) [ClassicSimilarity], result of:
      0.026763318 = score(doc=1582,freq=12.0), product of:
        0.102594376 = queryWeight, product of:
          2.409771 = idf(docFreq=10797, maxDocs=44218)
          0.042574327 = queryNorm
        0.26086536 = fieldWeight in 1582, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          2.409771 = idf(docFreq=10797, maxDocs=44218)
          0.03125 = fieldNorm(doc=1582)
    0.10920717 = weight(_text_:faculty in 1582) [ClassicSimilarity], result of:
      0.10920717 = score(doc=1582,freq=6.0), product of:
        0.24645443 = queryWeight, product of:
          5.788804 = idf(docFreq=367, maxDocs=44218)
          0.042574327 = queryNorm
        0.44311303 = fieldWeight in 1582, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          5.788804 = idf(docFreq=367, maxDocs=44218)
          0.03125 = fieldNorm(doc=1582)
    0.059718005 = product of:
      0.11943601 = sum of:
        0.11943601 = weight(_text_:curriculum in 1582) [ClassicSimilarity], result of:
          0.11943601 = score(doc=1582,freq=4.0), product of:
            0.28523415 = queryWeight, product of:
              6.699675 = idf(docFreq=147, maxDocs=44218)
              0.042574327 = queryNorm
            0.4187297 = fieldWeight in 1582, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              6.699675 = idf(docFreq=147, maxDocs=44218)
              0.03125 = fieldNorm(doc=1582)
      0.5 = coord(1/2)
  0.71428573 = coord(5/7)

Abstract

The university subject librarians' role is at the centre of new models of teaching and learning, yet further debate and published contributions are still needed to shape its future direction. "Subject Librarians: Engaging with the Learning and Teaching Environment" assesses trends and challenges in current practice, and aims to encourage renewed thinking and improved approaches. Its editors and authors include experienced practitioners and academics. At a time of great change and increasing challenges in higher education, this book offers directors of academic services, library managers, librarians and lecturers a chance to reflect on the key issues and consider the needs of the learning community. "Subject Librarians: Engaging with the Learning and Teaching Environment" also provides a perspective on current practice and a reference source for students of Information Management and Information Studies.

Content

Inhalt: PART I THE SUBJECT SPECIALIST IN HIGHER EDUCATION The Subject Specialist in Higher Education - A Review of the Literature / Margaret Feetham Professional Engagement - The Subject Specialist in Higher Education / Penny Dale with Maggie Leharne, Trudi Knight and Kate Marshall Quality Assurance, Quality Enhancement / Jill Beard Learning and Teaching / Kerry Shephard Relating to Further Education - Partners and Franchises / Jane Ryland Virtual Learning Environments / Marian Matthews Changing Relationships in the University / Kerry Shephard and Marian Matthews PART II SERVING DIFFERENT CONSTITUENCIES Serving Different Constituencies: Undergraduates / Jenny Campbell and Pete Maggs Serving Different Constituencies: Asynchronous Learners / Janet Peters Serving Different Constituencies: Researchers / Matt Holland Serving Different Constituencies: International Students / Frank Frew PART III INTERNATIONAL PERSPECTIVES A Review of International Trends in Library Faculty Support in Higher Education: A Special Focus on Southern African University Libraries / Buhle Mbambo PART IV CONCLUSION Conclusion / Penny Dale, Matt Holland and Marian Matthews

