-
Lux, C.; Sühl-Strohmenger, W.: Teaching Library in Deutschland : Vermittlung von Informationsund Medienkompetenz als Kernaufgabe für Öffentliche und Wissenschaftliche Bibliotheken (2004)
0.20
0.19521624 = product of:
0.3253604 = sum of:
0.11726959 = weight(_text_:literacy in 1427) [ClassicSimilarity], result of:
0.11726959 = score(doc=1427,freq=6.0), product of:
0.26121095 = queryWeight, product of:
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.044537213 = queryNorm
0.4489459 = fieldWeight in 1427, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.03125 = fieldNorm(doc=1427)
0.041615978 = weight(_text_:study in 1427) [ClassicSimilarity], result of:
0.041615978 = score(doc=1427,freq=8.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.2873863 = fieldWeight in 1427, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.03125 = fieldNorm(doc=1427)
0.16647482 = sum of:
0.14233811 = weight(_text_:teaching in 1427) [ClassicSimilarity], result of:
0.14233811 = score(doc=1427,freq=12.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.5881924 = fieldWeight in 1427, product of:
3.4641016 = tf(freq=12.0), with freq of:
12.0 = termFreq=12.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.03125 = fieldNorm(doc=1427)
0.02413671 = weight(_text_:22 in 1427) [ClassicSimilarity], result of:
0.02413671 = score(doc=1427,freq=2.0), product of:
0.15596174 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.044537213 = queryNorm
0.15476047 = fieldWeight in 1427, 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=1427)
0.6 = coord(3/5)
- 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
-
Riedling, A.M.: Information literacy : what does it look like in the school library media center? (2004)
0.19
0.18833975 = product of:
0.31389958 = sum of:
0.18924299 = weight(_text_:literacy in 1435) [ClassicSimilarity], result of:
0.18924299 = score(doc=1435,freq=10.0), product of:
0.26121095 = queryWeight, product of:
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.044537213 = queryNorm
0.7244834 = fieldWeight in 1435, product of:
3.1622777 = tf(freq=10.0), with freq of:
10.0 = termFreq=10.0
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.0390625 = fieldNorm(doc=1435)
0.052019972 = weight(_text_:study in 1435) [ClassicSimilarity], result of:
0.052019972 = score(doc=1435,freq=8.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.35923287 = fieldWeight in 1435, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0390625 = fieldNorm(doc=1435)
0.07263662 = product of:
0.14527324 = sum of:
0.14527324 = weight(_text_:teaching in 1435) [ClassicSimilarity], result of:
0.14527324 = score(doc=1435,freq=8.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.60032135 = fieldWeight in 1435, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0390625 = fieldNorm(doc=1435)
0.5 = coord(1/2)
0.6 = coord(3/5)
- Abstract
- The overall goal of this textbook is to teach library media specialists what information literacy looks like. While readers may find it difficult to envision what information literacy actually looks like in action, Riedling makes an admirable attempt to do so in this relatively slim manual. In fact, the annotated endnote references for each chapter seem sometimes as long as the chapters themselves. The book is organized into six extensively researched chapters. The author includes boxed insets of pertinent questions, information, statistics, and sample formats for various applications. If you carry away nothing else, the following statistic should change how you teach technology: citing a survey commissioned by the OCLC, of the 1050 college students representing 18- to 24-year-olds throughout the nation, "only 4 percent of college students question the information they encounter" on the Internet. The information about how this all meshes together into a coherent whole that leads to learning and also aligns to district, state, and national requirement makes this book a worthwhile addition.
- LCSH
- Information literacy / Study and teaching
Information retrieval / Study and teaching
- Subject
- Information literacy / Study and teaching
Information retrieval / Study and teaching
-
Henderson, L.; Tallman, J.I.: Stimulated recall and mental models : tools for teaching and learning computer information literacy (2006)
0.15
0.15236095 = product of:
0.2539349 = sum of:
0.15833203 = weight(_text_:literacy in 1717) [ClassicSimilarity], result of:
0.15833203 = score(doc=1717,freq=28.0), product of:
0.26121095 = queryWeight, product of:
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.044537213 = queryNorm
0.6061462 = fieldWeight in 1717, product of:
5.2915025 = tf(freq=28.0), with freq of:
28.0 = termFreq=28.0
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.01953125 = fieldNorm(doc=1717)
0.041125398 = weight(_text_:study in 1717) [ClassicSimilarity], result of:
0.041125398 = score(doc=1717,freq=20.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.28399852 = fieldWeight in 1717, product of:
4.472136 = tf(freq=20.0), with freq of:
20.0 = termFreq=20.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.01953125 = fieldNorm(doc=1717)
0.05447746 = product of:
0.10895492 = sum of:
0.10895492 = weight(_text_:teaching in 1717) [ClassicSimilarity], result of:
0.10895492 = score(doc=1717,freq=18.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.450241 = fieldWeight in 1717, product of:
4.2426405 = tf(freq=18.0), with freq of:
18.0 = termFreq=18.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.01953125 = fieldNorm(doc=1717)
0.5 = coord(1/2)
0.6 = coord(3/5)
- 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
-
Handbuch Informationskompetenz (2016)
0.14
0.13868728 = product of:
0.23114546 = sum of:
0.15139438 = weight(_text_:literacy in 4361) [ClassicSimilarity], result of:
0.15139438 = score(doc=4361,freq=10.0), product of:
0.26121095 = queryWeight, product of:
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.044537213 = queryNorm
0.5795867 = fieldWeight in 4361, product of:
3.1622777 = tf(freq=10.0), with freq of:
10.0 = termFreq=10.0
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.03125 = fieldNorm(doc=4361)
0.02942694 = weight(_text_:study in 4361) [ClassicSimilarity], result of:
0.02942694 = score(doc=4361,freq=4.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.2032128 = fieldWeight in 4361, 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=4361)
0.050324127 = product of:
0.100648254 = sum of:
0.100648254 = weight(_text_:teaching in 4361) [ClassicSimilarity], result of:
0.100648254 = score(doc=4361,freq=6.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.41591486 = fieldWeight in 4361, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.03125 = fieldNorm(doc=4361)
0.5 = coord(1/2)
0.6 = coord(3/5)
- Content
- Zur Einführung: Neudefinition von Informationskompetenz notwendig? -- Grundlagen, Methoden, Technologien -- Informationskompetenz anders denken - zum epistemologischen Kern von information literacy" -- Standards der Informationskompetenz - neue Entwicklungen in Deutschland, Großbritannien und den USA -- Referenzrahmen Informationskompetenz für alle Bildungsebenen -- Empirische Erfassung von Informationskompetenz -- Informationskompetenz in ethischer Perspektive -- Informationskompetenz und Rhetorik Informationspsychologische Grundlagen der Informationskompetenz -- Mobil, vernetzt, always on" - Lebenswelten junger Menschen und Informationskompetenzförderung der Bibliotheken -- Big Data - neue Herausforderungen für Informationskompetenz und Bildung -- Resource Discovery Systeme -- Suchmaschinenkompetenz als Baustein der Informationskompetenz -- Förderung von Informationskompetenz durch E-Learning: Wie viel Technik soll es sein? -- Vorschule und Schule -- Informationskompetenz bei Kindergartenkindern
Förderung von Informationskompetenz als Aufgabe von Schule -- Das kooperative Schulungsmodell zur Förderung von Informationskompetenz - am Beispiel der Teaching Library Vorarlberg -- Die Förderung der Informationskompetenz zusammen mit Lehrkräften -- ASK UB - Evaluation und Weiterentwicklung eines Schulungskonzeptes für Informationskompetenz -- Hochschulstudium -- Förderung wissenschaftlicher Informationskompetenz in deutschen Hochschulen -- Informationskompetenz an Massenuniversitäten - Wherever, Whenever! Bibliotheken an Hochschulen in Bayern: Bestandsaufnahme und Modell Ansbach -- Informationskompetenz und forschungsorientiertes Studium - ein Beitrag aus der Hochschuldidaktik -- Grenzverschiebungen: Wissenschaftliches Schreiben, Schreibwerkstätten und Informationskompetenz Förderung von Informationskompetenz in der KIT-Bibliothek unter besonderer Berücksichtigung der Ausbildung von Lernkompetenz als zentraler Komponente von Informationskompetenz -- Fit für die Bachelorarbeit - wie Institutsbibliotheken Blended Learning einsetzen können -- Informationskompetenz institutionell verankern am Beispiel der Universitätsbibliothek Bern -- Wissenschaft und Forschung -- Informationskompetenz im Wissenschaftssystem Informationsservices auf Augenhöhe - So können Bibliotheken den Forschungsprozess proaktiv unterstützen DOI: 10.1515/9783110403367
