Search (172 results, page 1 of 9)

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Abstract

At California State University Long Beach Library, the bulit-in programming language of dBase 3 Plus, was used to create a menu-drive interface for an automated ready-reference file. An easy-to-use in-house database requiring no dBase experience eo access was created. The database and all necessary programs can be stored on one low density disc and readily be shared

Source

Reference services review. 22(1994) no.1, S.89-93

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Abstract

Combines theory and practice of library user training into a framework for teaching information skills in school libraries. The main focus is on in secondary schools (ages 11-18) but teachers and librarians in upper primary and secondary schools and in further education colleges can bebefit from the work. The PLUS model proposed covers: purpose; location; use; and self evaluation. The intention is not to suggest that the PLUS model is radically different from other but to provide an integrated framework to be used both by pupils and those who support them

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Abstract

To help students find their way through the increasingly complex paths to information resources, the author has developed a model of information skills known as 'PLUS': Purpose, Location, Use and Self-evaluation. Outlines some of the problems facing librarians involved in the development of information skills in schools, and explores the need for users to have quite sophisticated skill levels when using electronic information sources. Although the focus is on schools and school libraries, the skills discussed are learning skills which are applicalble to all institutions with libraries or information services

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Abstract

Usenet is one of the most widely used services on the Internet. Recently, a handful of articles dealing with the mechanisms and personal use of Usenet have appeared in the library literature, but little attention has focused on Usenet as a reference tool. This is unfortunate since with Usenet we have the ability to query the knowledge of a large well educated population on just about any subject and receive responeses often within hours. provides a brief introduction to Usenet and how it can be used for reference work, plus a guide to some of the issues involved with posting reference questions to Usenet. Offers examples of reference questions answered using Usenet as a source

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Source

Zentralblatt für Bibliothekswesen. 57(1940), S.16-22

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Source

Bücherei und Bildung. 22(1970), S.63-71

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Source

Bibliothekar. 19(1965), S.15-22

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Date

17.10.1996 14:22:33

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Series

Reference librarian; no.22

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Date

20. 4.2002 17:30:22

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Date

27.12.2015 18:22:38

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Date

22. 1.2000 17:52:11

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Footnote

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

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Date

25. 3.2003 13:22:23

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Date

22. 1.2000 19:29:08

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Abstract

The "teaching librarian" or "librarian as teacher" is a professional role that has been discussed in the literature of library and information science in recent decades, particularly in relation to bibliographic instruction and information literacy development. This paper reports on a small-scale research project, undertaken in 2002, that investigated the demand for library professionals with knowledge of or skills in instructional techniques and strategies. The project was based on an extensive literature review, plus content analysis of library and information science job advertisements on the international LIBJOBS listserv. The literature review has been updated for this BOBCATSSS paper, as have aspects of the content analysis, in order to provide delegates with more recent information. The idea of a teaching role for librarians is far from new. Michael Lorenzen (2002) has traced academic library-based instruction as far back as the seventeenth century when German academic libraries provided instructional programmes for library users. In academic and school libraries in the nineteenth century it usually took the form of "library orientation" - making sure that students and faculty knew how to find the books and other material for their courses. In the United States, some American university librarians were lecturing to students as early as the 1880s (Lorenzen, 2002). In nineteenth and early twentieth century public libraries, library instruction often took the form of literature promotion or reading promotion activities for children and young people, and even of "lessons" on how to look after books, right down to the need for washing hands before handling books. The introduction of card catalogues and classification systems such as the Dewey Decimal Classification resulted in a need for user education in all kinds of libraries, with sessions based on topics such as "The card catalogue: The key to the library" and "How to find a book on the shelves". The introduction of automated catalogues from the 1960s, and later, databases on CD-ROMs, online information services for end users, and the Internet, have increased the need and demand for formal and informal user education, regardless of the type and size of library. Indeed, there is no doubt that interest in library-based instruction has increased in recent decades: on the basis of an analysis of the literature related to the instructional role of librarians, Edwards (1994) noted that "during the past quarter century, interest and concern for library instruction has grown dramatically", while Marcum said in 2002 that "Over the past decade ... information literacy has emerged as a central purpose for librarians, particularly academic librarians".

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Source

Bertelsmann Briefe. 1994, H.131, S.22-25

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Source

Technik und Information: Markt, Medien und Methoden. Deutscher Dokumentartag 1992, Technische Universität Berlin, 22.-25.9.1992. Hrsg.: W. Neubauer u. K.-H. Meier

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Source

Reference librarian. 1994, no.47, S.22-36

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Date

9. 2.2008 17:52:22