LCSH

Academic libraries / Relations with faculty and curriculum

Subject

Academic libraries / Relations with faculty and curriculum

0.10973652 = product of:
  0.1920389 = sum of:
    0.021980554 = weight(_text_:libraries in 207) [ClassicSimilarity], result of:
      0.021980554 = score(doc=207,freq=6.0), product of:
        0.13985899 = queryWeight, product of:
          3.2850544 = idf(docFreq=4499, maxDocs=44218)
          0.042574327 = queryNorm
        0.15716225 = fieldWeight in 207, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.2850544 = idf(docFreq=4499, maxDocs=44218)
          0.01953125 = fieldNorm(doc=207)
    0.018067306 = weight(_text_:with in 207) [ClassicSimilarity], result of:
      0.018067306 = score(doc=207,freq=14.0), product of:
        0.102594376 = queryWeight, product of:
          2.409771 = idf(docFreq=10797, maxDocs=44218)
          0.042574327 = queryNorm
        0.17610425 = fieldWeight in 207, product of:
          3.7416575 = tf(freq=14.0), with freq of:
            14.0 = termFreq=14.0
          2.409771 = idf(docFreq=10797, maxDocs=44218)
          0.01953125 = fieldNorm(doc=207)
    0.078813486 = weight(_text_:faculty in 207) [ClassicSimilarity], result of:
      0.078813486 = score(doc=207,freq=8.0), product of:
        0.24645443 = queryWeight, product of:
          5.788804 = idf(docFreq=367, maxDocs=44218)
          0.042574327 = queryNorm
        0.3197893 = fieldWeight in 207, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          5.788804 = idf(docFreq=367, maxDocs=44218)
          0.01953125 = fieldNorm(doc=207)
    0.073177546 = sum of:
      0.052783757 = weight(_text_:curriculum in 207) [ClassicSimilarity], result of:
        0.052783757 = score(doc=207,freq=2.0), product of:
          0.28523415 = queryWeight, product of:
            6.699675 = idf(docFreq=147, maxDocs=44218)
            0.042574327 = queryNorm
          0.18505412 = fieldWeight in 207, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            6.699675 = idf(docFreq=147, maxDocs=44218)
            0.01953125 = fieldNorm(doc=207)
      0.020393785 = weight(_text_:22 in 207) [ClassicSimilarity], result of:
        0.020393785 = score(doc=207,freq=4.0), product of:
          0.14908804 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.042574327 = queryNorm
          0.13679022 = fieldWeight in 207, product of:
            2.0 = tf(freq=4.0), with freq of:
              4.0 = termFreq=4.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.01953125 = fieldNorm(doc=207)
  0.5714286 = coord(4/7)

Classification

025.3/071 22

Content

Inhalt: Education and training for cataloguing at the University of Botswana Library : an overview / Rose Tiny Kgosiemang -- The relevance of cataloguing in library science curriculum in Cross River State of Nigeria in this technological age / J.I. Iwe -- The education and training of cataloguing students in South Africa through distance education / Linda M. Cloete -- Education of cataloging and classification in China / Zhanghua Ma -- The status quo and future development of cataloging and classification education in China / Li Si -- Education for knowledge organization : the Indian scene / K.S. Raghavan -- Current status of cataloging and classification education in Japan / Shoichi Taniguchi -- A study on the job training and self-training of the cataloging and classification librarians working in South Korean academic libraries / Chul-Wan Kwak -- Beyond our expectations : a review of an independent learning module in descriptive cataloguing at the Queensland University of for cataloguing and classification in Australia / Ross Harvey, Susan Reynolds -- Education for cataloging and classification in Austria and Germany / Monika Münnich, Heidi Zotter-Straka, Petra Hauke -- Education and training on studies and professional librarianship schools / Anna Sitarska -- Cataloging education on the sunny side of the Alps / Jerry D. Saye, Alenka ^Sauperl -- Education for cataloging in Spanish universities : a descriptive and López-Cózar -- Education and training for cataloguing and classification in the British Isles / J.H. Bowman -- The teaching of information processing in the University of Buenos Aires, Argentina / Elsa E. Barber, Silvia L. Pisano -- Education for cataloging and classification in Mexico / Filiberto Felipe Martínez Arellano -- Education for cataloging and related areas in Peru / Ana María Talavera Ibarra -- Cataloging and classification education in Egypt : stressing the fundamentals while moving toward automated applications / Mohammed Fat'hy Abdel Hady, Ali Kamal Shaker -- An account of cataloging and classification education in Iranian universities / Mortaza Kokabi -- Cataloging instruction in Israel / Snunith Shoham -- Continuing education for catalogers in Saudi Arabia / Zahiruddin Khurshid.

