Search (3 results, page 1 of 1)

0.0055916067 = product of:
  0.01677482 = sum of:
    0.01677482 = weight(_text_:search in 1717) [ClassicSimilarity], result of:
      0.01677482 = score(doc=1717,freq=2.0), product of:
        0.1747324 = queryWeight, product of:
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.05027291 = queryNorm
        0.09600292 = fieldWeight in 1717, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.01953125 = fieldNorm(doc=1717)
  0.33333334 = coord(1/3)

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.

0.0045408574 = product of:
  0.013622572 = sum of:
    0.013622572 = product of:
      0.027245143 = sum of:
        0.027245143 = weight(_text_:22 in 2249) [ClassicSimilarity], result of:
          0.027245143 = score(doc=2249,freq=2.0), product of:
            0.17604718 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.05027291 = queryNorm
            0.15476047 = fieldWeight in 2249, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03125 = fieldNorm(doc=2249)
      0.5 = coord(1/2)
  0.33333334 = coord(1/3)

Date

22. 3.2008 18:05:16

0.0044732857 = product of:
  0.013419856 = sum of:
    0.013419856 = weight(_text_:search in 68) [ClassicSimilarity], result of:
      0.013419856 = score(doc=68,freq=2.0), product of:
        0.1747324 = queryWeight, product of:
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.05027291 = queryNorm
        0.076802336 = fieldWeight in 68, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.015625 = fieldNorm(doc=68)
  0.33333334 = coord(1/3)

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) -