Search (38 results, page 1 of 2)

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Date

25. 3.2003 13:22:23

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Date

22. 1.2017 16:45:48

Imprint

London : Facet Publishing

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Footnote

Rez. in: Electronic library 16(1998) no.5, S.342-343 (B. Loughridge)

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LCSH

Reference books / Publishing

Subject

Reference books / Publishing

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Imprint

Bingley, UK : Emerald Group Publishing Limited

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Abstract

Presents 18 reports describing ways in which specific libraries applied the Internet to local community information services in the USA. Applications range from the immense electronic matrix of Stanford University to 1 telephone libraries in rural New York State. Reports are illustrated and include hardware, software, and connectivity data as well as managerial, financial, social, legal and staff issues

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Imprint

Bingley, UK : Emerald Group Publishing Limited

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Abstract

An essential desk-book aiming to help the information professional to become self-sufficient in answering enquiries. Step by step, it guides the reader through all the stages of research, from finding out what the enquirer really wants, to providing a polished, value-added answer, including: Techniques for getting started - Tips for efficient search strategies - How much information to select - How to meet deadlines every time - How to choose between printed and electronic sources - What to do when the anser is nowhere to be found

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Content

Enthält die Kapitel: BOPP, R.E.: History and varieties of reference services; SUTTON, E.D. u. L.D. HOLT: The reference interview; DALRYMPLE, P.D.: Bibliographic control, organization of information, and search strategies; KLUEGEL, K.M.: Introduction to electronic reference services; KLUEGEL, K.M.: Trends in electronic reference services: opportunities and challenges; WILSON, L.A.: Instruction as a reference service; WOODARD, B.S.: Reference staff training and development; ALLEN, B.: Evaluation of reference services; KIBBEE, J.Z.: Organization and management of reference and information services; KING, D.N. u. R.E. RUBIN: A philosophy of service; SUTTON, E.D., F.J. JACOBSON u. L.E. HOLT: Reference services for specific populations; SMITH, L.C.: Selection and evaluation of reference sources; MILLER, S.: Directories; STENSTROM, P.F.: Almanacs, yearbooks, and handbooks; BOPP, R.E.: Biographical sources; FAIRCHILD, C.A.: Dictionaries; JACOBSON, F.F.: Encyclopedias; COBB, D.A.: Geographical sources; PENKA, C.B. u. M. LANDIS: Bibliographies and library catalogs; SMITH, L.C.: Indexes and abstracts; BEKIARES, S.E. u. M. MALLORY: Government documents and statistics sources;

Footnote

Rez. in: College and research libraries 57(1996) no.1, S.91-93 (R. Kieft); IfB 5(1997) H.1/2, S.24-26 (K. Schreiber); Electronic library 14(1996) no.5, S.471-472 (G. Matthews)

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Abstract

Let us start with a simple scenario: a man asks a woman "how high is Mount Everest?" The woman replies "29,029 feet." Nothing could be simpler. Now let us suppose that rather than standing in a room, or sitting on a bus, the man is at his desk and the woman is 300 miles away with the conversation taking place using e-mail. Still simple? Certainly--it happens every day. So why all the bother about digital (virtual, electronic, chat, etc.) reference? If the man is a pilot flying over Mount Everest, the answer matters. If you are a lawyer going to court, the identity of the woman is very important. Also, if you ever want to find the answer again, how that transaction took place matters a lot. Digital reference is a deceptively simple concept on its face: "the incorporation of human expertise into the information system." This lecture seeks to explore the question of how human expertise is incorporated into a variety of information systems, from libraries, to digital libraries, to information retrieval engines, to knowledge bases. What we learn through this endeavor, begun primarily in the library context, is that the models, methods, standards, and experiments in digital reference have wide applicability. We also catch a glimpse of an unfolding future in which ubiquitous computing makes the identification, interaction, and capture of expertise increasingly important. It is a future that is much more complex than we had anticipated. It is a future in which documents and artifacts are less important than the contexts of their creation and use.

LCSH

Electronic reference services (Libraries)

Subject

Electronic reference services (Libraries)

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Abstract

This comprehensive volume recounts the ways reference librarians have adapted traditional services to deal with the changes in both information technologies and library patrons. New Technologies and Reference Services shows how to provide needed services using videoconferencing, interactive classrooms, drop-in seminars, and required courses. It also discusses the other implications of new technologies, including developing trends in publishing, copyright issues, collection strategies, and decentralizing library reference services.

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Footnote

Rez. in: Journal of academic librarianship 22(1996) no.6, S.471 (N. Corral)

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Footnote

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

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Content

Key Features - Is an up to date review/summary of activity in the subject area - Provides international comparisons of library and information service evaluation activity - Provides practical/real life research and survey data useful to practitioners and academics which they can apply in their own situations - Helps library and information science students write coursework and prepare for examinations - Presents evaluation and survey work from a practitioner's point of view The Author Dr John Crawford is Library Research Officer at Glasgow Caledonian University in Scotland where he is also University copyright adviser. He has authored some 50 articles and papers. Readership The book is aimed at: - Library and information managers at senior and intermediate levels - Staff and students in departments of library and information management - Practitioners, academics and researchers worldwide Contents Background Factors in evaluation How survey and evaluation work is done The search for a general survey instrument Related cultures of evaluation Current/recent research The challenge of the electronic environment Information literacy and future directions Future directions - continuing cultures of change and the need to evaluate them

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Date

31.12.1998 22:01:11

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Date

31.12.1998 22:14:52

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Date

25.11.2005 18:58:22

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Imprint

London : Library Association Publishing

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Imprint

London : Facet Publishing