-
Stacey, Alison; Stacey, Adrian: Effective information retrieval from the Internet : an advanced user's guide (2004)
0.09
0.09486047 = product of:
0.17074884 = sum of:
0.021889104 = weight(_text_:information in 4497) [ClassicSimilarity], result of:
0.021889104 = score(doc=4497,freq=32.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.3103276 = fieldWeight in 4497, 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=4497)
0.0403254 = weight(_text_:resource in 4497) [ClassicSimilarity], result of:
0.0403254 = score(doc=4497,freq=2.0), product of:
0.19147538 = queryWeight, product of:
4.765415 = idf(docFreq=1023, maxDocs=44218)
0.04018021 = queryNorm
0.21060358 = fieldWeight in 4497, 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=4497)
0.018772379 = weight(_text_:study in 4497) [ClassicSimilarity], result of:
0.018772379 = score(doc=4497,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.14369315 = fieldWeight in 4497, 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=4497)
0.07413952 = weight(_text_:teaching in 4497) [ClassicSimilarity], result of:
0.07413952 = score(doc=4497,freq=4.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.33959305 = fieldWeight in 4497, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.03125 = fieldNorm(doc=4497)
0.01562245 = product of:
0.0312449 = sum of:
0.0312449 = weight(_text_:evaluation in 4497) [ClassicSimilarity], result of:
0.0312449 = score(doc=4497,freq=2.0), product of:
0.16854395 = queryWeight, product of:
4.1947007 = idf(docFreq=1811, maxDocs=44218)
0.04018021 = queryNorm
0.18538132 = fieldWeight in 4497, 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=4497)
0.5 = coord(1/2)
0.5555556 = coord(5/9)
- Abstract
- This book provides practical strategies which enable the advanced web user to locate information effectively and to form a precise evaluation of the accuracy of that information. Although the book provides a brief but thorough review of the technologies which are currently available for these purposes, most of the book concerns practical `future-proof' techniques which are independent of changes in the tools available. For example, the book covers: how to retrieve salient information quickly; how to remove or compensate for bias; and tuition of novice Internet users.
- Content
- Key Features - Importantly, the book enables readers to develop strategies which will continue to be useful despite the rapidly-evolving state of the Internet and Internet technologies - it is not about technological `tricks'. - Enables readers to be aware of and compensate for bias and errors which are ubiquitous an the Internet. - Provides contemporary information an the deficiencies in web skills of novice users as well as practical techniques for teaching such users. The Authors Dr Alison Stacey works at the Learning Resource Centre, Cambridge Regional College. Dr Adrian Stacey, formerly based at Cambridge University, is a software programmer. Readership The book is aimed at a wide range of librarians and other information professionals who need to retrieve information from the Internet efficiently, to evaluate their confidence in the information they retrieve and/or to train others to use the Internet. It is primarily aimed at intermediate to advanced users of the Internet. Contents Fundamentals of information retrieval from the Internet - why learn web searching technique; types of information requests; patterns for information retrieval; leveraging the technology: Search term choice: pinpointing information an the web - why choose queries carefully; making search terms work together; how to pick search terms; finding the 'unfindable': Blas an the Internet - importance of bias; sources of bias; usergenerated bias: selecting information with which you already agree; assessing and compensating for bias; case studies: Query reformulation and longer term strategies - how to interact with your search engine; foraging for information; long term information retrieval: using the Internet to find trends; automating searches: how to make your machine do your work: Assessing the quality of results- how to assess and ensure quality: The novice user and teaching internet skills - novice users and their problems with the web; case study: research in a college library; interpreting 'second hand' web information.