- LCSH
- Information literacy
Information literacy / Study and teaching
- Subject
- Information literacy
Information literacy / Study and teaching
-
Andretta, S.: Information literacy : a practitioner's guide (2004)
0.10
0.10003118 = product of:
0.16671863 = sum of:
0.111957654 = weight(_text_:literacy in 589) [ClassicSimilarity], result of:
0.111957654 = score(doc=589,freq=14.0), product of:
0.26121095 = queryWeight, product of:
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.044537213 = queryNorm
0.42861012 = fieldWeight in 589, product of:
3.7416575 = tf(freq=14.0), with freq of:
14.0 = termFreq=14.0
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.01953125 = fieldNorm(doc=589)
0.02908005 = weight(_text_:study in 589) [ClassicSimilarity], result of:
0.02908005 = score(doc=589,freq=10.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.20081729 = fieldWeight in 589, 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=589)
0.025680922 = product of:
0.051361844 = sum of:
0.051361844 = weight(_text_:teaching in 589) [ClassicSimilarity], result of:
0.051361844 = score(doc=589,freq=4.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.21224566 = fieldWeight in 589, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.01953125 = fieldNorm(doc=589)
0.5 = coord(1/2)
0.6 = coord(3/5)
- Abstract
- This book explores two main models of Information Literacy or IL: the SCONUL (Society of College, National and University Libraries) Seven Pillars of Information Skills and the IL competencies identified by the ALA (American Library Association). Practical examples for the development of IL skills identified by these models are illustrated using printed and web-based resources. The process of integrating IL provision within a programme of study is outlined to illustrate two strategies underpinning this integration at generic-skills level, the 'plug & play' approach, and at subject-specific level, the 'research skills approach'. A range of diagnostic and assessment methods, to monitor the iterative process of IL skills development, are also included.
- Content
- Key Features - Explores practical applications of two major IL models - Explores strategies to integrate IL provision in a multi-disciplinary environment - Offers a range of learning and evaluation strategies appropriate for, as well as resources associated with, IL provision - Provides a gateway to generic and subject specific IL resources by complementing the publication with web-based access to an online collection relevant to Information Research and a range of web-based tutorials (existing and customised) to develop IL skills for online environments Readership Information practitioners operating in teaching as well as library support roles who are interested, or required, to develop IL. Academics in management positions responsible for the implementation of learning and teaching strategies. Contents Introduction From user education to IL: national and international perspectives - technological advancements and access to information; changes in higher education institutions: the student-centred learning approach; information practitioner as facilitator ('Sage an the stage vs. Guide an the side') IL models - SCONUUs Seven Pillars of Information Skills principles of progressions and iteration; ALA/ALRC: information competency standards for higher education (principle of self-directed learning); comparative analysis of the two models Practical applications of IL - provision through the level of competence: the plug & play approach (assessing IL skills); provision through integration by subject: the research skills approach; IL and pedagogy (studentcentred learning; transferability of skills) Challenges - IL and the 'what do I do now?' Syndrome; design and resource implications of IL provision
- Footnote
- Rez. in: Mitteilungen VOEB 59(2006) H.4, S.74-76 (M. Katzmayr): "Information Literacy (IL) bzw. Informationskompetenz ist in aller Munde, wird sie doch als Schlüsselqualifikation angesehen, um an der so genannten Informationsgesellschaft teilzuhaben. Susie Andretta, Dozentin für Informationsmanagement an der London Metropolitan University, hat nun einen praxisorientierten Leitfaden zur IL vorgelegt, worin zwei Aspekte im Vordergrund stehen: einerseits die Vermittlung der IL in der universitären Lehre, womit andererseits auch ein erfolgreiches lebenslanges Lernen nach Verlassen der Universität ermöglicht werden soll. Das Buch beginnt mit einer theoretischen Einführung. Dort ist zu lesen, dass sich die Vermittlung von IL aus Kursen zur Bibliotheksbenutzung entwickelt habe - doch während letztere traditionell den effektiven Umgang mit Bibliotheksressourcen vermitteln und somit auf die Bibliothek beschränkt seien, beinhalte IL auch Herangehensweisen zur Lösung komplexer Problemstellungen. Drei prominente IL-Konzeptionen folgender Organisationen werden anschließend ausführlicher vorgestellt und verglichen: die der US-amerikanischen "Association of Colleges and Research Libraries" (ACRL), des "Australian and New Zealand Institute for information Literacy" (ANZIIL) und der britischen "Society of College, National and University Libraries" (SCONUL). In allen drei besteht IL zumindest aus dem Wahrnehmen eines Informationsbedarfes, Methoden zum Erhalt dieser Information und schließlich ihrer Bewertung, um die Fragen zu beantworten, die zum Informationsbedarf geführt haben. Alle drei gehen über die rein technologische Kompetenz (IT-Kompetenz) hinaus und umfassen u. a. Medien-, Bibliotheks-, und Recherchekompetenzen, um nur einige zu nennen. Allerdings gehen zwei dieser Konzeptionen noch wesentlich weiter - so fordert die ANZIIL von einer informationskompetenten Person u.a. folgende Fähigkeit: "the information-literate person applies prior and new information to construct new concepts or create new understandings" (S. 157), der Lernzielkatalog der SCONUL beinhaltet: "The ability to synthesise and build upon existing information, contributing to the creation of new knowledge" (S. 162).
Was hier auffällt, ist der äußerst weit reichende inhaltliche Anspruch dieser Sichtweise von IL. Inwieweit dadurch eine Abgrenzung zum Themenund Lehrgebiet des "wissenschaftlichen Arbeitens" bzw. zu den Charakteristika umfassender Bildung überhaupt noch sinnvoll möglich ist, wird von der Autorin leider nicht behandelt. Interessant ist der Stellenwert der Bibliotheken in der Lehre der IL: In allen drei Konzeptionen wird eine Kooperation zwischen Bibliothek und Wissenschaftsbetrieb empfohlen, ja erfolge die Vermittlung von IL idealiter im jeweiligen Fachstudium durch die problemlösungsorientierte Bearbeitung spezifischer Fragestellungen. So gesehen könne also nicht von einem Monopol der Bibliotheken ausgegangen werden, ihre Rolle sei vielmehr mit dem Motto "information literacy is an issue for the library but not of the library" (S. 53) angemessen umschrieben. In Großbritannien gehe dabei die Initiative meist von den Bibliotheken aus, in den USA und Australien eher vom Wissenschaftsbetrieb. In beiden Fällen funktioniere diese Partnerschaft aber nicht immer reibungslos. Die Beweggründe von Bibliotheken, sich hierzu engagieren, werden von der Autorin jedoch keiner tiefer gehenden Analyse unterzogen. Dies wurde vielleicht nicht völlig unbeabsichtigt unterlassen, da daran nämlich eine - im vorliegenden Werk ausgeblendete - grundsätzliche und weit verbreitete Kritik an der IL anknüpfen könnte. Ein Blick in die relevante Literatur zeigt nämlich, dass Bibliothekarinnen nicht nur hehre Motive zugeschrieben werden, wenn sie sich am IL-Hype beteiligen bzw. ihn vorantreiben. Neben Erfahrungen mit der dürftigen Informationskompetenz vieler Studierender werden ihnen auch ganz andere, pragmatischere Beweggründe zugedacht'. Ein Beispiel: Die zunehmende institutionelle Marginalisierung von Bibliotheken und ihren Mitarbeiterinnen im Universitätsbetrieb mag eine kreative Vorwärtsverteidigung unter dem Deckmantel der IL als zweckmäßig erscheinen lassen' - überspitzt formuliert: IL als Konstrukt oder zumindest willkommene Gelegenheit, um den Bibliotheken auch weiterhin eine zentrale Rolle an den Universitäten zu sichern. Zum Glück gelingt es Andretta, anhand der relevanten Literatur und eigener Erfahrungen als Dozentin plausibel zu argumentieren, dass der Mangel vieler Studierender an Informationskompetenz tatsächlich eklatant und somit ein Handlungsbedarf gegeben ist. Welche Motive die Bibliotheken hier sonst noch haben mögen, kann so gesehen ruhig im Dunkeln bleiben.