DDC

025.3/071 22

Footnote

Rez. in: KO 33(2006) no.2, S.119-20 (S.S. Intner): "This survey of cataloging education around the world offers readers a rich menu of experiences, educational offerings, and approaches to the subject of cataloging education as it is currently practiced in 24 countries of the world, excluding the United States and Canada. The exclusion does not mean that English-speaking countries are entirely absent from the book, however. Two nations outside North America, South Africa (in one chapter) and Australia (in two chapters), are covered. The chapters are organized geographically, beginning with the African continent, and followed by several each under headings for Asia, Australia (two chapters), Europe, Latin America, and the Middle East. Nations whose cataloging education programs are described include (in order of presentation) Botswana, Nigeria, South Africa, China (both the People's Republic of China and Taiwan), India, Japan, South Korea, Australia, Austria and Germany (described together in one chapter), Poland, Slovenia, Spain, the British Isles (England, Scotland, and Wales), Argentina, Mexico, Peru, Egypt, Iran, Israel, and Saudi Arabia. As readers might expect, many chapters reflect common experiences among the countries, particularly regarding the proliferation of subjects in competition with cataloging and classification in library school curricula. There are also some common problems, such as dealing with the changes in education and training prompted by automation. Generally, computer-based cataloging is not a new issue anywhere, although in some areas of the world, catalogers still work with manual systems. Describing cataloging education in Nigeria, J. I. Iwe states: "... the card catalogue is still being used in all libraries, including the University of Calabar library where the only library school in the state exists (p. 33)." In other places, computer infrastructure has developed to a level that supports coursework online. As Linda M. Cloete writes, "The ultimate goal of the training resource program is to develop an online, fully interactive course: an online virtual cataloging classroom (p. 66)."
The eternal debate in the teaching of cataloging over theory versus practice emerges in this volume. As Li Si suggests in describing cataloging education in the People's Republic of China, the matter might be laid at the door of the faculty, stating, "Although the majority of teaching faculty members in the library and information science programs have a solid theoretical foundation from their school education and training, they do not normally possess practical work experience in their field of specialty and they are not familiar with the application of technologies in the field. In order to enhance their practical skills, these faculty members should be given the opportunity to work in libraries... This way, they would be able to put theory into practice and gain rich, practical field experience, thus improving the relevance and quality of their teaching (p. 97)." One wonders how warmly faculty members would welcome that kind of opportunity! On the other hand, in many places, onthe-job training is weak, as Shoichi Taniguchi describes it in Japan, "on the job training and continuing education are neither encouraged nor promoted (p. 132)." Among the most interesting and important aspects of this book are the tables of hard data it presents. Almost every chapter reports on surveys done by the authors on the state of library education in general and/or the kinds of offerings in cataloging and classification available within their countries. Some authors also include statistics on the numbers of persons receiving certificates, diplomas, and/or master's degrees, which is useful in understanding the different levels of expertise being developed over time. While one could argue that there are gaps in coverage, with large, influential countries such as France and Italy in Europe, Brazil, Bolivia, and Chile in South America, and Thailand and Myanmar in Asia, left out of the book, for the most part there is good representation from different parts of the globe. Education for Library Cataloging is a good choice as a textbook for coursework in International Librarianship as well as a primer in what to expect if one's information center is affiliated with partners outside the United States and Canada. This book should be seen as an important "must read" for all library students and practitioners concerned about issues of increasing globalization in bibliographic control. It is highly recommended."