-
Sadler, E.; Given, L.M.: Affordance theory : a framework for graduate students' information behavior (2007)
0.09
0.09434247 = product of:
0.21227056 = sum of:
0.015295476 = weight(_text_:information in 742) [ClassicSimilarity], result of:
0.015295476 = score(doc=742,freq=10.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.21684799 = fieldWeight in 742, product of:
3.1622777 = tf(freq=10.0), with freq of:
10.0 = termFreq=10.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0390625 = fieldNorm(doc=742)
0.10797891 = weight(_text_:literacy in 742) [ClassicSimilarity], result of:
0.10797891 = score(doc=742,freq=4.0), product of:
0.23565711 = queryWeight, product of:
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.04018021 = queryNorm
0.4582035 = fieldWeight in 742, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.0390625 = fieldNorm(doc=742)
0.023465473 = weight(_text_:study in 742) [ClassicSimilarity], result of:
0.023465473 = score(doc=742,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.17961644 = fieldWeight in 742, 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=742)
0.065530695 = weight(_text_:teaching in 742) [ClassicSimilarity], result of:
0.065530695 = score(doc=742,freq=2.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.30016068 = fieldWeight in 742, 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=742)
0.44444445 = coord(4/9)
- Abstract
- Purpose - This study seeks to apply ecological psychology's concept of "affordance" to graduate students' information behavior in the academic library, and to explore the extent to which the affordances experienced by graduate students differed from the affordances librarians were attempting to provide. Design/methodology/approach - In-depth, qualitative interviews with graduate students and academic librarians explored how the students perceived and used the library's various "opportunities for action" (e.g. books, databases, instructional sessions, librarians, physical space, etc.) and compared these perceptions and behavior with librarians' intentions and expectations. Findings - Findings indicate a disparity between expectations and experience and point to graduate students as an underserved population in this context, especially in terms of the library's outreach efforts. In addition, because graduate students are increasingly teaching introductory undergraduate courses, communication methods that bypass graduate students tend to miss undergraduate students as well. Practical implications - Practical implications discussed in this paper include possible methods of improving communication channels between graduate students and academic librarians, and considerations for information literacy instruction. Originality/value - This paper presents a unique perspective by using affordance theory to frame students and librarians' expectations about library services. The findings are particularly valuable for their implications for library-patron communication and information literacy.
- Footnote
- Beitrag in einem Themenheft "Human information behavior"
-
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.
-
Education for library cataloging : international perspectives (2006)
0.09
0.0887002 = product of:
0.15966035 = sum of:
0.005923913 = weight(_text_:information in 207) [ClassicSimilarity], result of:
0.005923913 = score(doc=207,freq=6.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.083984874 = fieldWeight in 207, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.01953125 = fieldNorm(doc=207)
0.025203373 = weight(_text_:resource in 207) [ClassicSimilarity], result of:
0.025203373 = score(doc=207,freq=2.0), product of:
0.19147538 = queryWeight, product of:
4.765415 = idf(docFreq=1023, maxDocs=44218)
0.04018021 = queryNorm
0.13162723 = fieldWeight in 207, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.765415 = idf(docFreq=1023, maxDocs=44218)
0.01953125 = fieldNorm(doc=207)
0.026235199 = weight(_text_:study in 207) [ClassicSimilarity], result of:
0.026235199 = score(doc=207,freq=10.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.20081729 = fieldWeight in 207, product of:
3.1622777 = tf(freq=10.0), with freq of:
10.0 = termFreq=10.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.01953125 = fieldNorm(doc=207)
0.0926744 = weight(_text_:teaching in 207) [ClassicSimilarity], result of:
0.0926744 = score(doc=207,freq=16.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.42449132 = fieldWeight in 207, product of:
4.0 = tf(freq=16.0), with freq of:
16.0 = termFreq=16.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.01953125 = fieldNorm(doc=207)
0.009623482 = product of:
0.019246964 = sum of:
0.019246964 = weight(_text_:22 in 207) [ClassicSimilarity], result of:
0.019246964 = score(doc=207,freq=4.0), product of:
0.14070424 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.04018021 = queryNorm
0.13679022 = fieldWeight in 207, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.01953125 = fieldNorm(doc=207)
0.5 = coord(1/2)
0.5555556 = coord(5/9)
- Classification
- 025.3/071 22
- Content
- Inhalt: Education and training for cataloguing at the University of Botswana Library : an overview / Rose Tiny Kgosiemang -- The relevance of cataloguing in library science curriculum in Cross River State of Nigeria in this technological age / J.I. Iwe -- The education and training of cataloguing students in South Africa through distance education / Linda M. Cloete -- Education of cataloging and classification in China / Zhanghua Ma -- The status quo and future development of cataloging and classification education in China / Li Si -- Education for knowledge organization : the Indian scene / K.S. Raghavan -- Current status of cataloging and classification education in Japan / Shoichi Taniguchi -- A study on the job training and self-training of the cataloging and classification librarians working in South Korean academic libraries / Chul-Wan Kwak -- Beyond our expectations : a review of an independent learning module in descriptive cataloguing at the Queensland University of for cataloguing and classification in Australia / Ross Harvey, Susan Reynolds -- Education for cataloging and classification in Austria and Germany / Monika Münnich, Heidi Zotter-Straka, Petra Hauke -- Education and training on studies and professional librarianship schools / Anna Sitarska -- Cataloging education on the sunny side of the Alps / Jerry D. Saye, Alenka ^Sauperl -- Education for cataloging in Spanish universities : a descriptive and López-Cózar -- Education and training for cataloguing and classification in the British Isles / J.H. Bowman -- The teaching of information processing in the University of Buenos Aires, Argentina / Elsa E. Barber, Silvia L. Pisano -- Education for cataloging and classification in Mexico / Filiberto Felipe Martínez Arellano -- Education for cataloging and related areas in Peru / Ana María Talavera Ibarra -- Cataloging and classification education in Egypt : stressing the fundamentals while moving toward automated applications / Mohammed Fat'hy Abdel Hady, Ali Kamal Shaker -- An account of cataloging and classification education in Iranian universities / Mortaza Kokabi -- Cataloging instruction in Israel / Snunith Shoham -- Continuing education for catalogers in Saudi Arabia / Zahiruddin Khurshid.
