Search (33 results, page 1 of 2)

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Abstract

When the Glasgow University Teaching with Independent Learning Technologies (TILT) project began in Jan 1993, its main aim was to demonstrate how IT could be successfully incorporated into university teaching within a single institution. 4 years later, TILT has demonstrated its value in many areas, particularly in library and study skills. More than 130 institutions both in the UK and overseas are now using the 5 hypertext information skills modules as a resource in their undergraduate teaching, and detailed evaluations of their effectiveness have been carried out. Discusses the development and evaluation of the courseware and details its transformation from Guide through Toolbook to WWW

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Abstract

Combines theory and practice of library user training into a framework for teaching information skills in school libraries. The main focus is on in secondary schools (ages 11-18) but teachers and librarians in upper primary and secondary schools and in further education colleges can bebefit from the work. The PLUS model proposed covers: purpose; location; use; and self evaluation. The intention is not to suggest that the PLUS model is radically different from other but to provide an integrated framework to be used both by pupils and those who support them

LCSH

Information technology / Study and teaching (Secondary) / Great Britain
Information resources / Study and teaching (Secondary) / Great Britain

Subject

Information technology / Study and teaching (Secondary) / Great Britain
Information resources / Study and teaching (Secondary) / Great Britain

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Abstract

This article describes design considerations of two interrelated programs that together make Learning Portfolio (LEAP) prototype system for accessing engineering information for engineers. The two programs are: Engineering Information Sources and Access (EISA), implemented as a Web-based self-learning prototype system; and Information Sources that Every Engineer should Know; ISEEK adds embedded instructional layer, representative queries, and constitutes the core layer of engineering sources for a beginner engineering student. Of analytical significance, the project has (1) defined indicators of information literacy (IL) for engineering students; (2) developed IL questionnaire to test engineering students' IL skills; (3) developed information literacy profile of engineering students under study; (4) assessed existing information resources, tools and search techniques. Of practical significance, we have: (5) applied students' responses in the design of EISA; (6) implemented the EISA information literacy program for engineers; (7) developed a series of hypertext-based tutorials each dealing with a specific IL issue; and (8) proposed set of the four design principles (i.e., understanding the user; active learning; conceptual model of teaching; and modularity). Finally, the article identifies and discusses future work

Imprint

Medford, NJ : Information Today

Series

Proceedings of the American Society for Information Science; vol.36

Source

Knowledge: creation, organization and use. Proceedings of the 62nd Annual Meeting of the American Society for Information Science, 31.10.-4.11.1999. Ed.: L. Woods

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Abstract

Outlines a research project being carried out at the Department of Library and Information Studies at Manchester Metropolitan University to study electronic access to remote CD-ROM networks and to integrated library systems for teaching students of library and information studies via the SuperJANET computer network. Gives a brief background to SuperJANET and teaching applications. Describes the aims and specific objectives of the project, details its context, anticipated benefits and outlines project management

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Source

Library science with a slant to documentation and information studies. 36(1999) no.1, S.3-9

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Abstract

Reports on a 1992 study, commissioned by the UK Universities and Research Councils Joint Network Team on the potential impact of the high speed SuperJANET network on teaching and learning practices in universities. Structured interviews with staff at Cambridge and Kent universities were used to predict and identify any inhibitors and actions necessary to ensure effective take up. Estimates the costs of providing infrastructures within sites. Follow up interviews were carried out in 1994. Increased optimism was found and an increased feed of active research into teaching using network resources

Source

New review of information networking. 1995, no.1, S.105-118

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Abstract

The interest of Australian academics in library and information studies is manifest in 2 themes: technology for information practice and technology for learning. These themes underlie the integration of information technology into education for information professionals. Surveys carried out in the early 1980s highlighted the applications of technology, particularly in online cataloguing and online searching. The study reported in this paper aimed to explore the extent of use and non-use od computer-assisted learning and teaching in Australian schools of library and information studies in the early 1990s. The results indicate more widespread use of computer-assisted learning than computer-assisted teaching. There is considerably diversity in courses where computer-assisted learning is included in the packages used by students. More than half of the schools surveyed have plans to extend computer-assisted learning over the next three years. In order to take full advantage of the potential of computer-assisted learning, academies in schools of library and information studies in Australia will need to cooperate with each other, with academics and industry-based colleagues in computer-based training and education, and with similar schools in overseas countries

Source

Information processing and management. 29(1993) no.2, S.249-256

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Abstract

Modern scholars are tormented by the abundance of electronically transmittable information available and the need to alter traditional ways of study and teaching based on it. Discusses the Information Infrastructure and Technology Act of 1992 to develop high-speed networking technology. It requires the National Science Formulation to fund educational software, provide teacher training and network primary and secondary schools. Describes available scholarly communication networks

