Search (13 results, page 1 of 1)

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Abstract

This book constitutes the refereed proceedings of the 9th European Conference on Research and Advanced Technology for Digital Libraries, ECDL 2005, held in Vienna, Austria in September 2005. The 41 revised full papers presented together with 2 panel papers and 30 revised poster papers were carefully reviewed and selected from a total of 162 submissions. The papers are organized in topical sections on digital library models and architectures, multimedia and hypermedia digital libraries, XML, building digital libraries, user studies, digital preservation, metadata, digital libraries and e-learning, text classification in digital libraries, searching, and text digital libraries.

Content

Inhalt u.a.: - Digital Library Models and Architectures - Multimedia and Hypermedia Digital Libraries - XML - Building Digital Libraries - User Studies - Digital Preservation - Metadata - Digital Libraries and e-Learning - Text Classification in Digital Libraries - Searching - - Focused Crawling Using Latent Semantic Indexing - An Application for Vertical Search Engines / George Almpanidis, Constantine Kotropoulos, Ioannis Pitas - - Active Support for Query Formulation in Virtual Digital Libraries: A Case Study with DAFFODIL / Andre Schaefer, Matthias Jordan, Claus-Peter Klas, Norbert Fuhr - - Expression of Z39.50 Supported Search Capabilities by Applying Formal Descriptions / Michalis Sfakakis, Sarantos Kapidakis - Text Digital Libraries

LCSH

Digital libraries / Congresses
Digital libraries / Europe / Congresses

Subject

Digital libraries / Congresses
Digital libraries / Europe / Congresses

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Abstract

This book, aimed at an international audience, provides an overview of information literacy (IL) in practice; what it is, why it's become so important in the library profession and demonstrates how librarians can cultivate a better understanding of IL in their own organisations. It uses the 'Cookbook' theme throughout to provide a more informal approach, which will appeal to practitioners, and also reflects the need to provide guidance in the form of recipes, tips for success, regional variations, and possible substitutions if ingredients aren't available. This approach makes it easy to read and highly valuable for the busy information professional. It includes an overview of information literacy in higher education, the schools sector, public libraries, the health service and the commercial sector. It also includes contributions from international authors. Key Features: 1. Highly readable for busy information professionals 2. Contains advice, case studies and examples of good practice particularly useful for practitioners 3. Relevant to librarians from all sectors 4.Suitable for an international audience The Editors: Dr Jane Secker is Learning Technology Librarian at the Centre for Learning Technology, based at the London School of Economics.
She is Chair of the Heron User Group and Association of Information Professionals in the Social Sciences (ALISS). She is the Conference Officer for CILIP Information Literacy Group and a founder member of the Librarians' Information Literacy Annual Conference (LILAC). Debbi Boden is a Faculty Team Leader at Imperial College London. She is chair and a founder member of the CILIP CSG Information Literacy Group and a member of the Information Literacy Annual Conference (LILAC) Committee. Gwyneth Price is Student Services Librarian at the Institute of Education, University of London. She is Editor of Education Libraries Journal. Readership: The book is aimed at library managers, information literacy/skills librarians/managers, and learner support librarians/managers.Contents: Getting started with the information literacy cookbook (Jane Secker, Debbi Boden and Gwyneth Price) Feeding the masses: digital citizenship and the public library (Ronan O'Beirne) Healthy mind, healthy body: digital literacy in the NHS (Di Mullen and Helen Roberts) Information discovery stir-fry: information literacy in the commercial sector (Angela Donnelly and Carey Craddock) Alone in the kitchen: when you're the only one providing the service (Sarah Hinton) Educating the palate of pupils and teachers: recipes for success in school libraries (Rebecca Jones) Variety is the spice of life, or choosing your topics with care: information literacy challenges in the further education sector (Gwyneth Price and Jane Del-Pizzo) Information literacy beef bourguignon (also known as information skills stew or i-skills casserole): the higher education sector (Jane Secker, Debbi Boden and Gwyneth Price) Conclusion: coffee, cheese, biscuits and petit fours (Jane Secker, Debbi Boden and Gwyneth Price)

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Abstract

"The revolution will be Twittered!" declared journalist Andrew Sullivan after protests erupted in Iran. But as journalist and social commentator Evgeny Morozov argues in "The Net Delusion," the Internet is a tool that both revolutionaries and authoritarian governments can use. For all of the talk in the West about the power of the Internet to democratize societies, regimes in Iran and China are as stable and repressive as ever. Social media sites have been used there to entrench dictators and threaten dissidents, making it harder--not easier--to promote democracy. In this spirited book, journalist and social commentator Evgeny Morozov shows that by falling for the supposedly democratizing nature of the Internet, Western do-gooders may have missed how it also entrenches dictators, threatens dissidents, and makes it harder-not easier-to promote democracy. Buzzwords like "21st-century statecraft" sound good in PowerPoint presentations, but the reality is that "digital diplomacy" requires just as much oversight and consideration as any other kind of diplomacy. Marshalling a compelling set of case studies, " The Net Delusion" shows why the cyber-utopian stance that the Internet is inherently liberating is wrong, and how ambitious and seemingly noble initiatives like the promotion of "Internet freedom" are misguided and, on occasion, harmful.