- DDC
- 025.3/071 22
- Footnote
- Rez. in: KO 33(2006) no.2, S.119-20 (S.S. Intner): "This survey of cataloging education around the world offers readers a rich menu of experiences, educational offerings, and approaches to the subject of cataloging education as it is currently practiced in 24 countries of the world, excluding the United States and Canada. The exclusion does not mean that English-speaking countries are entirely absent from the book, however. Two nations outside North America, South Africa (in one chapter) and Australia (in two chapters), are covered. The chapters are organized geographically, beginning with the African continent, and followed by several each under headings for Asia, Australia (two chapters), Europe, Latin America, and the Middle East. Nations whose cataloging education programs are described include (in order of presentation) Botswana, Nigeria, South Africa, China (both the People's Republic of China and Taiwan), India, Japan, South Korea, Australia, Austria and Germany (described together in one chapter), Poland, Slovenia, Spain, the British Isles (England, Scotland, and Wales), Argentina, Mexico, Peru, Egypt, Iran, Israel, and Saudi Arabia. As readers might expect, many chapters reflect common experiences among the countries, particularly regarding the proliferation of subjects in competition with cataloging and classification in library school curricula. There are also some common problems, such as dealing with the changes in education and training prompted by automation. Generally, computer-based cataloging is not a new issue anywhere, although in some areas of the world, catalogers still work with manual systems. Describing cataloging education in Nigeria, J. I. Iwe states: "... the card catalogue is still being used in all libraries, including the University of Calabar library where the only library school in the state exists (p. 33)." In other places, computer infrastructure has developed to a level that supports coursework online. As Linda M. Cloete writes, "The ultimate goal of the training resource program is to develop an online, fully interactive course: an online virtual cataloging classroom (p. 66)."
The eternal debate in the teaching of cataloging over theory versus practice emerges in this volume. As Li Si suggests in describing cataloging education in the People's Republic of China, the matter might be laid at the door of the faculty, stating, "Although the majority of teaching faculty members in the library and information science programs have a solid theoretical foundation from their school education and training, they do not normally possess practical work experience in their field of specialty and they are not familiar with the application of technologies in the field. In order to enhance their practical skills, these faculty members should be given the opportunity to work in libraries... This way, they would be able to put theory into practice and gain rich, practical field experience, thus improving the relevance and quality of their teaching (p. 97)." One wonders how warmly faculty members would welcome that kind of opportunity! On the other hand, in many places, onthe-job training is weak, as Shoichi Taniguchi describes it in Japan, "on the job training and continuing education are neither encouraged nor promoted (p. 132)." Among the most interesting and important aspects of this book are the tables of hard data it presents. Almost every chapter reports on surveys done by the authors on the state of library education in general and/or the kinds of offerings in cataloging and classification available within their countries. Some authors also include statistics on the numbers of persons receiving certificates, diplomas, and/or master's degrees, which is useful in understanding the different levels of expertise being developed over time. While one could argue that there are gaps in coverage, with large, influential countries such as France and Italy in Europe, Brazil, Bolivia, and Chile in South America, and Thailand and Myanmar in Asia, left out of the book, for the most part there is good representation from different parts of the globe. Education for Library Cataloging is a good choice as a textbook for coursework in International Librarianship as well as a primer in what to expect if one's information center is affiliated with partners outside the United States and Canada. This book should be seen as an important "must read" for all library students and practitioners concerned about issues of increasing globalization in bibliographic control. It is highly recommended."
