Search (40 results, page 1 of 2)

  • × theme_ss:"Informationsdienstleistungen"
  1. Boon, S.; Johnston, B.; Webber, S.: ¬A phenomenographic study of English faculty's conceptions of information literacy (2007) 0.22 
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    Abstract
    Purpose - The purpose of this research is to identify UK English academics' conceptions of information literacy and compare those conceptions with current information literacy standards and frameworks. Design/methodology/approach - Three year AHRB-funded study involving 80 academics interviewed throughout the UK and using the phenomenographic research method to discover variation in experience leading towards identification of qualitatively different conceptions of information literacy. Conceptions are then reviewed in light of previous research and current librarian-generated frameworks and standards. Findings - The findings identify UK English academics' conceptions of information literacy and show them to be both similar to and significantly different from conceptions described in previous research and librarian-generated frameworks and standards. Research limitations/implications - The research focuses on creating a conceptual snapshot-in-time for the 20 English academics taking part. The research implies that disciplinary differences in conception of information literacy are significant and suggests further research to assess disciplinary conceptual differences. Practical implications - Librarians working with English faculty on information literacy need to be aware of differences in conception between themselves and academics to work effectively. The paper also highlights the significance of information literacy in English faculty's teaching and research practices and this relevance suggests that information literacy should be integrated into course and curriculum design. Originality/value - The paper fills a major gap in literature on information literacy by focussing on conceptions of lecturers, thereby counterbalancing the abundance of work produced by librarians. The paper illustrates the complexity of English academics' conceptions of information literacy and informs academics' use and understanding of information literacy.
  2. Detlor, B.; Julien, H.; Willson, R.; Serenko, A.; Lavallee, M.: Learning outcomes of information literacy instruction at business schools (2011) 0.21 
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    Abstract
    This paper reports results from an exploratory study investigating the factors affecting student learning outcomes of information literacy instruction (ILI) given at business schools. Specifically, the potential influence of student demographics, learning environment factors, and information literacy program components on behavioral, psychological, and benefit outcomes were examined. In total, 79 interviews with library administrators, librarians, teaching faculty, and students were conducted at three business schools with varying ILI emphases and characteristics. During these interviews, participants discussed students' ILI experiences and the outcomes arising from those experiences. Data collection also involved application of a standardized information literacy testing instrument that measures student information literacy competency. Analysis yielded the generation of a new holistic theoretical model based on information literacy and educational assessment theories. The model identifies potential salient factors of the learning environment, information literacy program components, and student demographics that may affect ILI student learning outcomes. Recommendations for practice and implications for future research are also made.
  3. Lux, C.; Sühl-Strohmenger, W.: Teaching Library in Deutschland : Vermittlung von Informationsund Medienkompetenz als Kernaufgabe für Öffentliche und Wissenschaftliche Bibliotheken (2004) 0.20 
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    Abstract
    "Teaching Library" - dies ist nicht nur der Titel dieses Buches, sondern vor allem auch eine selbstbewusste Behauptung in einem Land, in dem die Politik die Bibliotheken als Partner des Lernens noch nicht entdeckt hat, in dem die kommunalen Gremien in Zeiten des Sparens die Ausgaben für Bibliotheken als angeblich freiwillige Leistungen in dem Feld der Kultur neben Museen und Theatern munter kürzen. Dabei belegen die internationalen Studien (PISA, TIMSS etc.) zur Leistungsfähigkeit von Bildungssystemen bereits jetzt schon erhebliche Defizite des deutschen Bildungswesens, insbesondere hinsichtlich der Schlüsselqualifikationen, die unter "Literacy" gefasst werden. Als notwendige Antwort auf dieses Defizit empfehlen die Autoren dieses Buches die viel pointiertere Einbindung der gesamten Bibliotheken in Deutschland in unser Bildungssystem, um sowohl die Unentbehrlichkeit zu unterstreichen, als auch Synergien mit anderen Bildungsträgern zu nutzen. Das vorliegende Buch zeigt eindrucksvoll die erstaunliche Vielfalt der Initiativen und den Einfallsreichtum der Bibliothekare in dieser Hinsicht.
