Search (93 results, page 1 of 5)

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  1. Mason, J.: Communities, networks, and education (1998) 0.11 
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    Abstract
    Investigates evolving notions and expressions of community and networks, in the context of educational culture which is engaged in the process of discovering the opportunities and challenges presented by communications and information technologies. Parallel to this is the task of identifying key elements or threads that might be common to a wide diversity of educational electronic communities
    Date
    1. 8.1996 22:08:06
    Footnote
    Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
  2. Ekstrand, M.D.; Wright, K.L.; Pera, M.S.: Enhancing classroom instruction with online news (2020) 0.04 
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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
  3. Wu, D.; Xu, H.; Sun, Y.; Lv, S.: What should we teach? : A human-centered data science graduate curriculum model design for iField schools (2023) 0.03 
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    Abstract
    The information schools, also referred to as iField schools, are leaders in data science education. This study aims to develop a data science graduate curriculum model from an information science perspective to support iField schools in developing data science graduate education. In June 2020, information about 96 data science graduate programs from iField schools worldwide was collected and analyzed using a mixed research method based on inductive content analysis. A wide range of data science competencies and skills development and 12 knowledge topics covered by the curriculum were obtained. The humanistic model is further taken as the theoretical and methodological basis for course model construction, and 12 course knowledge topics are reconstructed into 4 course modules, including (a) data-driven methods and techniques; (b) domain knowledge; (c) legal, moral, and ethical aspects of data; and (d) shaping and developing personal traits, and human-centered data science graduate curriculum model is formed. At the end of the study, the wide application prospect of this model is discussed.
  4. Kramp, S.-S.; Hölzenbein, D.: Konzipieren, Recherchieren, online gehen : Der Bachelor-Studiengang Online-Redakteur an der Fachhochschule Köln (2005) 0.03 
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    Abstract
    Seit dem Sommersemester 2003 bietet die Fachhochschule Köln den Bachelor-Studiengang Online-Redakteur an. Die Regelstudienzeit beträgt sechs Semester, nach erfolgreichem Abschluss wird den Studierenden der Bachelor of Arts (B.A.) verliehen. Der Studiengang kombiniert die Bereiche Journalistik, Informationswissenschaft, Öffentlichkeitsarbeit und Web-Design. Im Februar 2005 ging die Website www.koeln-sued-stadt.de online, ein umfangreiches Content-Projekt das die 30 Studierenden im vierten Semester gemeinsam durchführten. Hier zeigte sich, dass Online Redakteure zur Realisierung einer Website unterschiedliche Fähigkeiten in den Bereichen Konzeption, Visualisierung, technische Umsetzung und inhaltliche Gestaltung anwenden und kombinieren müssen. Der Schwerpunkt des Südstadt-Projektes lag dabei auf der Erstellung von Content, also der Recherche und der journalistischen Aufbereitung von Informationen für das Web.
    Date
    22. 5.2005 12:02:42
  5. Zhang, L.: ¬The knowledge organization education within and beyond the master of library and information science (2023) 0.03 
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    Abstract
    By analyzing 63 English-speaking institutions that offer ALA-accredited master's programs in library and information studies, this research aims to explore the education for knowl­edge organization (KO) at different levels and across fields. This research examines the KO courses that are the required courses and elective courses in the MLIS programs, that are offered in other master's programs and graduate certificate programs, that are adapted to the undergraduate degree and certificate programs, and that are particularly developed for programs other than MLIS. The findings indicate that the great majority of MLIS programs still have a focus on or a significant component of knowl­edge organization as their required course and include the knowl­edge organization elective courses, particularly library cataloging and classification, on their curriculum. However, there is a variety of the offerings of KO related courses across the programs in an institution or in the same program across the institutions. It shows a promising trend that the traditional and new KO courses play an important role in many other programs, at different levels and across fields. With the conventional, adapted, or innovative content, these courses demonstrate that the principles and skills of knowl­edge organization are applicable to a wide variety of settings, can be integrated with other disciplinary knowl­edge and emerging technologies, and meet the needs of different career pathways and groups of learners.