- LCSH
- Cataloging / Study and teaching
Classification / Study and teaching
- Subject
- Cataloging / Study and teaching
Classification / Study and teaching
-
Shoffner, M.; Greenberg, J.; Kramer-Duffield, J.; Woodbury, D.: Web 2.0 semantic systems : collaborative learning in science (2008)
0.09
0.088156395 = product of:
0.1586815 = sum of:
0.0077389665 = weight(_text_:information in 2661) [ClassicSimilarity], result of:
0.0077389665 = score(doc=2661,freq=4.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.10971737 = fieldWeight in 2661, 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=2661)
0.06108209 = weight(_text_:literacy in 2661) [ClassicSimilarity], result of:
0.06108209 = score(doc=2661,freq=2.0), product of:
0.23565711 = queryWeight, product of:
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.04018021 = queryNorm
0.25919902 = fieldWeight in 2661, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.03125 = fieldNorm(doc=2661)
0.026548153 = weight(_text_:study in 2661) [ClassicSimilarity], result of:
0.026548153 = score(doc=2661,freq=4.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.2032128 = fieldWeight in 2661, 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=2661)
0.052424558 = weight(_text_:teaching in 2661) [ClassicSimilarity], result of:
0.052424558 = score(doc=2661,freq=2.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.24012855 = fieldWeight in 2661, 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=2661)
0.010887727 = product of:
0.021775454 = sum of:
0.021775454 = weight(_text_:22 in 2661) [ClassicSimilarity], result of:
0.021775454 = score(doc=2661,freq=2.0), product of:
0.14070424 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.04018021 = queryNorm
0.15476047 = fieldWeight in 2661, 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=2661)
0.5 = coord(1/2)
0.5555556 = coord(5/9)
- Abstract
- The basic goal of education within a discipline is to transform a novice into an expert. This entails moving the novice toward the "semantic space" that the expert inhabits-the space of concepts, meanings, vocabularies, and other intellectual constructs that comprise the discipline. Metadata is significant to this goal in digitally mediated education environments. Encoding the experts' semantic space not only enables the sharing of semantics among discipline scientists, but also creates an environment that bridges the semantic gap between the common vocabulary of the novice and the granular descriptive language of the seasoned scientist (Greenberg, et al, 2005). Developments underlying the Semantic Web, where vocabularies are formalized in the Web Ontology Language (OWL), and Web 2.0 approaches of user-generated folksonomies provide an infrastructure for linking vocabulary systems and promoting group learning via metadata literacy. Group learning is a pedagogical approach to teaching that harnesses the phenomenon of "collective intelligence" to increase learning by means of collaboration. Learning a new semantic system can be daunting for a novice, and yet it is integral to advance one's knowledge in a discipline and retain interest. These ideas are key to the "BOT 2.0: Botany through Web 2.0, the Memex and Social Learning" project (Bot 2.0).72 Bot 2.0 is a collaboration involving the North Carolina Botanical Garden, the UNC SILS Metadata Research center, and the Renaissance Computing Institute (RENCI). Bot 2.0 presents a curriculum utilizing a memex as a way for students to link and share digital information, working asynchronously in an environment beyond the traditional classroom. Our conception of a memex is not a centralized black box but rather a flexible, distributed framework that uses the most salient and easiest-to-use collaborative platforms (e.g., Facebook, Flickr, wiki and blog technology) for personal information management. By meeting students "where they live" digitally, we hope to attract students to the study of botanical science. A key aspect is to teach students scientific terminology and about the value of metadata, an inherent function in several of the technologies and in the instructional approach we are utilizing. This poster will report on a study examining the value of both folksonomies and taxonomies for post-secondary college students learning plant identification. Our data is drawn from a curriculum involving a virtual independent learning portion and a "BotCamp" weekend at UNC, where students work with digital plan specimens that they have captured. Results provide some insight into the importance of collaboration and shared vocabulary for gaining confidence and for student progression from novice to expert in botany.
- Source
- Metadata for semantic and social applications : proceedings of the International Conference on Dublin Core and Metadata Applications, Berlin, 22 - 26 September 2008, DC 2008: Berlin, Germany / ed. by Jane Greenberg and Wolfgang Klas
-
Borgman, C.L.; Smart, L.J.; Millwood, K.A.; Finley, J.R.; Champeny, L.; Gilliland, A.J.; Leazer, G.H.: Comparing faculty information seeking in teaching and research : implications for the design of digital libraries (2005)
0.09
0.08504152 = product of:
0.19134343 = sum of:
0.013404284 = weight(_text_:information in 3231) [ClassicSimilarity], result of:
0.013404284 = score(doc=3231,freq=12.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.19003606 = fieldWeight in 3231, product of:
3.4641016 = tf(freq=12.0), with freq of:
12.0 = termFreq=12.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.03125 = fieldNorm(doc=3231)
0.018772379 = weight(_text_:study in 3231) [ClassicSimilarity], result of:
0.018772379 = score(doc=3231,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.14369315 = fieldWeight in 3231, 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=3231)
