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  1. Andretta, S.: Information literacy : a practitioner's guide (2004) 0.10 
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    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
  2. Barité, M.; Parentelli, V.; Rodríguez Casaballe, N.; Suárez, M.V.: Interdisciplinarity and postgraduate teaching of knowledge organization (KO) : elements for a necessary dialogue (2023) 0.09 
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    Abstract
    Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowl­edge organization systems with interdisciplinary visions, and in the expressions through which information is sought.
  3. Börner, K.: Atlas of knowledge : anyone can map (2015) 0.09 
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    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
  4. Borgman, C.L.; Smart, L.J.; Millwood, K.A.; Finley, J.R.; Champeny, L.; Gilliland, A.J.; Leazer, G.H.: Comparing faculty information seeking in teaching and research : implications for the design of digital libraries (2005) 0.08 
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    Abstract
    ADEPT is a 5-year project whose goals are to develop, deploy, and evaluate inquiry learning capabilities for the Alexandria Digital Library, an extant digital library of primary sources in geography. We interviewed nine geography faculty members who teach undergraduate courses about their information seeking for research and teaching and their use of information resources in teaching. These data were supplemented by interviews with four faculty members from another ADEPT study about the nature of knowledge in geography. Among our key findings are that geography faculty are more likely to encounter useful teaching resources while seeking research resources than vice versa, although the influence goes in both directions. Their greatest information needs are for research data, maps, and images. They desire better searching by concept or theme, in addition to searching by location and place name. They make extensive use of their own research resources in their teaching. Among the implications for functionality and architecture of geographic digital libraries for educational use are that personal digital libraries are essential, because individual faculty members have personalized approaches to selecting, collecting, and organizing teaching resources. Digital library services for research and teaching should include the ability to import content from common office software and to store content in standard formats that can be exported to other applications. Digital library services can facilitate sharing among faculty but cannot overcome barriers such as intellectual property rights, access to proprietary research data, or the desire of individuals to maintain control over their own resources. Faculty use of primary and secondary resources needs to be better understood if we are to design successful digital libraries for research and teaching.
    Date
    3. 6.2005 20:40:22
  5. Huang, T.; Nie, R.; Zhao, Y.: Archival knowledge in the field of personal archiving : an exploratory study based on grounded theory (2021) 0.08 
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    Abstract
    Purpose The purpose of this paper is to propose a theoretical framework to illustrate the archival knowledge applied by archivists in their personal archiving (PA) and the mechanism of the application of archival knowledge in their PA. Design/methodology/approach The grounded theory methodology was adopted. For data collection, in-depth interviews were conducted with 21 archivists in China. Data analysis was performed using the open coding, axial coding and selective coding to organise the archival knowledge composition of PA and develops the awareness-knowledge-action (AKA) integration model of archival knowledge application in the field of PA, according to the principles of the grounded theory. Findings The archival knowledge involved in the field of PA comprises four principal categories: documentation, arrangement, preservation and appraisal. Three interactive factors involved in archivists' archival knowledge application in the field of PA behaviour: awareness, knowledge and action, which form a pattern of awareness leading, knowledge guidance and action innovation, and archivists' PA practice is flexible and innovative. The paper underscored that it is need to improve archival literacy among general public. Originality/value The study constructs a theoretical framework to identify the specialised archival knowledge and skills of PA which is able to provide solutions for non-specialist PA and develops an AKA model to explain the interaction relationships between awareness, knowledge and action in the field of PA.
    Date
    22. 1.2021 14:20:27
  6. Yang, F.; Zhang, X.: Focal fields in literature on the information divide : the USA, China, UK and India (2020) 0.08 
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    Abstract
    Purpose The purpose of this paper is to identify key countries and their focal research fields on the information divide. Design/methodology/approach Literature was retrieved to identify key countries and their primary focus. The literature research method was adopted to identify aspects of the primary focus in each key country. Findings The key countries with literature on the information divide are the USA, China, the UK and India. The problem of health is prominent in the USA, and solutions include providing information, distinguishing users' profiles and improving eHealth literacy. Economic and political factors led to the urban-rural information divide in China, and policy is the most powerful solution. Under the influence of humanism, research on the information divide in the UK focuses on all age groups, and solutions differ according to age. Deep-rooted patriarchal concepts and traditional marriage customs make the gender information divide prominent in India, and increasing women's information consciousness is a feasible way to reduce this divide. Originality/value This paper is an extensive review study on the information divide, which clarifies the key countries and their focal fields in research on this topic. More important, the paper innovatively analyzes and summarizes existing literature from a country perspective.