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Footnote

Rez. in: JASIST 58(2007) no.3, S.456-457 (D. Cook): "In February 2006, the Educational Testing Service (ETS) announced the release of its brand new core academic assessment of its Information and Communication Technology (ICT) Literacy Assessment. The core assessment is designed to assess the information literacy of high school students transitioning to higher education. Many of us already know ETS for some of its other assessment tools like the SAT and GRE. But ETS's latest test comes on the heels of its 2005 release of an advanced level of its ICT Literacy Assessment for college students progressing to their junior and senior year of undergraduate studies. Neither test, ETS insists, is designed to be an entrance examination. Rather, they are packaged and promoted as diagnostic assessments. We are in the grips of the Information Age where information literacy is a prized skill. Knowledge is power. However, information literacy is not merely creating flawless documents or slick PowerPoint presentations on a home PC. It is more than being able to send photos and text messages via cell phone. Instead, information literacy is gauged by one's ability to skillfully seek, access, and retrieve valid information from credible and reliable sources and using that information appropriately. It involves strong online search strategies and advanced critical thinking skills. And, although it is not clear whether they seized the opportunity or inherited it by default, librarians are in the vanguard of teaching information literacy to the next generation of would-be power brokers.
The release of Stimulated Recall and Mental Models, therefore, could not have been timelier. It describes an empirical qualitative, case study research conducted by authors Lyn Henderson and Julie Tallman in which they studied the mental models of school librarians teaching K-12 students how to use electronic databases. In this research, funded by the Spencer Foundation, Henderson and Tallman studied and analyzed the mental models of their subjects, six American and four Australian school librarians, as they went about the task of teaching students one-on-one how to access and retrieve the information they needed for class assignments from electronic databases. Each librarian and student underwent a structured pre-lesson interview to ascertain their mental models (the sum of their prior learning and experiences) regarding the upcoming lesson. The lesson followed immediately and was carefully video- and audio-recorded, with the full knowledge of the librarian and her student. After the lessons, both student and librarian were interviewed with the intent of learning what each were thinking and feeling at specific points during the lesson, using the recordings as memory joggers. After the first librarian-pupil session, the student was freed but the librarian was re-studied tutoring a second learner. Again, the teacher and new student were preinterviewed, their lesson was recorded, and they were debriefed using the recordings for stimulated recall. It is important to note here the use of the recordings to create stimulated recall. Though considered a dubious practice by many respected researchers, Henderson and Tallman expend considerable time and effort in this book trying to establish the credibility of stimulated recall as a valid research tool. I find it interesting that the authors report that their realization of the value of stimulated recall was a collateral benefit of their study; they claim the original objective of their research was to analyze and compare the pre- and post-lesson mental models of the teacher-librarians (p.15). Apparently, this realization provided the inspiration for this book (pp. I & 208). Hence, its place of importance in the book's title.
As for the value of reflecting on their teaching performance, the authors report the not-so-startling denouement that while it is easy to identify and define malpractice and to commit to changing performance errors, it is often difficult to actually implement those improvements. Essentially, what is first learned is best learned and what is most used is best used. In the end, however, the authors rightfully call for further study to be conducted by themselves and others. ETS's core ICT Literacy Assessment is not currently a mandatory college entrance examination. Neither is the advanced ICT Literacy Assessment a mandatory examination for promotion to upper level undergraduate studies. But it would be naïve not to expect some enterprising institutions of higher education to at least consider making them so in the very near future. Consequently, librarians of all stripes (public. academic, school, or others) would do well to read and study Stimulated Recall and Mental Models if they are truly committed to leading the charge on advancing information literacy in the Information Age. In this book are some valuable how-tos for instructing patrons on searching electronic databases. And some of those same principles could be applicable to other areas of information literacy instruction."