0.14827904 = weight(_text_:teaching in 3231) [ClassicSimilarity], result of:
0.14827904 = score(doc=3231,freq=16.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.6791861 = fieldWeight in 3231, product of:
4.0 = tf(freq=16.0), with freq of:
16.0 = termFreq=16.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.03125 = fieldNorm(doc=3231)
0.010887727 = product of:
0.021775454 = sum of:
0.021775454 = weight(_text_:22 in 3231) [ClassicSimilarity], result of:
0.021775454 = score(doc=3231,freq=2.0), product of:
0.14070424 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.04018021 = queryNorm
0.15476047 = fieldWeight in 3231, 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=3231)
0.5 = coord(1/2)
0.44444445 = coord(4/9)
- Abstract
- ADEPT is a 5-year project whose goals are to develop, deploy, and evaluate inquiry learning capabilities for the Alexandria Digital Library, an extant digital library of primary sources in geography. We interviewed nine geography faculty members who teach undergraduate courses about their information seeking for research and teaching and their use of information resources in teaching. These data were supplemented by interviews with four faculty members from another ADEPT study about the nature of knowledge in geography. Among our key findings are that geography faculty are more likely to encounter useful teaching resources while seeking research resources than vice versa, although the influence goes in both directions. Their greatest information needs are for research data, maps, and images. They desire better searching by concept or theme, in addition to searching by location and place name. They make extensive use of their own research resources in their teaching. Among the implications for functionality and architecture of geographic digital libraries for educational use are that personal digital libraries are essential, because individual faculty members have personalized approaches to selecting, collecting, and organizing teaching resources. Digital library services for research and teaching should include the ability to import content from common office software and to store content in standard formats that can be exported to other applications. Digital library services can facilitate sharing among faculty but cannot overcome barriers such as intellectual property rights, access to proprietary research data, or the desire of individuals to maintain control over their own resources. Faculty use of primary and secondary resources needs to be better understood if we are to design successful digital libraries for research and teaching.
- Date
- 3. 6.2005 20:40:22
- Source
- Journal of the American Society for Information Science and Technology. 56(2005) no.6, S.636-657
- Theme
- Information Gateway
-
Börner, K.: Atlas of knowledge : anyone can map (2015)
0.08
0.082549475 = product of:
0.18573631 = sum of:
0.01160845 = weight(_text_:information in 3355) [ClassicSimilarity], result of:
0.01160845 = score(doc=3355,freq=4.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.16457605 = fieldWeight in 3355, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.046875 = fieldNorm(doc=3355)
0.03982223 = weight(_text_:study in 3355) [ClassicSimilarity], result of:
0.03982223 = score(doc=3355,freq=4.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.3048192 = fieldWeight in 3355, 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=3355)
0.11120928 = weight(_text_:teaching in 3355) [ClassicSimilarity], result of:
0.11120928 = score(doc=3355,freq=4.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.5093896 = fieldWeight in 3355, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.046875 = fieldNorm(doc=3355)
0.023096358 = product of:
0.046192717 = sum of:
0.046192717 = weight(_text_:22 in 3355) [ClassicSimilarity], result of:
0.046192717 = score(doc=3355,freq=4.0), product of:
0.14070424 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.04018021 = queryNorm
0.32829654 = fieldWeight in 3355, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.046875 = fieldNorm(doc=3355)
0.5 = coord(1/2)
0.44444445 = coord(4/9)
- Date
- 22. 1.2017 16:54:03
22. 1.2017 17:10:56
- LCSH
- Information visualization
Science / Study and teaching / Graphic methods
- Subject
- Information visualization
Science / Study and teaching / Graphic methods
-
Fisher, S.; Oulton, T.; Wood, T.: Teaching and training of the information profession using SuperJANET (1994)
0.08
0.07936843 = product of:
0.23810527 = sum of:
0.018956522 = weight(_text_:information in 7870) [ClassicSimilarity], result of:
0.018956522 = score(doc=7870,freq=6.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.2687516 = fieldWeight in 7870, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0625 = fieldNorm(doc=7870)
0.037544757 = weight(_text_:study in 7870) [ClassicSimilarity], result of:
0.037544757 = score(doc=7870,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.2873863 = fieldWeight in 7870, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0625 = fieldNorm(doc=7870)
0.181604 = weight(_text_:teaching in 7870) [ClassicSimilarity], result of:
0.181604 = score(doc=7870,freq=6.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.8318297 = fieldWeight in 7870, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0625 = fieldNorm(doc=7870)
0.33333334 = coord(3/9)
- 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
-
Gopinath, M.A.: Curricula in teaching classification and indexing in advanced courses in library and information science : a case study (1999)
0.08
0.07893591 = product of:
0.23680772 = sum of:
0.0232169 = weight(_text_:information in 6821) [ClassicSimilarity], result of:
0.0232169 = score(doc=6821,freq=4.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.3291521 = fieldWeight in 6821, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.09375 = fieldNorm(doc=6821)