- LCSH
- Information literacy / Examinations / Study guides
Information science / Examinations / Study guides
- Subject
- Information literacy / Examinations / Study guides
Information science / Examinations / Study guides
-
Börner, K.: Atlas of knowledge : anyone can map (2015)
0.09
0.087444216 = product of:
0.21861054 = sum of:
0.04414041 = weight(_text_:study in 3355) [ClassicSimilarity], result of:
0.04414041 = score(doc=3355,freq=4.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = 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)
0.17447013 = sum of:
0.123268425 = weight(_text_:teaching in 3355) [ClassicSimilarity], result of:
0.123268425 = score(doc=3355,freq=4.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = 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)
0.051201697 = weight(_text_:22 in 3355) [ClassicSimilarity], result of:
0.051201697 = score(doc=3355,freq=4.0), product of:
0.15596174 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.044537213 = 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)
0.4 = coord(2/5)
- Date
- 22. 1.2017 16:54:03
22. 1.2017 17:10:56
- LCSH
- Science / Study and teaching / Graphic methods
- Subject
- Science / Study and teaching / Graphic methods
-
Herring, J.E.: Teaching information skills in schools (1996)
0.07
0.06767102 = product of:
0.16917756 = sum of:
0.062423967 = weight(_text_:study in 795) [ClassicSimilarity], result of:
0.062423967 = score(doc=795,freq=8.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.43107945 = fieldWeight in 795, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.046875 = fieldNorm(doc=795)
0.10675359 = product of:
0.21350718 = sum of:
0.21350718 = weight(_text_:teaching in 795) [ClassicSimilarity], result of:
0.21350718 = score(doc=795,freq=12.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.8822886 = fieldWeight in 795, product of:
3.4641016 = tf(freq=12.0), with freq of:
12.0 = termFreq=12.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.046875 = fieldNorm(doc=795)
0.5 = coord(1/2)
0.4 = coord(2/5)
- 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
-
Education for library cataloging : international perspectives (2006)
0.06
0.06125511 = product of:
0.15313777 = sum of:
0.02908005 = weight(_text_:study in 207) [ClassicSimilarity], result of:
0.02908005 = score(doc=207,freq=10.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = 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)
0.124057725 = sum of:
0.10272369 = weight(_text_:teaching in 207) [ClassicSimilarity], result of:
0.10272369 = score(doc=207,freq=16.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = 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)
0.021334039 = weight(_text_:22 in 207) [ClassicSimilarity], result of:
0.021334039 = score(doc=207,freq=4.0), product of:
0.15596174 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.044537213 = 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)
0.4 = coord(2/5)
- 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
- 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
-
Notess, G.R.: Teaching Web search skills : techniques and strategies of top trainers (2006)
0.05
0.053934004 = product of:
0.134835 = sum of:
0.022070205 = weight(_text_:study in 201) [ClassicSimilarity], result of:
0.022070205 = score(doc=201,freq=4.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.1524096 = fieldWeight in 201, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0234375 = fieldNorm(doc=201)
0.1127648 = sum of:
0.08716395 = weight(_text_:teaching in 201) [ClassicSimilarity], result of:
0.08716395 = score(doc=201,freq=8.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.36019284 = fieldWeight in 201, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0234375 = fieldNorm(doc=201)
0.025600849 = weight(_text_:22 in 201) [ClassicSimilarity], result of:
0.025600849 = score(doc=201,freq=4.0), product of:
0.15596174 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.044537213 = queryNorm
0.16414827 = fieldWeight in 201, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0234375 = fieldNorm(doc=201)
0.4 = coord(2/5)
- Classification
- 025.04071 / 22
- Content
- Web searching and the teaching paradox -- Understanding our audience -- Choosing the instructional session types -- Online tutorials : friend or foe? -- Organization : focus, length, and goals -- Terminology -- Content : Web search features -- Content : primary concepts -- Additional content : image searching, news, usenet, and more -- The search engines -- Creating a framed workshop Web page -- Presentation tips, tricks, and shortcuts -- Tales from the trenches : anecdotes, examples, and exercises.
- DDC
- 025.04071 / 22
- LCSH
- Internet searching / Study and teaching
- Subject
- Internet searching / Study and teaching
-
Knowledge organization and the global information society : Proceedings of the 8th International ISKO Conference 13-16 July 2004, London, UK (2004)
0.04
0.044657387 = product of:
0.074428976 = sum of:
0.047875106 = weight(_text_:literacy in 3356) [ClassicSimilarity], result of:
0.047875106 = score(doc=3356,freq=4.0), product of:
0.26121095 = queryWeight, product of:
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.044537213 = queryNorm
0.18328139 = fieldWeight in 3356, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.015625 = fieldNorm(doc=3356)
0.018020248 = weight(_text_:study in 3356) [ClassicSimilarity], result of:
0.018020248 = score(doc=3356,freq=6.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.12444192 = fieldWeight in 3356, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.015625 = fieldNorm(doc=3356)
0.008533617 = product of:
0.017067233 = sum of:
0.017067233 = weight(_text_:22 in 3356) [ClassicSimilarity], result of:
0.017067233 = score(doc=3356,freq=4.0), product of:
0.15596174 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.044537213 = queryNorm
0.109432176 = fieldWeight in 3356, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.015625 = fieldNorm(doc=3356)
0.5 = coord(1/2)
0.6 = coord(3/5)
- Content
- Inhalt: Session 1 A: Theoretical Foundations of Knowledge Organization 1 Hanne Albrechtsen, Hans H K Andersen, Bryan Cleal and Annelise Mark Pejtersen: Categorical complexity in knowledge integration: empirical evaluation of a cross-cultural film research collaboratory; Clare Beghtol: Naive classification systems and the global information society; Terence R Smith and Marcia L Zeng: Concept maps supported by knowledge organization structures; B: Linguistic and Cultural Approaches to Knowledge Organization 1 Rebecca Green and Lydia Fraser: Patterns in verbal polysemy; Maria J López-Huertas, MarioBarite and Isabel de Torres: Terminological representation of specialized areas in conceptual structures: the case of gender studies; Fidelia Ibekwe-SanJuan and Eric SanJuan: Mining for knowledge chunks in a terminology network Session 2 A: Applications of Artificial Intelligence and Knowledge Representation 1 Jin-Cheon Na, Haiyang Sui, Christopher Khoo, Syin Chan and Yunyun Zhou: Effectiveness of simple linguistic processing in automatic sentiment classification of product reviews; Daniel J O'Keefe: Cultural literacy in a global information society-specific language: an exploratory ontological analysis utilizing comparative taxonomy; Lynne C Howarth: Modelling a natural language gateway to metadata-enabled resources; B: Theoretical Foundations of Knowledge Organization 2: Facets & Their Significance Ceri Binding and Douglas Tudhope: Integrating faceted structure into the search process; Vanda Broughton and Heather Lane: The Bliss Bibliographic Classification in action: moving from a special to a universal faceted classification via a digital platform; Kathryn La Barre: Adventures in faceted classification: a brave new world or a world of confusion? Session 3 A: Theoretical Foundations of Knowledge Organization 3 Elin K Jacob: The structure of context: implications of structure for the creation of context in information systems; Uta Priss: A semiotic-conceptual framework for knowledge representation Giovanni M Sacco; Accessing multimedia infobases through dynamic taxonomies; Joseph T Tennis: URIS and intertextuality: incumbent philosophical commitments in the development of the semantic web; B: Social & Sociological Concepts in Knowledge Organization Grant Campbell: A queer eye for the faceted guy: how a universal classification principle can be applied