-
Hicks, A.: Moving beyond the descriptive : the grounded theory of mitigating risk and the theorisation of information literacy (2020)
0.16
0.16306327 = product of:
0.36689237 = sum of:
0.024663214 = weight(_text_:information in 5651) [ClassicSimilarity], result of:
0.024663214 = score(doc=5651,freq=26.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.34965688 = fieldWeight in 5651, product of:
5.0990195 = tf(freq=26.0), with freq of:
26.0 = termFreq=26.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0390625 = fieldNorm(doc=5651)
0.253233 = weight(_text_:literacy in 5651) [ClassicSimilarity], result of:
0.253233 = score(doc=5651,freq=22.0), product of:
0.23565711 = queryWeight, product of:
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.04018021 = queryNorm
1.0745825 = fieldWeight in 5651, product of:
4.690416 = tf(freq=22.0), with freq of:
22.0 = termFreq=22.0
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.0390625 = fieldNorm(doc=5651)
0.023465473 = weight(_text_:study in 5651) [ClassicSimilarity], result of:
0.023465473 = score(doc=5651,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.17961644 = fieldWeight in 5651, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0390625 = fieldNorm(doc=5651)
0.065530695 = weight(_text_:teaching in 5651) [ClassicSimilarity], result of:
0.065530695 = score(doc=5651,freq=2.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.30016068 = fieldWeight in 5651, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0390625 = fieldNorm(doc=5651)
0.44444445 = coord(4/9)
- Abstract
- Purpose Information literacy has been consistently undertheorised. The purpose of this paper is to contribute in the ongoing theorisation of information literacy by exploring the meaning and implications of the emergent grounded theory of mitigating risk for information literacy research and practice. Design/methodology/approach The grounded theory was produced through a qualitative study that was framed by practice theory and the theoretical constructs of cognitive authority and affordance, and employed constructivist grounded theory, semi-structured interviews and photo-elicitation methods to explore the information literacy practices of language-learners overseas. Findings This paper provides a theoretically rich exploration of language-learner information literacy practices while further identifying the importance of time, affect and information creation within information literacy research and practice as well as the need for the continued theorisation of information literacy concepts. Research limitations/implications The paper's constructivist grounded theorisation of information literacy remains localised and contextualised rather than generalisable. Practical implications The paper raises questions and points of reflection that may be used to inform the continued development of information literacy instruction and teaching practices. Originality/value This paper contributes to an increasingly sophisticated theoretical conceptualisation of information literacy as well as forming a basis for ongoing theoretical development in the field.
- Theme
- Information
-
Moreira dos Santos Macula, B.C.: ¬The Universal Decimal Classification in the organization of knowledge : representing the concept of ethics (2023)
0.10
0.09976075 = product of:
0.22446167 = sum of:
0.050406747 = weight(_text_:resource in 1128) [ClassicSimilarity], result of:
0.050406747 = score(doc=1128,freq=2.0), product of:
0.19147538 = queryWeight, product of:
4.765415 = idf(docFreq=1023, maxDocs=44218)
0.04018021 = queryNorm
0.26325446 = fieldWeight in 1128, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.765415 = idf(docFreq=1023, maxDocs=44218)
0.0390625 = fieldNorm(doc=1128)
0.023465473 = weight(_text_:study in 1128) [ClassicSimilarity], result of:
0.023465473 = score(doc=1128,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.17961644 = fieldWeight in 1128, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0390625 = fieldNorm(doc=1128)
0.13106139 = weight(_text_:teaching in 1128) [ClassicSimilarity], result of:
0.13106139 = score(doc=1128,freq=8.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.60032135 = fieldWeight in 1128, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0390625 = fieldNorm(doc=1128)
0.019528063 = product of:
0.039056126 = sum of:
0.039056126 = weight(_text_:evaluation in 1128) [ClassicSimilarity], result of:
0.039056126 = score(doc=1128,freq=2.0), product of:
0.16854395 = queryWeight, product of:
4.1947007 = idf(docFreq=1811, maxDocs=44218)
0.04018021 = queryNorm
0.23172665 = fieldWeight in 1128, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.1947007 = idf(docFreq=1811, maxDocs=44218)
0.0390625 = fieldNorm(doc=1128)
0.5 = coord(1/2)
0.44444445 = coord(4/9)
- Abstract
- Training in knowledge organization (KO) involves an understanding of theories for the construction, maintenance, use, and evaluation of logical documentary languages. Teaching these KO concepts in LIS programs are related basically to accessing documents and retrieving their intellectual content. This study focuses on access to documents and exploring the ethical theme in all its dimensions as applied to the teaching of an undergraduate discipline as part of a Bachelor of Library Science degree offered at the Federal University of Minas Gerais (UFMG). As a methodology, a Project-based Pedagogy strategy is used in the teaching of a discipline called "Classification Systems: UDC" for students to classify a documentary resource from a collection on ethics. The teaching of bibliographic classification requires students to learn how to use the mechanisms available to form a notation as well as to use a syntax schema (tables) appropriately. Students also learn to determine a place for the document in the collection, considering the knowledge represented in the collection as a whole. Altogether, such a practice can help students to understand the theory underlying a classification system. The results show that the students were able to understand the basic concepts of knowledge organization. The students were also able to observe that the elements of the different tables of a classification tool are essential mechanisms for the organization of knowledge in other contexts, especially for specific purposes.