    Date
    13. 2.2020 18:22:13
  7. Chi, Y.; He, D.; Jeng, W.: Laypeople's source selection in online health information-seeking process (2020) 0.08 
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    Abstract
    For laypeople, searching online health information resources can be challenging due to topic complexity and the large number of online sources with differing quality. The goal of this article is to examine, among all the available online sources, which online sources laypeople select to address their health-related information needs, and whether or how much the severity of a health condition influences their selection. Twenty-four participants were recruited individually, and each was asked (using a retrieval system called HIS) to search for information regarding a severe health condition and a mild health condition, respectively. The selected online health information sources were automatically captured by the HIS system and classified at both the website and webpage levels. Participants' selection behavior patterns were then plotted across the whole information-seeking process. Our results demonstrate that laypeople's source selection fluctuates during the health information-seeking process, and also varies by the severity of health conditions. This study reveals laypeople's real usage of different types of online health information sources, and engenders implications to the design of search engines, as well as the development of health literacy programs.
    Date
    12.11.2020 13:22:09
  8. Herring, J.E.: Teaching information skills in schools (1996) 0.07 
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    Abstract
    Combines theory and practice of library user training into a framework for teaching information skills in school libraries. The main focus is on in secondary schools (ages 11-18) but teachers and librarians in upper primary and secondary schools and in further education colleges can bebefit from the work. The PLUS model proposed covers: purpose; location; use; and self evaluation. The intention is not to suggest that the PLUS model is radically different from other but to provide an integrated framework to be used both by pupils and those who support them
    LCSH
    Information technology / Study and teaching (Secondary) / Great Britain
    Information resources / Study and teaching (Secondary) / Great Britain
    Subject
    Information technology / Study and teaching (Secondary) / Great Britain
    Information resources / Study and teaching (Secondary) / Great Britain
  9. Palsdottir, A.: Data literacy and management of research data : a prerequisite for the sharing of research data (2021) 0.07 
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    Abstract
    Purpose The purpose of this paper is to investigate the knowledge and attitude about research data management, the use of data management methods and the perceived need for support, in relation to participants' field of research. Design/methodology/approach This is a quantitative study. Data were collected by an email survey and sent to 792 academic researchers and doctoral students. Total response rate was 18% (N = 139). The measurement instrument consisted of six sets of questions: about data management plans, the assignment of additional information to research data, about metadata, standard file naming systems, training at data management methods and the storing of research data. Findings The main finding is that knowledge about the procedures of data management is limited, and data management is not a normal practice in the researcher's work. They were, however, in general, of the opinion that the university should take the lead by recommending and offering access to the necessary tools of data management. Taken together, the results indicate that there is an urgent need to increase the researcher's understanding of the importance of data management that is based on professional knowledge and to provide them with resources and training that enables them to make effective and productive use of data management methods. Research limitations/implications The survey was sent to all members of the population but not a sample of it. Because of the response rate, the results cannot be generalized to all researchers at the university. Nevertheless, the findings may provide an important understanding about their research data procedures, in particular what characterizes their knowledge about data management and attitude towards it. Practical implications Awareness of these issues is essential for information specialists at academic libraries, together with other units within the universities, to be able to design infrastructures and develop services that suit the needs of the research community. The findings can be used, to develop data policies and services, based on professional knowledge of best practices and recognized standards that assist the research community at data management. Originality/value The study contributes to the existing literature about research data management by examining the results by participants' field of research. Recognition of the issues is critical in order for information specialists in collaboration with universities to design relevant infrastructures and services for academics and doctoral students that can promote their research data management.
