Search (77 results, page 1 of 4)

0.0773156 = product of:
  0.1546312 = sum of:
    0.111572385 = weight(_text_:assisted in 46) [ClassicSimilarity], result of:
      0.111572385 = score(doc=46,freq=2.0), product of:
        0.29897895 = queryWeight, product of:
          6.7552447 = idf(docFreq=139, maxDocs=44218)
          0.04425879 = queryNorm
        0.37317806 = fieldWeight in 46, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          6.7552447 = idf(docFreq=139, maxDocs=44218)
          0.0390625 = fieldNorm(doc=46)
    0.04305881 = product of:
      0.08611762 = sum of:
        0.08611762 = weight(_text_:instruction in 46) [ClassicSimilarity], result of:
          0.08611762 = score(doc=46,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.32785648 = fieldWeight in 46, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=46)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

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.

0.027893096 = product of:
  0.111572385 = sum of:
    0.111572385 = weight(_text_:assisted in 6003) [ClassicSimilarity], result of:
      0.111572385 = score(doc=6003,freq=2.0), product of:
        0.29897895 = queryWeight, product of:
          6.7552447 = idf(docFreq=139, maxDocs=44218)
          0.04425879 = queryNorm
        0.37317806 = fieldWeight in 6003, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          6.7552447 = idf(docFreq=139, maxDocs=44218)
          0.0390625 = fieldNorm(doc=6003)
  0.25 = coord(1/4)

Abstract

Arrowsmith, a computer-assisted process for literature-based discovery, takes as input two disjoint sets of records (A, C) from the Medline database. lt produces a list of title words and phrases, B, that are common to A and C, and displays the title context in which each B-term occurs within A and within C. Subject experts then can try to find A-B and B-C title-pairs that together may suggest novel and plausible indirect A-C relationships (via B-terms) that are of particular interest in the absence of any known direct A-C relationship. The list of B-terms typically is so large that it is difficult to find the relatively few that contribute to scientifically interesting connections. The purpose of the present article is to propose and test several techniques for improving the quality of the B-Iist. These techniques exploit the Medical Subject Headings (MeSH) that are assigned to each input record. A MesH-based concept of literature cohesiveness is defined and plays a key rote. The proposed techniques are tested an a published example of indirect connections between migraine and magnesium deficiency. The tests demonstrate how the earlier results can be replicated with a more efficient and more systematic computer-aided process.

0.026103014 = product of:
  0.10441206 = sum of:
    0.10441206 = product of:
      0.20882411 = sum of:
        0.20882411 = weight(_text_:instruction in 1899) [ClassicSimilarity], result of:
          0.20882411 = score(doc=1899,freq=6.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.7950097 = fieldWeight in 1899, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1899)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Two liberal arts colleges in Minnesota are building an their longstanding commitment to bibliographic instruction to develop innovative information literacy programs. This article explores assumptions shared by the Earlham model of bibliographic instruction and the information literacy movement, outlines important differences, examines conditions that inhibit change, and profiles two approaches to developing information literacy programs with strong cross-campus collaboration.

0.024070604 = product of:
  0.096282415 = sum of:
    0.096282415 = product of:
      0.19256483 = sum of:
        0.19256483 = weight(_text_:instruction in 43) [ClassicSimilarity], result of:
          0.19256483 = score(doc=43,freq=10.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.73310935 = fieldWeight in 43, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=43)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

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).

0.022374013 = product of:
  0.089496054 = sum of:
    0.089496054 = product of:
      0.17899211 = sum of:
        0.17899211 = weight(_text_:instruction in 3802) [ClassicSimilarity], result of:
          0.17899211 = score(doc=3802,freq=6.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.6814369 = fieldWeight in 3802, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.046875 = fieldNorm(doc=3802)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

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.

