-
Malsburg, C. von der: ¬The correlation theory of brain function (1981)
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- Source
- http%3A%2F%2Fcogprints.org%2F1380%2F1%2FvdM_correlation.pdf&usg=AOvVaw0g7DvZbQPb2U7dYb49b9v_
-
Andretta, S.: Information literacy : a practitioner's guide (2004)
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- Abstract
- This book explores two main models of Information Literacy or IL: the SCONUL (Society of College, National and University Libraries) Seven Pillars of Information Skills and the IL competencies identified by the ALA (American Library Association). Practical examples for the development of IL skills identified by these models are illustrated using printed and web-based resources. The process of integrating IL provision within a programme of study is outlined to illustrate two strategies underpinning this integration at generic-skills level, the 'plug & play' approach, and at subject-specific level, the 'research skills approach'. A range of diagnostic and assessment methods, to monitor the iterative process of IL skills development, are also included.
- Content
- Key Features - Explores practical applications of two major IL models - Explores strategies to integrate IL provision in a multi-disciplinary environment - Offers a range of learning and evaluation strategies appropriate for, as well as resources associated with, IL provision - Provides a gateway to generic and subject specific IL resources by complementing the publication with web-based access to an online collection relevant to Information Research and a range of web-based tutorials (existing and customised) to develop IL skills for online environments Readership Information practitioners operating in teaching as well as library support roles who are interested, or required, to develop IL. Academics in management positions responsible for the implementation of learning and teaching strategies. Contents Introduction From user education to IL: national and international perspectives - technological advancements and access to information; changes in higher education institutions: the student-centred learning approach; information practitioner as facilitator ('Sage an the stage vs. Guide an the side') IL models - SCONUUs Seven Pillars of Information Skills principles of progressions and iteration; ALA/ALRC: information competency standards for higher education (principle of self-directed learning); comparative analysis of the two models Practical applications of IL - provision through the level of competence: the plug & play approach (assessing IL skills); provision through integration by subject: the research skills approach; IL and pedagogy (studentcentred learning; transferability of skills) Challenges - IL and the 'what do I do now?' Syndrome; design and resource implications of IL provision
- Footnote
- Rez. in: Mitteilungen VOEB 59(2006) H.4, S.74-76 (M. Katzmayr): "Information Literacy (IL) bzw. Informationskompetenz ist in aller Munde, wird sie doch als Schlüsselqualifikation angesehen, um an der so genannten Informationsgesellschaft teilzuhaben. Susie Andretta, Dozentin für Informationsmanagement an der London Metropolitan University, hat nun einen praxisorientierten Leitfaden zur IL vorgelegt, worin zwei Aspekte im Vordergrund stehen: einerseits die Vermittlung der IL in der universitären Lehre, womit andererseits auch ein erfolgreiches lebenslanges Lernen nach Verlassen der Universität ermöglicht werden soll. Das Buch beginnt mit einer theoretischen Einführung. Dort ist zu lesen, dass sich die Vermittlung von IL aus Kursen zur Bibliotheksbenutzung entwickelt habe - doch während letztere traditionell den effektiven Umgang mit Bibliotheksressourcen vermitteln und somit auf die Bibliothek beschränkt seien, beinhalte IL auch Herangehensweisen zur Lösung komplexer Problemstellungen. Drei prominente IL-Konzeptionen folgender Organisationen werden anschließend ausführlicher vorgestellt und verglichen: die der US-amerikanischen "Association of Colleges and Research Libraries" (ACRL), des "Australian and New Zealand Institute for information Literacy" (ANZIIL) und der britischen "Society of College, National and University Libraries" (SCONUL). In allen drei besteht IL zumindest aus dem Wahrnehmen eines Informationsbedarfes, Methoden zum Erhalt dieser Information und schließlich ihrer Bewertung, um die Fragen zu beantworten, die zum Informationsbedarf geführt haben. Alle drei gehen über die rein technologische Kompetenz (IT-Kompetenz) hinaus und umfassen u. a. Medien-, Bibliotheks-, und Recherchekompetenzen, um nur einige zu nennen. Allerdings gehen zwei dieser Konzeptionen noch wesentlich weiter - so fordert die ANZIIL von einer informationskompetenten Person u.a. folgende Fähigkeit: "the information-literate person applies prior and new information to construct new concepts or create new understandings" (S. 157), der Lernzielkatalog der SCONUL beinhaltet: "The ability to synthesise and build upon existing information, contributing to the creation of new knowledge" (S. 162).
