Diese Datenbank enthält über 40.000 Dokumente zu Themen aus den Bereichen Formalerschließung – Inhaltserschließung – Information Retrieval.
© 2015 W. Gödert, TH Köln, Institut für Informationswissenschaft / Powered by litecat, BIS Oldenburg (Stand: 04. Juni 2021)
1Herring, J.E.: School students, question formulation and issues of transfer : a constructivist grounded analysis.
In: Libri. 60(2010) no.3, S.218-229.
Abstract: This study aimed to evaluate the extent to which Year Seven students, teachers and teacher-librarians, in three rural Australian state schools, would value question formulation as an information literacy skill. Question formulation is defined here as students independently formulating their own questions for curricular assignments. It also aimed to evaluate the extent to which these students would transfer question formulation across subjects and across time. The study used a constructivist grounded theory approach and data were analysed using constructivist grounded analysis. The findings of the study indicated that most students, teachers and teacher-librarians valued question formulation as an information literacy skill, but that this value was often limited in scope, e.g. only in relation to information retrieval. Some students, and most teachers and teacher-librarians, saw extensive value in question formulation and took a more holistic view, e.g. linking question formulation with assignment writing. A small minority of students did not value question formulation as they found it a difficult concept. Students used written questions when required to do so by teachers but some students preferred to develop mental questions when doing assignments. There was some clear evidence of transfer, in that some students applied what they had learned about question formulation in a previous term to a new subject assignment. On the other hand, many other students did not transfer what they had learned, and the evidence showed that this was either because they did not understand the concept of transfer (a small minority), or that they lacked motivation to transfer, or that they expected the teacher and/or teacher-librarian to tell them to formulate their own questions. It was clear from the study that there was no culture of transfer in these schools and that this made it unlikely that students, apart from a well-motivated minority, would transfer skills.
Inhalt: Vgl.: DOI: https://doi.org/10.1515/libr.2010.019.
2Herring, J.E.: Teaching information skills in schools.
London : Library Association Publishing, 1996. 192 S.
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
Anmerkung: Rez. in: Library review 46(1997) nos.5/6, S.351-352 (S. Morgan)
LCSH: Information technology / Study and teaching (Secondary) / Great Britain ; Information resources / Study and teaching (Secondary) / Great Britain
3Herring, J.E.: Seeking convergence : educating the information manager.
In: Managing information. 1(1994) no.9, S.30-32.
Abstract: The BA Honours in Information Management course at Queen Margaret College, Edinburgh is a recently validated course which becomes an addition to the range of courses which can provide information professionals with a suitable academic background before entering the profession. The course is accredited by the Library Association. Outlines the course in terms of its aims, structure, direct professional links, and the contribution which graduates will be able to make to the information profession
Themenfeld: Information Resources Management ; Ausbildung