0.019256484 = product of:
  0.077025935 = sum of:
    0.077025935 = product of:
      0.15405187 = sum of:
        0.15405187 = weight(_text_:instruction in 2999) [ClassicSimilarity], result of:
          0.15405187 = score(doc=2999,freq=10.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.5864875 = fieldWeight in 2999, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.03125 = fieldNorm(doc=2999)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

The "teaching librarian" or "librarian as teacher" is a professional role that has been discussed in the literature of library and information science in recent decades, particularly in relation to bibliographic instruction and information literacy development. This paper reports on a small-scale research project, undertaken in 2002, that investigated the demand for library professionals with knowledge of or skills in instructional techniques and strategies. The project was based on an extensive literature review, plus content analysis of library and information science job advertisements on the international LIBJOBS listserv. The literature review has been updated for this BOBCATSSS paper, as have aspects of the content analysis, in order to provide delegates with more recent information. The idea of a teaching role for librarians is far from new. Michael Lorenzen (2002) has traced academic library-based instruction as far back as the seventeenth century when German academic libraries provided instructional programmes for library users. In academic and school libraries in the nineteenth century it usually took the form of "library orientation" - making sure that students and faculty knew how to find the books and other material for their courses. In the United States, some American university librarians were lecturing to students as early as the 1880s (Lorenzen, 2002). In nineteenth and early twentieth century public libraries, library instruction often took the form of literature promotion or reading promotion activities for children and young people, and even of "lessons" on how to look after books, right down to the need for washing hands before handling books. The introduction of card catalogues and classification systems such as the Dewey Decimal Classification resulted in a need for user education in all kinds of libraries, with sessions based on topics such as "The card catalogue: The key to the library" and "How to find a book on the shelves". The introduction of automated catalogues from the 1960s, and later, databases on CD-ROMs, online information services for end users, and the Internet, have increased the need and demand for formal and informal user education, regardless of the type and size of library. Indeed, there is no doubt that interest in library-based instruction has increased in recent decades: on the basis of an analysis of the literature related to the instructional role of librarians, Edwards (1994) noted that "during the past quarter century, interest and concern for library instruction has grown dramatically", while Marcum said in 2002 that "Over the past decade ... information literacy has emerged as a central purpose for librarians, particularly academic librarians".

0.01864501 = product of:
  0.07458004 = sum of:
    0.07458004 = product of:
      0.14916009 = sum of:
        0.14916009 = weight(_text_:instruction in 4743) [ClassicSimilarity], result of:
          0.14916009 = score(doc=4743,freq=6.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.56786406 = fieldWeight in 4743, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4743)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Purpose - This paper reports on a descriptive study undertaken to gain an overview of library and Information workplace needs (as of early 2002) for library professionals with knowledge and skills related to user education and information literacy instruction. Design/methodology/approach - A description and discussion of a small-scale research project that used content analysis techniques to study job advertisements posted to the international LIBJOBS listserv over a period of three months. Findings - A little over half of the advertisements required at least some experience of and/or skills in user education or instruction of some kind. Research limitations/implications - The analyses reported in this paper were carried out early in 2002. However, more recent literature, and more recent research reported elsewhere, indicate that the findings remain valid. Practical implications - The findings of the study, and recent literature, indicate that skills associated with user education and information literacy instruction are important in today's libraries. Originality/value - The paper focuses on demonstrable employer and workplace requirements for the LIS professional, rather than abstract formulations and discusses the resultant implications for librarians' continuing professional development and workplace learning.

0.015223586 = product of:
  0.060894344 = sum of:
    0.060894344 = product of:
      0.12178869 = sum of:
        0.12178869 = weight(_text_:instruction in 4742) [ClassicSimilarity], result of:
          0.12178869 = score(doc=4742,freq=4.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.46365905 = fieldWeight in 4742, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4742)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Purpose - This paper takes forward strands from "Evaluating the quality of library portals" by the author and places them in the context of different approaches to teaching students about information use. Design/methodology/approach - An opinion piece which examines the impact on user behaviour of traditional mechanical library skills training (such as "library orientation", "bibliographic instruction", or "information skills training" rather than true information literacy-based teaching). The paper points out the similarity in the effects of such teaching to the effects of offering users a more powerful mechanical information retrieval tool (such as a library portal or internet search engine) without effective support on how the information retrieved should be used for significant educational outcomes. Findings - For librarians to be custodians of the highest standards of intelligent information use, they must demonstrate a meaningful, rather than a mechanical understanding and application of information literacy in their everyday practice. Without this, information users will rightly turn to new, non-mediated forms of information use such as internet search engines, which can deal with purely technical challenges of information retrieval superficially well. Both the users and the profession itself will be the poorer as a result. Research limitations/implications - An expression of opinion about the dangers of pedagogically underdeveloped user education on user behaviour. Practical implications - This opinion piece gives some clear and practical insights for the application of information literacy principles to library practice. Originality/value - This piece points out the ironic similarities in the effect of a mechanistic or tool-based approach to user education and unmediated user access to internet search engines or Library portals: above all, a "more is better" approach in the information user, marked by citing too much poorly digested, poorly evaluated data.