0.053117886 = product of:
  0.0929563 = sum of:
    0.03599775 = weight(_text_:relations in 91) [ClassicSimilarity], result of:
      0.03599775 = score(doc=91,freq=4.0), product of:
        0.22145554 = queryWeight, product of:
          5.2016215 = idf(docFreq=661, maxDocs=44218)
          0.042574327 = queryNorm
        0.16255067 = fieldWeight in 91, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          5.2016215 = idf(docFreq=661, maxDocs=44218)
          0.015625 = fieldNorm(doc=91)
    0.017275648 = weight(_text_:with in 91) [ClassicSimilarity], result of:
      0.017275648 = score(doc=91,freq=20.0), product of:
        0.102594376 = queryWeight, product of:
          2.409771 = idf(docFreq=10797, maxDocs=44218)
          0.042574327 = queryNorm
        0.16838787 = fieldWeight in 91, product of:
          4.472136 = tf(freq=20.0), with freq of:
            20.0 = termFreq=20.0
          2.409771 = idf(docFreq=10797, maxDocs=44218)
          0.015625 = fieldNorm(doc=91)
    0.031525392 = weight(_text_:faculty in 91) [ClassicSimilarity], result of:
      0.031525392 = score(doc=91,freq=2.0), product of:
        0.24645443 = queryWeight, product of:
          5.788804 = idf(docFreq=367, maxDocs=44218)
          0.042574327 = queryNorm
        0.12791571 = fieldWeight in 91, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.788804 = idf(docFreq=367, maxDocs=44218)
          0.015625 = fieldNorm(doc=91)
    0.008157514 = product of:
      0.016315028 = sum of:
        0.016315028 = weight(_text_:22 in 91) [ClassicSimilarity], result of:
          0.016315028 = score(doc=91,freq=4.0), product of:
            0.14908804 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042574327 = queryNorm
            0.109432176 = fieldWeight in 91, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.015625 = fieldNorm(doc=91)
      0.5 = coord(1/2)
  0.5714286 = coord(4/7)

Classification

303.48/33 22 (LoC)
MS 7850 Soziologie / Spezielle Soziologien / Soziologie der Massenkommunikation und öffentlichen Meinung / Allgemeine Theorie der gesellschaftlichen Kommunikation und ihrer Medien; Begriff der Öffentlichkeit; Meinungsbildung, public relations

DDC

303.48/33 22 (LoC)