  6. Markey, K.; Swanson, F.; Jenkins, A.; Jennings, B.J.; St. Jean, B.; Rosenberg, V.; Yao, X.; Frost, R.L.: Designing and testing a web-based board game for teaching information literacy skills and concepts (2008) 0.02 
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    Abstract
    Purpose - This paper seeks to focus on the design and testing of a web-based online board game for teaching undergraduate students information literacy skills and concepts. Design/methodology/approach - Project team members with expertise in game play, creative writing, programming, library research, graphic design and information seeking developed a web-based board game in which students used digital library resources to answer substantive questions on a scholarly topic. The project team hosted game play in a class of 75 undergraduate students. The instructor offered an extra-credit incentive to boost participation resulting in 49 students on 13 teams playing the game. Post-game focus group interviews revealed problematic features and redesign priorities. Findings - A total of six teams were successful meeting the criteria for the instructor's grade incentive achieving a 53.1 percent accuracy rate on their answers to substantive questions about the black death; 35.7 percent was the accuracy rate for the seven unsuccessful teams. Discussed in detail are needed improvements to problematic game features such as offline tasks, feedback, challenge functionality, and the game's black death theme. Originality/value - Information literacy games test what players already know. Because this project's successful teams answered substantive questions about the black death at accuracy rates 20 points higher than the estimated probability of guessing, students did the research during game play which demonstrates that games have merit for teaching students information literacy skills and concepts.
  7. Corcoran, C.K.: Educom '97 embraces the changing learning environment : Part 2 (1998) 0.02 
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    Abstract
    Topics covered include: teaching and learning on the Net; Web based computing competence education; how the network is changing universities and redefining distance learning; creating and managing interactive Web based learning; teaching assistant Web projects; standards for networked information; publishing on the Web; leadership challenges; power browsing on the Web; evaluating Web tools for course management; assisting faculty with IT; and laptop computing for faculty
  8. Broughton, V.: ¬The need for a faceted classification as the basis of all methods of information retrieval (2006) 0.02 
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    Abstract
    Purpose - The aim of this article is to estimate the impact of faceted classification and the faceted analytical method on the development of various information retrieval tools over the latter part of the twentieth and early twenty-first centuries. Design/methodology/approach - The article presents an examination of various subject access tools intended for retrieval of both print and digital materials to determine whether they exhibit features of faceted systems. Some attention is paid to use of the faceted approach as a means of structuring information on commercial web sites. The secondary and research literature is also surveyed for commentary on and evaluation of facet analysis as a basis for the building of vocabulary and conceptual tools. Findings - The study finds that faceted systems are now very common, with a major increase in their use over the last 15 years. Most LIS subject indexing tools (classifications, subject heading lists and thesauri) now demonstrate features of facet analysis to a greater or lesser degree. A faceted approach is frequently taken to the presentation of product information on commercial web sites, and there is an independent strand of theory and documentation related to this application. There is some significant research on semi-automatic indexing and retrieval (query expansion and query formulation) using facet analytical techniques. Originality/value - This article provides an overview of an important conceptual approach to information retrieval, and compares different understandings and applications of this methodology.
  9. Furlong, K.; Roberts, F.D.: If you teach it, will they learn? : Information literacy and reference services in a college library (1998) 0.02 
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    Abstract
    Describes the development, funding and staffing of the Information Literacy Program (ILP) at the Mantor Library at the University of Maine at Farmington (UMF). The programme aims at helping both UMF students and community patrons to understand better how and where to look for information. Instruction takes place in an electronic classroom equipped with 21 computers running campus-standard Web-browsers and word processing; the instructor's station can control all of the computers in the classroom, or the instructor may pass or share control with students. Discusses issues relating to campus politics, the positioning of the programme in the college experience, the necessity of teaching evaluation skills, and the programme's impact on reference services. gives advice to other libraries considering a similar project
    Source
    Computers in libraries. 18(1998) no.5, S.22-25
  10. Lucas, W.; Topi, H.: Learning and training to search (2005) 0.02 
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    Abstract
    Online searching was once the province of professional search intermediaries who had received formal training in information retrieval (IR). Today's searchers no longer fit a standard profile, ranging from school-age children to retirees, the majority of whom have received no training in search. While entering a simple query to a commercial Web search engine may not require any specialized skills, a basic understanding of the search process and successful search techniques and strategies, particularly for nontrivial queries, can result in more productive searches and a more enjoyable search experience. Despite recognition of the growing need for search training that supports the cognitive processes and learning styles of individual searchers, there has been relatively little response from the academic community to date. In this chapter, we review the existing literature on search training. We also propose the development of a search training framework based on models of the search process, research on search errors, and models, methods and approaches gathered from research on training and learning within other, related disciplines.
