-
Ercegovac, Z.: LEArning portfolio for accessing engineering information for engineers (1999)
0.13
0.12534918 = product of:
0.2089153 = sum of:
0.14658698 = weight(_text_:literacy in 6717) [ClassicSimilarity], result of:
0.14658698 = score(doc=6717,freq=6.0), product of:
0.26121095 = queryWeight, product of:
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.044537213 = queryNorm
0.5611824 = fieldWeight in 6717, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.8650045 = idf(docFreq=340, maxDocs=44218)
0.0390625 = fieldNorm(doc=6717)
0.026009986 = weight(_text_:study in 6717) [ClassicSimilarity], result of:
0.026009986 = score(doc=6717,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.17961644 = fieldWeight in 6717, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0390625 = fieldNorm(doc=6717)
0.03631831 = product of:
0.07263662 = sum of:
0.07263662 = weight(_text_:teaching in 6717) [ClassicSimilarity], result of:
0.07263662 = score(doc=6717,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.30016068 = fieldWeight in 6717, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0390625 = fieldNorm(doc=6717)
0.5 = coord(1/2)
0.6 = coord(3/5)
- Abstract
- This article describes design considerations of two interrelated programs that together make Learning Portfolio (LEAP) prototype system for accessing engineering information for engineers. The two programs are: Engineering Information Sources and Access (EISA), implemented as a Web-based self-learning prototype system; and Information Sources that Every Engineer should Know; ISEEK adds embedded instructional layer, representative queries, and constitutes the core layer of engineering sources for a beginner engineering student. Of analytical significance, the project has (1) defined indicators of information literacy (IL) for engineering students; (2) developed IL questionnaire to test engineering students' IL skills; (3) developed information literacy profile of engineering students under study; (4) assessed existing information resources, tools and search techniques. Of practical significance, we have: (5) applied students' responses in the design of EISA; (6) implemented the EISA information literacy program for engineers; (7) developed a series of hypertext-based tutorials each dealing with a specific IL issue; and (8) proposed set of the four design principles (i.e., understanding the user; active learning; conceptual model of teaching; and modularity). Finally, the article identifies and discusses future work
-
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
-
Gopinath, M.A.: Curricula in teaching classification and indexing in advanced courses in library and information science : a case study (1999)
0.06
0.059835166 = product of:
0.14958791 = sum of:
0.062423967 = weight(_text_:study in 6821) [ClassicSimilarity], result of:
0.062423967 = score(doc=6821,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.43107945 = fieldWeight in 6821, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.09375 = fieldNorm(doc=6821)
0.08716395 = product of:
0.1743279 = sum of:
0.1743279 = weight(_text_:teaching in 6821) [ClassicSimilarity], result of:
0.1743279 = score(doc=6821,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.7203857 = fieldWeight in 6821, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.09375 = fieldNorm(doc=6821)
0.5 = coord(1/2)
0.4 = coord(2/5)
-
Silver, D.: Teaching cyberculture : readings and fieldwork for an emerging topic of study (1996)
0.06
0.058481585 = product of:
0.14620396 = sum of:
0.073567346 = weight(_text_:study in 6715) [ClassicSimilarity], result of:
0.073567346 = score(doc=6715,freq=4.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.50803196 = fieldWeight in 6715, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.078125 = fieldNorm(doc=6715)
0.07263662 = product of:
0.14527324 = sum of:
0.14527324 = weight(_text_:teaching in 6715) [ClassicSimilarity], result of:
0.14527324 = score(doc=6715,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.60032135 = fieldWeight in 6715, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.078125 = fieldNorm(doc=6715)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- Cyberculture is emerging as an interdisciplinary subject of academic study. Gives examples of the main areas of cyberculture: virtual identities, virtual communities, and virtual cities. Concludes with a range of online and printed resources designed to introduce the dynamic qualities of the subject
-
Fisher, S.; Oulton, T.; Wood, T.: Teaching and training of the information profession using SuperJANET (1994)
0.06
0.056905694 = product of:
0.14226423 = sum of:
0.041615978 = weight(_text_:study in 7870) [ClassicSimilarity], result of:
0.041615978 = score(doc=7870,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.2873863 = fieldWeight in 7870, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0625 = fieldNorm(doc=7870)
0.100648254 = product of:
0.20129651 = sum of:
0.20129651 = weight(_text_:teaching in 7870) [ClassicSimilarity], result of:
0.20129651 = score(doc=7870,freq=6.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.8318297 = fieldWeight in 7870, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0625 = fieldNorm(doc=7870)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- Outlines a research project being carried out at the Department of Library and Information Studies at Manchester Metropolitan University to study electronic access to remote CD-ROM networks and to integrated library systems for teaching students of library and information studies via the SuperJANET computer network. Gives a brief background to SuperJANET and teaching applications. Describes the aims and specific objectives of the project, details its context, anticipated benefits and outlines project management
-
Creanor, L.; Durndell, H.; Primrose, C.: Library and study skills using hypertext : the TILT experience (1996)
0.06
0.055825748 = product of:
0.13956437 = sum of:
0.051497146 = weight(_text_:study in 401) [ClassicSimilarity], result of:
0.051497146 = score(doc=401,freq=4.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.3556224 = fieldWeight in 401, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0546875 = fieldNorm(doc=401)
0.088067226 = product of:
0.17613445 = sum of:
0.17613445 = weight(_text_:teaching in 401) [ClassicSimilarity], result of:
0.17613445 = score(doc=401,freq=6.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.72785103 = fieldWeight in 401, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0546875 = fieldNorm(doc=401)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- When the Glasgow University Teaching with Independent Learning Technologies (TILT) project began in Jan 1993, its main aim was to demonstrate how IT could be successfully incorporated into university teaching within a single institution. 4 years later, TILT has demonstrated its value in many areas, particularly in library and study skills. More than 130 institutions both in the UK and overseas are now using the 5 hypertext information skills modules as a resource in their undergraduate teaching, and detailed evaluations of their effectiveness have been carried out. Discusses the development and evaluation of the courseware and details its transformation from Guide through Toolbook to WWW
-
Bowman, B.J.; Grupe, F.H.; Simkin, M.G.: Teaching end-user applications with computer-based training : theory and an empirical investigation (1995)
0.05
0.04979248 = product of:
0.1244812 = sum of:
0.03641398 = weight(_text_:study in 2261) [ClassicSimilarity], result of:
0.03641398 = score(doc=2261,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.251463 = fieldWeight in 2261, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0546875 = fieldNorm(doc=2261)
0.088067226 = product of:
0.17613445 = sum of:
0.17613445 = weight(_text_:teaching in 2261) [ClassicSimilarity], result of:
0.17613445 = score(doc=2261,freq=6.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.72785103 = fieldWeight in 2261, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0546875 = fieldNorm(doc=2261)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- Assessment of Computer Based Training (CBT) are difficult to generalize, but some evidence suggests that CBT can be more cost effective that traditional classroom teaching, with comparable student learning. Reviews the current literature and describes an empirical study of CBT effectiveness for teaching microcomputer software in a required college level business class. Students were divided into an experimental class (using CBT) and a control group (using traditional lectures). An analysis of inflential learning factors could find no meaningful differences between these 2 groups. The statistical results of 6 different course performance measures indicated that the experimental students performed as well as the control studuents on homework assignements and hand-on skill tests, and were equally satisfied with their training
-
Aston, J.; Slater, J.B.: Potential impact of high speed networking on teaching and learning in universities (1995)
0.05
0.04979248 = product of:
0.1244812 = sum of:
0.03641398 = weight(_text_:study in 5779) [ClassicSimilarity], result of:
0.03641398 = score(doc=5779,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.251463 = fieldWeight in 5779, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0546875 = fieldNorm(doc=5779)
0.088067226 = product of:
0.17613445 = sum of:
0.17613445 = weight(_text_:teaching in 5779) [ClassicSimilarity], result of:
0.17613445 = score(doc=5779,freq=6.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.72785103 = fieldWeight in 5779, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0546875 = fieldNorm(doc=5779)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- Reports on a 1992 study, commissioned by the UK Universities and Research Councils Joint Network Team on the potential impact of the high speed SuperJANET network on teaching and learning practices in universities. Structured interviews with staff at Cambridge and Kent universities were used to predict and identify any inhibitors and actions necessary to ensure effective take up. Estimates the costs of providing infrastructures within sites. Follow up interviews were carried out in 1994. Increased optimism was found and an increased feed of active research into teaching using network resources
-
Wilburg, K.: Teaching science with technology : telecommunications and multimedia (1994)
0.05
0.04951797 = product of:
0.12379493 = sum of:
0.041615978 = weight(_text_:study in 797) [ClassicSimilarity], result of:
0.041615978 = score(doc=797,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.2873863 = fieldWeight in 797, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0625 = fieldNorm(doc=797)
0.08217895 = product of:
0.1643579 = sum of:
0.1643579 = weight(_text_:teaching in 797) [ClassicSimilarity], result of:
0.1643579 = score(doc=797,freq=4.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.6791861 = fieldWeight in 797, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0625 = fieldNorm(doc=797)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- Reports on a variety of studies which indicate how students can learn science through telecomputing and interactive multimedia activities. 2 studies reflect the newest trends in teaching science with technology concerned with telecomputing and an innovative approach to integrating hypermedia with science learning, which has student in several schools in Iowa working as programmers and instructional designers, 2 other studies considers new ways to look at both science/technology education and research. As a study of an international high school science project suggests a new methodology for researching computer-support collaborative learning
-
Kirk, J.: Computer-assisted learning and teaching in library and information studies in Australia (1993)
0.04
0.04267927 = product of:
0.10669817 = sum of:
0.031211983 = weight(_text_:study in 516) [ClassicSimilarity], result of:
0.031211983 = score(doc=516,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.21553972 = fieldWeight in 516, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.046875 = fieldNorm(doc=516)
0.07548619 = product of:
0.15097238 = sum of:
0.15097238 = weight(_text_:teaching in 516) [ClassicSimilarity], result of:
0.15097238 = score(doc=516,freq=6.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.6238723 = fieldWeight in 516, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.046875 = fieldNorm(doc=516)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- The interest of Australian academics in library and information studies is manifest in 2 themes: technology for information practice and technology for learning. These themes underlie the integration of information technology into education for information professionals. Surveys carried out in the early 1980s highlighted the applications of technology, particularly in online cataloguing and online searching. The study reported in this paper aimed to explore the extent of use and non-use od computer-assisted learning and teaching in Australian schools of library and information studies in the early 1990s. The results indicate more widespread use of computer-assisted learning than computer-assisted teaching. There is considerably diversity in courses where computer-assisted learning is included in the packages used by students. More than half of the schools surveyed have plans to extend computer-assisted learning over the next three years. In order to take full advantage of the potential of computer-assisted learning, academies in schools of library and information studies in Australia will need to cooperate with each other, with academics and industry-based colleagues in computer-based training and education, and with similar schools in overseas countries
-
Nash, S.; Wilson, M.C.: Value-added bibliographic instruction : teaching students to find the right citation (1991)
0.04
0.040937115 = product of:
0.102342784 = sum of:
0.051497146 = weight(_text_:study in 4848) [ClassicSimilarity], result of:
0.051497146 = score(doc=4848,freq=4.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.3556224 = fieldWeight in 4848, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0546875 = fieldNorm(doc=4848)