to a distinct subculture; Jonathan Furner and Anthony W Dunbar: The treatment of topics relating to people of mixed race in bibliographic classification schemes: a critical ace-theoretic approach; H Peter Ohly: The organization of Internet links in a social science clearing house; Chern Li Liew: Cross-cultural design and usability of a digital library supporting access to Maori cultural heritage resources: an examination of knowledge organization issues; Session 4 A: Knowledge Organization of Universal and Special Systems 1: Dewey Decimal Classification Sudatta Chowdhury and G G Chowdhury: Using DDC to create a visual knowledge map as an aid to online information retrieval; Joan S Mitchell: DDC 22: Dewey in the world, the world in Dewey; Diane Vizine-Goetz and Julianne Beall: Using literary warrant to define a version of the DDCfor automated classification services; B: Applications in Knowledge Representation 2 Gerhard J A Riesthuis and Maja Zumer: FRBR and FRANAR: subject access; Victoria Frâncu: An interpretation of the FRBR model; Moshe Y Sachs and Richard P Smiraglia: From encyclopedism to domain-based ontology for knowledge management: the evolution of the Sachs Classification (SC); Session 5 A: Knowledge Organization of Universal and Special Systems 2 Ágnes Hajdu Barát: Knowledge organization of the Universal Decimal Classification: new solutions, user friendly methods from Hungary; Ia C McIlwaine: A question of place; Aida Slavic and Maria Inês Cordeiro: Core requirements for automation of analytico-synthetic classifications;
B: Applications in Knowledge Representation 3 Barbara H Kwasnik and You-Lee Chun: Translation of classifications: issues and solutions as exemplified in the Korean Decimal Classification; Hur-Li Lee and Jennifer Clyde: Users' perspectives of the "Collection" and the online catalogue; Jens-Erik Mai: The role of documents, domains and decisions in indexing Session 6 A: Knowledge Organization of Universal and Special Systems 3 Stella G Dextre Clarke, Alan Gilchrist and Leonard Will: Revision and extension of thesaurus standards; Michèle Hudon: Conceptual compatibility in controlled language tools used to index and access the content of moving image collections; Antonio Garcia Jimdnez, Félix del Valle Gastaminza: From thesauri to ontologies: a case study in a digital visual context; Ali Asghar Shiri and Crawford Revie: End-user interaction with thesauri: an evaluation of cognitive overlap in search term selection; B: Special Applications Carol A Bean: Representation of medical knowledge for automated semantic interpretation of clinical reports; Chew-Hung Lee, Christopher Khoo and Jin-Cheon Na: Automatic identification of treatment relations for medical ontology learning: an exploratory study; A Neelameghan and M C Vasudevan: Integrating image files, case records of patients and Web resources: case study of a knowledge Base an tumours of the central nervous system; Nancy J Williamson: Complementary and alternative medicine: its place in the reorganized medical sciences in the Universal Decimal Classification; Session 7 A: Applications in Knowledge Representation 4 Claudio Gnoli: Naturalism vs pragmatism in knowledge organization; Wouter Schallier: On the razor's edge: between local and overall needs in knowledge organization; Danielle H Miller: User perception and the online catalogue: public library OPAC users "think aloud"; B: Knowledge Organization in Corporate Information Systems Anita S Coleman: Knowledge structures and the vocabulary of engineering novices; Evelyne Mounier and Céline Paganelli: The representation of knowledge contained in technical documents: the example of FAQs (frequently asked questions); Martin S van der Walt: A classification scheme for the organization of electronic documents in small, medium and micro enterprises (SMMEs); Session 8 A: Knowledge Organization of Non-print Information: Sound, Image, Multimedia Laura M Bartoto, Cathy S Lowe and Sharon C Glotzer: Information management of microstructures: non-print, multidisciplinary information in a materials science digital library; Pauline Rafferty and Rob Hidderley: A survey of Image trieval tools; Richard P Smiraglia: Knowledge sharing and content genealogy: extensiog the "works" model as a metaphor for non-documentary artefacts with case studies of Etruscan artefacts; B: Linguistic and Cultural Approaches to Knowledge Organization 2 Graciela Rosemblat, Tony Tse and Darren Gemoets: Adapting a monolingual consumer health system for Spanish cross-language information retrieval; Matjaz Zalokar: Preparation of a general controlled vocabulary in Slovene and English for the COBISS.SI library information system, Slovenia; Marianne Dabbadie, Widad Mustafa El Hadi and Francois Fraysse: Coaching applications: a new concept for usage testing an information systems. Testing usage an a corporate information system with K-Now; Session 9 Theories of Knowledge and Knowledge Organization Keiichi Kawamura: Ranganathan and after: Coates' practice and theory; Shiyan Ou, Christopher Khoo, Dion H Goh and Hui-Ying Heng: Automatic discourse parsing of sociology dissertation abstracts as sentence categorization; Iolo Jones, Daniel Cunliffe, Douglas Tudhope: Natural language processing and knowledge organization systems as an aid to retrieval
- Footnote
- Das Rahmenthema der Tagung kam aufgrund des vor und nach der ISKO-Konferenz abgehaltenen "UN World Summit an an Information Society" zustande. Im Titel des Buches ist die "globale Wissensgesellschaft" freilich eher irreführend, da keiner der darin abgedruckten Beiträge zentral davon handelt. Der eine der beiden Vorträge, die den Begriff selbst im Titel anführen, beschäftigt sich mit der Konstruktion einer Taxonomie für "cultural literacy" (O'Keefe), der andere mit sogenannten "naiven Klassifikationssystemen" (Beghtol), d.h. solchen, die im Gegensatz zu "professionellen" Systemen von Personen ohne spezifisches Interesse an klassifikatorischen Fragen entwickelt wurden. Beiträge mit "multi-kulti"-Charakter behandeln etwa Fragen wie - kulturübergreifende Arbeit, etwa beim EU-Filmarchiv-Projekt Collate (Albrechtsen et al.) oder einem Projekt zur Maori-Kultur (Liew); - Mehrsprachigkeit bzw. Übersetzung, z.B. der koreanischen Dezimalklassifikation (Kwasnik & Chun), eines auf der Sears ListofSubject Headings basierenden slowenischen Schlagwortvokabulars (Zalokar), einer spanisch-englischen Schlagwortliste für Gesundheitsfragen (Rosemblat et al.); - universelle Klassifikationssysteme wie die Dewey-Dezimalklassifikation (Joan Mitchell über die DDC 22, sowie zwei weitere Beiträge) und die Internationale Dezimalklassifikation (la McIlwaine über Geographika, Nancy Williamson über Alternativ- und Komplementärmedizin in der UDC). Unter den 55 Beiträgen finden sich folgende - aus der Sicht des Rezensenten - besonders interessante thematische "Cluster": - OPAC-orientierte Beiträge, etwa über die Anforderungen bei derAutomatisierung analytisch-synthetischer Klassifikationssysteme (Slavic & Cordeiro) sowie Beiträge zu Benutzerforschung und -verhalten (Lee & Clyde; Miller); - Erschliessung und Retrieval von visuellen bzw. multimedialen Ressourcen, insbesondere mit Ausrichtung auf Thesauri (Hudin; Garcia Jimenez & De Valle Gastaminza; Rafferty & Hidderley); - Thesaurus-Standards (Dextre Clark et al.), Thesauri und Endbenutzer (Shiri & Revie); - Automatisches Klassifizieren (Vizine-Goetz & Beall mit Bezug auf die DDC; Na et al. über methodische Ansätze bei der Klassifizierung von Produktbesprechungen nach positiven bzw. negativen Gefühlsäusserungen); - Beiträge über (hierzulande) weniger bekannte Systeme wie Facettenklassifikation einschliesslich der Bliss-Klassifikation sowie der Umsetzung der Ideen von Ranganathan durch E.J. Coates (vier Vorträge), die Sachs-Klassifikation (Sachs & Smiraglia) sowie M. S. van der Walts Schema zur Klassifizierung elektronischer Dokumente in Klein- und Mittelbetrieben. Auch die übrigen Beiträge sind mehrheitlich interessant geschrieben und zeugen vom fachlichen Qualitätsstandard der ISKO-Konferenzen. Der Band kann daher bibliothekarischen bzw. informationswissenschaftlichen Ausbildungseinrichtungen sowie Bibliotheken mit Sammelinteresse für Literatur zu Klassifikationsfragen ausdrücklich empfohlen werden. Ausserdem darf der nächsten (= neunten) internationalen ISKO-Konferenz, die 2006 in Wien abgehalten werden soll, mit Interesse entgegengesehen werden.
