Search (29 results, page 2 of 2)

0.0047187824 = product of:
  0.01887513 = sum of:
    0.01887513 = weight(_text_:von in 2141) [ClassicSimilarity], result of:
      0.01887513 = score(doc=2141,freq=2.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.14738473 = fieldWeight in 2141, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.0390625 = fieldNorm(doc=2141)
  0.25 = coord(1/4)

Abstract

Was ersetzt in unserer heutigen, von der Globalisierung geprägten Kommunikationsgesellschaft die Netzwerke früherer Gesellschaften: Berufliche oder nachbarschaftliche Hilfe, oder geheime Absprachen? Diese Netzwerke bildeten die heimliche private Ordnung. Welche Chancen bieten die neuen technologischen Möglichkeiten der vernetzten Kommunikation. Diesen und anderen Fragen, die mit diesen Problemen zusammenhängen, geht diese Einführung nach

0.0047187824 = product of:
  0.01887513 = sum of:
    0.01887513 = weight(_text_:von in 3154) [ClassicSimilarity], result of:
      0.01887513 = score(doc=3154,freq=2.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.14738473 = fieldWeight in 3154, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.0390625 = fieldNorm(doc=3154)
  0.25 = coord(1/4)

Abstract

Hypertext ist der Faden, der das Wissensnetz knüpft. Hypertext eröffnet qualitativ neuartige Formen der Darstellung und des Zugangs sowie spezifische Aktivitäten und Umgangsformen mit Information und Wissen. Damit ist Hypertext die Schlüsseltechnologie des neuen Mediums Internet und gewinnt im Bildungskontext zunehmend an Bedeutung. Wie findet man sich in stark vernetzten medialen Umgebungen zurecht? Was ist zu beachten, wenn man selbst Informationen, Daten und Dokumente mittels Hypertext vernetzen will? Welche Besonderheiten gelten dabei für Texte, multimediale Anwendungen, Lernprogramme, Websites und Portale? Dieses Buch beantwortet solche Fragen. Es beschreibt die Möglichkeiten von Hypertext zum Erkunden und Gestalten vernetzter Strukturen. Das neuartige Potenzial der Vernetzung wird dabei aus bildungstheoretischer Perspektive untermauert. Damit bietet es wertvolles Hintergrundwissen für alle, die sich auf das Internet als Bildungsmedium einlassen wollen.

0.0047187824 = product of:
  0.01887513 = sum of:
    0.01887513 = weight(_text_:von in 4070) [ClassicSimilarity], result of:
      0.01887513 = score(doc=4070,freq=2.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.14738473 = fieldWeight in 4070, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.0390625 = fieldNorm(doc=4070)
  0.25 = coord(1/4)

5.757227E-4 = product of:
  0.0023028909 = sum of:
    0.0023028909 = product of:
      0.0069086724 = sum of:
        0.0069086724 = weight(_text_:a in 342) [ClassicSimilarity], result of:
          0.0069086724 = score(doc=342,freq=12.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.12482099 = fieldWeight in 342, product of:
              3.4641016 = tf(freq=12.0), with freq of:
                12.0 = termFreq=12.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.03125 = fieldNorm(doc=342)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)

Abstract

According to Paul Levinson, it would be improper to portray information technology as the cause of change in our world. However, Levinson clarifies that its role in enabling change can hardly be overestimated. He also points out--through riveting examples--that inventions have unintended consequences and uses. Why is it, for example, that the move from polytheism to monotheism failed when attempted by the pharaoh Ikhnaton, yet took solid root among the Hebrews who were taken out of Egypt by Moses only about 150 years later? Levinson argues that communication technology played a key role: The awkward Egyptian hieroglyphics failed to carry the ideology as well as the Hebrew alphabetic system. From there, Levinson examines the early social changes that became possible because of what the author calls "the first digital medium"--the alphabet. He considers how the Reformation, economic and political movements, and the scientific revolution were largely enabled by the printing press. He then discusses the influence of photographic communications and electronic technology such as the telegraph, the telephone, and broadcasting. Levinson devotes the second half of the book to our present digital revolution, from word processing to the Internet and beyond. One of his key points is that new technology doesn't necessarily displace the old so much as it expands it. Therefore, he doesn't see any end to using paper anytime soon. However, he sees great need for changes in the way we view creative rights. He proposes what he calls an"electronic watermark" for intellectual property--a universal patent number that will be embedded in intellectual property and will notify users in any medium of the property's creators. Levinson puts forth his ideas in a manner that is both formal and engaging. He has a knack for making his reader feel intelligent and respected--and never more so than when he looks at issues of ethics and a speculative future.