    Date
    22. 2.2008 14:17:00
    LCSH
    Information literacy / Study and teaching / Germany
    Information retrieval / Study and teaching / Germany
    Subject
    Information literacy / Study and teaching / Germany
    Information retrieval / Study and teaching / Germany
  4. Henderson, L.; Tallman, J.I.: Stimulated recall and mental models : tools for teaching and learning computer information literacy (2006) 0.15 
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    Content
    Inhalt: The research study - Mental models - Stimulated recall methodology - Mental models emphasizing procedural and product goals - Mental models facilitating procedural and conceptual understanding - The role of stimulated recall in identifying the effects of mental models on teaching - Use of mental models to analyze and understand teachers' pedagogies
    Footnote
    Rez. in: JASIST 58(2007) no.3, S.456-457 (D. Cook): "In February 2006, the Educational Testing Service (ETS) announced the release of its brand new core academic assessment of its Information and Communication Technology (ICT) Literacy Assessment. The core assessment is designed to assess the information literacy of high school students transitioning to higher education. Many of us already know ETS for some of its other assessment tools like the SAT and GRE. But ETS's latest test comes on the heels of its 2005 release of an advanced level of its ICT Literacy Assessment for college students progressing to their junior and senior year of undergraduate studies. Neither test, ETS insists, is designed to be an entrance examination. Rather, they are packaged and promoted as diagnostic assessments. We are in the grips of the Information Age where information literacy is a prized skill. Knowledge is power. However, information literacy is not merely creating flawless documents or slick PowerPoint presentations on a home PC. It is more than being able to send photos and text messages via cell phone. Instead, information literacy is gauged by one's ability to skillfully seek, access, and retrieve valid information from credible and reliable sources and using that information appropriately. It involves strong online search strategies and advanced critical thinking skills. And, although it is not clear whether they seized the opportunity or inherited it by default, librarians are in the vanguard of teaching information literacy to the next generation of would-be power brokers.
    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.
    This book is evidence that Henderson and Tallman were meticulous in following their established protocols and especially in their record keeping while conducting their research. There are, however, a few issues in the study's framework and methodology that are worth noting. First, although the research was conducted in two different countries - the United Slates and Australia - it is not clear from the writing if the librarian-pupil pairs of each country hailed from the same schools (making the population opportunistic) or if the sampling was indeed more randomly selected. Readers do know, though, that the librarians were free to select the students they tutored from within their respective schools. Thus, there appears to he no randomness. Second, "[t]he data collection tools and questionnaires were grounded in a [single] pilot study with a [single] teacher-Iibrarian" (p. 7). Neither the procedures used nor the data collected from the pilot study are presented to establish its reliability and validity. Therefore, readers are left with only limited confidence in the study's instrumentation. Further, it is obvious from the reading, and admitted by the researchers, that the recording equipment in open view of the study's subjects skewed the data. That is, one of the librarians tinder study confessed that were it not for the cameras, she would have completely deserted one of her lessons when encountering what she perceived to be overwhelming obstacles: a classic example of the Hawthorne Effect in research. Yet. despite these issues, researchers Henderson and Tallman make a respectable ease in this book for the validity of both mental models and stimulated recall. The mental models developed during the prelesson interviews seem remarkably accurate when observing the school librarians during the lessons. Additionally, while the librarians were able to adapt their lessons based on situations, they generally did so within their mental models of what constitutes good teachers and good teaching.
    As for the value of reflecting on their teaching performance, the authors report the not-so-startling denouement that while it is easy to identify and define malpractice and to commit to changing performance errors, it is often difficult to actually implement those improvements. Essentially, what is first learned is best learned and what is most used is best used. In the end, however, the authors rightfully call for further study to be conducted by themselves and others. ETS's core ICT Literacy Assessment is not currently a mandatory college entrance examination. Neither is the advanced ICT Literacy Assessment a mandatory examination for promotion to upper level undergraduate studies. But it would be naïve not to expect some enterprising institutions of higher education to at least consider making them so in the very near future. Consequently, librarians of all stripes (public. academic, school, or others) would do well to read and study Stimulated Recall and Mental Models if they are truly committed to leading the charge on advancing information literacy in the Information Age. In this book are some valuable how-tos for instructing patrons on searching electronic databases. And some of those same principles could be applicable to other areas of information literacy instruction."
