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  1. Sun, P.: Information literacy in Chinese higher education (2002) 0.10 
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    Abstract
    With the development of the information society, education is facing great challenges and opportunities. Information literacy is recognized as a basic competency of individuals that ought to be incorporated into the educational mission. In order to enhance information education, Chinese educators and librarians have been reviewing traditional information instruction, and they are preparing to establish their exclusive information education role in this new century. This paper deals with the new informational and educational environment in China and discusses the increasing needs for information and knowledge in Chinese higher education. Some modes and measurements are proposed to promote information literacy and some experiences and experiments are described. Librarians in China have already done much work related to information literacy, as they prepare to become part of modern education.
  2. Clark, A.J.: Education and training for librarianship and information work : annual bibliography, 1990 (1991) 0.05 
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    Source
    Education for information. 9(1991), S.167-224
  3. Bowen, J.: FRBR : coming soon to your library? (2005) 0.04 
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    Abstract
    The Functional Requirements for Bibliographic Records (FRBR) data model holds great potential for improving access to library resources, but may not affect all libraries in the same way. The Joint Steering Committee for Revision of AACR (Anglo-American Cataloguing Rules), assisted by the work of its Format Variation Working Group, is exploring ways to incorporate FRBR into the next edition of the Anglo-American Cataloguing Rules to facilitate collocation at the level of the FRBR entity expression. Several library system vendors are also adding FRBR-based functionality to their systems. A combination of these two approaches to FRBR can provide significant benefits to users. Most FRBR entities and attributes are already present in library catalog records, and the influence of FRBR can also be seen in existing library activities. FRBR is thus not something totally foreign, but a fresh, more rigorous way of thinking about what libraries already do that provides a basis for designing new ways to improve users' access to library resources.
    Date
    10. 9.2000 17:38:22
  4. Buckland, M.K.; Liu, Z.: History of information science (1995) 0.04 
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    Abstract
    State of the art review of the historical development of information science as deemed to be covered by the particular interests of memebers of the American Society for Information Science, as defined as the representation, storage, transmission, selection, retrieval, filtering, and use of documents and messages. Arranges the references cited roughly according to the classification scheme used by Information Science Abstracts, and so uses the headings: background; information science; techniques and technology; information related behaviour; application areas; social aspects; education for information science; institutions; individuals; geographical areas; and conclusions
    Date
    13. 6.1996 19:22:20
  5. Chambers, S.; Myall, C.: Cataloging and classification : review of the literature 2007-8 (2010) 0.04 
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    Abstract
    This paper surveys library literature on cataloging and classification published in 2007-8, indicating its extent and range in terms of types of literature, major subject areas, and themes. The paper reviews pertinent literature in the following areas: the future of bibliographic control, general cataloging standards and texts, Functional Requirements for Bibliographic Records (FRBR), cataloging varied resources, metadata and cataloging in the Web world, classification and subject access, questions of diversity and diverse perspectives, additional reports of practice and research, catalogers' education and careers, keeping current through columns and blogs, and cataloging history.
    Date
    10. 9.2000 17:38:22
  6. Martin, K.E.; Mundle, K.: Positioning libraries for a new bibliographic universe (2014) 0.03 
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    Abstract
    This paper surveys the English-language literature on cataloging and classification published during 2011 and 2012, covering both theory and application. A major theme of the literature centered on Resource Description and Access (RDA), as the period covered in this review includes the conclusion of the RDA test, revisions to RDA, and the implementation decision. Explorations in the theory and practical applications of the Functional Requirements for Bibliographic Records (FRBR), upon which RDA is organized, are also heavily represented. Library involvement with linked data through the creation of prototypes and vocabularies are explored further during the period. Other areas covered in the review include: classification, controlled vocabularies and name authority, evaluation and history of cataloging, special formats cataloging, cataloging and discovery services, non-AACR2/RDA metadata, cataloging workflows, and the education and careers of catalogers.
    Date
    10. 9.2000 17:38:22
  7. Høyrup, E.: Books about mathematics : history, philosophy, education, models, system theory, and works of reference etc (1979) 0.03 
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  8. Thompson, G.B.: Information literacy accreditation mandates : what they mean for faculty and librarians (2002) 0.03 
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    Abstract
    Regional accreditation agencies have established mandates for higher education institutions to implement information literacy programs and to assess the resultant learning outcomes. This mandate calls for a shift in the established library instruction paradigm at many institutions. Responsibility shifts from librarians teaching students how to locate materials for particular assignments, to faculty and librarians working together to embed the teaching and learning of information literacy skills systematically into syllabi and curricula. The new paradigm requires librarians and faculty to adapt a broader sense of the role of information literacy skills in higher education and in the preparation for the professional workforce. It also demands the learning of new methods and concepts by both teaching faculty and librarians, as they develop a collaborative approach to the integration of information literacy into general education and disciplinary education.
  9. Rockman, I.F.: Strengthening connections between information literacy, general education, and assessment efforts (2002) 0.03 
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    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.