Series

Research methods in library and information studies ; 2

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LCSH

Libraries and the Internet
Libraries / Information technology
Public services (Libraries) / Technological innovations

Subject

Libraries and the Internet
Libraries / Information technology
Public services (Libraries) / Technological innovations

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Content

Perspectives on the Tasks in which Information Behaviors Are Embedded (Barbara M. Wildemuth and Anthony Hughes) - Phenomenography (Louise Limberg) - Practice of Everyday Life (Paulette Rothbauer) - Principle of Least Effort (Donald O. Case) - Professions and Occupational Identities (Olof Sundin and Jenny Hedman) - Radical Change (Eliza T. Dresang) - Reader Response Theory (Catherine Sheldrick Ross) - Rounding and Dissonant Grounds (Paul Solomon) - Serious Leisure (Jenna Hartel) - Small-World Network Exploration (Lennart Björneborn) - Nan Lin's Theory of Social Capital (Catherine A. Johnson) - The Social Constructionist Viewpoint on Information Practices (Kimmo Tuominen, Sanna Talja, and Reijo Savolainen) - Social Positioning (Lisa M. Given) - The Socio-Cognitive Theory of Users Situated in Specific Contexts and Domains (Birger Hjoerland) - Strength of Weak Ties (Christopher M. Dixon) - Symbolic Violence (Steven Joyce) - Taylor's Information Use Environments (Ruth A. Palmquist) - Taylor's Question-Negotiation (Phillip M. Edwards) - Transtheoretical Model of the Health Behavior Change (C. Nadine Wathen and Roma M. Harris) - Value Sensitive Design (Batya Friedman and Nathan G. Freier) - Vygotsky's Zone of Proximal Development (Lynne (E. E) McKechnie) - Web Information Behaviors of Organizational Workers (Brian Detlor) - Willingness to Return (Tammara Combs Turner and Joan C. Durrance) - Women's Ways of Knowing (Heidi Julien) - Work Task Information-Seeking and Retrieval Processes (Preben Hansen) - World Wide Web Information Seeking (Don Turnbull)

Footnote

Weitere Rez. in: JASIST 58(2007) no.2, S.303 (D.E. Agosto): "Due to the brevity of the entries, they serve more as introductions to a wide array of theories than as deep explorations of a select few. The individual entries are not as deep as those in more traditional reference volumes, such as The Encyclopedia of Library and Information Science (Drake, 2003) or The Annual Review of Information Science and Technology (ARIST) (Cronin, 2005), but the overall coverage is much broader. This volume is probably most useful to doctoral students who are looking for theoretical frameworks for nascent research projects or to more veteran researchers interested in an introductory overview of information behavior research, as those already familiar with this subfield also will probably already be familiar with most of the theories presented here. Since different authors have penned each of the various entries, the writing styles vary somewhat, but on the whole, this is a readable, pithy volume that does an excellent job of encapsulating this important area of information research."

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Abstract

The second edition of Electronic Publishing and Libraries. It aims to quantify the future size of the electronic publishing industry, and provides practical data to support investment decisions as an aid to forward planning. All sources of the original book are revised and updated.

Content

2. Aufl. von: Brown, D.J.: Electronic publishing and libraries: Planning for the impact and growth to 2003. East Grinstead: Bowker-Saur 1996.

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Abstract

Das Web 2.0 hat einen Paradigmenwechsel im Umgang mit Informationen und damit eng verbunden im Wissenserwerb eingeleitet. Theoretisch gesehen hat jeder offenen Zugang zu vielfältigen Informationen und kann gleichzeitig selbst Inhalte beisteuern - z.B. in Sozialen Netzwerken, in Weblogs oder Wikis - und Websites oder andere Dokumente (Videos, Slideshows o.ä.) veröffentlichen und mit anderen Nutzern teilen. Dieser Demokratisierungsprozess von Wissensproduktion, -kommunikation und -erwerb ist allerdings nicht frei von Kontroversen. Das verstärkte Nebeneinander von sachlich richtiger und relevanter Information einerseits und Belanglosigkeiten andererseits ruft auch Gegner auf den Plan. Sie sprechen von einem Information Overkill und befürchten den Niedergang der klassischen Bildung. Führen freie Wissenszugänge im Netz tatsächlich zu weniger Bildung? Was macht eine Website zu einer zuverlässigen und vertrauenswürdigen Quelle? Wie können aus der Fülle von Webressourcen die qualitativ hochwertigen herausgefiltert werden? Welchen Beitrag kann dabei Social Software leisten? Welches sind die Konstituenten einer Informationskompetenz 2.0, über die User verfügen sollten, um mit vorgefundenen Ressourcen adäquat umgehen zu können? Und inwiefern sind Bibliotheken - die sich ja zunehmend als Teaching Libraries verstehen - hier gefordert? Auf diese Fragen versucht das vorliegende Buch Antworten zu geben. Der Fokus liegt auf dem Umgang mit Wissensressourcen im Web 2.0, wobei ebenso theoretische wie praktische Implikationen berücksichtigt und ausgewählte Evaluierungsansätze hinsichtlich ihrer praktischen Anwendbarkeit für die User diskutiert werden.