0.050845634 = product of:
0.10169127 = sum of:
0.10169127 = weight(_text_:teaching in 4848) [ClassicSimilarity], result of:
0.10169127 = score(doc=4848,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.42022496 = fieldWeight in 4848, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0546875 = fieldNorm(doc=4848)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- The inability of students to evaluate information sources often results in lists of bibliographic references that may be termed, relative to student needs, value-zero citations. This problem has exacerbated by the advent of CD-ROM databases that may yield more but not necessariliy more relevant information to undergraduate students. Reports the findings of a 2-part study conducted at the Alexander Library, Rutgers Univ. to discover what problems students were having that led to this situation. The study emphasises a 2-tier value-added instructional model that incorporates the reaching of critical thinking skills, in terms of evaluating citation elements, and information sources
-
Liebscher, P.; Abels, E.G.; Denman, D.W.: Factors that influence the use of electronic networks by science and engineering faculty at small institutions : Part II: Preliminary use indicators (1997)
0.04
0.040937115 = product of:
0.102342784 = sum of:
0.051497146 = weight(_text_:study in 391) [ClassicSimilarity], result of:
0.051497146 = score(doc=391,freq=4.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.3556224 = fieldWeight in 391, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0546875 = fieldNorm(doc=391)
0.050845634 = product of:
0.10169127 = sum of:
0.10169127 = weight(_text_:teaching in 391) [ClassicSimilarity], result of:
0.10169127 = score(doc=391,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.42022496 = fieldWeight in 391, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0546875 = fieldNorm(doc=391)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- Reports results of a study that examined factors influencing the adoption and use of electronic networks by science and engineering faculty in 6 small universities in the southerneaster USA. Part of the study gathered data on the purpose, type, and extent of electronic communications. Data were gathered by mail questionnaire and by follow up site visits. Reports on 5 types of network use, electronic mail, electronic discussion groups, accessing remote databases, accessing remote computer facilities, and file transfer. For each service, data are reported for frequency of use by purpose: research, teaching administration, social and current awareness. Outlines preliminary use indicators for each service in terms of heavy and moderate use
-
Koch, E.: Recherche et indexation : resultats-limites (1998)
0.04
0.040937115 = product of:
0.102342784 = sum of:
0.051497146 = weight(_text_:study in 2238) [ClassicSimilarity], result of:
0.051497146 = score(doc=2238,freq=4.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.3556224 = fieldWeight in 2238, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0546875 = fieldNorm(doc=2238)
0.050845634 = product of:
0.10169127 = sum of:
0.10169127 = weight(_text_:teaching in 2238) [ClassicSimilarity], result of:
0.10169127 = score(doc=2238,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.42022496 = fieldWeight in 2238, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0546875 = fieldNorm(doc=2238)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- Report of the French Libraries Association study and research section study day, held in Grenoble in Oct 1997. Topics covered included precision / recall and linguistic compatibility between indexing and search languages; the history and develoment of the RAMEAU authorities list; using RAMEAU in special libraries; international cooperation; and applying RAMEAU in specific disciplines. Points emphasised were the need to train teaching staff in new technology since students are usually more expert; and the danger of indexers, through ignorance of user needs, creating over complex systems
-
Nelson, M.: At the workstation and in the wilderness : the new scholarship (1992)
0.04
0.03989011 = product of:
0.099725276 = sum of:
0.041615978 = weight(_text_:study in 6312) [ClassicSimilarity], result of:
0.041615978 = score(doc=6312,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.2873863 = fieldWeight in 6312, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0625 = fieldNorm(doc=6312)
0.058109295 = product of:
0.11621859 = sum of:
0.11621859 = weight(_text_:teaching in 6312) [ClassicSimilarity], result of:
0.11621859 = score(doc=6312,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.4802571 = fieldWeight in 6312, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0625 = fieldNorm(doc=6312)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- Modern scholars are tormented by the abundance of electronically transmittable information available and the need to alter traditional ways of study and teaching based on it. Discusses the Information Infrastructure and Technology Act of 1992 to develop high-speed networking technology. It requires the National Science Formulation to fund educational software, provide teacher training and network primary and secondary schools. Describes available scholarly communication networks
-
Chan, H.C.: Naturalness of graphical queries based on the entity relationship model (1995)
0.04
0.03989011 = product of:
0.099725276 = sum of:
0.041615978 = weight(_text_:study in 3207) [ClassicSimilarity], result of:
0.041615978 = score(doc=3207,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.2873863 = fieldWeight in 3207, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0625 = fieldNorm(doc=3207)
0.058109295 = product of:
0.11621859 = sum of:
0.11621859 = weight(_text_:teaching in 3207) [ClassicSimilarity], result of:
0.11621859 = score(doc=3207,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.4802571 = fieldWeight in 3207, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0625 = fieldNorm(doc=3207)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- Graphical queries involving 14 different query concepts were used in a study with 27 subjects. The results show that well designed graphical queries can be comprehended without teaching. Not so well designed queries are difficult to comprehend. The natural ability to specify graphical queries is not as good. The results identify clearly those concepts that are naturally easy to specify, and those that are difficult. The findings can be used for designing graphical interfaces, as well as for designing training packages
-
Manuel, R.S.S.: Conferences given by Professor Kaula and their impact on teaching of classification : Dissemination of Ranganathan classification in Spain (1995)
0.04
0.03989011 = product of:
0.099725276 = sum of:
0.041615978 = weight(_text_:study in 4701) [ClassicSimilarity], result of:
0.041615978 = score(doc=4701,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.2873863 = fieldWeight in 4701, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0625 = fieldNorm(doc=4701)
0.058109295 = product of:
0.11621859 = sum of:
0.11621859 = weight(_text_:teaching in 4701) [ClassicSimilarity], result of:
0.11621859 = score(doc=4701,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.4802571 = fieldWeight in 4701, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0625 = fieldNorm(doc=4701)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- Article included in a special festschrift issue celebrating the 71st birthday of Professor P.N. Kaula and his important contributions to the librarianship profession over 51 years. Reviews the impact of Ranganathan's Colon Classification on the study of classification and classification schemes in Spain with particular reference to the important contribution to the field made by the conferences, given by Professor P.N. Kaula in 8 universities and 4 institutes of higher education
-
Hurt, C.D.: Classification and subject analysis : looking to the future at a distance (1997)
0.04
0.03989011 = product of:
0.099725276 = sum of:
0.041615978 = weight(_text_:study in 6929) [ClassicSimilarity], result of:
0.041615978 = score(doc=6929,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.2873863 = fieldWeight in 6929, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0625 = fieldNorm(doc=6929)
0.058109295 = product of:
0.11621859 = sum of:
0.11621859 = weight(_text_:teaching in 6929) [ClassicSimilarity], result of:
0.11621859 = score(doc=6929,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.4802571 = fieldWeight in 6929, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0625 = fieldNorm(doc=6929)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- Classic classification schemes are uni-dimensional, with few exceptions. One of the challenges of distance education and new learning strategies is that the proliferation of course work defies the traditional categorization. The rigidity of most present classification schemes does not mesh well with the burgeoning fluidity of the academic environment. One solution is a return to a largely forgotten area of study - classification theory. Some suggestions for exploration are nonmonotonic logic systems, neural network models, and non-library models.
- Footnote
- Beitrag eines Themenheftes "Cataloging and classification: trends, transformations, teaching, and training."