    LCSH
    Electronic information resource literacy / Study and teaching / Evaluation
    Subject
    Electronic information resource literacy / Study and teaching / Evaluation
  5. Williams, D.; Coles, L.: Evidence-based practice in teaching : an information perspective (2007) 0.13 
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    Abstract
    Purpose - The purpose of this research is to explore UK teachers' use of research-based information, with a particular focus on issues relating to access to information in schools, information literacy, and the role of the school librarian and school library services. Design/methodology/approach - The study adopts a mixed methodology. In-depth qualitative data gathered through vignette interviews (n=28), group exercises (four groups of between three and five teachers) and a discussion forum were supplemented by quantitative data gathered through surveys of teachers (n=312), head teachers (n=78), school librarians (n=78) and school library services (n=26). Findings - Teachers' professional use of research information reflects a preference for predigested information and informal sources. Although professional bodies and government departments promote the use of research by teachers and provide a range of customised web sites for information, lack of ready local access to information and lack of time were cited as major barriers to the use of research information. Teachers also revealed uncertainties and lack of confidence in their own ability to find and evaluate such information. The findings suggest scope for more targeted provision by school librarians of both information and skills to support the professional development of teachers. However, this raises issues of priorities and resources, and needs to be seen in the context of a wider change in ethos supported by senior management. The study also raises questions about teachers' own experiences and approaches to the use of information in professional learning, and how this might impact on the provision of support for their pupils and the potential for collaborative working between librarians and teachers. Research limitations/implications - The qualitative aspects of the study provided a rich source of data from teachers with varying levels of experience and involvement with the use of research information. However, a low response to the teacher questionnaire survey (10.9 per cent, overall, 312 teachers) resulted in a bias towards more research-oriented teachers in that particular data set. While the data from research-oriented teachers do appear to triangulate, it is difficult to generalise to other teachers. Therefore teacher survey data have been treated with some caution and drawn on only to aid further understanding of the issues raised in interviews and group exercises. Originality/value - In focusing attention on teachers' information behaviour and information literacy, this paper provides a new perspective on the issues affecting the lack of uptake of research evidence within the teaching profession, contributes to the literature on information behaviour and information literacy in professional contexts, and contributes to the understanding of factors which may have a bearing on the development of student information literacy in schools.
  6. Walton, G.; Hepworth, M.: ¬A longitudinal study of changes in learners' cognitive states during and following an information literacy teaching intervention (2011) 0.12 
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    Abstract
    Purpose - This paper seeks to identify the changes in cognition associated with becoming information-literate, specifically, in relation to the evaluation of information. Additionally, it puts forward a model for a teaching and learning intervention that engages the learner and leads to higher order information literacy (IL) thinking. From a theoretical perspective the research integrates ideas from the fields of IL, teaching and learning, e-learning and information behaviour (IB). Design/methodology/approach - Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport and Exercise at Staffordshire University, to teach and test IL. Interventions took a blended approach and combined face-to-face and online social network learning (OSNL) - also referred to as social media learning (SML) - and focused on one aspect of information literacy: the ability to evaluate source material. Data were captured via interviews, focus groups and from the online discussion that was analysed thematically and categorised using task, behaviour, cognitive states, affective states, cognitive states and knowledge. This helped to evaluate the efficacy of the interventions and provided data for further analysis. This paper focuses on the cognitive data and their transitions during the interventions and, in particular, among those respondents who experienced OSNL. Findings - The changing cognitive states, associated with IL learning were modelled and made evident key cognitive states and transitions. This is represented in the paper in diagrammatic and mathematical notation. The findings indicate the complexity of the information behaviours associated with IL including the cognitive, behavioural, cognitive and affective elements. Although the cognitive transitions are the focus of this paper, an insight is also given into an IL intervention that fosters the capability to interact critically and reflectively with information. The pedagogy that underpins these changes is indicated. The intervention, which incorporated OSNL, proved the most successful. Research limitations/implications - Undergraduate students' IB can be changed and IL developed. Additional long-term data would have indicated whether this intervention had a lasting impact on the undergraduates. Practical implications - IL practitioners should consider incorporating OSNL and assessment in their interventions. Incorporating discussion, reflection and peer-to-peer assessment is likely to lead to deeper learning when teaching IL. Originality/value - The research adds detail to the understanding of the cognitive, behavioural, affective and cognitive states associated with IL and makes explicit how these may change, as the learner becomes information-literate.
