Search (5 results, page 1 of 1)

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Content

Enthält u.a. die Beiträge: FUGMANN, R.: The limitations of automatic indexing; KOBUCHI, Y., T. SAITO u. H. NUNONE: Theoretical considerations on words classification through elementary meanings; MERKL, D. u. A.M. TJOA: The representation of semantic similarity between documents by using maps: application of an artificial neural network to organize software libraries; DEWAR, A. u. E. KATSURA: Effective multilingual subject searching through Translex; RAHMSTORF, G.: A new thesaurus structure for semantic retrieval; NAKAO, Y u. G.J. ANKER: Some fundamental principles of terminology database design; CURRAS, E.: An approach to application of systematics to knowledge organization; KITAGAWA, T. u. Y. KIYOKI: A new information retrieval methods with a dynamic context recognition mechanism; PIENAAR, R.E.: Subject access in OPACs: results of a user survey in a university library

Series

FID conference and congress ; 47

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Content

- Recherche und Web Rita Strebe: Empirische Untersuchung von emotionalen Reaktionen im Prozess der Informationsrecherche im Web Teresa Märt!, Christa Womser-Hacker, Thomas Mandl: Mehrsprachige Suche in Social-Tagging-Systemen Christian Maaß, Dirk Lewandowski: Frage-Antwort-Dienste als alternativer Suchansatz? Jürgen Reischer: EXCERPT - a Within-Document Retrieval System Using Summarization Techniques - Fachportale - Open Access I Stefan Baerisch, Peter Mutschke, Maximilian Stempfliuber: Informationstechnologische Aspekte der Heterogenitätsbehandlung in Fachportalen Doris Bambey: Open Access in der Erziehungswissenschaft - Voraussetzungen und Modelle der Funktionsteilung und der Verwertung von Wissen Patrick Lay: Integration heterogener Anwendungen in Fachportalen am Beispiel Sowiport Martin Uhl, Erich Weichselgartner: Aufbau einer innovativen Publikations-Infrastrukrur für die europäische Psychologie

RSWK

World Wide Web / Information Retrieval / Kongress / Konstanz <2009>

Subject

World Wide Web / Information Retrieval / Kongress / Konstanz <2009>

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Abstract

She is Chair of the Heron User Group and Association of Information Professionals in the Social Sciences (ALISS). She is the Conference Officer for CILIP Information Literacy Group and a founder member of the Librarians' Information Literacy Annual Conference (LILAC). Debbi Boden is a Faculty Team Leader at Imperial College London. She is chair and a founder member of the CILIP CSG Information Literacy Group and a member of the Information Literacy Annual Conference (LILAC) Committee. Gwyneth Price is Student Services Librarian at the Institute of Education, University of London. She is Editor of Education Libraries Journal. Readership: The book is aimed at library managers, information literacy/skills librarians/managers, and learner support librarians/managers.Contents: Getting started with the information literacy cookbook (Jane Secker, Debbi Boden and Gwyneth Price) Feeding the masses: digital citizenship and the public library (Ronan O'Beirne) Healthy mind, healthy body: digital literacy in the NHS (Di Mullen and Helen Roberts) Information discovery stir-fry: information literacy in the commercial sector (Angela Donnelly and Carey Craddock) Alone in the kitchen: when you're the only one providing the service (Sarah Hinton) Educating the palate of pupils and teachers: recipes for success in school libraries (Rebecca Jones) Variety is the spice of life, or choosing your topics with care: information literacy challenges in the further education sector (Gwyneth Price and Jane Del-Pizzo) Information literacy beef bourguignon (also known as information skills stew or i-skills casserole): the higher education sector (Jane Secker, Debbi Boden and Gwyneth Price) Conclusion: coffee, cheese, biscuits and petit fours (Jane Secker, Debbi Boden and Gwyneth Price)

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Classification

323.44/5 22 (GBV;LoC)

DDC

323.44/5 22 (GBV;LoC)

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Footnote

Rez. in: JASIST. 58(2007) no.4, S.606-607 (L.E. Harris): "Spanning is not a methodological "how-to"; rather it is a "how-tothink" book, intended for academicians and practitioners, on developing useful theory. Each chapter opens with a brief scenario, generally derived from Crowley's extensive personal experience as a librarian, university professor, and consultant, exemplifying the theme for that chapter. In chapter one, "Theorizing for Diverging Contexts: Why Research Results and Theory Development are So Little Used Outside the Campus," Crowley describes a doctoral candidate's experience in presenting her research at a national conference of working professionals. When the presentation is negatively received, the student's mentor rationalized the response by stating, "You have to remember, most of the people in the audience only have a master's degree" (p. 2). From this example, a cogent argument is distilled on how pervasive the theorypractice divide is in various academic domains, such as business, law, sociology, and LIS. What is useful research and theory for academicians seeking career and professional advancement does not translate into for practitioners engaged in specific institutional/organizational environments. Cultural pragmatism is introduced as an aid to researchers in both camps for its inclusion of context specificity and the need for testing a theory's usefulness through continually analyzed experience. Herein, the structural foundation for the bridge is constructed in the section on communication. The development of an interlanguage between academicians and practitioners will minimize incommensurability, "the perceived inability of humans to communicate effectively with one another due to a lack of common standards for meaning and other shared foundations" (p. 15). In this vein, Crowley presents five maxims, based on the works of John Stuart Mill, for developing useful, real world theory. The chapter ends, as do several others, addressing the divide specifically in the LIS domain. One of the most thought-provoking chapters is "Developing a Research Philosophy," which includes sections on inductive reasoning, how people really think, and a discussion of the battle between intellectual formations and internalized models. As a teacher of experienced and/or mature students in an LIS program, I instantly recognized the description of a reoccurring classroom event: what happens when introducing theory or research results that contradict students' experiences, and therefore, their internalized models of "how things really work in the field." Crowley suggests that in seeking a research philosophy, persuasion should not be a primary concern. This simple suggestion encouraged me to reconsider my posture when faced with this classroom issue. However, this chapter may be considered one of the weakest in the book, because of its rather slim treatment of considerations for selecting a useful research philosophy, despite the emphasis on the importance of the concept. Nevertheless, this chapter is foundational to the work presented in the remaining chapters.