Search (8 results, page 1 of 1)

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Abstract

With this title, readers learn to push the search engine to its limits and extract the best content from Google, without having to learn complicated code. "Google Power" takes Google users under the hood, and teaches them a wide range of advanced web search techniques, through practical examples. Its content is organised by topic, so reader learns how to conduct in-depth searches on the most popular search topics, from health to government listings to people.

LCSH

Web search engines

Subject

Web search engines

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Content

Inhalt u.a.: - Digital Library Models and Architectures - Multimedia and Hypermedia Digital Libraries - XML - Building Digital Libraries - User Studies - Digital Preservation - Metadata - Digital Libraries and e-Learning - Text Classification in Digital Libraries - Searching - - Focused Crawling Using Latent Semantic Indexing - An Application for Vertical Search Engines / George Almpanidis, Constantine Kotropoulos, Ioannis Pitas - - Active Support for Query Formulation in Virtual Digital Libraries: A Case Study with DAFFODIL / Andre Schaefer, Matthias Jordan, Claus-Peter Klas, Norbert Fuhr - - Expression of Z39.50 Supported Search Capabilities by Applying Formal Descriptions / Michalis Sfakakis, Sarantos Kapidakis - Text Digital Libraries

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LCSH

Web search engines

Subject

Web search engines

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Date

22. 3.2008 14:24:08

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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.

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Date

22. 3.2008 18:05:16

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Content

Inhalt: An Introduction to Metatheories, Theories, and Models (Marcia J. Bates) - What Methodology Does to Theory: Sense-Making Methodology as Exemplar (Brenda Dervin) Evolution in Information Behavior Modeling Wilson's Model (T.D. Wilson) - Affective Load (Diane Nahl) - Anomalous State of Knowledge (Nicholas J. Belkin) - Archival Intelligence (Elizabeth Yakel) - Bandura's Social Cognition (Makiko Miwa) - Berrypicking (Marcia J. Bates) - Big6 Skills for Information Literacy (Carrie A. Lowe and Michael B. Eisenberg) - Chang's Browsing (Chan-Ju L. Chang) - Chatman's Information Poverty (Julie Hersberger) - Chatman's Life in the Round (Crystal Fulton) - Cognitive Authority (Soo Young Rieh) - Cognitive Work Analysis (Raya Fidel and Annelise Mark Pejtersen) - Collective Action Dilemma (Marc Smith and Howard T. Weiser) - Communicative Action (Gerald Benoît) - Communities of Practice (Elisabeth Davies) - Cultural Models of Hall and Hofstede (Anita Komlodi) - Dervin's Sense-Making (Tonyia J. Tidline) - Diffusion Theory (Darian Lajoie-Paquette) - The Domain Analytic Approach to Scholars' Information Practices (Sanna Talja) - Ecological Theory of Human Information Behavior (Kirsty Williamson) - Elicitation as Micro-Level Information Seeking (Mei-Mei Wu) - Ellis's Model of InformationSeeking Behavior (David Ellis) - Everyday Life Information Seeking (Reijo Savolainen) - Face Threat (Lorri Mon) - Flow Theory (Charles Naumer) - General Model of the Information Seeking of Professionals (Gloria J. Leckie) - The Imposed Query (Melissa Gross) - Information Acquiringand-Sharing (Kevin Rioux) - Information Activities in Work Tasks (Katriina Byström) - Information Encountering (Sanda Erdelez) - Information Grounds (Karen E. Fisher) - Information Horizons (Diane H. Sonnenwald) - Information Intents (Ross J. Todd) - Information Interchange (Rita Marcella and Graeme Baxter) - Institutional Ethnography (Roz Stooke) - Integrative Framework for Information Seeking and Interactive Information Retrieval (Peter Ingwersen) - Interpretative Repertoires (Pamela J. McKenzie) - Krikelas's Model of Information Seeking (Jean Henefer and Crystal Fulton) - Kuhlthau's Information Search Process (Carol Collier Kuhlthau) - Library Anxiety (Patricia Katopol) - Monitoring and Blunting (Lynda M. Baker) - Motivational Factors for Interface Design (Carolyn Watters and Jack Duffy) - Network Gatekeeping (Karine Barzilai-Nahon) - Nonlinear Information Seeking (Allen Foster) - Optimal Foraging (JoAnn Jacoby) - Organizational Sense Making and Information Use (Anu Maclntosh-Murray) - The PAIN Hypothesis (Harry Bruce) -

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Footnote

Inhaltsbeschreibung Die verschiedenen Initiativen zum Open Access führen zu zwei Systemen, dem so genannten »grünen Weg«, der bereits in gedruckter Form veröffentlichte Publikationen ins Internet stellt, und dem »goldenen Weg«, bei dem die Volltextspeicherung die einzige oder jedenfalls die vorrangige Form darstellt. Die Internationalisierung des Open Access erfolgte auf drei Konferenzen, die 2001 in Budapest, 2003 in Bethesda und im gleichen Jahr in Berlin stattfanden. Diese Volltextspeicherung war ursprünglich auf die naturwissenschaftlich-technischen Disziplinen konzentriert. Doch treten in zunehmendem Maße auch die Geistes- und Sozialwissenschaften dem Prinzip bei. Dabei entstehen natürlich sehr differenzierende Aspekte, zum Beispiel für die Bibliotheken - etwa der Erwerb gedruckter Zeitschriften, Langzeitarchivierung von Interneteintragungen, für den Buchhandel wie für die Autoren - etwa das Urheberrecht, aber auch dort das ökonomische Interesse, wie der Plan des Börsenvereins des Deutschen Buchhandels zu einer eigenen Volltextspeicherung zeigt, dem die Deutsche UNESCO-Kommission eine Ergänzung zum vorliegenden Text nachsandte. Open Access hat mittlerweile ein so weites Interesse gefunden, dass das Auswärtige Amt zusammen mit der Deutschen UNESCO-Kommission 2006 zu einer Konferenz einlud, über deren Ergebnisse die Deutsche UNESCO-Kommission dieses Handbuch veröffentlicht hat, das neben einer definitorischen und einer historischen Einleitung (Norbert Lossau S.18-22 und Peter Schirmbacher S. 22-25) in vier weiteren Kapiteln die Möglichkeiten und Probleme darstellt. Im zweiten Kapitel werden drei verschiedene Modelle vorgestellt: Open-Access-Repositories am Berliner Beispiel des edoc-Servers (Susanne Dobratz S. 28-32), Open-Access-Journale am Beispiel des New Journal of Physics (Eberhard Bodenschatz S.33-36) und ein Verlagsmodell (Springer Open Choice) von Jan Velterop (S. 37-40). Das dritte Kapitel ist den Formen der Realisierung gewidmet, z. B. der Finanzierung (Stefan Gradmann S.42-45), des Urheberrechts (Karl-Nikolaus Peifer S.46-59), der Qualitätssicherung (Eberhard Bodenschatz und Ulrich Pöschl S.50-55), der Langzeitarchivierung (Ute Schwens und Reinhard Altenhöner S. 50-58), der Struktur der Wissenschaftskommunikation (Hans Pfeiffenberger S.59-62), der Datenverarbeitung (Wolfram Horst-mann S. 65) sowie der Akzeptanz (Johannes Fournier S. 66-70).