0.05631714 = weight(_text_:study in 6821) [ClassicSimilarity], result of:
0.05631714 = score(doc=6821,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.43107945 = fieldWeight in 6821, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.09375 = fieldNorm(doc=6821)
0.15727368 = weight(_text_:teaching in 6821) [ClassicSimilarity], result of:
0.15727368 = score(doc=6821,freq=2.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.7203857 = fieldWeight in 6821, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.09375 = fieldNorm(doc=6821)
0.33333334 = coord(3/9)
- Source
- Library science with a slant to documentation and information studies. 36(1999) no.1, S.3-9
-
Scalise, K.; Bernbaum, D.J.; Timms, M.; Harrell, S.V.; Burmester, K.; Kennedy, C.A.; Wilson, M.: Adaptive technology for e-learning : principles and case studies of an emerging field (2007)
0.08
0.07600442 = product of:
0.17100994 = sum of:
0.008208414 = weight(_text_:information in 1323) [ClassicSimilarity], result of:
0.008208414 = score(doc=1323,freq=2.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.116372846 = fieldWeight in 1323, 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=1323)
0.02815857 = weight(_text_:study in 1323) [ClassicSimilarity], result of:
0.02815857 = score(doc=1323,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.21553972 = fieldWeight in 1323, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.046875 = fieldNorm(doc=1323)
0.11120928 = weight(_text_:teaching in 1323) [ClassicSimilarity], result of:
0.11120928 = score(doc=1323,freq=4.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.5093896 = fieldWeight in 1323, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.046875 = fieldNorm(doc=1323)
0.023433676 = product of:
0.046867352 = sum of:
0.046867352 = weight(_text_:evaluation in 1323) [ClassicSimilarity], result of:
0.046867352 = score(doc=1323,freq=2.0), product of:
0.16854395 = queryWeight, product of:
4.1947007 = idf(docFreq=1811, maxDocs=44218)
0.04018021 = queryNorm
0.278072 = fieldWeight in 1323, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.1947007 = idf(docFreq=1811, maxDocs=44218)
0.046875 = fieldNorm(doc=1323)
0.5 = coord(1/2)
0.44444445 = coord(4/9)
- Abstract
- This article discusses the rapidly emerging field of computer-based assessment for adaptive content in e-learning (National Research Council, 2001), which we call differentiated e-learning. In e-learning products, a variety of assessment approaches are being used for such diverse purposes as adaptive delivery of content, individualizing learning materials, dynamic feedback, cognitive diagnosis, score reporting, and course placement (Gifford, 2001). A recent paper at the General Teaching Council Conference in London, England, on teaching, learning, and accountability described assessment for personalized learning through e-learning products as a quiet revolution taking place in education (Hopkins, 2004). In our study, we examine approaches for the use of assessment evidence in e-learning in four case studies. The products in the case studies were selected for exhibiting at least one exemplary aspect regarding assessment and measurement. The principles of the Berkeley Evaluation & Assessment Research Center Assessment System (Wilson & Sloane, 2000) are used as a framework of analysis for these products with respect to key measurement principles.
- Source
- Journal of the American Society for Information Science and Technology. 58(2007) no.14, S.2295-2309
-
Laurie, B.A.E.; Roberts, S.A.: ¬The convergence of information systems and information management : environmental changes and pedagogical challenges (2008)
0.07
0.07001917 = product of:
0.2100575 = sum of:
0.024625242 = weight(_text_:information in 2567) [ClassicSimilarity], result of:
0.024625242 = score(doc=2567,freq=18.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.34911853 = fieldWeight in 2567, product of:
4.2426405 = tf(freq=18.0), with freq of:
18.0 = termFreq=18.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.046875 = fieldNorm(doc=2567)
0.02815857 = weight(_text_:study in 2567) [ClassicSimilarity], result of:
0.02815857 = score(doc=2567,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.21553972 = fieldWeight in 2567, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.046875 = fieldNorm(doc=2567)
0.15727368 = weight(_text_:teaching in 2567) [ClassicSimilarity], result of:
0.15727368 = score(doc=2567,freq=8.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.7203857 = fieldWeight in 2567, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.046875 = fieldNorm(doc=2567)
0.33333334 = coord(3/9)
- Abstract
- Purpose - This paper aims to provide a reflection on the issue of convergence of information systems and information management using a historical perspective and the experiences of two practitioners from different disciplines working together to deliver first degree and Master's teaching in this area. Design/methodology/approach - The paper situates the teaching of business strategy and information strategy in a historical context and combines this with a reflection on teaching the subject in practice. Findings - The paper finds that there is a need for exchange of perspectives and skills between information science and information management students which can be mutually beneficial and add value to their skill set. Practical implications - In terms of curriculum design for information professional education, information systems students need a strong background in the business and user environment to leverage the technologies for business value. Originality/value - The paper presents a case study of practice with a commentary on the dynamics of teaching the theme.
