Search (8 results, page 1 of 1)

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Content

- Ausbildung, E-Learning I Isabella Peters, Sonja Gust von Loh, Katrin Weller: Multimediale und kollaborative Lehr- und Lernumgebungen in der akademischen Ausbildung Nina Heinze: Informationskompetenz: mehr als die Nutzung von Informationen Kirsten Scherer Auberson, Sonja Hierl: Lässt sich ein Zuwachs an Informationskompetenz messen? - Ausbildung, E-Learning II Sabina Jeschke, Nicole Natho, Olivier Pfeiffer, Christian Schröder: Moderne Studienform Achim Oßwald, Dagmar Otto, Nikiaus Stettier: Qualitätssicherungsstrategie für kooperativ erstellte E-Learning-Kurse Joachim Griesbaum, Wolfgang Semar, Ralph Kölle: E-Learning 2.0 - Doktoranden-Vorträge - Posterpräsentationen - Studentenpräsentationen (Abstracts)

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Abstract

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

Content

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

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Footnote

The release of Stimulated Recall and Mental Models, therefore, could not have been timelier. It describes an empirical qualitative, case study research conducted by authors Lyn Henderson and Julie Tallman in which they studied the mental models of school librarians teaching K-12 students how to use electronic databases. In this research, funded by the Spencer Foundation, Henderson and Tallman studied and analyzed the mental models of their subjects, six American and four Australian school librarians, as they went about the task of teaching students one-on-one how to access and retrieve the information they needed for class assignments from electronic databases. Each librarian and student underwent a structured pre-lesson interview to ascertain their mental models (the sum of their prior learning and experiences) regarding the upcoming lesson. The lesson followed immediately and was carefully video- and audio-recorded, with the full knowledge of the librarian and her student. After the lessons, both student and librarian were interviewed with the intent of learning what each were thinking and feeling at specific points during the lesson, using the recordings as memory joggers. After the first librarian-pupil session, the student was freed but the librarian was re-studied tutoring a second learner. Again, the teacher and new student were preinterviewed, their lesson was recorded, and they were debriefed using the recordings for stimulated recall. It is important to note here the use of the recordings to create stimulated recall. Though considered a dubious practice by many respected researchers, Henderson and Tallman expend considerable time and effort in this book trying to establish the credibility of stimulated recall as a valid research tool. I find it interesting that the authors report that their realization of the value of stimulated recall was a collateral benefit of their study; they claim the original objective of their research was to analyze and compare the pre- and post-lesson mental models of the teacher-librarians (p.15). Apparently, this realization provided the inspiration for this book (pp. I & 208). Hence, its place of importance in the book's title.

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Abstract

This book, aimed at an international audience, provides an overview of information literacy (IL) in practice; what it is, why it's become so important in the library profession and demonstrates how librarians can cultivate a better understanding of IL in their own organisations. It uses the 'Cookbook' theme throughout to provide a more informal approach, which will appeal to practitioners, and also reflects the need to provide guidance in the form of recipes, tips for success, regional variations, and possible substitutions if ingredients aren't available. This approach makes it easy to read and highly valuable for the busy information professional. It includes an overview of information literacy in higher education, the schools sector, public libraries, the health service and the commercial sector. It also includes contributions from international authors. Key Features: 1. Highly readable for busy information professionals 2. Contains advice, case studies and examples of good practice particularly useful for practitioners 3. Relevant to librarians from all sectors 4.Suitable for an international audience The Editors: Dr Jane Secker is Learning Technology Librarian at the Centre for Learning Technology, based at the London School of Economics.

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Content

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

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Date

22. 3.2008 14:24:08

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Date

22. 3.2008 18:05:16

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Footnote

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