  7. Baro, E.E.; Seimode, F.D.: a case study : Information literacy programmes in university libraries (2013) 0.12 
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    Abstract
    This is a case study on information literacy (IL) practices in university libraries in Nigeria, the UK and the US. An online questionnaire was used for data collection. University libraries in the UK and US provide IL training in all the areas mentioned compared to university libraries in Nigeria. There are differences between university libraries in UK, US and Nigeria in IL training delivery methods. However, barriers such as lack of facilities, lack of understanding of IL, students' nonchalant attitude towards attending IL sessions, and low acceptance of the online approach were identified as factors militating against librarians' efforts when advocating and providing IL training in the university libraries in Nigeria, while barriers such as lack of time allotted for teaching IL skills, students tendency to be apathetic and bored, and a lack of understanding of what IL is were mentioned by the libraries studied in the UK and US. To have effective IL training programmes, university authorities in developing countries should see the need to provide the necessary facilities such as computers with stable Internet access in university libraries, regular power supplies, and training of librarians on IT. Most of all, librarians should collaborate with other stakeholders in their institutions to ensure an IL policy formulation and implementation in their institutions.
  8. Sadler, E.; Given, L.M.: Affordance theory : a framework for graduate students' information behavior (2007) 0.11 
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    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.
  9. Herring, J.E.: Teaching information skills in schools (1996) 0.07 
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    Abstract
    Combines theory and practice of library user training into a framework for teaching information skills in school libraries. The main focus is on in secondary schools (ages 11-18) but teachers and librarians in upper primary and secondary schools and in further education colleges can bebefit from the work. The PLUS model proposed covers: purpose; location; use; and self evaluation. The intention is not to suggest that the PLUS model is radically different from other but to provide an integrated framework to be used both by pupils and those who support them
    LCSH
    Information technology / Study and teaching (Secondary) / Great Britain
    Information resources / Study and teaching (Secondary) / Great Britain
    Subject
    Information technology / Study and teaching (Secondary) / Great Britain
    Information resources / Study and teaching (Secondary) / Great Britain
  10. Sandusky, R.J.; Tenopir, C.: Finding and using journal-article components : impacts of disaggregation on teaching and research practice (2008) 0.04 
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    Abstract
    This article reports the results of a study into the use of discrete journal-article components, particularly tables and figures extracted from published scientific journal articles, and their application to teaching and research. Sixty participants were introduced to and asked to perform searches in a journal-article component prototype that presents individual tables and figures as the items returned in the search results set. Multiple methods, including questionnaires, observations, and structured diaries, were used to collect data. The results are analyzed in the context of previous studies on the use of scientific journal articles and in terms of research on scientists' use of specific journal-article components to find information, assess its relevance, read, interpret, and disaggregate the information found, and reaggregate components into new forms of information. Results indicate that scientists believe searching for journal-article components has value in terms of (a) higher precision result sets, (b) better match between the granularity of the prototype's index and the granularity of the information sought for particular tasks, and (c) fit between journal-article component searching and the established teaching and research practices of scientists.
