Search (40 results, page 1 of 2)

  • × year_i:[2000 TO 2010}
  • × type_ss:"b"
  1. Denda, K.: Beyond subject headings : a structured information retrieval tool for interdisciplinary fields (2005) 0.02 
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    Date
    10. 9.2000 17:38:22
  2. Julien, C.-A.; Leide, J.E.; Bouthillier, F.: Controlled user evaluations of information visualization interfaces for text retrieval : literature review and meta-analysis (2008) 0.01 
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    Abstract
    This review describes experimental designs (users, search tasks, measures, etc.) used by 31 controlled user studies of information visualization (IV) tools for textual information retrieval (IR) and a meta-analysis of the reported statistical effects. Comparable experimental designs allow research designers to compare their results with other reports, and support the development of experimentally verified design guidelines concerning which IV techniques are better suited to which types of IR tasks. The studies generally use a within-subject design with 15 or more undergraduate students performing browsing to known-item tasks on sets of at least 1,000 full-text articles or Web pages on topics of general interest/news. Results of the meta-analysis (N = 8) showed no significant effects of the IV tool as compared with a text-only equivalent, but the set shows great variability suggesting an inadequate basis of comparison. Experimental design recommendations are provided which would support comparison of existing IV tools for IR usability testing.
    Source
    Journal of the American Society for Information Science and Technology. 59(2008) no.6, S.1012-1024
  3. Wolverton, R.E.: Becoming an authority on authority control : an annotated bibliography of resources (2006) 0.01 
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    Abstract
    Authority control has long been an important part of the cataloging process. However, few studies have been conducted examining how librarians learn about it. Research conducted to date suggests that many librarians learn about authority control on the job rather than in formal classes. To offer an introduction to authority control information for librarians, an annotated bibliography is provided. It includes monographs, articles and papers, electronic discussion groups, Web sites related to professional conferences, additional Web sites related to authority control, and training offered through the Name Authority Cooperative Program and the Subject Authority Cooperative Program. A summary of possible future trends in authority control is also provided.
    Date
    10. 9.2000 17:38:22
  4. Albers, C.: Zeitungen in Bibliotheken : Aufsätze, Monographien und Rezensionen aus den Jahren 2002-2003. Mit Nachträgen für die Jahre 1980-2001 (2004) 0.01 
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    Date
    22. 3.2008 13:32:22
    Source
    Bibliothek: Forschung und Praxis. 28(2004) H.3, S.355-359
  5. Birkner, G.K.: Jahresarbeiten, Hausarbeiten und Diplomarbeiten 1947 - 2005 an der Hamburger Bibliotheksschule, Hamburger Büchereischule, Hamburger Bibliothekarschule, Fachhochschule Hamburg ( Fachbereich Bibliothekswesen bzw. Fachbereich Bibliothek und Information ), und Hochschule für Angewandte Wissenschaften Hamburg (Fachbereich Bibliothek und Information bzw. Fakultät Design, Medien und Information, Studiendepartment Information ) (2006) 0.01 
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    Abstract