Source

Information today. 9(1992) no.11, S.17-20

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Abstract

Library and information studies (LIS) education may be misreading the academic community's expectations. A programme's viability may hinge on a counterintuitive premise, where the academic culture allows each discipline to create its own criteria for its own evaluation. LIS programmes may have unwittingly assumed that adopting the scientific mode might gain the currency in the academic realm; yet there is little evidence that LIS programmes has the prerequisite infrastructure to compete with a science discipline in terms of sustained funded research, teaching assistant and postdoctoral assistant services, laboratory equipment, and other resources. Many LIS students and faculty do not come from the scientific disciplines, and this further inhibits their ability to compete in that arena. LIS programme and faculty evaluators have used criteria from the sciences to measure LIS progress and to determine individuals' suitability for promotion. Contends that this application of inappropriate criteria has done unnecessary harm to LIS and the individual involved. An examination of selected Committee on Accreditation (COA) self study responses and other sources indicates the LIS may misread the academic culture because LIS does not appear to be central to university governance. The waning of LIS's affiliation with libraries may do LIS irreparable harm and the focus may need to be recentred on educating librarians

Source

Journal of education for library and information science. 37(1996) no.4, S.306-316

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Content

Enthält die Beiträge: SVENONIUS, E.: The impact of computer technology on knowledge representations; SUKIASYAN, E.: Homo quaerens (the seeking man): on the problem of development of the reader's cognitive capacities in the searching process; SEKHAR, M. u. E.R. EKBOTE: Cognitive skills of conceptualisiation process and types of concepts; FROHMANN, B.: Cognitive paradigms and user needs; PERREAULT, J.M.: Not even the voice of a ghost: epistemology as a bridge from our bibliographical past to a new paradigm; McGARRY, D.: Displays of bibliographic records in call number order: functions of the displays and data elements needed; SRINIVASAN, P.: Knowledge organisation for information retrieval; AMBA, S. u. H. IYER: Contextual information needs: retrieval techniques and the research process; DHARMAPURIKAR, R.G.: Citation analysis: an important tool for knowledge organisation; IIVONEN, M.: Factors affecting the analysis of requests and the formulation of query statements; RAGHAVAN, K.S. u. P. SANKARALINGAM: Multiple subject representations and cognitive searches; HÖLZL, J.: Cognitive modelling of technology information; NOVAK, J.: The use of conceptual models in design and implementation of decision support systems; DUBEY, Y.P.: Modeling and simulation in the development of decision support systems for library resource sharing networks; UPADHYAY, P.: A 'path-model' in social and behavioural research; D'ALOISI, D.: Knowledge representation in human-computer interaction: a terminological representation; WAHLIN, E.: A universal system without ordering codes; UMARANI, A.: Knowledge classification: a permanent structure for dynamic knowledge; RAMADAS, J. u. U. NAIR: The system concept as a tool for knowledge representation: understanding the human body; SIVAREDDY, K. u. R.S.R. VARALAKSHMI: Organisation of knowledge in neurological sciences: a comparative study of secondary sources; PARAMESWARAN, M.: Propaedia of Encyclopaedia Britannica: a conceptual model of knowledge organisation; NEELAMEGHAN, A.: Ranganathan's generalised model of subject structure and modes of formation of subjects; SEETHARAMA, S.: Cognitive approach in information consolidation; NEGRINI, G.: Systematization of science and technology research; GANGEMI, A., GLANTI, M., GALEASSI, E. u. A.R. MORI: A compositional approach to acquire and represent knowledge from medical coding systems; DAHLBERG, I.: The network of knowledge fields: conceptual systematization in action; RAO, S.: Representing knowledge through legal concepts; RAHMSTORF, G.: Conceptual representations based on natural language phrases; KRISHNAMOORTHY, C.S.: Use of paradigms in classification of melodic scales; DAS, M.: Learning teaching cognitive paradigms in knowledge organisation; BUSCH, J.A.: Use of a relational database system to model the variability of historical source information; GOPINATH, M.A.: Creativity and knowledge organisiation: a cognitive interaction; YITZHAKI, M.: The variation in informativity of research papers with time and field; CURRAS, E.: Information science: information as a dialectic interactive system; SHRIVASTAVA, R.K.: Knowledge generating process: a conceptual model in ecosystematic framework; ROMANO, G.: An intelligent documentation system; WEIHS, E.: On the client-server concept of text related data; SATIJA, M.P.: Term-concept relation: a case study of Ranganathan's approach

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Abstract

The inability of students to evaluate information sources often results in lists of bibliographic references that may be termed, relative to student needs, value-zero citations. This problem has exacerbated by the advent of CD-ROM databases that may yield more but not necessariliy more relevant information to undergraduate students. Reports the findings of a 2-part study conducted at the Alexander Library, Rutgers Univ. to discover what problems students were having that led to this situation. The study emphasises a 2-tier value-added instructional model that incorporates the reaching of critical thinking skills, in terms of evaluating citation elements, and information sources