-
Szostak, R.: ¬A schema for unifying human science : interdisciplinary perspectives on culture (2003)
0.04
0.04230985 = product of:
0.105774626 = sum of:
0.04414041 = weight(_text_:study in 803) [ClassicSimilarity], result of:
0.04414041 = score(doc=803,freq=4.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.3048192 = fieldWeight in 803, 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=803)
0.061634213 = product of:
0.123268425 = sum of:
0.123268425 = weight(_text_:teaching in 803) [ClassicSimilarity], result of:
0.123268425 = score(doc=803,freq=4.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.5093896 = fieldWeight in 803, 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=803)
0.5 = coord(1/2)
0.4 = coord(2/5)
- LCSH
- Culture / Study and teaching
- Subject
- Culture / Study and teaching
-
Human perspectives in the Internet society : culture, psychology and gender; International Conference on Human Perspectives in the Internet Society <1, 2004, Cádiz> (2004)
0.03
0.03425994 = product of:
0.057099897 = sum of:
0.033852812 = weight(_text_:literacy in 91) [ClassicSimilarity], result of:
0.033852812 = score(doc=91,freq=2.0), product of:
0.26121095 = queryWeight, product of:
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.044537213 = queryNorm
0.12959951 = fieldWeight in 91, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.015625 = fieldNorm(doc=91)
0.01471347 = weight(_text_:study in 91) [ClassicSimilarity], result of:
0.01471347 = score(doc=91,freq=4.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.1016064 = fieldWeight in 91, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.015625 = fieldNorm(doc=91)
0.008533617 = product of:
0.017067233 = sum of:
0.017067233 = weight(_text_:22 in 91) [ClassicSimilarity], result of:
0.017067233 = score(doc=91,freq=4.0), product of:
0.15596174 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.044537213 = queryNorm
0.109432176 = fieldWeight in 91, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.015625 = fieldNorm(doc=91)
0.5 = coord(1/2)
0.6 = coord(3/5)
- Classification
- 303.48/33 22 (LoC)
- DDC
- 303.48/33 22 (LoC)
- Footnote
- The editorial and peer review processes appear to be slightly spotty in application. All of the 55 papers are in English but a few of them are in such need of basic editing that they are almost incomprehensible in sections. Consider, for example, the following: "So, the meaning of region where we are studying on, should be discovered and then affect on the final plan" (p. 346). The collection shows a strong array of methodological approaches including quantitative, qualitative, and mixed methods studies; however, a few of the research efforts exhibit fundamental design flaws. Consider, for example, the study that "set[s] out to show that nurses as care-givers find it difficult to transfer any previously acquired technological skills into their work based on technology needs (p. 187). After studying 39 female and 6 male nurses, this study finds, not surprisingly, exactly what it "set out" to find. Rather than noting the limitations of sample size and data gathering techniques, the paper firmly concludes that nurses can be technologists "only in areas of technology that support their primary role as carers" (p. 188). Finally, some of the papers do not report on original research but are competent, if brief, summaries of theories or concepts that are covered in equal depth elsewhere. For example, a three-page summary of "the major personality and learning theories" (p. 3) is useful but lacks the intellectual depth or insight needed to contribute substantially to the field. These problems with composition, methodological rigor, and theoretical depth are not uncommon in papers designed for a broadly defined conference theme. The authors may have been writing for an in-person audience and anticipating thoughtful postpresentation discussions; they probably had no idea of the heavy price tag put on their work. The editors, however, might have kept that $256 in mind and exercised a heavier editorial hand. Perhaps the publisher could have paid for a careful subject indexing of the work as a substantive addition to the author index provided. The complexity of the subject domains included in the volume certainly merits careful indexing.
The volume is organized into 13 sections, each of which contains between two and eight conference papers. As with most conferences, the papers do not cover the issues in each section with equal weight or depth but the editors have grouped papers into reasonable patterns. Section 1 covers "understanding online behavior" with eight papers on problems such as e-learning attitudes, the neuropsychology of HCI, Japanese blogger motivation, and the dividing line between computer addiction and high engagement. Sections 2 (personality and computer attitudes), 3 (cyber interactions), and 4 (new interaction methods) each contain only two papers on topics such as helmet-mounted displays, online energy audits, and the use of ICT in family life. Sections 6, 7, and 8 focus on gender issues with papers on career development, the computer literacy of Malaysian women, mentoring, gaming, and faculty job satisfaction. Sections 9 and 10 move to a broader examination of cyber society and its diversity concerns with papers on cultural identity, virtual architecture, economic growth's impact on culture, and Iranian development impediments. Section 11's two articles on advertising might well have been merged with those of section 13's ebusiness. Section 12 addressed education with papers on topics such as computer-assisted homework, assessment, and Web-based learning. It would have been useful to introduce each section with a brief definition of the theme, summaries of the major contributions of the authors, and analyses of the gaps that might be addressed in future conferences. Despite the aforementioned concerns, this volume does provide a uniquely rich array of technological analyses embedded in social context. An examination of recent works in related areas finds nothing that is this complex culturally or that has such diversity of disciplines. Cultural Production in a Digital Age (Klinenberg, 2005), Perspectives and Policies on ICT in Society (Berleur & Avgerou, 2005), and Social, Ethical, and Policy Implications of Information Technology (Brennan & Johnson, 2004) address various aspects of the society/Internet intersection but this volume is unique in its coverage of psychology, gender, and culture issues in cyberspace. The lip service often given to global concerns and the value of interdisciplinary analysis of intransigent social problems seldom develop into a genuine willingness to listen to unfamiliar research paradigms. Academic silos and cultural islands need conferences like this one-willing to take on the risk of examining the large questions in an intellectually open space. Editorial and methodological concerns notwithstanding, this volume merits review and, where appropriate, careful consideration across disciplines."