    In den weitläufigen Katakomben der einstigen Talmud-Thora-Schule am Grindelhof gab es einen verschlossenen Raum, »...aus dem man sich Diplomarbeiten holen kann, wenn diese in der Fachbereichsbibliothek nicht zu finden oder ausgeliehen sind«, so die Auskunft der Kollegen. In diesem vollgemüllten Raum standen auch klapprige Regale mit Kartons, darin irgendwelche schriftlichen Examensarbeiten in irgendeiner Ordnung. Lediglich eine Teilmenge ( in besonderen Kapseln verschlossen, geordnet und sogar katalogisiert ) war als Jahresarbeiten zwischen 1947 und 1972 von Anwärtern für den gehobenen Dienst an wissenschaftlichen Bibliotheken zu identifizieren, daneben zugehörige Zeugniszweitschriften und Personalunterlagen. Der erste Griff in den zweiten Karton zauberte Paul Raabes 1948 in Göttingen entstandene Examensarbeit »Von Jöcher zu Ebert : Die deutsche Literaturverzeichnung von 1750-1830« ans Licht, sein Zeugnis, Briefe, Entnazifizierungsunterlagen usw., die ihm wenig später als Kopien zu seinem 60. Geburtstag nach Wolfenbüttel ( »Bibliosibirsk« S. 33-34 ) geschickt wurden. Nach Austausch des Schließzylinders zur Verhinderung weiterer "Entnahmen" entstand in Nebenstunden ( Raabe wußte sie zu schätzen ) eine Ordnung. Zunächst aufgrund gesetzlicher Aufbewahrungsfristen als Archiv für die Studien- und Prüfungsunterlagen angelegt, hatte sich der Bestand bei näherer Einsicht zu einem gewachsenen regionalen, bibliotheks- und ausbildungsgeschichtlichen Schatz entwickelt. Eine kurze ABM-Maßnahme stellte konventionelle Transparenz her und glich die Bestände von Prüfungsarchiv und damaliger Fachbereichsbibliothek ab, der sehr lückenhaft Zweitschriften von besseren Arbeiten zuflossen. Später wurden auch diese Zweitstücke neu aufgestellt und in einer lokalen, selbst gestrickten Datenbank katalogisiert ( wir stehen am Anfang der Bibliotheks-EDV, weit vor PICA oder dergleichen ), so dass Studierende die in der Bibliothek zugängliche Teilmenge des Fleißes ihrer Vorgänger bequem in mehrdimensionalem Zugriff recherchieren konnten. Die gemeinsame, einheitliche und laufende Vergabe von Standortsignaturen in Bibliothek und Prüfungsarchiv für neue Diplomarbeiten wurde über fünfzehn Jahre bis Ende 2005 eingehalten. Ihren Weg in die Bibliothek fanden in diesem Zeitraum rund 80% aller Prüfungsarbeiten des Studiengangs Bibliotheks- und Informationsmanagement und nur 30% der Mediendokumentation. Grund hierfür war, dass im ersten Falle die Studierenden sich nach der Studienordnung nur dann erklären mußten, wenn sie ihre Arbeit nicht in der Bibliothek sehen wollen, und im zweiten genau umgekehrt. Ab 2006 gilt die einheitliche Regelung, nach der jeder Autor sich erklären muß, und, falls er zustimmt, dann seinen elektronischen Volltext der Bibliothek zur Verfügung stellt. Im Prüfungsarchiv wird aufgrund gesetzlicher Vorschriften weiterhin das maßgebliche, vollständige Papierexemplar der Diplomarbeit aufbewahrt werden.
    Vor dem Umzug der Bibliothek des ehemaligen Fachbereiches Bibliothek und Information zum Berliner Tor in dort räumlich engere Verhältnisse wurden ohne Absprache alle Arbeiten vor 1991 vernichtet, und auch der Umzug des inzwischen geordneten Prüfungsarchivs zum Berliner Tor war anfangs nicht sicher. Für den bevorstehenden, erneuten Umzug an die Wartenau ist bisher nicht bekannt, ob der hier beschriebene Bestand überleben wird. Ohnehin werden nach Einführung des Bachelor- / Master-Studiums ab WS 2005/2006 nur noch die wenigen Masterarbeiten inhaltlich von Interesse und den Diplomarbeiten vergleichbar sein. Zusammen mit der sukzessiven Neuordnung des Prüfungsarchives dieser Jahres-, Haus- und Diplomarbeiten entstand eine Datenbank von rund 4.600 Datensätzen, die für den Zeitraum von 1947 bis 2005 insgesamt 4.550 tatsächlich erhaltene Arbeiten erfaßt. Die Ordnung von Archiv- und verbliebenem Bibliotheksbestand ist identisch. Alle 3.600 Exemplare des Prüfungsarchivs, deren Zweitstücke nicht ( bzw. nicht mehr ) in der Bibliothek des Berliner Tors vorhanden sind, sind als staatliche Prüfungs- bzw. Examensarbeiten nicht einsehbar und folglich im Alphabetischen Teil durch den Zusatz »Prüfungsarchiv« gekennzeichnet. Mit Recht läßt sich einwenden, warum nicht eine den Gesamtbestand online recherchierbare Lösung "als Vermächtnis" entwickelt wurde, statt der hier vorliegenden langweiligen Liste: Eine vom Kollegen Klaus F. Lorenzen entwickelte Allegro-Datenbank war bis zum Ende 2004 im Internet online zugänglich, wurde aber durch Hacking zerstört, und für ihre weitere Pflege gab es über 2005 hinaus keine Perspektive.