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LCSH

Libraries and the Internet
Digital libraries
Libraries / Forecasting

Subject

Libraries and the Internet
Digital libraries
Libraries / Forecasting

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Content

- Theoretische Ansätze und empirische Untersuchungen Stefanie Panke & Birgit Gaiser: "With my head up in the clouds" - Social Tagging aus Nutzersicht Christoph Held& Ulrike Cress: Social Tagging aus kognitionspsychologischer Sicht Michael Derntl, Thorsten Hampel, Renate Motschnig & Tomas Pitner: Social Tagging und Inclusive Universal Access - Einsatz von Tagging in Hochschulen und Bibliotheken Christian Hänger: Good tags or bad tags? Tagging im Kontext der bibliothekarischen Sacherschließung Mandy Schiefner: Social Tagging in der universitären Lehre Michael Blank, Thomas Bopp, Thorsten Hampel & Jonas Schulte: Social Tagging = Soziale Suche? Andreas Harrer & Steffen Lohmann: Potenziale von Tagging als partizipative Methode für Lehrportale und E-Learning-Kurse Harald Sack & Jörg Waitelonis: Zeitbezogene kollaborative Annotation zur Verbesserung der inhaltsbasierten Videosuche - Kommerzielle Anwendungen von Tagging Karl Tschetschonig, Roland Ladengruber, Thorsten Hampel & Jonas Schulte: Kollaborative Tagging-Systeme im Electronic Commerce Tilman Küchler, Jan M. Pawlowski & Volker Zimmermann: Social Tagging and Open Content: A Concept for the Future of E-Learning and Knowledge Management? Stephan Schillenvein: Der .Business Case' für die Nutzung von Social Tagging in Intranets und internen Informationssystemen

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Date

22. 3.2008 14:24:08

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Date

22. 3.2008 18:05:16

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Footnote

Inhaltsbeschreibung Die verschiedenen Initiativen zum Open Access führen zu zwei Systemen, dem so genannten »grünen Weg«, der bereits in gedruckter Form veröffentlichte Publikationen ins Internet stellt, und dem »goldenen Weg«, bei dem die Volltextspeicherung die einzige oder jedenfalls die vorrangige Form darstellt. Die Internationalisierung des Open Access erfolgte auf drei Konferenzen, die 2001 in Budapest, 2003 in Bethesda und im gleichen Jahr in Berlin stattfanden. Diese Volltextspeicherung war ursprünglich auf die naturwissenschaftlich-technischen Disziplinen konzentriert. Doch treten in zunehmendem Maße auch die Geistes- und Sozialwissenschaften dem Prinzip bei. Dabei entstehen natürlich sehr differenzierende Aspekte, zum Beispiel für die Bibliotheken - etwa der Erwerb gedruckter Zeitschriften, Langzeitarchivierung von Interneteintragungen, für den Buchhandel wie für die Autoren - etwa das Urheberrecht, aber auch dort das ökonomische Interesse, wie der Plan des Börsenvereins des Deutschen Buchhandels zu einer eigenen Volltextspeicherung zeigt, dem die Deutsche UNESCO-Kommission eine Ergänzung zum vorliegenden Text nachsandte. Open Access hat mittlerweile ein so weites Interesse gefunden, dass das Auswärtige Amt zusammen mit der Deutschen UNESCO-Kommission 2006 zu einer Konferenz einlud, über deren Ergebnisse die Deutsche UNESCO-Kommission dieses Handbuch veröffentlicht hat, das neben einer definitorischen und einer historischen Einleitung (Norbert Lossau S.18-22 und Peter Schirmbacher S. 22-25) in vier weiteren Kapiteln die Möglichkeiten und Probleme darstellt. Im zweiten Kapitel werden drei verschiedene Modelle vorgestellt: Open-Access-Repositories am Berliner Beispiel des edoc-Servers (Susanne Dobratz S. 28-32), Open-Access-Journale am Beispiel des New Journal of Physics (Eberhard Bodenschatz S.33-36) und ein Verlagsmodell (Springer Open Choice) von Jan Velterop (S. 37-40). Das dritte Kapitel ist den Formen der Realisierung gewidmet, z. B. der Finanzierung (Stefan Gradmann S.42-45), des Urheberrechts (Karl-Nikolaus Peifer S.46-59), der Qualitätssicherung (Eberhard Bodenschatz und Ulrich Pöschl S.50-55), der Langzeitarchivierung (Ute Schwens und Reinhard Altenhöner S. 50-58), der Struktur der Wissenschaftskommunikation (Hans Pfeiffenberger S.59-62), der Datenverarbeitung (Wolfram Horst-mann S. 65) sowie der Akzeptanz (Johannes Fournier S. 66-70).