-
Barité, M.; Parentelli, V.; Rodríguez Casaballe, N.; Suárez, M.V.: Interdisciplinarity and postgraduate teaching of knowledge organization (KO) : elements for a necessary dialogue (2023)
0.09
0.0889628 = product of:
0.2001663 = sum of:
0.0068403445 = weight(_text_:information in 1125) [ClassicSimilarity], result of:
0.0068403445 = score(doc=1125,freq=2.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.09697737 = fieldWeight in 1125, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0390625 = fieldNorm(doc=1125)
0.033185188 = weight(_text_:study in 1125) [ClassicSimilarity], result of:
0.033185188 = score(doc=1125,freq=4.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.25401598 = fieldWeight in 1125, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0390625 = fieldNorm(doc=1125)
0.1465311 = weight(_text_:teaching in 1125) [ClassicSimilarity], result of:
0.1465311 = score(doc=1125,freq=10.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.6711798 = fieldWeight in 1125, product of:
3.1622777 = tf(freq=10.0), with freq of:
10.0 = termFreq=10.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0390625 = fieldNorm(doc=1125)
0.013609659 = product of:
0.027219318 = sum of:
0.027219318 = weight(_text_:22 in 1125) [ClassicSimilarity], result of:
0.027219318 = score(doc=1125,freq=2.0), product of:
0.14070424 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.04018021 = queryNorm
0.19345059 = fieldWeight in 1125, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0390625 = fieldNorm(doc=1125)
0.5 = coord(1/2)
0.44444445 = coord(4/9)
- Abstract
- Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowledge organization systems with interdisciplinary visions, and in the expressions through which information is sought.
-
Hocker, J.; Schindler, C.; Rittberger, M.: Participatory design for ontologies : a case study of an open science ontology for qualitative coding schemas (2020)
0.06
0.062103126 = product of:
0.13973203 = sum of:
0.0077389665 = weight(_text_:information in 179) [ClassicSimilarity], result of:
0.0077389665 = score(doc=179,freq=4.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.10971737 = fieldWeight in 179, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.03125 = fieldNorm(doc=179)
0.026548153 = weight(_text_:study in 179) [ClassicSimilarity], result of:
0.026548153 = score(doc=179,freq=4.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.2032128 = fieldWeight in 179, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.03125 = fieldNorm(doc=179)
0.052424558 = weight(_text_:teaching in 179) [ClassicSimilarity], result of:
0.052424558 = score(doc=179,freq=2.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.24012855 = fieldWeight in 179, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.03125 = fieldNorm(doc=179)
0.053020354 = sum of:
0.0312449 = weight(_text_:evaluation in 179) [ClassicSimilarity], result of:
0.0312449 = score(doc=179,freq=2.0), product of:
0.16854395 = queryWeight, product of:
4.1947007 = idf(docFreq=1811, maxDocs=44218)
0.04018021 = queryNorm
0.18538132 = fieldWeight in 179, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.1947007 = idf(docFreq=1811, maxDocs=44218)
0.03125 = fieldNorm(doc=179)
0.021775454 = weight(_text_:22 in 179) [ClassicSimilarity], result of:
0.021775454 = score(doc=179,freq=2.0), product of:
0.14070424 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.04018021 = queryNorm
0.15476047 = fieldWeight in 179, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.03125 = fieldNorm(doc=179)
0.44444445 = coord(4/9)
- Abstract
- Purpose The open science movement calls for transparent and retraceable research processes. While infrastructures to support these practices in qualitative research are lacking, the design needs to consider different approaches and workflows. The paper bases on the definition of ontologies as shared conceptualizations of knowledge (Borst, 1999). The authors argue that participatory design is a good way to create these shared conceptualizations by giving domain experts and future users a voice in the design process via interviews, workshops and observations. Design/methodology/approach This paper presents a novel approach for creating ontologies in the field of open science using participatory design. As a case study the creation of an ontology for qualitative coding schemas is presented. Coding schemas are an important result of qualitative research, and reuse can yield great potential for open science making qualitative research more transparent, enhance sharing of coding schemas and teaching of qualitative methods. The participatory design process consisted of three parts: a requirement analysis using interviews and an observation, a design phase accompanied by interviews and an evaluation