  11. Chau, M.; Wong, C.H.; Zhou, Y.; Qin, J.; Chen, H.: Evaluating the use of search engine development tools in IT education (2010) 0.02 
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    Abstract
    It is important for education in computer science and information systems to keep up to date with the latest development in technology. With the rapid development of the Internet and the Web, many schools have included Internet-related technologies, such as Web search engines and e-commerce, as part of their curricula. Previous research has shown that it is effective to use search engine development tools to facilitate students' learning. However, the effectiveness of these tools in the classroom has not been evaluated. In this article, we review the design of three search engine development tools, SpidersRUs, Greenstone, and Alkaline, followed by an evaluation study that compared the three tools in the classroom. In the study, 33 students were divided into 13 groups and each group used the three tools to develop three independent search engines in a class project. Our evaluation results showed that SpidersRUs performed better than the two other tools in overall satisfaction and the level of knowledge gained in their learning experience when using the tools for a class project on Internet applications development.
  12. Seadle, M.: Education for twenty-first century librarians (2004) 0.02 
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    Abstract
    Humboldt University invited experts to Berlin recently to offer advice about its library science program. While the education of librarians for the twenty-first century needs to include practical training, those who plan to work in a research environment, or who want a research degree like a PhD, need to acquire a methodology that grounds their work in an established scholarly context.
    Source
    Library hi tech. 22(2004) no.4, S.337-339
  13. Hsieh-Yee, I.: Cataloging and metatdata education in North American LIS programs (2004) 0.02 
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    Abstract
    This paper presents findings of a survey an the state of cataloging and metadata education. in ALA-accredited library and information science progranis in North America. The survey was conducted in response to Action Item 5.1 of the "Bibliographic Control of Web Resources: A Library of Congress Action Plan," which focuses an providing metadata education to new LIS professionals. The study found LIS programs increased their reliance an introductory courses to cover cataloging and metadata, but fewer programs than before had a cataloging course requirement. The knowledge of cataloging delivered in introductory courses was basic, and the coverage of metadata was limited to an overview. Cataloging courses showed similarity in coverage and practice and focused an print mater!als. Few cataloging educators provided exercises in metadata record creation using non-AACR standards. Advanced cataloging courses provided in-depth coverage of subject cataloging and the cataloging of nonbook resources, but offered very limited coverage of metadata. Few programs offered full courses an metadata, and even fewer offered advanced metadata courses. Metadata topics were well integrated into LIS curricula, but coverage of metadata courses varied from program to program, depending an the interests of instructors. Educators were forward-looking and agreed an the inclusion of specific knowledge and skills in metadata instruction. A series of actions were proposed to assist educators in providing students with competencies in cataloging and metadata.
    Date
    10. 9.2000 17:38:22
  14. Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015) 0.02 
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    Abstract
    This paper presents the results of a research study, a survey of library and information science master's degree holders who have taken a beginning cataloging course, to identify the elements of a beginning cataloging course that help students to learn cataloging concepts and skills. The results suggest that cataloging practice (the hands-on creation of bibliographic records or catalog cards), the effectiveness of the instructor, a balance of theory and practice, and placing cataloging in a real-world context contribute to effective learning. However, more research is needed to determine how, and to what the extent, each element should be incorporated into beginning cataloging courses.