-
Connell, T.H.: ¬The need for funded research (1992)
0.04
0.03989011 = product of:
0.099725276 = sum of:
0.041615978 = weight(_text_:study in 5287) [ClassicSimilarity], result of:
0.041615978 = score(doc=5287,freq=2.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.2873863 = fieldWeight in 5287, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0625 = fieldNorm(doc=5287)
0.058109295 = product of:
0.11621859 = sum of:
0.11621859 = weight(_text_:teaching in 5287) [ClassicSimilarity], result of:
0.11621859 = score(doc=5287,freq=2.0), product of:
0.24199244 = queryWeight, product of:
5.433489 = idf(docFreq=524, maxDocs=44218)
0.044537213 = queryNorm
0.4802571 = fieldWeight in 5287, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.433489 = idf(docFreq=524, maxDocs=44218)
0.0625 = fieldNorm(doc=5287)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- Provides a brief summary of an OCLC funded project 'Identifying barriers to effective subject access in library catalogues'. The study investigated the probability that a skilled catalogue user would retrieve 'the best' materials on some subject, and if they were unable to do so, to determine how this could be improved. The transformation of the card catalogue onto an online database has not improved subject access. Offers a view of research in the context of the education and research roles of the library and information science educator. Discusses the university research environment, teaching students research skills and OCLC
-
Smithson, S.: Information retrieval evaluation in practice : a case study approach (1994)
0.04
0.037579034 = product of:
0.09394758 = sum of:
0.07282796 = weight(_text_:study in 7302) [ClassicSimilarity], result of:
0.07282796 = score(doc=7302,freq=8.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.502926 = fieldWeight in 7302, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.0546875 = fieldNorm(doc=7302)
0.021119623 = product of:
0.042239245 = sum of:
0.042239245 = weight(_text_:22 in 7302) [ClassicSimilarity], result of:
0.042239245 = score(doc=7302,freq=2.0), product of:
0.15596174 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.044537213 = queryNorm
0.2708308 = fieldWeight in 7302, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0546875 = fieldNorm(doc=7302)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- The evaluation of information retrieval systems is an important yet difficult operation. This paper describes an exploratory evaluation study that takes an interpretive approach to evaluation. The longitudinal study examines evaluation through the information-seeking behaviour of 22 case studies of 'real' users. The eclectic approach to data collection produced behavioral data that is compared with relevance judgements and satisfaction ratings. The study demonstrates considerable variations among the cases, among different evaluation measures within the same case, and among the same measures at different stages within a single case. It is argued that those involved in evaluation should be aware of the difficulties, and base any evaluation on a good understanding of the cases in question
-
Martin, J.V.: Subject specialization in British university libraries : a second survey (1996)
0.04
0.035157863 = product of:
0.087894656 = sum of:
0.06979212 = weight(_text_:study in 467) [ClassicSimilarity], result of:
0.06979212 = score(doc=467,freq=10.0), product of:
0.1448085 = queryWeight, product of:
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.044537213 = queryNorm
0.4819615 = fieldWeight in 467, product of:
3.1622777 = tf(freq=10.0), with freq of:
10.0 = termFreq=10.0
3.2514048 = idf(docFreq=4653, maxDocs=44218)
0.046875 = fieldNorm(doc=467)
0.018102532 = product of:
0.036205065 = sum of:
0.036205065 = weight(_text_:22 in 467) [ClassicSimilarity], result of:
0.036205065 = score(doc=467,freq=2.0), product of:
0.15596174 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.044537213 = queryNorm
0.23214069 = fieldWeight in 467, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.046875 = fieldNorm(doc=467)
0.5 = coord(1/2)
0.4 = coord(2/5)
- Abstract
- Reports results of a survey of UK university libraries to study the nature and degree of suject specialization practised there, as a follow up to a similar study conducted 15 years earlier. For the purposes of comparison the present survey, which was sent to chief librarians, covers those same institutions studied in 1981 and, consequently, does not include the new universities that were formerly polytechnics. Libraries are classified into the same 5 categories of specializations as in the previous study: functional, dual, hybrid, 3 tier, and subject divisional. Notes the main conclusions, including the fact that the conclusion of the earlier study, that subject specialization would become less feasible in future was not realized in the later one. Whereas in the earlier study, the question appeared to be one of whether university libraries could afford the services of subject librarians, 15 years later the challenge to their existence appears even more profound
- Date
- 9. 2.1997 18:44:22