  11. Still, J.: ¬The role and image of the library and librarians in discipline-specific pedagogical journals (1998) 0.04 
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    Abstract
    In order to assess the extent of the integration of library instruction into the higher education curriculum in the USA, a search was made of 29 discipline-specific pedagogical journals in the ERIC database for descriptions or mentions of library resources and personnel. Of the 13,016 articles in the 29 journals, only 53 citations included some form of the word library in the ERIC record. A more in-depth study of 13 selected titles from the list was undertaken to identify articles discussing or relating to library instruction, research skills, or assignments. Results show that few articles discuss the importance of reviewing the literature, teaching the major information tools of their field, critically evaluating the published literature, or of building upon skills learned in core courses. References to bibliograhic instruction and the impact librarians can have on student research are scattered and sketchy. The study provides little evidence of the integration of the library and library instruction into the curriculum
  12. Siddiqui, M.A.; Mirza, M.I.: Impact of CD-ROM searching on reference and information services in a university library (1994) 0.03 
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    Abstract
    We have attempted to study the effects of CD-ROM searching on the reference and information services in a university library. The study is based on the statistics collected at the King Fahd University of Petroleum and Minerals (KFUPM) Library, Dhahran, Saudi Arabia. The data collected before and after the introduction of the CD-ROM service is compared to analyse the CD-ROM impact on various reference services, like interlibrary loan, online searching, reference questions, staff requirement and development
    Date
    22. 2.1999 13:08:44
  13. Limberg, L.: Information seeking and learning outcomes : a study of the interaction between two phenomena (1998) 0.03 
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    Date
    22. 5.1999 18:43:51
  14. Niu, X.; Hemminger, B.M.; Lown, C.; Adams, S.; Brown, C.; Level, A.; McLure, M.; Powers, A.; Tennant, M.R.; Cataldo, T.: National study of information seeking behavior of academic researchers in the United States (2010) 0.03 
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    Abstract
    As new technologies and information delivery systems emerge, the way in which individuals search for information to support research, teaching, and creative activities is changing. To understand different aspects of researchers' information-seeking behavior, this article surveyed 2,063 academic researchers in natural science, engineering, and medical science from five research universities in the United States. A Web-based, in-depth questionnaire was designed to quantify researchers' information searching, information use, and information storage behaviors. Descriptive statistics are reported. Additionally, analysis of results is broken out by institutions to compare differences among universities. Significant findings are reported, with the biggest changes because of increased utilization of electronic methods for searching, sharing, and storing scholarly content, as well as for utilizing library services. Generally speaking, researchers in the five universities had similar information-seeking behavior, with small differences because of varying academic unit structures and myriad library services provided at the individual institutions.
  15. Saunders, L.; Kurbanoglu, S.; Wilkins Jordan, M.; Boustany, J.; Chawner, B.; Filas, M.; Hebrang Grgic, I.; Haddow, G.; Helvoort, J. van; Kakouri, M.; Landøy, A.; Minch, K.; Oliver, G.; Polydoratou, P.; Repanovici, A.; Sanchez Vanderkast, E.J.; Todorova, T.; Virkus, S.; Wolodko, A.; Zivkovic, D.: Culture and competencies : a multi-country examination of reference service competencies (2013) 0.03 
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    Abstract
    Reference librarians have the opportunity to interact with patrons and colleagues of many different backgrounds, languages, and cultures as a result of our increasingly interconnected and peripatetic world. In order to provide the best possible service to these varied communities, reference librarians should understand some of the culture differences that exist across countries, and in particular, the differences in the way that reference services are conceived and delivered in different countries. This study explores some of these differences in reference services by surveying current practitioners in thirteen countries to find out which competencies they believe are most important for academic reference librarians right now, and in the near future. The results of this study highlight some important commonalities and differences, and could help reference librarians to manage and meet the expectations of their international patrons, and perhaps help them to prepare for an international job experience of their own. Academic reference librarians may be interested to see the extent to which their counterparts in other countries face similar challenges and expectations with regard to delivering reference services. Teaching faculty in library science programs will be interested to understand reference competencies and expectations in other countries, especially as they teach greater numbers of international students or consider collaborating with international colleagues. In addition, an international understanding is important in developing students who can compete in a global job market.