phase based on user tests as well as interviews. Findings The research showed several positive outcomes due to participatory design: higher commitment of users, mutual learning, high quality feedback and better quality of the ontology. However, there are two obstacles in this approach: First, contradictive answers by the interviewees, which needs to be balanced; second, this approach takes more time due to interview planning and analysis. Practical implications The implication of the paper is in the long run to decentralize the design of open science infrastructures and to involve parties affected on several levels. Originality/value In ontology design, several methods exist by using user-centered design or participatory design doing workshops. In this paper, the authors outline the potentials for participatory design using mainly interviews in creating an ontology for open science. The authors focus on close contact to researchers in order to build the ontology upon the expert's knowledge.
- Date
- 20. 1.2015 18:30:22
- Footnote
- Beitrag in einem Special Issue: Showcasing Doctoral Research in Information Science.
- Source
- Aslib journal of information management. 72(2020) no.4, S.671-685
-
St Jean, B.; Gorham, U.; Bonsignore, E.: Understanding human information behavior : when, how, and why people interact with information (2021)
0.06
0.059293974 = product of:
0.13341144 = sum of:
0.021889104 = weight(_text_:information in 205) [ClassicSimilarity], result of:
0.021889104 = score(doc=205,freq=32.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.3103276 = fieldWeight in 205, product of:
5.656854 = tf(freq=32.0), with freq of:
32.0 = termFreq=32.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.03125 = fieldNorm(doc=205)
0.0403254 = weight(_text_:resource in 205) [ClassicSimilarity], result of:
0.0403254 = score(doc=205,freq=2.0), product of:
0.19147538 = queryWeight, product of:
4.765415 = idf(docFreq=1023, maxDocs=44218)
0.04018021 = queryNorm
0.21060358 = fieldWeight in 205, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.765415 = idf(docFreq=1023, maxDocs=44218)
0.03125 = fieldNorm(doc=205)
0.018772379 = weight(_text_:study in 205) [ClassicSimilarity], result of:
0.018772379 = score(doc=205,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.14369315 = fieldWeight in 205, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.03125 = fieldNorm(doc=205)
0.052424558 = weight(_text_:teaching in 205) [ClassicSimilarity], result of:
0.052424558 = score(doc=205,freq=2.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.24012855 = fieldWeight in 205, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.03125 = fieldNorm(doc=205)
0.44444445 = coord(4/9)
- Abstract
- This introductory textbook for undergraduate students in information science, information studies, computer science, and related disciplines provides an applied grounding in information behavior. The book positions information behavior as a foundational element undergirding all of the information and computer science disciplines and professions.
This comprehensive text is the ideal resource for teaching human information behavior to undergraduate students. The text is organized in a thoughtful way to address all the most important aspects in an easy to digest manner, with the latter part of the book focusing on key areas of study within the information behavior field. The real world examples included in the text will appeal to undergraduate students and help them connect to what information behavior looks like in practice. The authors write in a winningly approachable style that will help students connect with the key concepts. I particularly like the inclusion of Discussion Questions which can be used by instructors as either homework or in class discussion points to foster a rich dialogue about each of the chapters. Applicable research studies are introduced in the text in an approachable way which will facilitate undergraduate engagement with the ongoing work in the discipline. The acronyms list and glossary at the back of the book are two additional, helpful resources for undergraduates to get caught up to speed on the most important topics under the umbrella of human information behavior.-- [Emily Vardell, PhD, assistant professor, School of Library and Information Management, Emporia State University]. Extremely accessible, comprehensive, and useful, Understanding Human Information Behavior: When, How, and Why People Interact with Information discusses the relevance and significance of its subject to our work and everyday life and is well-positioned to empower students to become helpful information and technology professionals.-- [Yan Zhang, associate professor, School of Information, The University of Texas at Austin].