-
Aston, J.; Slater, J.B.: Potential impact of high speed networking on teaching and learning in universities (1995)
0.07
0.06711055 = product of:
0.20133165 = sum of:
0.009576483 = weight(_text_:information in 5779) [ClassicSimilarity], result of:
0.009576483 = score(doc=5779,freq=2.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.13576832 = fieldWeight in 5779, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0546875 = fieldNorm(doc=5779)
0.032851662 = weight(_text_:study in 5779) [ClassicSimilarity], result of:
0.032851662 = score(doc=5779,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.251463 = fieldWeight in 5779, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0546875 = fieldNorm(doc=5779)
0.15890351 = weight(_text_:teaching in 5779) [ClassicSimilarity], result of:
0.15890351 = score(doc=5779,freq=6.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.72785103 = fieldWeight in 5779, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0546875 = fieldNorm(doc=5779)
0.33333334 = coord(3/9)
- 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
-
Kirk, J.: Computer-assisted learning and teaching in library and information studies in Australia (1993)
0.06
0.06252616 = product of:
0.18757847 = sum of:
0.0232169 = weight(_text_:information in 516) [ClassicSimilarity], result of:
0.0232169 = score(doc=516,freq=16.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.3291521 = fieldWeight in 516, product of:
4.0 = tf(freq=16.0), with freq of:
16.0 = termFreq=16.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.046875 = fieldNorm(doc=516)
0.02815857 = weight(_text_:study in 516) [ClassicSimilarity], result of:
0.02815857 = score(doc=516,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.21553972 = fieldWeight in 516, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.046875 = fieldNorm(doc=516)
0.13620299 = weight(_text_:teaching in 516) [ClassicSimilarity], result of:
0.13620299 = score(doc=516,freq=6.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.6238723 = fieldWeight in 516, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.046875 = fieldNorm(doc=516)
0.33333334 = coord(3/9)
- 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
-
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
-
Isah, E.E.; Byström, K.: Physicians' learning at work through everyday access to information (2016)
0.06
0.061280716 = product of:
0.1378816 = sum of:
0.018097851 = weight(_text_:information in 2641) [ClassicSimilarity], result of:
0.018097851 = score(doc=2641,freq=14.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.256578 = fieldWeight in 2641, 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=2641)
0.040643394 = weight(_text_:study in 2641) [ClassicSimilarity], result of:
0.040643394 = score(doc=2641,freq=6.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.3111048 = fieldWeight in 2641, 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=2641)
0.065530695 = weight(_text_:teaching in 2641) [ClassicSimilarity], result of:
0.065530695 = score(doc=2641,freq=2.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.30016068 = fieldWeight in 2641, 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=2641)
0.013609659 = product of:
0.027219318 = sum of:
0.027219318 = weight(_text_:22 in 2641) [ClassicSimilarity], result of:
0.027219318 = score(doc=2641,freq=2.0), product of:
0.14070424 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.04018021 = queryNorm
0.19345059 = fieldWeight in 2641, 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=2641)
0.5 = coord(1/2)
0.44444445 = coord(4/9)
- Abstract
- This article explores access to information through an analysis of sources and strategies as part of workplace learning in a medical context in an African developing country. It focuses on information practices in everyday patient care by a team of senior and junior physicians in a university teaching hospital. A practice-oriented, interpretative case study approach, in which elements from activity theory, situated learning theory, and communities of practice framework, was developed to form the theoretical basis for the study. The qualitative data from observations and interviews were analyzed with iterative coding techniques. The findings reveal that physicians' learning through everyday access to medical information is enacted by, embedded in, and sustained as a part of the work activity itself. The findings indicate a stable community of practice with traits of both local and general medical conventions, in which the value of used sources and strategies remains relatively uncontested, strongly based on formally and informally sanctioned and legitimized practices. Although the present study is particular and context specific, the results indicate a more generally plausible conclusion; the complementary nature of different information sources and strategies underscores that access to information happens in a context in which solitary sources alone make little difference.
- Date
- 22. 1.2016 12:31:37
- Source
- Journal of the Association for Information Science and Technology. 67(2016) no.2, S.318-332
-
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].