    Date
    10. 9.2000 17:38:22
  15. Letarte, K.M.; Turvey, M.R.; Bornemann, D.; Adams, D.L.: Practitioner perspectives on cataloging education for entry-level academic Librarians (2002) 0.01 
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    Abstract
    The role of cataloging education within the library profession is a topic of considerable interest and debate. Fifty-five heads of reference and sixty-five heads of cataloging in Association of Research Librarians institutions responded to a survey based upon the Association for Library Collections and Technical Services Educational Policy Statement, Appendix: Knowledge and Skills, Intellectual Access and Information Organization, concerning the importance of cataloging competencies for all entry-level academic librarians. The survey found that practitioners agreed upon a definite set of core cataloging competencies that all entry-level academic librarians should possess. This finding holds larger implications for library education for academic librarians and for the profession as a whole.
    Date
    10. 9.2000 17:38:22
  16. Haider, S.J.: Teaching of cataloging and classification in Pakistan (2006) 0.01 
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    Abstract
    Cataloging and classification has been regarded as a required course in the curricula at all levels of library education in Pakistan. An analysis of the contents of cataloging and classification courses and teaching methodologies of six of the country's eight LIS Departments reveals that cataloging practices of the 1960s and 1970s dominate, a wide scale absence of newer technologies, non-availability of competent teachers, and poor lab facilities both in terms of equipment and library materials. Suggestions include: revision of curricula, arrangements to train cataloging and classification teachers in developed countries, improvement of laboratories, and the organization of continuing education programs.
  17. Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014) 0.01 
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    Abstract
    In a research project focusing on knowledge organization and classification education, 407 learning objectives proposed in courses entirely or partially dedicated to these subjects in North American Library and Information Science programs were categorized with the help of the Benjamin Bloom's Taxonomy of cognitive objectives. The analysis reveals that the vast majority of course objectives remain at the lower levels of the Taxonomy. These results tend to reinforce observations made over the past 30 years in relation to KO and classification education. While KO and classification educators recognize the necessity for students to develop high-level analytic and evaluative skills, there are few references to those skills in current course objectives.
    Source
    Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
  18. Brandt, D.S.: ¬The multiple personalities of delivering training via the Web (1997) 0.01 
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    Abstract
    Gives examples of how the WWW is being used to provide training. It is used to provide access to training documents, to computer-based tutorials and distance education. Its level of interactivity, content, mode and delivery method varies. Designers need to understand when and where it benefits the learner to use the Web for delivery to make best use of the medium
  19. Main, L.: Web-based virtual classrooms : a model for LIS education (1998) 0.01 
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    Abstract
    Suggests that it is vital that all library and information science (LIS) students should be trained to think and work in a virtual networked environment by taking at least one class in a web based virtual classroom. Discusses the components of such a classroom and outline a model class
  20. Das, S.; Bagchi, M.; Hussey, P.: How to teach domain ontology-based knowledge graph construction? : an Irish experiment (2023) 0.01 
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    Abstract
    Domains represent concepts which belong to specific parts of the world. The particularized meaning of words linguistically encoding such domain concepts are provided by domain specific resources. The explicit meaning of such words are increasingly captured computationally using domain-specific ontologies, which, even for the same reference domain, are most often than not semantically incompatible. As information systems that rely on domain ontologies expand, there is a growing need to not only design domain ontologies and domain ontology-grounded Knowl­edge Graphs (KGs) but also to align them to general standards and conventions for interoperability. This often presents an insurmountable challenge to domain experts who have to additionally learn the construction of domain ontologies and KGs. Until now, several research methodologies have been proposed by different research groups using different technical approaches and based on scenarios of different domains of application. However, no methodology has been proposed which not only facilitates designing conceptually well-founded ontologies, but is also, equally, grounded in the general pedagogical principles of knowl­edge organization and, thereby, flexible enough to teach, and reproduce vis-à-vis domain experts. The purpose of this paper is to provide such a general, pedagogically flexible semantic knowl­edge modelling methodology. We exemplify the methodology by examples and illustrations from a professional-level digital healthcare course, and conclude with an evaluation grounded in technological parameters as well as user experience design principles.
    Date
    20.11.2023 17:19:22

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