0.015223586 = product of:
  0.060894344 = sum of:
    0.060894344 = product of:
      0.12178869 = sum of:
        0.12178869 = weight(_text_:instruction in 2348) [ClassicSimilarity], result of:
          0.12178869 = score(doc=2348,freq=4.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.46365905 = fieldWeight in 2348, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=2348)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Purpose - This paper seeks to understand how users determine credibility in the internet environment from a conceptual level and the implications of these new methods of credibility determination on internet tools (primarily software) and services. Design/methodology/approach - The author first examines the underlying reasons for increased dependence on the internet for information, using electronic commerce as a starting point. The central concept of "information self-sufficiency" is introduced and then examined through the lens of the internet and conversation theory. Findings - The author finds that users are shifting from more traditional "authority" methods of credibility determination, where users cede determinations to trusted third parties, to a "reliability" approach where users seek commonalities and coherence among multiple information sources. This has led to an increased pressure for participation and openness at all levels of the internet. Research limitations/implications - Studies on users and credibility must better account for often invisible technical factors. Practical implications - Libraries must take into account a greater need for participation and technical fluency when dealing with patrons, particularly in information literacy programs and instruction. Originality/value - This paper presents a large-scale conceptual approach to credibility on the internet. It seeks to inform current approaches to the subject nested in communications and instruction with the unique technical environment of the internet.

0.012917642 = product of:
  0.051670566 = sum of:
    0.051670566 = product of:
      0.10334113 = sum of:
        0.10334113 = weight(_text_:instruction in 1735) [ClassicSimilarity], result of:
          0.10334113 = score(doc=1735,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.39342776 = fieldWeight in 1735, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.046875 = fieldNorm(doc=1735)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

0.012917642 = product of:
  0.051670566 = sum of:
    0.051670566 = product of:
      0.10334113 = sum of:
        0.10334113 = weight(_text_:instruction in 45) [ClassicSimilarity], result of:
          0.10334113 = score(doc=45,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.39342776 = fieldWeight in 45, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.046875 = fieldNorm(doc=45)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

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.

0.012178869 = product of:
  0.048715476 = sum of:
    0.048715476 = product of:
      0.09743095 = sum of:
        0.09743095 = weight(_text_:instruction in 42) [ClassicSimilarity], result of:
          0.09743095 = score(doc=42,freq=4.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.37092724 = fieldWeight in 42, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.03125 = fieldNorm(doc=42)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Information literacy can be defined in terms of information skills needed by all citizens to be successful in the information environment of the twenty-first century. Information literacy standards indicating levels of proficiency for K-12 students, published by the American Association of School Librarians and the Association for Educational Communications and Technology, have been available and in use since 1989. Education departments in many states have mandated the inclusion of information skills teaching throughout the K-12 curricula. Outcome measurements for information skills developed by the Association of College and Research Libraries in 2000 (http://www.ala.org/acrl/ilstandardlo.html) can be addressed in terms of what type of information skills students in higher education need to acquire to become successful students, professionals and researchers and ultimately productive workers in the society of the twenty-first century. Integrating information literacy instruction throughout the curricula in the K-12 school environment as well as throughout higher education needs to become a major goal for librarians, faculty, and teachers. Methodology to accomplish this and related case studies describing actual learning environments in which information skills are taught are described in this issue. The need for information literacy instruction is a global issue and included in this publication are examples from the United States as well as China, the Netherlands, and South Africa.