Footnote

Rez. in: JASIST 58(2007) no.1, S.150-151 (L. Westbrook): "The purpose of this volume is to bring together various analyses by international scholars of the social and cultural impact of information technology on individuals and societies (preface, n.p.). It grew from the First International Conference on Human Perspectives in the Internet Society held in Cadiz, Spain, in 2004. The editors and contributors have addressed an impressive array of significant issues with rigorous research and insightful analysis although the resulting volume does suffer from the usual unevenness in depth and content that affects books based on conference proceedings. Although the $256 price is prohibitive for many individual scholars, the effort to obtain a library edition for perusal regarding particular areas of interest is likely to prove worthwhile. Unlike many international conferences that are able to attract scholars from only a handful of nations, this genuinely diverse conference included research conducted in Australia, Beijing, Canada, Croatia, the Czech Republic, England, Fiji, Germany, Greece, Iran, Ireland, Israel, Italy, Japan, Jordan, Malaysia, Norway, Russia, Scotland, South Africa, Sweden, Taiwan, and the United States. The expense of a conference format and governmental travel restrictions may have precluded greater inclusion of the work being done to develop information technology for use in nonindustrialized nations in support of economic, social justice, and political movements. Although the cultural variants among these nations preclude direct cross-cultural comparisons, many papers carefully provide sufficient background information to make basic conceptual transfers possible. A great strength of the work is the unusual combination of academic disciplines that contributes substantially to the depth of many individual papers, particularly when they are read within the larger context of the entire volume. Although complete professional affiliations are not universally available, the authors who did name their affiliation come from widely divergent disciplines including accounting, business administration, architecture, business computing, communication, computing, economics, educational technology, environmental management, experimental psychology, gender research in computer science, geography, human work sciences, humanistic informatics, industrial engineering, information management, informatics in transport and telecommunications, information science, information technology, management, mathematics, organizational behavior, pedagogy, psychology, telemedicine, and women's education. This is all to the good, but the lack of representation from departments of women's studies, gender studies, and library studies certainly limits the breadth and depth of the perspectives provided.
The editorial and peer review processes appear to be slightly spotty in application. All of the 55 papers are in English but a few of them are in such need of basic editing that they are almost incomprehensible in sections. Consider, for example, the following: "So, the meaning of region where we are studying on, should be discovered and then affect on the final plan" (p. 346). The collection shows a strong array of methodological approaches including quantitative, qualitative, and mixed methods studies; however, a few of the research efforts exhibit fundamental design flaws. Consider, for example, the study that "set[s] out to show that nurses as care-givers find it difficult to transfer any previously acquired technological skills into their work based on technology needs (p. 187). After studying 39 female and 6 male nurses, this study finds, not surprisingly, exactly what it "set out" to find. Rather than noting the limitations of sample size and data gathering techniques, the paper firmly concludes that nurses can be technologists "only in areas of technology that support their primary role as carers" (p. 188). Finally, some of the papers do not report on original research but are competent, if brief, summaries of theories or concepts that are covered in equal depth elsewhere. For example, a three-page summary of "the major personality and learning theories" (p. 3) is useful but lacks the intellectual depth or insight needed to contribute substantially to the field. These problems with composition, methodological rigor, and theoretical depth are not uncommon in papers designed for a broadly defined conference theme. The authors may have been writing for an in-person audience and anticipating thoughtful postpresentation discussions; they probably had no idea of the heavy price tag put on their work. The editors, however, might have kept that $256 in mind and exercised a heavier editorial hand. Perhaps the publisher could have paid for a careful subject indexing of the work as a substantive addition to the author index provided. The complexity of the subject domains included in the volume certainly merits careful indexing.
The volume is organized into 13 sections, each of which contains between two and eight conference papers. As with most conferences, the papers do not cover the issues in each section with equal weight or depth but the editors have grouped papers into reasonable patterns. Section 1 covers "understanding online behavior" with eight papers on problems such as e-learning attitudes, the neuropsychology of HCI, Japanese blogger motivation, and the dividing line between computer addiction and high engagement. Sections 2 (personality and computer attitudes), 3 (cyber interactions), and 4 (new interaction methods) each contain only two papers on topics such as helmet-mounted displays, online energy audits, and the use of ICT in family life. Sections 6, 7, and 8 focus on gender issues with papers on career development, the computer literacy of Malaysian women, mentoring, gaming, and faculty job satisfaction. Sections 9 and 10 move to a broader examination of cyber society and its diversity concerns with papers on cultural identity, virtual architecture, economic growth's impact on culture, and Iranian development impediments. Section 11's two articles on advertising might well have been merged with those of section 13's ebusiness. Section 12 addressed education with papers on topics such as computer-assisted homework, assessment, and Web-based learning. It would have been useful to introduce each section with a brief definition of the theme, summaries of the major contributions of the authors, and analyses of the gaps that might be addressed in future conferences. Despite the aforementioned concerns, this volume does provide a uniquely rich array of technological analyses embedded in social context. An examination of recent works in related areas finds nothing that is this complex culturally or that has such diversity of disciplines. Cultural Production in a Digital Age (Klinenberg, 2005), Perspectives and Policies on ICT in Society (Berleur & Avgerou, 2005), and Social, Ethical, and Policy Implications of Information Technology (Brennan & Johnson, 2004) address various aspects of the society/Internet intersection but this volume is unique in its coverage of psychology, gender, and culture issues in cyberspace. The lip service often given to global concerns and the value of interdisciplinary analysis of intransigent social problems seldom develop into a genuine willingness to listen to unfamiliar research paradigms. Academic silos and cultural islands need conferences like this one-willing to take on the risk of examining the large questions in an intellectually open space. Editorial and methodological concerns notwithstanding, this volume merits review and, where appropriate, careful consideration across disciplines."