    Vorhanden sind die Arbeiten aus den beiden Vorgängereinrichtungen des 1970 entstandenen Fachbereiches Bibliothekswesen der Fachhochschule Hamburg: Die Jahresarbeiten vom Ausbildungsende 1947 bis 1972 der Hamburger »Bibliotheksschule« bzw. der ( ab 1966 ) der »Bibliothekarschule, Abt. Wissenschaftliche Bibliotheken« mit den Signaturen »BSJ« einerseits und die Hausarbeiten von 1957 bis 1972 der Hamburger »Büchereischule« bzw. der ( ab 1966 ) »Bibliothekarschule, Abt. Öffentliche Büchereien« mit den Signaturen »BSH« andererseits. Der Hauptkorpus der Prüfungsarbeiten stammt aus den Jahren 1972 bis 2005 und wurde am »Fachbereich Bibliothekswesen« bzw. am ( ab 1991 ) »Fachbereich Bibliothek und Information« der »Fachhochschule Hamburg« bzw. der ( ab 2002 ) »Hochschule für Angewandte Wissenschaften Hamburg« geschrieben mit den Signaturen »FHB« für den Studiengang der Diplom- Bibliothekare bzw. Bibliotheks- und Informationsmanagement und »FHM« für den der Mediendokumentare ab 1993.
    Imprint
    Hamburg : HAW / Studiendepartment Information
  6. Buchanan, L.E.; Luck, D.L.; Jones, T.C.: Integrating information literacy into the virtual university : a course model (2002) 0.01 
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    Abstract
    The virtual university environment provides librarians with new opportunities to contribute to the educational process. Building on the success of team-teaching a traditional liberal arts core course with composition and communications faculty, librarians and a communications professor worked together to integrate the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) into the online environment. The resulting graduate-level course in multimedia literacy assembled faculty and curriculum resources normally untapped in traditional classrooms. All five information literacy standards covering need, access, evaluation, use and the social, economic, legal, and ethical issues surrounding information use were addressed. Readings and threaded discussions about intellectual property, fair use of copyrighted materials, the evaluation of free and fee-based Web information and Web page design and construction prepared students to work in groups to design and construct Web sites. Students also completed a capstone project in the form of individual Web portfolios, which demonstrated the information and multimedia principles they learned in the class. Assessment of information literacy skills occurred through the analysis of student discussion, evaluative annotations, Web site assignments, perception surveys, and a master's level comprehensive exam question. What was learned in this course will serve as a model for future collaborative partnerships in which faculty and librarians work together to ensure that students who learn from a distance truly master information literacy competencies.
    Footnote
    Beitrag in einem Themenheft: Teaching and assessing information skills in the twenty-first century
  7. Albers, C.: Zeitungen in Bibliotheken : Aufsätze, Monographien und Rezensionen aus dem Jahr 2005. Mit Nachträgen für die Jahre 1980-2004 (2006) 0.01 
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    Date
    22. 3.2008 13:05:01
    Source
    Bibliothek: Forschung und Praxis. 30(2006) H.3, S.372-377
  8. Banush, D.; Kurth, M:; Pajerek, J.: Rehabilitating killer serials : an automated strategy for maintaining E-journal metadata (2005) 0.01 
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    Abstract
    Cornell University Library (CUL) has developed a largely automated method for providing title-level catalog access to electronic journals made available through aggregator packages. CUL's technique for automated e-journal record creation and maintenance relies largely on the conversion of externally supplied metadata into streamlined, abbreviated-level MARC records. Unlike the Cooperative Online Serials Cataloging Program's recently implemented aggregator-neutral approach to e-journal cataloging, CUL's method involves the creation of a separate bibliographic record for each version of an e-journal title in order to facilitate automated record maintenance. An indexed local field indicates the aggregation to which each title belongs and enables machine manipulation of all the records associated with a specific aggregation. Information encoded in another locally defined field facilitates the identification of all of the library's e-journal titles and allows for the automatic generation of a Web-based title list of e-journals. CUL's approach to providing title-level catalog access to its e-journal aggregations involves a number of tradeoffs in which some elements of traditional bibliographic description (such as subject headings and linking fields) are sacrificed in the interest of timeliness and affordability. URLs (Uniform Resource Locators) and holdings information are updated on a regular basis by use of automated methods that save on staff costs.