0.01199291 = product of:
  0.04797164 = sum of:
    0.04797164 = product of:
      0.09594328 = sum of:
        0.09594328 = weight(_text_:22 in 5649) [ClassicSimilarity], result of:
          0.09594328 = score(doc=5649,freq=2.0), product of:
            0.15498674 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04425879 = queryNorm
            0.61904186 = fieldWeight in 5649, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.125 = fieldNorm(doc=5649)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

20. 4.2002 17:30:22

0.010764702 = product of:
  0.04305881 = sum of:
    0.04305881 = product of:
      0.08611762 = sum of:
        0.08611762 = weight(_text_:instruction in 742) [ClassicSimilarity], result of:
          0.08611762 = score(doc=742,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.32785648 = fieldWeight in 742, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=742)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Purpose - This study seeks to apply ecological psychology's concept of "affordance" to graduate students' information behavior in the academic library, and to explore the extent to which the affordances experienced by graduate students differed from the affordances librarians were attempting to provide. Design/methodology/approach - In-depth, qualitative interviews with graduate students and academic librarians explored how the students perceived and used the library's various "opportunities for action" (e.g. books, databases, instructional sessions, librarians, physical space, etc.) and compared these perceptions and behavior with librarians' intentions and expectations. Findings - Findings indicate a disparity between expectations and experience and point to graduate students as an underserved population in this context, especially in terms of the library's outreach efforts. In addition, because graduate students are increasingly teaching introductory undergraduate courses, communication methods that bypass graduate students tend to miss undergraduate students as well. Practical implications - Practical implications discussed in this paper include possible methods of improving communication channels between graduate students and academic librarians, and considerations for information literacy instruction. Originality/value - This paper presents a unique perspective by using affordance theory to frame students and librarians' expectations about library services. The findings are particularly valuable for their implications for library-patron communication and information literacy.

0.010764702 = product of:
  0.04305881 = sum of:
    0.04305881 = product of:
      0.08611762 = sum of:
        0.08611762 = weight(_text_:instruction in 2841) [ClassicSimilarity], result of:
          0.08611762 = score(doc=2841,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.32785648 = fieldWeight in 2841, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=2841)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Purpose - In a 31-month period, 1,184 questions addressed to the Internet Public Library's (IPL) reference service remained unanswered on the grounds that they were "out of scope". This paper aims to analyze the questions as artifacts of users' expectations to better chart the distinction between user and librarian views of reference service. Design/methodology/approach - Each question is examined to identify two user expectations, i.e. what kinds of information librarians could provide and what kinds of needs librarians could help meet. Emergent coding with a code-recode rate of 97 per cent identifies 23 types of expected librarian assistance and 28 characteristics of expected applications of that assistance. Findings - Users expect IPL librarians to provide personal advice, analysis, facts, procedures, instruction, technology guidance and evaluation. IPL librarians are expected to help users in making decisions, solving problems, completing processes and developing understanding. Research limitations/implications - Limitations include the use of a single coder and the use of single institution's data set. Mapping these user expectations suggests a need for librarians to consider further development of reference service in terms of its judgment, form, and involvement parameters. Practical implications - Reference service policies and training should be examined to enhance librarians' abilities to consider judgment, form, and involvement parameters primarily from the user's perspective. Originality/value - This paper analyzes that which is rarely seen, i.e. e-mail reference questions which are considered beyond the scope of service. Additionally, the IPL question pool provides a broader range of user mental models than would be found in any geographically bound institution.