RVK

MS 7850 Soziologie / Spezielle Soziologien / Soziologie der Massenkommunikation und öffentlichen Meinung / Allgemeine Theorie der gesellschaftlichen Kommunikation und ihrer Medien; Begriff der Öffentlichkeit; Meinungsbildung, public relations

0.04075211 = product of:
  0.07131619 = sum of:
    0.014357638 = weight(_text_:libraries in 55) [ClassicSimilarity], result of:
      0.014357638 = score(doc=55,freq=4.0), product of:
        0.13985899 = queryWeight, product of:
          3.2850544 = idf(docFreq=4499, maxDocs=44218)
          0.042574327 = queryNorm
        0.10265795 = fieldWeight in 55, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2850544 = idf(docFreq=4499, maxDocs=44218)
          0.015625 = fieldNorm(doc=55)
    0.017275648 = weight(_text_:with in 55) [ClassicSimilarity], result of:
      0.017275648 = score(doc=55,freq=20.0), product of:
        0.102594376 = queryWeight, product of:
          2.409771 = idf(docFreq=10797, maxDocs=44218)
          0.042574327 = queryNorm
        0.16838787 = fieldWeight in 55, product of:
          4.472136 = tf(freq=20.0), with freq of:
            20.0 = termFreq=20.0
          2.409771 = idf(docFreq=10797, maxDocs=44218)
          0.015625 = fieldNorm(doc=55)
    0.031525392 = weight(_text_:faculty in 55) [ClassicSimilarity], result of:
      0.031525392 = score(doc=55,freq=2.0), product of:
        0.24645443 = queryWeight, product of:
          5.788804 = idf(docFreq=367, maxDocs=44218)
          0.042574327 = queryNorm
        0.12791571 = fieldWeight in 55, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.788804 = idf(docFreq=367, maxDocs=44218)
          0.015625 = fieldNorm(doc=55)
    0.008157514 = product of:
      0.016315028 = sum of:
        0.016315028 = weight(_text_:22 in 55) [ClassicSimilarity], result of:
          0.016315028 = score(doc=55,freq=4.0), product of:
            0.14908804 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042574327 = queryNorm
            0.109432176 = fieldWeight in 55, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.015625 = fieldNorm(doc=55)
      0.5 = coord(1/2)
  0.5714286 = coord(4/7)

Abstract

Held for the first time in the United States, the Conference on Conceptions of Library and Information Science (CoLIS4) is the fourth in the series of international conferences that bring together leading researchers from around the world. CoLIS4 provides a forum for critically exploring and analyzing library and information science as a discipline and as a field of research from historical, philosophical, theoretical, and methodological perspectives. The papers in this volume cover a wide variety of topics, presenting the latest research and information on new developments and new approaches to conceptual frameworks and methods in library and information science. Papers range from a re-examination of the core concepts to empirical studies, analyzing such areas as Web searching, information retrieval, informetrics, information behavior, aspects of learning, business intelligence, and information processing mechanisms. As library and information science is closely associated with a variety of other disciplines and its practice employs technologies that are changing rapidly, presenters focus on the old and the new, address theory and practice, and bridge diverse intellectual areas. From challenging existing approaches and proposing new ones to establishing models and reviewing methods-the presenters lead the way to change and further exploration.