5.4964435E-4 = product of:
  0.0021985774 = sum of:
    0.0021985774 = product of:
      0.006595732 = sum of:
        0.006595732 = weight(_text_:a in 1717) [ClassicSimilarity], result of:
          0.006595732 = score(doc=1717,freq=28.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.11916701 = fieldWeight in 1717, product of:
              5.2915025 = tf(freq=28.0), with freq of:
                28.0 = termFreq=28.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.01953125 = fieldNorm(doc=1717)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)

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.
The release of Stimulated Recall and Mental Models, therefore, could not have been timelier. It describes an empirical qualitative, case study research conducted by authors Lyn Henderson and Julie Tallman in which they studied the mental models of school librarians teaching K-12 students how to use electronic databases. In this research, funded by the Spencer Foundation, Henderson and Tallman studied and analyzed the mental models of their subjects, six American and four Australian school librarians, as they went about the task of teaching students one-on-one how to access and retrieve the information they needed for class assignments from electronic databases. Each librarian and student underwent a structured pre-lesson interview to ascertain their mental models (the sum of their prior learning and experiences) regarding the upcoming lesson. The lesson followed immediately and was carefully video- and audio-recorded, with the full knowledge of the librarian and her student. After the lessons, both student and librarian were interviewed with the intent of learning what each were thinking and feeling at specific points during the lesson, using the recordings as memory joggers. After the first librarian-pupil session, the student was freed but the librarian was re-studied tutoring a second learner. Again, the teacher and new student were preinterviewed, their lesson was recorded, and they were debriefed using the recordings for stimulated recall. It is important to note here the use of the recordings to create stimulated recall. Though considered a dubious practice by many respected researchers, Henderson and Tallman expend considerable time and effort in this book trying to establish the credibility of stimulated recall as a valid research tool. I find it interesting that the authors report that their realization of the value of stimulated recall was a collateral benefit of their study; they claim the original objective of their research was to analyze and compare the pre- and post-lesson mental models of the teacher-librarians (p.15). Apparently, this realization provided the inspiration for this book (pp. I & 208). Hence, its place of importance in the book's title.
This book is evidence that Henderson and Tallman were meticulous in following their established protocols and especially in their record keeping while conducting their research. There are, however, a few issues in the study's framework and methodology that are worth noting. First, although the research was conducted in two different countries - the United Slates and Australia - it is not clear from the writing if the librarian-pupil pairs of each country hailed from the same schools (making the population opportunistic) or if the sampling was indeed more randomly selected. Readers do know, though, that the librarians were free to select the students they tutored from within their respective schools. Thus, there appears to he no randomness. Second, "[t]he data collection tools and questionnaires were grounded in a [single] pilot study with a [single] teacher-Iibrarian" (p. 7). Neither the procedures used nor the data collected from the pilot study are presented to establish its reliability and validity. Therefore, readers are left with only limited confidence in the study's instrumentation. Further, it is obvious from the reading, and admitted by the researchers, that the recording equipment in open view of the study's subjects skewed the data. That is, one of the librarians tinder study confessed that were it not for the cameras, she would have completely deserted one of her lessons when encountering what she perceived to be overwhelming obstacles: a classic example of the Hawthorne Effect in research. Yet. despite these issues, researchers Henderson and Tallman make a respectable ease in this book for the validity of both mental models and stimulated recall. The mental models developed during the prelesson interviews seem remarkably accurate when observing the school librarians during the lessons. Additionally, while the librarians were able to adapt their lessons based on situations, they generally did so within their mental models of what constitutes good teachers and good teaching.
As for the value of reflecting on their teaching performance, the authors report the not-so-startling denouement that while it is easy to identify and define malpractice and to commit to changing performance errors, it is often difficult to actually implement those improvements. Essentially, what is first learned is best learned and what is most used is best used. In the end, however, the authors rightfully call for further study to be conducted by themselves and others. ETS's core ICT Literacy Assessment is not currently a mandatory college entrance examination. Neither is the advanced ICT Literacy Assessment a mandatory examination for promotion to upper level undergraduate studies. But it would be naïve not to expect some enterprising institutions of higher education to at least consider making them so in the very near future. Consequently, librarians of all stripes (public. academic, school, or others) would do well to read and study Stimulated Recall and Mental Models if they are truly committed to leading the charge on advancing information literacy in the Information Age. In this book are some valuable how-tos for instructing patrons on searching electronic databases. And some of those same principles could be applicable to other areas of information literacy instruction."