  10. Jager, K. de; Nassimbeni, M.: Institutionalizing information literacy in tertiary education : lessons learned from South African programs (2002) 0.02 
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    Abstract
    This paper presents an overview of the development of current practice in information literacy education in tertiary institutions in South Africa. The policy framework affecting information literacy is examined from multiple perspectives. An examination of the literature identifies key concerns that are used in the compilation of a small survey instrument to establish current practice. The impact of institutional policies, finding educational strategies that meet the identified objectives of information literacy, diversity in students' backgrounds and abilities, and ultimately the assessment of performance all emerged as significant. The concept of multiliteracies is suggested as a useful approach to conceptualizing information literacy as central to student learning. Future directions are suggested.
  11. Julien, C.-A.; Leide, J.E.; Bouthillier, F.: Controlled user evaluations of information visualization interfaces for text retrieval : literature review and meta-analysis (2008) 0.02 
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    Abstract
    This review describes experimental designs (users, search tasks, measures, etc.) used by 31 controlled user studies of information visualization (IV) tools for textual information retrieval (IR) and a meta-analysis of the reported statistical effects. Comparable experimental designs allow research designers to compare their results with other reports, and support the development of experimentally verified design guidelines concerning which IV techniques are better suited to which types of IR tasks. The studies generally use a within-subject design with 15 or more undergraduate students performing browsing to known-item tasks on sets of at least 1,000 full-text articles or Web pages on topics of general interest/news. Results of the meta-analysis (N = 8) showed no significant effects of the IV tool as compared with a text-only equivalent, but the set shows great variability suggesting an inadequate basis of comparison. Experimental design recommendations are provided which would support comparison of existing IV tools for IR usability testing.
  12. Rader, H.B.: Information literacy 1973-2002 : a selected literature review (2002) 0.01 
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    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).
  13. Filk, C.: Online, Internet und Digitalkultur : eine Bibliographie zur jüngsten Diskussion um die Informationsgesellschaft (1996) 0.01 
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    Date
    5. 9.1997 19:22:27
    Source
    Rundfunk und Geschichte. 22(1996) H.2/3, S.184-193
  14. Buchanan, L.E.; Luck, D.L.; Jones, T.C.: Integrating information literacy into the virtual university : a course model (2002) 0.01 
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    Abstract
    The virtual university environment provides librarians with new opportunities to contribute to the educational process. Building on the success of team-teaching a traditional liberal arts core course with composition and communications faculty, librarians and a communications professor worked together to integrate the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) into the online environment. The resulting graduate-level course in multimedia literacy assembled faculty and curriculum resources normally untapped in traditional classrooms. All five information literacy standards covering need, access, evaluation, use and the social, economic, legal, and ethical issues surrounding information use were addressed. Readings and threaded discussions about intellectual property, fair use of copyrighted materials, the evaluation of free and fee-based Web information and Web page design and construction prepared students to work in groups to design and construct Web sites. Students also completed a capstone project in the form of individual Web portfolios, which demonstrated the information and multimedia principles they learned in the class. Assessment of information literacy skills occurred through the analysis of student discussion, evaluative annotations, Web site assignments, perception surveys, and a master's level comprehensive exam question. What was learned in this course will serve as a model for future collaborative partnerships in which faculty and librarians work together to ensure that students who learn from a distance truly master information literacy competencies.
  15. Raju, A.A.N.: Colon Classification: theory and practice : a self instructional manual (2001) 0.01 
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    Abstract
    Colon Classification (CC) is truly the first freely faceted scheme for library classification devised and propagated by Dr. S.R. Ranganathan. The scheme is being taught in theory and practice to the students in most of the LIS schools in India and abroad also. Many manuals, Guide books and Introductory works have been published on CC in the past. But the present work tread a new path in presenting CC to the student, teaching and professional community. The present work Colon Classification: Theory and Practice; A Self Instructional Manual is the result of author's twenty-five years experience of teaching theory and practice of CC to the students of LIS. For the first ime concerted and systematic attempt has been made to present theory and practice of CC in self-instructional mode, keeping in view the requirements of students learners of Open Universities/ Distance Education Institutions in particular. The other singificant and novel features introduced in this manual are: Presenting the scope of each block consisting certain units bollowed by objectives, introduction, sections, sub-sections, self check exercises, glossary and assignment of each unit. It is hoped that all these features will help the users/readers of this manual to understand and grasp quickly, the intricacies involved in theory and practice of CC(6th Edition). The manual is presented in three blocks and twelve units.
  16. Metz, A.: Community service : a bibliography (1996) 0.01 
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    Date
    17.10.1996 14:22:33
  17. Albers, C.: Zeitungen in Bibliotheken : Aufsätze, Monographien und Rezensionen aus den Jahren 2002-2003. Mit Nachträgen für die Jahre 1980-2001 (2004) 0.01 
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  18. Denda, K.: Beyond subject headings : a structured information retrieval tool for interdisciplinary fields (2005) 0.01 
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  19. Jones, E.: ¬The FRBR model as applied to continuing resources (2005) 0.01 
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Authors

Years

Languages

  • e 40
  • d 6
  • m 2
  • nl 1
  • More… Less…

Types

  • a 36
  • m 9
  • el 2
  • More… Less…

Themes