0.010764702 = product of:
  0.04305881 = sum of:
    0.04305881 = product of:
      0.08611762 = sum of:
        0.08611762 = weight(_text_:instruction in 2967) [ClassicSimilarity], result of:
          0.08611762 = score(doc=2967,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.32785648 = fieldWeight in 2967, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=2967)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Purpose - The purpose of this paper is to explore the applicability to information behaviour contexts of the notion of a "search image", a mental entity highlighted in a significant anthropological study appearing in the 1990s. Design/methodology/approach - The paper considers search images of information-seekers by exploring hypothetical situations and using source material pertaining to areas such as information systems, information retrieval, information-seeking and the nature of libraries. Findings - Two types of search image are postulated - those taking the form of a visual memory of a particular source and those providing a detailed specification of material required in a certain situation. Research limitations/implications - The definition of a search image presented here has not been evolved through research featuring specially-undertaken fieldwork. New studies, incorporating individual interviews or think aloud protocols, should be conducted in order to address a series of emergent questions relating to search images. Practical implications - When more has been learned about the characteristics of search images of successful information-seekers, it may be possible to build into programmes of information literacy prompts that will help individuals to clarify in their minds what they require before embarking on an information search. Originality/value - Intended for information practitioners and academics alike, the paper forms the first attempt to apply a particular concept originating outside the discipline, i.e. that of a search image, to information-seeking situations. Attention to search images has the potential to increase one's understanding of how individuals find information, as well as to add a further dimension to information literacy instruction.

0.010764702 = product of:
  0.04305881 = sum of:
    0.04305881 = product of:
      0.08611762 = sum of:
        0.08611762 = weight(_text_:instruction in 2970) [ClassicSimilarity], result of:
          0.08611762 = score(doc=2970,freq=2.0), product of:
            0.26266864 = queryWeight, product of:
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.04425879 = queryNorm
            0.32785648 = fieldWeight in 2970, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.934836 = idf(docFreq=317, maxDocs=44218)
              0.0390625 = fieldNorm(doc=2970)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Purpose - Using a variety of evidence this paper aims to develop the concept of "inferential information-seeking". The term itself is new and the type of phenomena it addresses has been the subject of limited attention. Design/methodology/approach - The author considers inferential information-seeking in the context of three distinct scenarios, each of which has come to the writer's attention through either the literature or his own direct experience. Findings - Exploration of the identified instances of inferential information-seeking reveals that the strategy is a circuitous one employed by individuals when faced with barriers that impede their use of more obvious methods of finding information. Substantial mental effort may be required on the user's part to exploit the information elicited in such a way as to satisfy the information need stimulating the action. Research limitations/implications - The notion of inferential information-seeking postulated here is based on a very small number of cases, none of which has come to light in research specially undertaken to investigate the phenomenon. Practical implications - Even though knowledge of inferential information-seeking is still in its infancy, it would appear appropriate to incorporate some provision for it in the teaching of information literacy. Originality/value - Intended for information practitioners and academics alike, the paper synthesizes a new concept through examination of actual information-seeking episodes with reference to a wide-ranging body of source material. An understanding of inferential information-seeking offers the potential to increase our comprehension of how individuals find information, as well as to add a further dimension to information literacy instruction.

0.010493796 = product of:
  0.041975185 = sum of:
    0.041975185 = product of:
      0.08395037 = sum of:
        0.08395037 = weight(_text_:22 in 7585) [ClassicSimilarity], result of:
          0.08395037 = score(doc=7585,freq=2.0), product of:
            0.15498674 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04425879 = queryNorm
            0.5416616 = fieldWeight in 7585, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.109375 = fieldNorm(doc=7585)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

22. 1.2000 17:52:11

0.010493796 = product of:
  0.041975185 = sum of:
    0.041975185 = product of:
      0.08395037 = sum of:
        0.08395037 = weight(_text_:22 in 1381) [ClassicSimilarity], result of:
          0.08395037 = score(doc=1381,freq=2.0), product of:
            0.15498674 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04425879 = queryNorm
            0.5416616 = fieldWeight in 1381, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.109375 = fieldNorm(doc=1381)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

25. 3.2003 13:22:23

0.010493796 = product of:
  0.041975185 = sum of:
    0.041975185 = product of:
      0.08395037 = sum of:
        0.08395037 = weight(_text_:22 in 4364) [ClassicSimilarity], result of:
          0.08395037 = score(doc=4364,freq=2.0), product of:
            0.15498674 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04425879 = queryNorm
            0.5416616 = fieldWeight in 4364, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.109375 = fieldNorm(doc=4364)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

22. 1.2000 19:29:08