-
Fallis, D.: Social epistemology and information science (2006)
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- Date
- 13. 7.2008 19:22:28
-
Repo, A.J.: ¬The dual approach to the value of information : an appraisal of use and exchange values (1989)
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- Source
- Information processing and management. 22(1986) no.5, S.373-383
-
Houston, R.D.; Harmon, E.G.: Re-envisioning the information concept : systematic definitions (2002)
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- Date
- 22. 2.2007 18:56:23
22. 2.2007 19:22:13
-
Casey, D.D.: Beyond point and click : information literacy for the Web (1997)
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- Abstract
- Examines the challenge for librarians presented with members of the public wanting to make use of the Internet, who may anticipate that finding information on the WWW is a relative straightforward matter. Looks at the kind of guidance needed in using both the Windows operating system and Web browsers. Points out that users will have to learn how to cope with the frustrations inherent to the current realities of the Internet, and specific problems such as the need for absolute precision when entering Web addresses. Reference interviews may be required to determine whether the Web is the best source for the information sought in a particular instance, to help formulate appropriate search strategies, and evaluate and present the information that users retrieve
-
Rieh, S.Y.: Judgment of information quality and cognitive authority in the Web (2002)
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- Abstract
- In the Web, making judgments of information quality and authority is a difficult task for most users because overall, there is no quality control mechanism. This study examines the problem of the judgment of information quality and cognitive authority by observing people's searching behavior in the Web. Its purpose is to understand the various factors that influence people's judgment of quality and authority in the Web, and the effects of those judgments on selection behaviors. Fifteen scholars from diverse disciplines participated, and data were collected combining verbal protocols during the searches, search logs, and postsearch interviews. It was found that the subjects made two distinct kinds of judgment: predictive judgment, and evaluative judgment. The factors influencing each judgment of quality and authority were identified in terms of characteristics of information objects, characteristics of sources, knowledge, situation, ranking in search output, and general assumption. Implications for Web design that will effectively support people's judgments of quality and authority are also discussed
-
Meadow, C.T.: Ink into bits : a Web of converging media (1998)
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-
Robertson, G.: What is information? (1996)
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- Source
- Managing information. 3(1996) no.6, S.22-23
-
Martin, W.J.: ¬The information society (1995)
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- Date
- 15. 7.2002 14:22:55
-
Davenport, E.; Cronin, B.: Knowledge management : Semantic drift or conceptual shift? (2000)
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- Date
- 31. 7.2001 20:22:57
-
Fugmann, R.: What is information? : an information veteran looks back (2022)
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- Date
- 18. 8.2022 19:22:57
-
Bates, M.J.: Fundamental forms of information (2006)
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- Date
- 22. 3.2009 18:15:22
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Wu, L.-L.; Huang, M.-H.; Chen, C.-Y.: Citation patterns of the pre-web and web-prevalent environments : the moderating effects of domain knowledge (2012)
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- Abstract
- The Internet has substantially increased the online accessibility of scholarly publications and allowed researchers to access relevant information efficiently across different journals and databases (Costa & Meadows, ). Because of online accessibility, academic researchers tend to read more, and reading has become more superficial (Olle & Borrego, ), such that information overload has become an important issue. Given this circumstance, how the Internet affects knowledge transfer, or, more specifically, the citation behavior of researchers, has become a recent focus of interest. This study assesses the effects of the Internet on citation patterns in terms of 4 characteristics of cited documents: topic relevance, author status, journal prestige, and age of references. This work hypothesizes that academic scholars cite more topically relevant articles, more articles written by lower status authors, articles published in less prestigious journals, and older articles with online accessibility. The current study also hypothesizes that researcher knowledge level moderates such Internet effects. We chose the "IT and Group" subject area and collected 241 documents published in the pre-web period (1991-1995) and 867 documents published in the web-prevalent period (2006-2010) in the Web of Science database. The references of these documents were analyzed to test the proposed hypotheses, which are significantly supported by the empirical results.
-
Smith, L.C.: "Wholly new forms of encyclopedias" : electronic knowledge in the form of hypertext (1989)
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- Date
- 7. 1.1996 22:47:52
-
Information literacy : a position paper on information problem solving; American Association of School Librarians Position Statement (1995)
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- Date
- 11. 4.1996 14:22:40
-
Infield, N.: Capitalising on knowledge : if knowledge is power, why don't librarians rule the world? (1997)
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- Source
- Information world review. 1997, no.130, S.22
-
Cawkell, T.: ¬The information age : for better or for worse (1998)
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