10 Potholes in the Road to Information Quality
Strong, Diane M. and Lee, Yang W. and Wang, Richard Y.
1997
Jahr
1997
Schlagwörter
information quality
Seiten
38--46
Auflage
30
Nummer
8
Journal/Zeitschrift
Computer IEEE
autor
Strong, Diane M. and Lee, Yang W. and Wang, Richard Y.
Philipps-Universität Marburg
10 principles of effective information management
Robertson, James
2005
Abstract
This article has outlined ten key principles of effective information management. These focus on the organisational and cultural changes required to drive forward improvements.
A Suggested Program of College Instruction in the Use of the Library
Knapp, Patricia B.
1956
Jahr
1956
Seiten
224--231
Auflage
26
Nummer
7
Journal/Zeitschrift
Library Quarterly
autor
Knapp, Patricia B.
Philipps-Universität Marburg
A college curriculum for information literacy
Trauth, Eileen M.
1986
Abstract
Educators are currently being challenged to develop curricula which will prepare students for life in an information-based society. Given the computer literacy efforts at the elementary and secondary levels, a college-level curriculum should build upon those skills by focusing on information literacy. Information literacy is the ability to acquire, process, use and communicate the information which is needed in one's personal and work life, regardless of the technology involved. There are three components of this information literacy curriculum. The Information Environment provides the motivation for understanding about technology and its uses. The Components of an Information System considers the acquisition and proper use of computer-based tools. Information Management is concerned with ensuring that relevant information is available, accurate and in a useful format. The intended students for this course are the end users, the non-computer science majors.
Jahr
1986
Schlagwörter
information literacy;computer literacy;curriculum
Seiten
251--258
Auflage
2
Nummer
4
Journal/Zeitschrift
Education and Computing
autor
Trauth, Eileen M.
Philipps-Universität Marburg
A discipline-based approach to information literacy
Grafstein, Ann
2002
Abstract
This article, which proposes a discipline-based approach to teaching information literacy, argues that the responsibility for teaching information literacy should be shared throughout an academic institution, rather than limited to the library. An outline of the complementary responsibilities of librarians and classroom faculty in teaching information literacy is presented.
Jahr
2002
Schlagwörter
information literacy;training sessions;evaluation;teaching
urldate
16.07.2005
Seiten
197--204
Auflage
28
Nummer
4
issn
0099-1333
Journal/Zeitschrift
The Journal of Academic Librarianship
doi
10.1016/S0099-1333(02)00283-5
autor
Grafstein, Ann
Philipps-Universität Marburg
An der Schwelle zur Informationsgesellschaft: 50 Jahre Erfahrung im VINITI: Deutsche Fassung auf der Basis eines englischen Manuskripts von Daniel Ockenfeld
Cherny, Archady I. and Gilyarevsky, Ruggero S.
2005
Abstract
Das Gesamtrussischen Institut für Wissenschaftliche und Technische Information (VINITI) diente seit seiner Gründung 1952 der russischen Wissenschaft als Katalysator und beschleunigte ihre Entwicklung. VINITI hat einen riesigen Bestand von 50 Millionen Referaten in seinen Referateblättern, den bekannten Referativnyi Zhurnal, die auch elektronisch in Datenbanken vorliegen, erarbeitet und angesammelt. Das gewaltig steigende Aufkommen unterschiedlichster Informationen wurde als Informationsexplosion bezeichnet. Zahlen des Jahres 2002 illustrieren, dass es inzwischen als Informationshyperexplosion bezeichnet werden kann. Neuere Studien zeigen, dass es bei Entscheidungsträgern bereits Krankheitssymptome hervorruft. Das neue Berufsbild des professionellen Wissensarbeiters und fortschrittliche Methoden der Wissensverarbeitung werden immer dringlicher. Eine Gesellschaft wird zur Informationsgesellschaft, wenn in ihr die geistige Arbeit gegenüber der Güter produzierenden Arbeit überwiegt.