Content

The Fourth International Conference on Conceptions of Library and Information Science (CoLIS4), held at the The Information School, University of Washington, Seattle, continued the tradition of the previous three CoLIS conferences, begun in 1991 at the University of Tampere, Finland. CoLIS4 was organized by Washington in cooperation with the Department of Information Studies, Tampere, the Royal School of Library and Information Science in Denmark, and the American Society for Information Science and Technology. As in the previous conferences, CoLIS4 invited papers presenting new research topics and approaches in library and information science (LIS) and, at the same time, encouraged contributors and attendees to step back from the practice and dissemination of their research to assess the current state of LIS as a discipline, from historical, theoretical, philosophical, and empirical perspectives. Held for the first time in North America-significantly at the home of a revitalized and actively expanding LIS program in a technology-rich region-CoLIS4 attracted 120 attendees from 16 countries. Presenters and attendees were mostly LIS researchers from academic institutions and research institutes, as well as a number from the information and technology industries. Three full days included a keynote address, 17 papers by an international slate of presenters, two panel discussions, and a poster session during an evening reception. The conference was preceded and followed by two days of tutorials and workshops, as well as a doctoral presentation forum. Breakfasts, lunches, coffee breaks, and a banquet at Microsoft Corporation headquarters were provided to give participants ample time to mix informally.
To encourage a spirit of deeper reflection, the organizing committee invited 20-minute paper presentations, each followed by 10 minutes of discussion. (There were no separate, concurrent tracks.) This approach encouraged direct follow-up questions and discussion which carried forward from session to session, providing a satisfying sense of continuity to the overall conference theme of exploring the interaction between conceptual and empirical approaches to LIS. The expressed goals of CoLIS4 were to: - explore the existing and emerging conceptual frameworks and methods of library and information science as a field, - encourage discourse about the character and definitions of key concepts in LIS, and - examine the position of LIS among parallel contemporary domains and professions likewise concerned with information and information technology, such as computer science, management information systems, and new media and communication studies. The keynote address by Tom Wilson (University of Sheffield) provided an historical perspective on the philosophical and research frameworks of LIS in the post-World War II period. He traced the changing emphases on the objects of LIS study: definitions of information and documents; information retrieval, relevance, systems, and architectures; information users and behaviors. He raised issues of the relevance of LIS research to real-world information services and practice, and the gradual shift in research approaches from quantitative to qualitative. He concluded by stressing the ongoing need of LIS for cumulative, theory-based, and content-rich bodies of research, meaningful to practitioners and useful to contemporary LIS education.
Themes and questions threaded throughout the conference papers and panels addressed the uniqueness of LIS as a contemporary "intersection of information, technology, people, and society" (CoLIS Proceedings Preface). Papers by Birger Hjørland and by Sanna Talja, Kimmo Tuominen, and Reijo Savolainen directly addressed the essential nature and metatheory of LIS as a field of inquiry by reviewing its theoretical models and epistemological perspectives, such as the information transfer model and socio-cognitive theory. The cognitive grounding of much LIS research was present in Pertti Vakkari's and Mikko Pennanen's study linking university students' concept formation with their search processes and task performances while preparing research proposals, as well as in Peter Ingwersen's analysis of the cognitive conception of document polyrepresentation (multiple ways of representing documents) applied to information retrieval. A number of papers presented empirically and theoretically derived taxonomies of the fundamental characteristics of information bearers (documents and systems) and information behaviors (both individual and collaborative). These mark a contemporary effort to enumerate and classify the elements that LIS researchers should be examining and with which they should be building systems and generating theory. Nicholas Belkin and Colleen Cool reported on field research with which they are constructing a taxonomy of interactions in information seeking and communication behavior, to be used to inform information system building. Rong Tang presented her taxonomic study of Web searching query patterns and argued for the need to link these to user cognitive operations and search tasks. Linda Cooper explored school children's categorizations and knowledge of information organization in libraries by having them arrange books and topics visually and spatially on "virtual" bookshelves. Kartriina Byström and Preben Hansen proposed a nested typology of the concepts of work tasks, information seeking tasks, and information retrieval tasks as units of analysis for LIS research. Work task and domain analysis figured importantly in several papers, reflecting a increasing application of information context research approaches. In addition to Byström and Hansen's theoretical study of the concepts of tasks in general, the work reported by researchers at Risø National Laboratory, Denmark (Annelise Mark Pejtersen, Bryan Cleal, Morten Hertzum, Hanne Albrechtsen) demonstrated the application of the Cognitive Work Analysis (CWA) framework used to inform the design of a virtual "collaboratory" used by three European film archives. Birger Hjørland asserted that domain analysis, including the study of the interests, goals, values, and consequences of information use and users in specific subject and work domains, is central to the practice of LIS.