    Date
    10. 9.2000 17:38:22
  9. Rolla, P.J.: User tags versus Subject headings : can user-supplied data improve subject access to library collections? (2009) 0.00 
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    Abstract
    Some members of the library community, including the Library of Congress Working Group on the Future of Bibliographic Control, have suggested that libraries should open up their catalogs to allow users to add descriptive tags to the bibliographic data in catalog records. The web site LibraryThing currently permits its members to add such user tags to its records for books and therefore provides a useful resource to contrast with library bibliographic records. A comparison between the LibraryThing tags for a group of books and the library-supplied subject headings for the same books shows that users and catalogers approach these descriptors very differently. Because of these differences, user tags can enhance subject access to library materials, but they cannot entirely replace controlled vocabularies such as the Library of Congress subject headings.
    Date
    10. 9.2000 17:38:22
  10. Miksa, S.D.: ¬The challenges of change : a review of cataloging and classification literature, 2003-2004 (2007) 0.00 
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    Abstract
    This paper reviews the enormous changes in cataloging and classification reflected in the literature of 2003 and 2004, and discusses major themes and issues. Traditional cataloging and classification tools have been re-vamped and new resources have emerged. Most notable themes are: the continuing influence of the Functional Requirements for Bibliographic Control (FRBR); the struggle to understand the ever-broadening concept of an "information entity"; steady developments in metadata-encoding standards; and the globalization of information systems, including multilinguistic challenges.
    Date
    10. 9.2000 17:38:22
  11. Albers, C.: Zeitungen in Bibliotheken : Aufsätze, Monographien und Rezensionen aus dem Jahr 2006. Mit Nachträgen aus den Jahren 2003-2005 (2007) 0.00 
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    Source
    Bibliothek: Forschung und Praxis. 31(2007) H.3, S.362-365
  12. Hill, J.S.: Analog people for digital dreams : staffing and educational considerations for cataloging and metadata professionals (2005) 0.00 
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    Abstract
    As libraries attempt to incorporate increasing amounts of electronic resources into their catalogs, utilizing a growing variety of metadata standards, library and information science programs are grappling with how to educate catalogers to meet these challenges. In this paper, an employer considers the characteristics and skills that catalogers will need and how they might acquire them.
    Date
    10. 9.2000 17:38:22
  13. Madison, O.M.A.: Utilizing the FRBR framework in designing user-focused digital content and access systems (2006) 0.00 
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    Abstract
    This paper discusses the rapidly expanding environment of emerging electronic content and the importance of librarians to partner with new research and teaching communities in meeting users' needs to find, identify, select, and obtain the information and resources they need. The methodology and framework of the International Federation of Library Associations and Institutions' Functional Requirements for Bibliographic Records could serve as a useful tool in building expanded access and content systems.
    Date
    10. 9.2000 17:38:22
  14. Genereux, C.: Building connections : a review of the serials literature 2004 through 2005 (2007) 0.00 
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    Abstract
    This review of 2004 and 2005 serials literature covers the themes of cost, management, and access. Interwoven through the serials literature of these two years are the importance of collaboration, communication, and linkages between scholars, publishers, subscription agents and other intermediaries, and librarians. The emphasis in the literature is on electronic serials and their impact on publishing, libraries, and vendors. In response to the crisis of escalating journal prices and libraries' dissatisfaction with the Big Deal licensing agreements, Open Access journals and publishing models were promoted. Libraries subscribed to or licensed increasing numbers of electronic serials. As a result, libraries sought ways to better manage licensing and subscription data (not handled by traditional integrated library systems) by implementing electronic resources management systems. In order to provide users with better, faster, and more current information on and access to electronic serials, libraries implemented tools and services to provide A-Z title lists, title by title coverage data, MARC records, and OpenURL link resolvers.
    Date
    10. 9.2000 17:38:22
  15. El-Sherbini, M.: Selected cataloging tools on the Internet (2003) 0.00 
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    Abstract
    This bibliography contains selected cataloging tools an the Internet. It is divided into seven sections as follows: authority management and subject headings tools; cataloging tools by type of materials; dictionaries, encyclopedias, and place names; listservs and workshops; software and vendors; technical service professional organizations; and journals and newsletters. Resources are arranged in alphabetical order under each topic. Selected cataloging tools are annotated. There is some overlap since a given web site can cover many tools.