Jahr
2005
Schlagwörter
glut of information;knowledge work
Seiten
221--224
Auflage
56
Nummer
4
Journal/Zeitschrift
Information Wissenschaft \& Praxis
autor
Cherny, Archady I. and Gilyarevsky, Ruggero S.
Philipps-Universität Marburg
Beyond the search process - Exploring group members' information behavior in context
Hyldegård, Jette
2009
Abstract
This paper reports on the findings from a longitudinal case study exploring Kuhlthau’s information search process (ISP)-model in a group based academic setting. The research focus is on group members’ activities and cognitive and emotional experiences during the task process of writing an assignment. It is investigated if group members’ information behavior differ from the individual information seeker in the ISP-model and to what extent this behavior is influenced by contextual (work task) and social (group work) factors. Three groups of LIS students were followed during a 14 weeks period in 2004/2005 (10 participants). Quantitative and qualitative methods were employed, such as demographic surveys, process surveys, diaries and interviews. Similarities in behavior were found between group members and the individual in Kuhlthau’s ISP-model with regard to the general stages of information seeking, the cognitive pattern associated with focus formulation and the tendency towards an increase in writing activities while searching activities decreased. Differences in behavior were also found, which were associated with contextual and social factors beyond the mere search process. It is concluded that the ISP-model does not fully comply with group members’ problem solving process and the involved information seeking behavior. Further, complex academic problem solving seems to be even more complex when it is performed in a group based setting. The study contributes with a new conceptual understanding of students’ behavior in small groups.
Bibliotheken, Informationskompetenz, Lernförderung und Lernarrangements
Umlauf, Konrad
2003
Abstract
Was die PISA-Studie für die allgemein bildenden Schulen aufzeigte, erhellte die STeFi-Studie für die Hochschulen: Schülern und Studenten fehlt weitgehend die Fähigkeit, sich in der Informationsflut zielgerichtet zurechtzufinden. Die große Mehrheit der jungen Leute surft gern im Internet, aber wenn es darum geht, gezielt Antworten auf Fragen zu finden, sind die meisten hilflos. Es scheint, dass Schüler an deutschen Schulen lernen sollen, aber nicht das Lernen lernen können. Seit den 90er-Jahren unternehmen Bibliotheken verstärkt Anstrengungen, um Informationskompetenz zu vermitteln. Das ist mehr als die Fähigkeit, den Internet-PC bedienen und sich gegen Viren zu schützen. Es geht um Recherche-Strategien, und zunächst darum, den eigenen Informationsbedarf abschätzen zu können.
Berliner Handreichungen zur Bibliothekswissenschaft
autor
Umlauf, Konrad
Philipps-Universität Marburg
Building bridges: Connecting faculty, students, and the college library
McAdoo, Monty L.
2010
Jahr
2010
Adresse
Chicago, Illinois
Verleger:in
American Library Association
ISSN/ISBN
978-0-8389-1019-1
autor
McAdoo, Monty L.
Philipps-Universität Marburg
Case-based, problem-based learning: Information literacy for the real world
Carder, Linda and Willingham, Patricia and Bibb, David
2001
Abstract
Case-based, problem-based learning (CBPBL) is a student-centered approach that uses tightly focused minicases to help students demonstrate their ability to identify their information needs. It has been used successfully in science and medical learning, and lends itself easily to helping students develop the critical thinking skills that lead to information literacy. In this approach, after students are provided with a minicase, they control the chalkboard and direct their own learning by initiating the topics and setting the agenda that will lead to solving the case. The instructor's task is to serve as a facilitator, asking questions only when it serves to help clarify students' thinking, and guiding group processes when necessary.
Jahr
2001
urldate
16.07.2005
Seiten
181--190
Auflage
18
Nummer
3
Journal/Zeitschrift
Research Strategies
doi
10.1016/S0734-3310(02)00087-3
autor
Carder, Linda and Willingham, Patricia and Bibb, David