-
Seminario FRBR : Functional Requirements for Bibliographic Records: reguisiti funzionali per record bibliografici, Florence, 27-28 January 2000, Proceedings (2000)
0.03
0.032876346 = product of:
0.082190864 = sum of:
0.052019972 = weight(_text_:study in 3948) [ClassicSimilarity], result of:
0.052019972 = score(doc=3948,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.35923287 = fieldWeight in 3948, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.078125 = fieldNorm(doc=3948)
0.03017089 = product of:
0.06034178 = sum of:
0.06034178 = weight(_text_:22 in 3948) [ClassicSimilarity], result of:
0.06034178 = score(doc=3948,freq=2.0), product of:
0.15596174 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.044537213 = queryNorm
0.38690117 = fieldWeight in 3948, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.078125 = fieldNorm(doc=3948)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Content
- Enthält u.a.: Grimaldi, T.: The object of cataloguing; Byrum, J.D., O.M.A. Madison: Reflections an the goals, concepts and recommendations of the IFLA study an Functional Requirements of Bibliographic Records;
- Date
- 29. 8.2005 12:54:22
-
Scott, M.L.: Dewey Decimal Classification, 22nd edition : a study manual and number building guide (2005)
0.03
0.032876346 = product of:
0.082190864 = sum of:
0.052019972 = weight(_text_:study in 4594) [ClassicSimilarity], result of:
0.052019972 = score(doc=4594,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.35923287 = fieldWeight in 4594, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.078125 = fieldNorm(doc=4594)
0.03017089 = product of:
0.06034178 = sum of:
0.06034178 = weight(_text_:22 in 4594) [ClassicSimilarity], result of:
0.06034178 = score(doc=4594,freq=2.0), product of:
0.15596174 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.044537213 = queryNorm
0.38690117 = fieldWeight in 4594, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.078125 = fieldNorm(doc=4594)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Object
- DDC-22
-
Kling, R.; Rosenbaum, H.; Sawyer, S.: Understanding and communicating social informatics : a framework for studying and teaching the human contexts of information and communication technologies (2005)
0.03
0.031118143 = product of:
0.07779536 = sum of:
0.0104039945 = weight(_text_:study in 3312) [ClassicSimilarity], result of:
0.0104039945 = score(doc=3312,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.071846575 = fieldWeight in 3312, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.015625 = fieldNorm(doc=3312)
0.06739136 = sum of:
0.050324127 = weight(_text_:teaching in 3312) [ClassicSimilarity], result of:
0.050324127 = score(doc=3312,freq=6.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.20795743 = fieldWeight in 3312, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.015625 = fieldNorm(doc=3312)
0.017067233 = weight(_text_:22 in 3312) [ClassicSimilarity], result of:
0.017067233 = score(doc=3312,freq=4.0), product of:
0.15596174 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.044537213 = queryNorm
0.109432176 = fieldWeight in 3312, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.015625 = fieldNorm(doc=3312)
0.4 = coord(2/5)
- Classification
- 303.48/33 22
- DDC
- 303.48/33 22
- Footnote
- Rez. in: JASIST 58(2007) no.1, S.151-152 (R. Gazan): "Anyone who has ever struggled to describe social informatics to a skeptical colleague or a room full of students will appreciate this clear and well-organized introduction to the field. It is at once a literature review, a teaching guide, and an outreach manifesto for integrating the social aspects of information and communication technologies (ICTs) into system design, analysis, and research. The context of this book is of particular importance. Rob Kling founded social informatics as a research field, and led the creation of the Center for Social Informatics at Indiana University. Kling pinpoints 1996 as the year when his long-simmering ideas coalesced into social informatics, though in the Foreword, William H. Dutton argues that the birth date of the field was actually more than a decade earlier. Kling, Howard Rosenbaum, and Steve Sawyer worked on this book intermittently for years, but upon Kling's death in May 2003, Rosenbaum and Sawyer completed the work. Under the circumstances, the book could easily have become a festschrift or celebration of Kling's career, but the authors maintain tight focus on the findings and applicability of social informatics research throughout. While much of Kling's work is cited, and very little of it critiqued, overall there is a good balance and synthesis of diverse approaches to social informatics research. Creating a conceptual critical mass around an idea like social informatics is only the first phase in its evolution. The initial working definition of social informatics-"the interdisciplinary study of the design, uses and consequences of ICTs that takes into account their interaction with institutional and cultural contexts" (p. 6)-was developed at a seminal 1997 workshop, and background information about the workshop's participants and process is summarized in two brief appendices. The results of this workshop yielded a raft of empirical studies, and at this point in the development of social informatics, the authors' focus on applying and extending the results of these initial studies is particularly well-timed. The authors identify a disconnect between popular, professional, and scholarly discourse on how ICTs coevolve with organizations, institutions, and society, and they aim to bridge this gap by providing a "pointer to the practical value of the scholarship on organizational and societal effects of computerization" (p. 3).
In the authors' view, the primary means to more widespread acceptance of social informatics is to integrate it with the more traditionally technical curricula of ICT oriented students in computer science and related fields, and this is the focus of Chapter 5. Here the book delivers on its promise of providing a clear framework for both understanding and teaching social informatics. The goal is not simply to learn how to build systems, but to learn how to build systems that account for the context in which they are used. The authors prescribe field experience problem-driven learning techniques embedded in the needs of particular organizations, and a critical, reflexive orientation toward ICT design and construction. In a chapter endnote, the authors mention that a socia informatics perspective would also be useful to students in other fields such as communication and education, but that space limitations required a focus on computer science. Though an understandable choice, if the goal is to convince those outside the field of the value of a social informatics perspective, it would seem natural to include management or economics curricula as fertile ground to analyze some of the tangible effects of a failure to account for the social context of system implementations. Chapter 6 is something of an outreach manifesto, a treatise on communicating social informatics research to professional and research communities, and an explicit call for social informatics researchers "to shoulder the responsibility for communicating the core of social informatics . . . to ICT professionals and other research communities" (pp. 106-107). The authors are not shy about framing social informatics less as a research field and more as an up-and-coming competitor in the marketplace of ICT-oriented ideas; achieving more widespread acceptance of social informatics is presented almost as a sales and marketing challenge, the goal being "getting to yes" in the minds of ICT professionals. It is an effective presentation strategy, but one that comes with a cost.
-
Gossen, T.: Search engines for children : search user interfaces and information-seeking behaviour (2016)
0.03
0.026072312 = product of:
0.06518078 = sum of:
0.05462097 = weight(_text_:study in 2752) [ClassicSimilarity], result of:
0.05462097 = score(doc=2752,freq=18.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.3771945 = fieldWeight in 2752, product of:
4.2426405 = tf(freq=18.0), with freq of:
18.0 = termFreq=18.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.02734375 = fieldNorm(doc=2752)
0.010559811 = product of:
0.021119623 = sum of:
0.021119623 = weight(_text_:22 in 2752) [ClassicSimilarity], result of:
0.021119623 = score(doc=2752,freq=2.0), product of:
0.15596174 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.044537213 = queryNorm
0.1354154 = fieldWeight in 2752, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.02734375 = fieldNorm(doc=2752)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Content
- Inhalt: Acknowledgments; Abstract; Zusammenfassung; Contents; List of Figures; List of Tables; List of Acronyms; Chapter 1 Introduction ; 1.1 Research Questions; 1.2 Thesis Outline; Part I Fundamentals ; Chapter 2 Information Retrieval for Young Users ; 2.1 Basics of Information Retrieval; 2.1.1 Architecture of an IR System; 2.1.2 Relevance Ranking; 2.1.3 Search User Interfaces; 2.1.4 Targeted Search Engines; 2.2 Aspects of Child Development Relevant for Information Retrieval Tasks; 2.2.1 Human Cognitive Development; 2.2.2 Information Processing Theory; 2.2.3 Psychosocial Development 2.3 User Studies and Evaluation2.3.1 Methods in User Studies; 2.3.2 Types of Evaluation; 2.3.3 Evaluation with Children; 2.4 Discussion; Chapter 3 State of the Art ; 3.1 Children's Information-Seeking Behaviour; 3.1.1 Querying Behaviour; 3.1.2 Search Strategy; 3.1.3 Navigation Style; 3.1.4 User Interface; 3.1.5 Relevance Judgement; 3.2 Existing Algorithms and User Interface Concepts for Children; 3.2.1 Query; 3.2.2 Content; 3.2.3 Ranking; 3.2.4 Search Result Visualisation; 3.3 Existing Information Retrieval Systems for Children; 3.3.1 Digital Book Libraries; 3.3.2 Web Search Engines 3.4 Summary and DiscussionPart II Studying Open Issues ; Chapter 4 Usability of Existing Search Engines for Young Users ; 4.1 Assessment Criteria; 4.1.1 Criteria for Matching the Motor Skills; 4.1.2 Criteria for Matching the Cognitive Skills; 4.2 Results; 4.2.1 Conformance with Motor Skills; 4.2.2 Conformance with the Cognitive Skills; 4.2.3 Presentation of Search Results; 4.2.4 Browsing versus Searching; 4.2.5 Navigational Style; 4.3 Summary and Discussion; Chapter 5 Large-scale Analysis of Children's Queries and Search Interactions; 5.1 Dataset; 5.2 Results; 5.3 Summary and Discussion Chapter 6 Differences in Usability and Perception of Targeted Web Search Engines between Children and Adults 6.1 Related Work; 6.2 User Study; 6.3 Study Results; 6.4 Summary and Discussion; Part III Tackling the Challenges ; Chapter 7 Search User Interface Design for Children ; 7.1 Conceptual Challenges and Possible Solutions; 7.2 Knowledge Journey Design; 7.3 Evaluation; 7.3.1 Study Design; 7.3.2 Study Results; 7.4 Voice-Controlled Search: Initial Study; 7.4.1 User Study; 7.5 Summary and Discussion; Chapter 8 Addressing User Diversity ; 8.1 Evolving Search User Interface 8.1.1 Mapping Function8.1.2 Evolving Skills; 8.1.3 Detection of User Abilities; 8.1.4 Design Concepts; 8.2 Adaptation of a Search User Interface towards User Needs; 8.2.1 Design & Implementation; 8.2.2 Search Input; 8.2.3 Result Output; 8.2.4 General Properties; 8.2.5 Configuration and Further Details; 8.3 Evaluation; 8.3.1 Study Design; 8.3.2 Study Results; 8.3.3 Preferred UI Settings; 8.3.4 User satisfaction; 8.4 Knowledge Journey Exhibit; 8.4.1 Hardware; 8.4.2 Frontend; 8.4.3 Backend; 8.5 Summary and Discussion; Chapter 9 Supporting Visual Searchers in Processing Search Results 9.1 Related Work
- Date
- 1. 2.2016 18:25:22
- Series
- Study in computer science and media design
-
Stacey, Alison; Stacey, Adrian: Effective information retrieval from the Internet : an advanced user's guide (2004)
0.02
0.024758985 = product of:
0.061897464 = sum of:
0.020807989 = weight(_text_:study in 4497) [ClassicSimilarity], result of:
0.020807989 = score(doc=4497,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = 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)
0.041089475 = product of:
0.08217895 = sum of:
0.08217895 = weight(_text_:teaching in 4497) [ClassicSimilarity], result of:
0.08217895 = score(doc=4497,freq=4.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = 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)
0.5 = coord(1/2)
0.4 = coord(2/5)
- 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.