LIS research and evaluation methodologies fell under the same scrutiny and systematization, particularly in the presentations employing multiple and mixed methodologies. Jaana Kekäläinen's and Kalervo Järvelin's proposal for a framework of laboratory information retrieval evaluation measures, applied along with analyses of information seeking and work task contexts, employed just such a mix. Marcia Bates pulled together Bradford's Law of Scattering of decreasingly relevant information sources and three information searching techniques (browsing, directed searching, and following links) to pose the question: what are the optimum searching techniques for the different regions of information concentrations? Jesper Schneider and Pia Borlund applied bibliometric methods (document co-citation, bibliographic coupling, and co-word analysis) to augment manual thesaurus construction and maintenance. Fredrik Åström examined document keyword co-occurrence measurement compared to and then combined with bibliometric co-citation analysis to map LIS concept spaces. Ian Ruthven, Mounia Lalmas, and Keith van Rijsbergen compared system-supplied query expansion terms with interactive user query expansion, incorporating both partial relevance assessment feedback (how relevant is a document) and ostensive relevance feedback (measuring when a document is assessed as relevant over time). Scheduled in the midst of the presentations were two stimulating panel and audience discussions. The first panel, chaired by Glynn Harmon, explored the current re-positioning of many library and information science schools by renaming themselves to eliminate the "library" word and emphasize the "information" word (as in "School of Information," "Information School," and schools of "Information Studies"). Panelists Marcia Bates, Harry Bruce, Toni Carbo, Keith Belton, and Andrew Dillon presented the reasons for name changes in their own information programs, which include curricular change and expansion beyond a "stereotypical" library focus, broader contemporary theoretical approaches to information, new clientele and markets for information services and professionals, new media formats and delivery models, and new interdisciplinary student and faculty recruitment from crossover fields. Sometimes criticized for over-broadness and ambiguity-and feared by library practitioners who were trained in more traditional library schools-renaming schools both results from and occasions a renewed examination of the definitions and boundaries of the field as a whole and the educational and research missions of individual schools.
Another panel discussion, "The Dark Side of Information Technology," chaired by Victor Rosenberg, focused on the role of LIS in studying and ameliorating the contemporary social impact of technology and of information itself. Panelists Rosenberg, Paul Edwards, and David Levy asked what the social and psychological impact of information and its technologies means for how LIS studies people and collections as parts of information "systems." They suggested that LIS as a discipline is the logical forum for discussing the negative effects of technology and the less healthy aspects of information-its increasing ubiquity and volume, speedy proliferation, and invasive potential-as well as their demonstrated positive potential for applications in education and community-building. Several audience contributors, however, questioned the reality and "hype" of information overload and threats to human psychology and social values, and also reminded the attendees that new technologies and information encourage self-sufficiency and independence in developing countries. (Indeed, the global impact of information science and technologies was a theme of several conference papers, for example, in the studies of Erica Cosijn, Ari Pirkola, Theo Bothma, and Kalervo Järvelin of cross-lingual information access in indigenous languages and in Irene Wormell's study of the global dissemination of national and regional LIS journals by means of informetric analysis and the quantitative study of information flows.) With re-examination of such a broad range of interests, principles, methodologies, and applications of LIS currently taking place, CoLIS4 was in itself a demonstration of a spontaneous, collaborative "domain analysis." The CoLIS4 goal of providing a forum for just this sort of discussion was well realized.

Date

22. 2.2007 18:56:23
22. 2.2007 19:12:10

Imprint

Greenwood Village, Co. : Libraries Unlimited

0.026638307 = product of:
  0.09323407 = sum of:
    0.078813486 = weight(_text_:faculty in 4696) [ClassicSimilarity], result of:
      0.078813486 = score(doc=4696,freq=2.0), product of:
        0.24645443 = queryWeight, product of:
          5.788804 = idf(docFreq=367, maxDocs=44218)
          0.042574327 = queryNorm
        0.3197893 = fieldWeight in 4696, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.788804 = idf(docFreq=367, maxDocs=44218)
          0.0390625 = fieldNorm(doc=4696)
    0.014420584 = product of:
      0.028841168 = sum of:
        0.028841168 = weight(_text_:22 in 4696) [ClassicSimilarity], result of:
          0.028841168 = score(doc=4696,freq=2.0), product of:
            0.14908804 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042574327 = queryNorm
            0.19345059 = fieldWeight in 4696, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4696)
      0.5 = coord(1/2)
  0.2857143 = coord(2/7)

Date

17. 1.2019 17:22:18