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Abstract

Provides a brief summary of an OCLC funded project 'Identifying barriers to effective subject access in library catalogues'. The study investigated the probability that a skilled catalogue user would retrieve 'the best' materials on some subject, and if they were unable to do so, to determine how this could be improved. The transformation of the card catalogue onto an online database has not improved subject access. Offers a view of research in the context of the education and research roles of the library and information science educator. Discusses the university research environment, teaching students research skills and OCLC

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Abstract

Reports results of a study that examined factors influencing the adoption and use of electronic networks by science and engineering faculty in 6 small universities in the southerneaster USA. Part of the study gathered data on the purpose, type, and extent of electronic communications. Data were gathered by mail questionnaire and by follow up site visits. Reports on 5 types of network use, electronic mail, electronic discussion groups, accessing remote databases, accessing remote computer facilities, and file transfer. For each service, data are reported for frequency of use by purpose: research, teaching administration, social and current awareness. Outlines preliminary use indicators for each service in terms of heavy and moderate use

Source

Journal of the American Society for Information Science. 48(1997) no.6, S.496-507

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Abstract

Reports a study of undergraduate students' use of computer-based information retrieval services in relation to their cognitive and learning styles. Includes a survey of staff at Sheffield University, UK on their use of computer databases and the extend to which undergraduates are made aware of these services. Results show that undergraduate use is low and varies greatly between students of differnt faculties. Student searching behaviour was found to be basic and their performance inadequate. Significant correlation's between cognitive and learning styles and search behaviour were found. Computer-assisted learning (CAL) packages were developed and customised for 3 departments. Guidelines were drawn up based on the project's findings for introducing a computerised information sources programme into the undergraduate curriculum and preparing CAL teaching packages on information skills

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Abstract

Advances in computer and communication technology technology have had an important impact on OPACs. The client server architecture model, the Internet, protocols, and standards such as Z39.50 have resulted in newly designed interfaces which reduce syntactic and semantic knowledge required to conduct effective online searches. Experimental OPACs have been developed in an attempt to assist users in conceptual transformation of their information needs into searchable queries. These experiments are based primarily on determining users' behaviour at the OPAC terminal, which needs much further study. Other non traditional models for storing and retrieving information should be considered to create an intuitive OPAC

Footnote

Beitrag eines Themenheftes "Cataloging and classification: trends, transformations, teaching, and training."

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Abstract

De Montfort University aims to develop an electronic library within 5 years based at its new campus at Milton Keynes. The concept is a teaching, learning and study environment in which information is held primarily in electronic form. It is closely linked to and will require the cooperation of the publishing and bookselling industries. A research project, ELINOR, has been set up, beginning with a 2 year pilot project to evaluate the use of document image processing technology involving the scanning of books, journals, and course materials into an image bank

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Abstract

The NLM Classication (NLMC) scheme was developed in 1946, using basic ideas from earlier schemes developed for organizing resources in support of teaching medicine and widely used in the USA for classifying information resources including pharmacy and pharmaceutics. Reports results of a study is to examine how the structure of the NLMC accomodates pharmaceutical literature and assess its adequacy, NLMC numbers assigned to 1.979 monographs with bibliographic records were examined. Analysis revealed that the structure of the NLMC brought together 42% of the literature in the sub-class QV 701-835 while another 41% was scattered throughout the NLMC scheme. Additionally, 17% was classified elsewhere in the LCC

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Abstract

Cyberculture is emerging as an interdisciplinary subject of academic study. Gives examples of the main areas of cyberculture: virtual identities, virtual communities, and virtual cities. Concludes with a range of online and printed resources designed to introduce the dynamic qualities of the subject

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Content

Introduction: incorporating the innovations - The cataloger - The Work-Wide Web: a cataloguging career for every librarian? - Changes in technical services and their effect of the role of catalogers and staff education: an overview - Cataloging across the curriculum: a syndetic structure for teaching cataloging - Nice work if you can get it? A study of patterns and trends in cataloging employment in the USA and the UK in the mid-1990s - The future of classification systems - Classification schemes: consultation with users and cooperation between editors - Classification and subject analysis: looking to the future at a distance - New technology and its implications - Knowledge, technology and research in cataloging - Webolution: rethinking the technical services knowledge base and culture in a Web-based information environment - A personal portable information interface: a model for meeting user needs in the networked information environment - The evolving OPAC - The Internet as a tool for descriptive cataloging - A director's perspective - The cataloger's future: a director's view

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Abstract

Assessment of Computer Based Training (CBT) are difficult to generalize, but some evidence suggests that CBT can be more cost effective that traditional classroom teaching, with comparable student learning. Reviews the current literature and describes an empirical study of CBT effectiveness for teaching microcomputer software in a required college level business class. Students were divided into an experimental class (using CBT) and a control group (using traditional lectures). An analysis of inflential learning factors could find no meaningful differences between these 2 groups. The statistical results of 6 different course performance measures indicated that the experimental students performed as well as the control studuents on homework assignements and hand-on skill tests, and were equally satisfied with their training