-
Bruce, H.: ¬The user's view of the Internet (2002)
0.02
0.021164984 = product of:
0.05291246 = sum of:
0.022070205 = weight(_text_:study in 4344) [ClassicSimilarity], result of:
0.022070205 = score(doc=4344,freq=16.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.1524096 = fieldWeight in 4344, product of:
4.0 = tf(freq=16.0), with freq of:
16.0 = termFreq=16.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.01171875 = fieldNorm(doc=4344)
0.030842252 = sum of:
0.021790987 = weight(_text_:teaching in 4344) [ClassicSimilarity], result of:
0.021790987 = score(doc=4344,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.09004821 = fieldWeight in 4344, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.01171875 = fieldNorm(doc=4344)
0.009051266 = weight(_text_:22 in 4344) [ClassicSimilarity], result of:
0.009051266 = score(doc=4344,freq=2.0), product of:
0.15596174 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.044537213 = queryNorm
0.058035173 = fieldWeight in 4344, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.01171875 = fieldNorm(doc=4344)
0.4 = coord(2/5)
- Footnote
- Chapter 2 (Technology and People) focuses an several theories of technological acceptance and diffusion. Unfortunately, Bruce's presentation is somewhat confusing as he moves from one theory to next, never quite connecting them into a logical sequence or coherent whole. Two theories are of particular interest to Bruce: the Theory of Diffusion of Innovations and the Theory of Planned Behavior. The Theory of Diffusion of Innovations is an "information-centric view of technology acceptance" in which technology adopters are placed in the information flows of society from which they learn about innovations and "drive innovation adoption decisions" (p. 20). The Theory of Planned Behavior maintains that the "performance of a behavior is a joint function of intentions and perceived behavioral control" (i.e., how muck control a person thinks they have) (pp. 22-23). Bruce combines these two theories to form the basis for the Technology Acceptance Model. This model posits that "an individual's acceptance of information technology is based an beliefs, attitudes, intentions, and behaviors" (p. 24). In all these theories and models echoes a recurring theme: "individual perceptions of the innovation or technology are critical" in terms of both its characteristics and its use (pp. 24-25). From these, in turn, Bruce derives a predictive theory of the role personal perceptions play in technology adoption: Personal Innovativeness of Information Technology Adoption (PIITA). Personal inventiveness is defined as "the willingness of an individual to try out any new information technology" (p. 26). In general, the PIITA theory predicts that information technology will be adopted by individuals that have a greater exposure to mass media, rely less an the evaluation of information technology by others, exhibit a greater ability to cope with uncertainty and take risks, and requires a less positive perception of an information technology prior to its adoption. Chapter 3 (A Focus an Usings) introduces the User-Centered Paradigm (UCP). The UCP is characteristic of the shift of emphasis from technology to users as the driving force behind technology and research agendas for Internet development [for a dissenting view, see Andrew Dillion's (2003) challenge to the utility of user-centerness for design guidance]. It entails the "broad acceptance of the user-oriented perspective across a range of disciplines and professional fields," such as business, education, cognitive engineering, and information science (p. 34).
Bruce points out that Dervin is also concerned about how "we look at the world" in terms of "information needs and seeking" (p.60). She maintains that information scientists traditionally view information seeking and needs in terms of "contexts, users, and systems." Dervin questions whether or not, from a user's point of view, these three "points of interest" even exist. Rather it is the "micromoments of human usings" [emphasis original], and the "world viewings, seekings, and valuings" that comprise them that are real (p. 60). Using his metatheory, Bruce represents the Internet, the "object" of study, as a "chain of transformations made up of the micromoments of human usings" (p. 60). The Internet then is a "composite of usings" that, through research and study, is continuously reduced in complexity while its "essence" and "explanation" are amplified (p. 60). Bruce plans to use the Metatheory of Circulating Usings as an analytical "lens" to "tease out a characterization of the micromoments of Internet usings" from previous research an the Internet thereby exposing "the user's view of the Internet" (pp. 60-61). In Chapter 4 (Users of the Internet), Bruce presents the research data for the study. He begins with an explanation of the limits of the data, and to a certain extent, the study itself. The perspective is that of the Internet user, with a focus an use, not nonuse, thereby exluding issues such as the digital divide and universal service. The research is limited to Internet users "in modern economies around the world" (p. 60). The data is a synthesis of research from many disciplines, but mainly from those "associated with the information field" with its traditional focus an users, systems, and context rather than usings (p. 70). Bruce then presents an extensive summary of the research results from a massive literature review of available Internet studies. He examines the research for each study group in order of the amount of data available, starting with the most studied group professional users ("academics, librarians, and teachers") followed by "the younger generation" ("College students, youths, and young adults"), users of e-government information and e-business services, and ending with the general public (the least studied group) (p. 70). Bruce does a masterful job of condensing and summarizing a vast amount of research data in 49 pages. Although there is too muck to recapitulate here, one can get a sense of the results by looking at the areas of data examined for one of the study groups: academic Internet users. There is data an their frequency of use, reasons for nonuse, length of use, specific types of use (e.g., research, teaching, administration), use of discussion lists, use of e-journals, use of Web browsers and search engines, how academics learn to use web tools and services (mainly by self-instruction), factors affecting use, and information seeking habits. Bruce's goal in presenting all this research data is to provide "the foundation for constructs of the Internet that can inform stakeholders who will play a role in determining how the Internet will develop" (p. 129). These constructs are presented in Chapter 5.