-
Ekstrand, M.D.; Wright, K.L.; Pera, M.S.: Enhancing classroom instruction with online news (2020)
0.06
0.057965953 = product of:
0.1304234 = sum of:
0.018097851 = weight(_text_:information in 5844) [ClassicSimilarity], result of:
0.018097851 = score(doc=5844,freq=14.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.256578 = fieldWeight in 5844, product of:
3.7416575 = tf(freq=14.0), with freq of:
14.0 = termFreq=14.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0390625 = fieldNorm(doc=5844)
0.033185188 = weight(_text_:study in 5844) [ClassicSimilarity], result of:
0.033185188 = score(doc=5844,freq=4.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.25401598 = fieldWeight in 5844, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0390625 = fieldNorm(doc=5844)
0.065530695 = weight(_text_:teaching in 5844) [ClassicSimilarity], result of:
0.065530695 = score(doc=5844,freq=2.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.30016068 = fieldWeight in 5844, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0390625 = fieldNorm(doc=5844)
0.013609659 = product of:
0.027219318 = sum of:
0.027219318 = weight(_text_:22 in 5844) [ClassicSimilarity], result of:
0.027219318 = score(doc=5844,freq=2.0), product of:
0.14070424 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.04018021 = queryNorm
0.19345059 = fieldWeight in 5844, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0390625 = fieldNorm(doc=5844)
0.5 = coord(1/2)
0.44444445 = coord(4/9)
- Abstract
- Purpose This paper investigates how school teachers look for informational texts for their classrooms. Access to current, varied and authentic informational texts improves learning outcomes for K-12 students, but many teachers lack resources to expand and update readings. The Web offers freely available resources, but finding suitable ones is time-consuming. This research lays the groundwork for building tools to ease that burden. Design/methodology/approach This paper reports qualitative findings from a study in two stages: (1) a set of semistructured interviews, based on the critical incident technique, eliciting teachers' information-seeking practices and challenges; and (2) observations of teachers using a prototype teaching-oriented news search tool under a think-aloud protocol. Findings Teachers articulated different objectives and ways of using readings in their classrooms, goals and self-reported practices varied by experience level. Teachers struggled to formulate queries that are likely to return readings on specific course topics, instead searching directly for abstract topics. Experience differences did not translate into observable differences in search skill or success in the lab study. Originality/value There is limited work on teachers' information-seeking practices, particularly on how teachers look for texts for classroom use. This paper describes how teachers look for information in this context, setting the stage for future development and research on how to support this use case. Understanding and supporting teachers looking for information is a rich area for future research, due to the complexity of the information need and the fact that teachers are not looking for information for themselves.
- Date
- 20. 1.2015 18:30:22
- Source
- Aslib journal of information management. 72(2020) no.5, S.725-744
-
Reynolds, R.; Aromi, J.; McGowan, C.; Paris, B.: Digital divide, critical-, and crisis-informatics perspectives on K-12 emergency remote teaching during the pandemic (2022)
0.05
0.048880562 = product of:
0.14664169 = sum of:
0.009673708 = weight(_text_:information in 764) [ClassicSimilarity], result of:
0.009673708 = score(doc=764,freq=4.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.13714671 = fieldWeight in 764, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0390625 = fieldNorm(doc=764)
0.023465473 = weight(_text_:study in 764) [ClassicSimilarity], result of:
0.023465473 = score(doc=764,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.17961644 = fieldWeight in 764, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0390625 = fieldNorm(doc=764)
0.1135025 = weight(_text_:teaching in 764) [ClassicSimilarity], result of:
0.1135025 = score(doc=764,freq=6.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.5198936 = fieldWeight in 764, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0390625 = fieldNorm(doc=764)
0.33333334 = coord(3/9)
- Abstract
- The rapid deployment of emergency remote teaching in the pandemic presents sweeping societal-level information systems phenomena worthy of scholarly inquiry. This paper reports findings from teacher interviews conducted with K-12 public school teachers, exploring how digital access and use gaps in communities reflect wider digital and social inequalities as schools fulfilled emergency remote teaching mandates, becoming swept up into e-learning technology expansion trends propelled by mandates, and unfettered corporate edtech. Results show persistence of home and school level digital affordance gaps as hindrances to pandemic pedagogy. We build upon theory of the digital divide, and crisis and critical informatics literature considering how critical approaches to the study of socio-technical systems research can inform these understandings, providing insights into how localized digital inequities contribute to broader digital inequality and social inequality, in the educative processes expected of public education in democratic societies. Our work gives voice to one highly pressured and conflicted stakeholder in these dynamics-K-12 public school teachers-and demonstrates some of the ways in which digital inequity gaps may play a further magnifying role of societal division through expanding edtech deployment in K-12 grades, if current edtech trends hold.