  16. Rose, P.M.; Stoklosa, K.; Gray, S.A.: ¬A focus group approach to assessing technostress at the reference desk (1998) 0.03 
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    Abstract
    As in many academic libraries, reference desk service at the Health Sciences Library (SUNY UB) involves an increasing number and complexity of computerised systems. As such, expectations of those who staff the reference desk to have technical facility have increased along with expression of anxiety about staffing the desk. To test the assumption that technology is the cause of this anxiety, the investigators conducted a focus group study with segments of the reference desk staff who seemed to experience the most strain. This qualitative study resulted in the identification of technological and other factors that contribute to the anxiety and makes recommendations to resolve such stress
    Date
    22. 5.1999 18:32:46
  17. Nicholas, D.; Huntington, P.; Jamali, H.R.; Rowlands, I.; Fieldhouse, M.: Student digital information-seeking behaviour in context (2009) 0.03 
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    Abstract
    Purpose - This study provides evidence on the actual information-seeking behaviour of students in a digital scholarly environment, not what they thought they did. It also compares student information-seeking behaviour with that of other academic communities, and, in some cases, for practitioners. Design/methodology/approach - Data were gathered as part of CIBER's ongoing Virtual Scholar programme. In particular log data from two digital journals libraries, Blackwell Synergy and OhioLINK, and one e-book collection (Oxford Scholarship Online) are utilized. Findings - The study showed a distinctive form of information-seeking behaviour associated with students and differences between them and other members of the academic community. For example, students constituted the biggest users in terms of sessions and pages viewed, and they were more likely to undertake longer online sessions. Undergraduates and postgraduates were the most likely users of library links to access scholarly databases, suggesting an important "hot link" role for libraries. Originality/value - Few studies have focused on the actual (rather than perceived) information-seeking behaviour of students. The study fills that gap.
    Date
    23. 2.2009 17:22:41
  18. Kim, J.: Describing and predicting information-seeking behavior on the Web (2009) 0.03 
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    Abstract
    This study focuses on the task as a fundamental factor in the context of information seeking. The purpose of the study is to characterize kinds of tasks and to examine how different kinds of task give rise to different kinds of information-seeking behavior on the Web. For this, a model for information-seeking behavior was used employing dimensions of information-seeking strategies (ISS), which are based on several behavioral dimensions. The analysis of strategies was based on data collected through an experiment designed to observe users' behaviors. Three tasks were assigned to 30 graduate students and data were collected using questionnaires, search logs, and interviews. The qualitative and quantitative analysis of the data identified 14 distinct information-seeking strategies. The analysis showed significant differences in the frequencies and patterns of ISS employed between three tasks. The results of the study are intended to facilitate the development of task-based information-seeking models and to further suggest Web information system designs that support the user's diverse tasks.
    Date
    22. 3.2009 18:54:15
  19. Zhang, X.; Wang, D.; Tang, Y.; Xiao, Q.: How question type influences knowledge withholding in social Q&A community (2023) 0.03 
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    Abstract
    Social question-and-answer (Q&A) communities are becoming increasingly important for knowledge acquisition. However, some users withhold knowledge, which can hinder the effectiveness of these platforms. Based on social exchange theory, the study investigates how different types of questions influence knowledge withholding, with question difficulty and user anonymity as boundary conditions. Two experiments were conducted to test hypotheses. Results indicate that informational questions are more likely to lead to knowledge withholding than conversational ones, as they elicit more fear of negative evaluation and fear of exploitation. The study also examines the interplay of question difficulty and user anonymity with question type. Overall, this study significantly extends the existing literature on counterproductive knowledge behavior by exploring the antecedents of knowledge withholding in social Q&A communities.
    Date
    22. 9.2023 13:51:47
  20. Cole, C.; Behesthi, J.; Large, A.; Lamoureux, I.; Abuhimed, D.; AlGhamdi, M.: Seeking information for a middle school history project : the concept of implicit knowledge in the students' transition from Kuhlthau's Stage 3 to Stage 4 (2013) 0.03 
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    Abstract
    The article reports the findings of a content analysis study of 16 student-group proposals for a grade eight history project. The students listed their topic and thesis in the proposal, and information in support of their thesis. The study's focus is this topic-to-thesis transition. The study's conceptual framework is Kuhlthau's six stage ISP Model's transition from exploring information in Stage 3 to formulating a focus or personal perspective on the assignment topic in Stage 4. Our study coding scheme identifies elements of the students' implicit knowledge in the 16 proposals. To validate implicit knowledge as a predictor of successful student performance, implicit knowledge was coded, scored, and then the correlation coefficient was established between the score and the students' instructors' marks. In Part 2 of the study we found strong and significant association between the McGill coding scores and the instructors' marks for the 16 proposals. This study is a first step in identifying, operationalizing, and testing user-centered implicit knowledge elements for future implementation in interactive information systems designed for middle school students researching a thesis-objective history assignment.
    Date
    22. 3.2013 19:41:17

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