    Date
    20. 1.2015 18:30:22
  10. Education for library cataloging : international perspectives (2006) 0.06 
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    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
  11. Gopinath, M.A.: Curricula in teaching classification and indexing in advanced courses in library and information science : a case study (1999) 0.06 
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  12. Pattuelli, M.C.: Modeling a domain ontology for cultural heritage resources : a user-centered approach (2011) 0.06 
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    Abstract
    The use of primary source materials is recognized as key to supporting history and social studies education. The extensive digitization of library, museum, and other cultural heritage collections represents an important teaching resource. Yet, searching and selecting digital primary sources appropriate for classroom use can be difficult and time-consuming. This study investigates the design requirements and the potential usefulness of a domain-specific ontology to facilitate access to, and use of, a collection of digital primary source materials developed by the Library of the University of North Carolina at Chapel Hill. During a three-phase study, an ontology model was designed and evaluated with the involvement of social studies teachers. The findings revealed that the design of the ontology was appropriate to support the information needs of the teachers and was perceived as a potentially useful tool to enhance collection access. The primary contribution of this study is the introduction of an approach to ontology development that is user-centered and designed to facilitate access to digital cultural heritage materials. Such an approach should be considered on a case-by-case basis in relation to the size of the ontology being built, the nature of the knowledge domain, and the type of end users targeted.
    Date
    22. 1.2011 14:11:34
  13. Isah, E.E.; Byström, K.: Physicians' learning at work through everyday access to information (2016) 0.06 
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    Abstract
    This article explores access to information through an analysis of sources and strategies as part of workplace learning in a medical context in an African developing country. It focuses on information practices in everyday patient care by a team of senior and junior physicians in a university teaching hospital. A practice-oriented, interpretative case study approach, in which elements from activity theory, situated learning theory, and communities of practice framework, was developed to form the theoretical basis for the study. The qualitative data from observations and interviews were analyzed with iterative coding techniques. The findings reveal that physicians' learning through everyday access to medical information is enacted by, embedded in, and sustained as a part of the work activity itself. The findings indicate a stable community of practice with traits of both local and general medical conventions, in which the value of used sources and strategies remains relatively uncontested, strongly based on formally and informally sanctioned and legitimized practices. Although the present study is particular and context specific, the results indicate a more generally plausible conclusion; the complementary nature of different information sources and strategies underscores that access to information happens in a context in which solitary sources alone make little difference.
    Date
    22. 1.2016 12:31:37
  14. Silver, D.: Teaching cyberculture : readings and fieldwork for an emerging topic of study (1996) 0.06 
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    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
  15. Fisher, S.; Oulton, T.; Wood, T.: Teaching and training of the information profession using SuperJANET (1994) 0.06 
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    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
  16. Ekstrand, M.D.; Wright, K.L.; Pera, M.S.: Enhancing classroom instruction with online news (2020) 0.06 
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    Abstract
    Purpose This paper investigates how school teachers look for informational texts for their classrooms. Access to current, varied and authentic informational texts improves learning outcomes for K-12 students, but many teachers lack resources to expand and update readings. The Web offers freely available resources, but finding suitable ones is time-consuming. This research lays the groundwork for building tools to ease that burden. Design/methodology/approach This paper reports qualitative findings from a study in two stages: (1) a set of semistructured interviews, based on the critical incident technique, eliciting teachers' information-seeking practices and challenges; and (2) observations of teachers using a prototype teaching-oriented news search tool under a think-aloud protocol. Findings Teachers articulated different objectives and ways of using readings in their classrooms, goals and self-reported practices varied by experience level. Teachers struggled to formulate queries that are likely to return readings on specific course topics, instead searching directly for abstract topics. Experience differences did not translate into observable differences in search skill or success in the lab study. Originality/value There is limited work on teachers' information-seeking practices, particularly on how teachers look for texts for classroom use. This paper describes how teachers look for information in this context, setting the stage for future development and research on how to support this use case. Understanding and supporting teachers looking for information is a rich area for future research, due to the complexity of the information need and the fact that teachers are not looking for information for themselves.
    Date
    20. 1.2015 18:30:22
  17. Creanor, L.; Durndell, H.; Primrose, C.: Library and study skills using hypertext : the TILT experience (1996) 0.06 
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    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
  18. Notess, G.R.: Teaching Web search skills : techniques and strategies of top trainers (2006) 0.05 
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    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
  19. 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 
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    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
  20. Aston, J.; Slater, J.B.: Potential impact of high speed networking on teaching and learning in universities (1995) 0.05 
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    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

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