- Source
- Journal of the Association for Information Science and Technology. 73(2022) no.12, S.1665-1680
-
Cheng, W.-N.; Khoo, C.S.G.: Information structures in sociology research papers : modeling cause-effect and comparison relations in research objective and result statements (2021)
0.04
0.04295365 = product of:
0.12886095 = sum of:
0.022686856 = weight(_text_:information in 387) [ClassicSimilarity], result of:
0.022686856 = score(doc=387,freq=22.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.32163754 = fieldWeight in 387, product of:
4.690416 = tf(freq=22.0), with freq of:
22.0 = termFreq=22.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0390625 = fieldNorm(doc=387)
0.040643394 = weight(_text_:study in 387) [ClassicSimilarity], result of:
0.040643394 = score(doc=387,freq=6.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.3111048 = fieldWeight in 387, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0390625 = fieldNorm(doc=387)
0.065530695 = weight(_text_:teaching in 387) [ClassicSimilarity], result of:
0.065530695 = score(doc=387,freq=2.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.30016068 = fieldWeight in 387, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0390625 = fieldNorm(doc=387)
0.33333334 = coord(3/9)
- Abstract
- When writing a research paper, the author has to select information to include in the paper to support various arguments. The information has to be organized and synthesized into a coherent whole through relationships and information structures. There is hardly any research on the information structure of research papers, and how information structure supports rhetorical and argument structures. Thus, this study is focused on information organization in the Abstract and Introduction sections of sociology research papers, analyzing the information structure of research objective, question, hypothesis, and result statements. The study is limited to research papers reporting research that investigated cause-effect relations between two concepts. Two semantic frames were developed to specify the types of information associated with cause-effect and comparison relations, and used as coding schemes to annotate the text for different information types. Six link patterns between the two frames were identified-showing how comparisons are used to support the claim that the cause-effect relation is valid. This study demonstrated how semantic frames can be incorporated in discourse analysis to identify deep structures underlying the argument structure. The results carry implications for the knowledge representation of academic research in knowledge graphs, for semantic relation extraction, and teaching of academic writing.
- Source
- Journal of the Association for Information Science and Technology. 72(2021) no.11, S.1367-1385
-
Bossaller, J.; Million, A.J.: ¬The research data life cycle, legacy data, and dilemmas in research data management (2023)
0.04
0.042222496 = product of:
0.12666748 = sum of:
0.008208414 = weight(_text_:information in 966) [ClassicSimilarity], result of:
0.008208414 = score(doc=966,freq=2.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.116372846 = fieldWeight in 966, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.046875 = fieldNorm(doc=966)
0.03982223 = weight(_text_:study in 966) [ClassicSimilarity], result of:
0.03982223 = score(doc=966,freq=4.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.3048192 = fieldWeight in 966, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.046875 = fieldNorm(doc=966)
0.07863684 = weight(_text_:teaching in 966) [ClassicSimilarity], result of:
0.07863684 = score(doc=966,freq=2.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.36019284 = fieldWeight in 966, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.046875 = fieldNorm(doc=966)
0.33333334 = coord(3/9)
- Abstract
- This paper presents findings from an interview study of research data managers in academic data archives. Our study examined policies and professional autonomy with a focus on dilemmas encountered in everyday work by data managers. We found that dilemmas arose at every stage of the research data lifecycle, and legacy data presents particularly vexing challenges. The iFields' emphasis on knowledge organization and representation provides insight into how data, used by scientists, are used to create knowledge. The iFields' disciplinary emphasis also encompasses the sociotechnical complexity of dilemmas that we found arise in research data management. Therefore, we posit that iSchools are positioned to contribute to data science education by teaching about ethics and infrastructure used to collect, organize, and disseminate data through problem-based learning.