  16. Rader, H.B.: Information literacy 1973-2002 : a selected literature review (2002) 0.00 
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    Abstract
    More than 5000 publications related to library user instruction and information literacy have been published and reviewed in the past thirty years. New developments in education and technology during the last two decades have affected user instruction and have led to the emergence of information literacy. Based on needs related to the rapid development of information technology and the evolving information society, librarians have begun teaching information skills to all types of users to ensure that they gain information fluency so they can become productive and effective information users both in the education environment and in the work environment. The number of publications related to user instruction and information literacy, like the field itself, show phenomenal growth during the past three decades as demonstrated by the fact that in 1973 twenty-eight publications were reviewed, and in 2002 more than 300 publications dealing with the topic of information literacy will be issued. It is noteworthy that in the last decade there has been a tremendous growth in publications related to information literacy globally. During the 1970s, publications indicate that user instruction activities were of concern primarily to librarians in the United States, Canada, the United Kingdom, Australia, and New Zealand. At the present time, publications indicate a major concern with information literacy not only in the countries mentioned above but also in China, Germany, Mexico, Scandinavia, Singapore, South Africa, South America, Spain, and others. On an annual hasis, the majority of the publications have addressed information literacy in academic libraries (60 percent) followed by publications related to information literacy instruction in school media centers (20 percent).
    Footnote
    Beitrag in einem Themenheft: Teaching and assessing information skills in the twenty-first century
  17. Sun, P.: Information literacy in Chinese higher education (2002) 0.00 
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    Abstract
    With the development of the information society, education is facing great challenges and opportunities. Information literacy is recognized as a basic competency of individuals that ought to be incorporated into the educational mission. In order to enhance information education, Chinese educators and librarians have been reviewing traditional information instruction, and they are preparing to establish their exclusive information education role in this new century. This paper deals with the new informational and educational environment in China and discusses the increasing needs for information and knowledge in Chinese higher education. Some modes and measurements are proposed to promote information literacy and some experiences and experiments are described. Librarians in China have already done much work related to information literacy, as they prepare to become part of modern education.
    Footnote
    Beitrag in einem Themenheft: Teaching and assessing information skills in the twenty-first century
  18. Jones, E.: ¬The FRBR model as applied to continuing resources (2005) 0.00 
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    Date
    10. 9.2000 17:38:22
  19. Jager, K. de; Nassimbeni, M.: Institutionalizing information literacy in tertiary education : lessons learned from South African programs (2002) 0.00 
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    Abstract
    This paper presents an overview of the development of current practice in information literacy education in tertiary institutions in South Africa. The policy framework affecting information literacy is examined from multiple perspectives. An examination of the literature identifies key concerns that are used in the compilation of a small survey instrument to establish current practice. The impact of institutional policies, finding educational strategies that meet the identified objectives of information literacy, diversity in students' backgrounds and abilities, and ultimately the assessment of performance all emerged as significant. The concept of multiliteracies is suggested as a useful approach to conceptualizing information literacy as central to student learning. Future directions are suggested.
    Footnote
    Beitrag in einem Themenheft: Teaching and assessing information skills in the twenty-first century
  20. Thompson, G.B.: Information literacy accreditation mandates : what they mean for faculty and librarians (2002) 0.00 
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    Abstract
    Regional accreditation agencies have established mandates for higher education institutions to implement information literacy programs and to assess the resultant learning outcomes. This mandate calls for a shift in the established library instruction paradigm at many institutions. Responsibility shifts from librarians teaching students how to locate materials for particular assignments, to faculty and librarians working together to embed the teaching and learning of information literacy skills systematically into syllabi and curricula. The new paradigm requires librarians and faculty to adapt a broader sense of the role of information literacy skills in higher education and in the preparation for the professional workforce. It also demands the learning of new methods and concepts by both teaching faculty and librarians, as they develop a collaborative approach to the integration of information literacy into general education and disciplinary education.
    Footnote
    Beitrag in einem Themenheft: Teaching and assessing information skills in the twenty-first century

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