Bruce begins Chapter 5 (The Users' View of the Internet) by pointing out that the Internet not only exists as a physical entity of hardware, software, and networked connectivity, but also as a mental representation or knowledge structure constructed by users based an their usings. These knowledge structures or constructs "allow people to interpret and make sense of things" by functioning as a link between the new unknown thing with known thing(s) (p. 158). The knowledge structures or using constructs are continually evolving as people use the Internet over time, and represent the user's view of the Internet. To capture the users' view of the Internet from the research literature, Bruce uses his Metatheory of Circulating Usings. He recapitulates the theory, casting it more closely to the study of Internet use than previously. Here the reduction component provides a more detailed "understanding of the individual users involved in the micromoment of Internet using" while simultaneously the amplification component increases our understanding of the "generalized construct of the Internet" (p. 158). From this point an Bruce presents a relatively detail users' view of the Internet. He starts with examining Internet usings, which is composed of three parts: using space, using literacies, and Internet space. According to Bruce, using space is a using horizon likened to a "sphere of influence," comfortable and intimate, in which an individual interacts with the Internet successfully (p. 164). It is a "composite of individual (professional nonwork) constructs of Internet utility" (p. 165). Using literacies are the groups of skills or tools that an individual must acquire for successful interaction with the Internet. These literacies serve to link the using space with the Internet space. They are usually self-taught and form individual standards of successful or satisfactory usings that can be (and often are) at odds with the standards of the information profession. Internet space is, according to Bruce, a user construct that perceives the Internet as a physical, tangible place separate from using space. Bruce concludes that the user's view of the Internet explains six "principles" (p. 173). "Internet using is proof of concept" and occurs in contexts; using space is created through using frequency, individuals use literacies to explore and utilize Internet space, Internet space "does not require proof of concept, and is often influence by the perceptions and usings of others," and "the user's view of the Internet is upbeat and optimistic" (pp. 173-175). He ends with a section describing who are the Internet stakeholders. Bruce defines them as Internet hardware/software developers, Professional users practicing their profession in both familiar and transformational ways, and individuals using the Internet "for the tasks and pleasures of everyday life" (p. 176).
This book suffers from two major shortcomings: the failure to explain how the metatheory is actually used to analyze extant research data, and the failure to explicitly link the data presented to the conclusions drawn. The analytical function of Bruce's metatheory is clearly stated, but no explicit explanation or example is given to show how he actually accomplished this analysis. Granted, it is impractical given the volume of research data involved, to show how every bit of the data in Chapter 4 was derived. However, several examples of how the metatheory was applied would have been useful in understanding its actual function in the study at hand as well as its potential utility any future studies. More serious is the lack of explicit linkage between the data summary presented in Chapter 4 and the conclusions given in Chapter 5. Each chapter is presented as stand-alone entities containing no citations or internal referencing to connect the data with the conclusions. This leaves the readers with no ready means to evaluate the concluding construct of the user's view of the Internet in light of the data from which it was ostensibly derived. The readers must either go back and laboriously construct the connections themselves, or just take the author's word for it. Because the goal of the book is to create a convincing construct of the user's view of the Internet for others to understand, follow, apply, and improve upon in the "next generation of Internet development," the burden of proof is an the author, not the readers (pp. ix, 183). This oversight may not be so crucial if the author were presenting an exploratory essay designed primarily to stimulate thought and expand our perceptions. However, given that the book is intended as a scholarly work (otherwise why the tremendous effort in analyzing and summarizing vast quantities of research data in Chapter 4?), the lack of explicit linkage between the data and the conclusion is not only puzzling, but simply unacceptable. In summary then, the book is strong in its theoretical and metatheoretical development, presentation of the research data and scope of the literature review, and clarity of the concluding construct of the user's view of the Internet. If these items are of particular interest to the you, then this book may be worth your while. Otherwise, the failure of the book to provide an explanation of how the Metatheory of Circulating Usings is applied in analyzing extant research data, coupled with book's failure to link explicitly the data presented with the conclusions severely undermines this reviewer's confidence in the author's conclusions."
-
Singh, S. (Sewa); Singh, S. (Sukhbir): Colon Classification : a select bibliography (1992)
0.02
0.019945055 = product of:
0.049862638 = sum of:
0.020807989 = weight(_text_:study in 1479) [ClassicSimilarity], result of:
0.020807989 = score(doc=1479,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.14369315 = fieldWeight in 1479, 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=1479)
0.029054647 = product of:
0.058109295 = sum of:
0.058109295 = weight(_text_:teaching in 1479) [ClassicSimilarity], result of:
0.058109295 = score(doc=1479,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.24012855 = fieldWeight in 1479, 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=1479)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- This being the Birth Centenary.Year of Dr. S. R. Ranganathan, it was deemed as a befitting tribute to the author of Colon Classifiction to bring together all that has been published thus far on it and complile it in the form of a bibliographies are an important source of information on a particular field of study and research. A research worker has to carry out the literature survey on the area of interest which sometimes consumes many precious man hours in order to collect some relevent citations. Thus bibliographies are a useful source in saving the precious time and energy of the reseach workers, and lead them to the primary sources for carryying out the research further to the destination.
- Content
- Inhalt: General Classification, Colon Classification, Edition7, Philosophy, Conference, Literature Survey, Features, History. Countries and Areas , Theoru, Design of Classification, Classification Problems , Research in Classification, Trends in Classification, Depth Classification, Automatic Classification, Uses of Classification, Practical Classification, Application of Classification, Standards, Glossary.Teminology, classification and Reference Service, Classificationand Documentation, Classification and Communication, Classification and Retrieval, Comparison to Other Schemes, Canons, Isolates, Common Isolates , Space Isolates, Time Isolates, Special Isolates, Postulates, Fundamental Categories, Facet Formula, Optionl Facets, Rounds and Levels, Basic Subjects, Notation and Symbols, Array and Chanin, Devices, Mnemonics, Phase Relation, Systems and Specials, Book Number, Cooperative Calssification, Teaching of Classification, Classification of Specific Subjects, Book Science, Bibliography, Library and Information Science, Classification, Cataloguing, Mathematics, Cybernetics, Engineering, Computer, Chemistry, Crystallography, Technology. Food Technology, Corrosion, Parasitism, Geology , Agriculture, Zoology, Animal Husbandry, Medicine, Useful Arts, Military Science, Creative Arts, Aiterature, Sanskrit, Marathi, Tamil, Calssics, Linguistics, Philosophy, Ssocial Science, Geography, Maps, History , Political Science, Economics, Sociology, Law,
-
Hitzler, P.; Krötzsch, M.; Rudolph, S.: Foundations of Semantic Web technologies (2010)
0.02
0.019945055 = product of:
0.049862638 = sum of:
0.020807989 = weight(_text_:study in 359) [ClassicSimilarity], result of:
0.020807989 = score(doc=359,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.14369315 = fieldWeight in 359, 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=359)
0.029054647 = product of:
0.058109295 = sum of:
0.058109295 = weight(_text_:teaching in 359) [ClassicSimilarity], result of:
0.058109295 = score(doc=359,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.24012855 = fieldWeight in 359, 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=359)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- This text introduces the standardized knowledge representation languages for modeling ontologies operating at the core of the semantic web. It covers RDF schema, Web Ontology Language (OWL), rules, query languages, the OWL 2 revision, and the forthcoming Rule Interchange Format (RIF). A 2010 CHOICE Outstanding Academic Title ! The nine chapters of the book guide the reader through the major foundational languages for the semantic Web and highlight the formal semantics. ! the book has very interesting supporting material and exercises, is oriented to W3C standards, and provides the necessary foundations for the semantic Web. It will be easy to follow by the computer scientist who already has a basic background on semantic Web issues; it will also be helpful for both self-study and teaching purposes. I recommend this book primarily as a complementary textbook for a graduate or undergraduate course in a computer science or a Web science academic program. --Computing Reviews, February 2010 This book is unique in several respects. It contains an in-depth treatment of all the major foundational languages for the Semantic Web and provides a full treatment of the underlying formal semantics, which is central to the Semantic Web effort. It is also the very first textbook that addresses the forthcoming W3C recommended standards OWL 2 and RIF. Furthermore, the covered topics and underlying concepts are easily accessible for the reader due to a clear separation of syntax and semantics ! I am confident this book will be well received and play an important role in training a larger number of students who will seek to become proficient in this growing discipline.