4.0709745E-4 = product of:
  0.0016283898 = sum of:
    0.0016283898 = product of:
      0.004885169 = sum of:
        0.004885169 = weight(_text_:a in 2423) [ClassicSimilarity], result of:
          0.004885169 = score(doc=2423,freq=6.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.088261776 = fieldWeight in 2423, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.03125 = fieldNorm(doc=2423)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)

Abstract

This book constitutes the refereed proceedings of the 9th European Conference on Research and Advanced Technology for Digital Libraries, ECDL 2005, held in Vienna, Austria in September 2005. The 41 revised full papers presented together with 2 panel papers and 30 revised poster papers were carefully reviewed and selected from a total of 162 submissions. The papers are organized in topical sections on 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, and text digital libraries.

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

Editor

Rauber, A. et.al.

4.0709745E-4 = product of:
  0.0016283898 = sum of:
    0.0016283898 = product of:
      0.004885169 = sum of:
        0.004885169 = weight(_text_:a in 4952) [ClassicSimilarity], result of:
          0.004885169 = score(doc=4952,freq=6.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.088261776 = fieldWeight in 4952, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.03125 = fieldNorm(doc=4952)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)

Abstract

"The revolution will be Twittered!" declared journalist Andrew Sullivan after protests erupted in Iran. But as journalist and social commentator Evgeny Morozov argues in "The Net Delusion," the Internet is a tool that both revolutionaries and authoritarian governments can use. For all of the talk in the West about the power of the Internet to democratize societies, regimes in Iran and China are as stable and repressive as ever. Social media sites have been used there to entrench dictators and threaten dissidents, making it harder--not easier--to promote democracy. In this spirited book, journalist and social commentator Evgeny Morozov shows that by falling for the supposedly democratizing nature of the Internet, Western do-gooders may have missed how it also entrenches dictators, threatens dissidents, and makes it harder-not easier-to promote democracy. Buzzwords like "21st-century statecraft" sound good in PowerPoint presentations, but the reality is that "digital diplomacy" requires just as much oversight and consideration as any other kind of diplomacy. Marshalling a compelling set of case studies, " The Net Delusion" shows why the cyber-utopian stance that the Internet is inherently liberating is wrong, and how ambitious and seemingly noble initiatives like the promotion of "Internet freedom" are misguided and, on occasion, harmful.

Content

The Google doctrine -- Texting like it's 1989 -- Orwell's favorite lolcat -- Censors and sensibilities -- Hugo Chavez would like to welcome you to the spinternet -- Why the KGB wants you to join Facebook -- Why Kierkegaard hates slacktivism -- Open networks, narrow minds : cultural contradictions of internet freedom -- Internet freedoms and their consequences -- Making history (more than a browser menu) -- The wicked fix.

3.5255676E-4 = product of:
  0.001410227 = sum of:
    0.001410227 = product of:
      0.004230681 = sum of:
        0.004230681 = weight(_text_:a in 3185) [ClassicSimilarity], result of:
          0.004230681 = score(doc=3185,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.07643694 = fieldWeight in 3185, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=3185)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)

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.

3.5255676E-4 = product of:
  0.001410227 = sum of:
    0.001410227 = product of:
      0.004230681 = sum of:
        0.004230681 = weight(_text_:a in 1518) [ClassicSimilarity], result of:
          0.004230681 = score(doc=1518,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.07643694 = fieldWeight in 1518, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=1518)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)