- Source
- Journal of the Association for Information Science and Technology. 74(2023) no.6, S.701-706
-
Zhang, P.; Soergel, D.: Cognitive mechanisms in sensemaking : a qualitative user study (2020)
0.04
0.038490415 = product of:
0.11547124 = sum of:
0.016755354 = weight(_text_:information in 5614) [ClassicSimilarity], result of:
0.016755354 = score(doc=5614,freq=12.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.23754507 = fieldWeight in 5614, product of:
3.4641016 = tf(freq=12.0), with freq of:
12.0 = termFreq=12.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0390625 = fieldNorm(doc=5614)
0.033185188 = weight(_text_:study in 5614) [ClassicSimilarity], result of:
0.033185188 = score(doc=5614,freq=4.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.25401598 = fieldWeight in 5614, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0390625 = fieldNorm(doc=5614)
0.065530695 = weight(_text_:teaching in 5614) [ClassicSimilarity], result of:
0.065530695 = score(doc=5614,freq=2.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.30016068 = fieldWeight in 5614, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0390625 = fieldNorm(doc=5614)
0.33333334 = coord(3/9)
- Abstract
- Throughout an information search, a user needs to make sense of the information found to create an understanding. This requires cognitive effort that can be demanding. Building on prior sensemaking models and expanding them with ideas from learning and cognitive psychology, we examined the use of cognitive mechanisms during individual sensemaking. We conducted a qualitative user study of 15 students who searched for and made sense of information for business analysis and news writing tasks. Through the analysis of think-aloud protocols, recordings of screen movements, intermediate work products of sensemaking, including notes and concept maps, and final reports, we observed the use of 17 data-driven and structure-driven mechanisms for processing new information, examining individual concepts and relationships, and detecting anomalies. These cognitive mechanisms, as the basic operators that move sensemaking forward, provide in-depth understanding of how people process information to produce sense. Meaningful learning and sensemaking are closely related, so our findings apply to learning as well. Our results contribute to a better understanding of the sensemaking process-how people think-and this better understanding can inform the teaching of thinking skills and the design of improved sensemaking assistants and mind tools.
- Source
- Journal of the Association for Information Science and Technology. 71(2020) no.2, S.158-171
-
Hjoerland, B.: Education in knowledge organization (KO) (2023)
0.03
0.0343393 = product of:
0.15452686 = sum of:
0.023465473 = weight(_text_:study in 1124) [ClassicSimilarity], result of:
0.023465473 = score(doc=1124,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.17961644 = fieldWeight in 1124, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0390625 = fieldNorm(doc=1124)
0.13106139 = weight(_text_:teaching in 1124) [ClassicSimilarity], result of:
0.13106139 = score(doc=1124,freq=8.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.60032135 = fieldWeight in 1124, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0390625 = fieldNorm(doc=1124)
0.22222222 = coord(2/9)
- Abstract
- This article provides analyses, describes dilemmas, and suggests way forwards in the teaching of knowledge organization (KO). The general assumption of the article is that theoretical problems in KO must be the point of departure for teaching KO. Section 2 addresses the teaching of practical, applied and professional KO, focusing on learning about specific knowledge organization systems (KOS), specific standards, and specific methods for organizing knowledge, but provides arguments for not isolating these aspects from theoretical issues. Section 3 is about teaching theoretical and academic KO, in which the focus is on examining the bases on which KOSs and knowledge organization processes such as classifying and indexing are founded. This basically concerns concepts and conceptual relations and should not be based on prejudices about the superiority of either humans or computers for KO. Section 4 is about the study of education in KO, which is considered important because it is about how the field is monitoring itself and about how it should be shaping its own future. Section 5 is about the role of the ISKO Encyclopedia of Knowledge Organization in education of KO, emphasizing the need for an interdisciplinary source that may help improve the conceptual clarity in the field. The conclusion suggests some specific recommendations for curricula in KO based on the author's view of KO.