-
Turvey, M.R.; Letarte, K.M.: Cataloging or knowledge management : perspectives of library educators on cataloging education for entry-level academic librarians (2002)
0.06
0.058656674 = product of:
0.17597002 = sum of:
0.01160845 = weight(_text_:information in 5455) [ClassicSimilarity], result of:
0.01160845 = score(doc=5455,freq=4.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.16457605 = fieldWeight in 5455, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.046875 = fieldNorm(doc=5455)
0.02815857 = weight(_text_:study in 5455) [ClassicSimilarity], result of:
0.02815857 = score(doc=5455,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.21553972 = fieldWeight in 5455, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.046875 = fieldNorm(doc=5455)
0.13620299 = weight(_text_:teaching in 5455) [ClassicSimilarity], result of:
0.13620299 = score(doc=5455,freq=6.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.6238723 = fieldWeight in 5455, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.046875 = fieldNorm(doc=5455)
0.33333334 = coord(3/9)
- Abstract
- The topic of cataloging education for catalogers and non-catalogers alike has been a perennial topic for practitioners. This follow-up study explores the views of library educators with regard to cataloging education. Twenty-three educators with primary teaching duties in reference, twenty-nine educators with primary teaching duties in cataloging and seventy educators whose primary teaching duties were in neither reference nor cataloging in ALA-accredited master's degree programs responded to a survey based on the ALCTS Educational Policy Statement, Appendix: Knowledge and Skills, Intellectual Access and Information Organization concerning the importance of cataloging competencies for all entry-level academic librarians. The survey found library educators, in general, agreed with practitioners on the listed cataloging competencies for all entry-level academic librarians.
- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
-
Diekema, A.R.; Olsen, M.W.: Teacher Personal information management (PIM) practices : finding, keeping, and Re-Finding information (2014)
0.06
0.05829705 = product of:
0.17489114 = sum of:
0.028203463 = weight(_text_:information in 1532) [ClassicSimilarity], result of:
0.028203463 = score(doc=1532,freq=34.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.39984792 = fieldWeight in 1532, product of:
5.8309517 = tf(freq=34.0), with freq of:
34.0 = termFreq=34.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0390625 = fieldNorm(doc=1532)
0.033185188 = weight(_text_:study in 1532) [ClassicSimilarity], result of:
0.033185188 = score(doc=1532,freq=4.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.25401598 = fieldWeight in 1532, 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=1532)
0.1135025 = weight(_text_:teaching in 1532) [ClassicSimilarity], result of:
0.1135025 = score(doc=1532,freq=6.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.5198936 = fieldWeight in 1532, 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=1532)
0.33333334 = coord(3/9)
- Abstract
- Primary and secondary (K-12) teachers form the essential core of children's formal learning before adulthood. Even though teaching is a mainstream, information-rich profession, teachers are understudied as information users. More specifically, not much is known about teacher personal information management (PIM). Teacher PIM is critically important, as teachers navigate a complex information space complicated by the duality of digital and physical information streams and changing demands on instruction. Our research study increases understanding of teacher PIM and informs the development of tools to support educators. Some important unknowns exist about teachers as information users: What are teachers' PIM practices? What are the perceived consequences of these practices for teaching and learning? How can PIM practices be facilitated to benefit teaching and learning? This study employed a qualitative research design, with interviews from 24 primary and secondary teachers. We observed various systems for information organization, and teachers report their systems to be effective. Important sources for teachers' information in order of importance are personal collections, close colleagues, and the Internet. Key findings reveal that inheriting and sharing information play an important part in information acquisition for teachers and that information technology supporting education creates unintentional demands on information management. The findings on the nature of teacher information, teacher information finding, keeping, and organizational practices have important implications for teachers themselves, school principals, digital library developers, school librarians, curriculum developers, educational technology developers, and educational policy makers.
- Source
- Journal of the Association for Information Science and Technology. 65(2014) no.11, S.2261-2277
-
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
-
Nelson, M.: At the workstation and in the wilderness : the new scholarship (1992)
0.05
0.05378347 = product of:
0.1613504 = sum of:
0.018956522 = weight(_text_:information in 6312) [ClassicSimilarity], result of:
0.018956522 = score(doc=6312,freq=6.0), product of:
0.07053547 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.04018021 = queryNorm
0.2687516 = fieldWeight in 6312, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0625 = fieldNorm(doc=6312)
0.037544757 = weight(_text_:study in 6312) [ClassicSimilarity], result of:
0.037544757 = score(doc=6312,freq=2.0), product of:
0.13064213 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.04018021 = queryNorm
0.2873863 = fieldWeight in 6312, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0625 = fieldNorm(doc=6312)
0.104849115 = weight(_text_:teaching in 6312) [ClassicSimilarity], result of:
0.104849115 = score(doc=6312,freq=2.0), product of:
0.21831872 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.04018021 = queryNorm
0.4802571 = fieldWeight in 6312, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0625 = fieldNorm(doc=6312)
0.33333334 = coord(3/9)
- 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
