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11 – 20 of 122This article focuses on humanities scholars’ information searching. David Ellis’ model of scholars’ information seeking is taking as a starting point for this study. For…
Abstract
This article focuses on humanities scholars’ information searching. David Ellis’ model of scholars’ information seeking is taking as a starting point for this study. For understanding the information needs and information seeking habits of humanities scholars, it is crucial to know about the nature of research processes within diverse humanities fields. The study at hand, therefore, starts from the premise that the information searching of humanistic researchers needs to be understood within the framework of the research process, and not as a phenomenon outside of it.
Based on 24 in-depth interviews in archaeology, art history, philosophy, and languages and linguistics, the article examines humanities scholars’ research processes. The purpose of this study is to analyse the research processes, their course and different stages, and to classify these into types. The purpose is also to examine the relationships between the types of research processes and the disciplines studied. Seven types of research processes were identified among scholars working in the fields studied. The types were named the Fly, the Sphinx Moth, the Mole, the Mockingbird, and the Spider.
The findings show that the representatives of a specific humanities discipline did not always proceed in their research in similar ways. There were distinct differences according to discipline, but important differences between scholars belonging to the same discipline could also be observed. The findings indicate that information seeking behaviour cannot be explained by factors that lie outside the researcher and the researcher's subject matter. Another important finding is that humanistic research often does not proceed in linear stages. There is more variability within the research and searching processes within humanities and among representatives of specific disciplines than is often presumed.
VINE is produced at least four times a year with the object of providing up to date news of work being done in the automation of library housekeeping processes, principally in the…
Abstract
VINE is produced at least four times a year with the object of providing up to date news of work being done in the automation of library housekeeping processes, principally in the UK. It is edited and substantially written by The Information Officer for Library Automation based in Southampton University Library and supported by a grant From the British Library Research and Development Department. Copyright for VINE articles rests with the British Library Board, but opinions expressed in VINE do not necessarily reflect the views and policies of the British Library. The subscription for 1983 for VINE is £22 for UK subscribers and £25 for overseas subscribers. The first copy will be charged at normal rate, but all others will be supplied for only £12 per year UK and £14 per year overseas. VINE is available in either paper copy or microfiche and all back issues are available on microfiche.
Since its origins during the Second World War, the computer industry has grown more rapidly than any other technology in history, and this growth has spawned a wealth of new terms…
Abstract
Since its origins during the Second World War, the computer industry has grown more rapidly than any other technology in history, and this growth has spawned a wealth of new terms and manners‐of‐speaking to describe computers and the uses to which they can be put. Such terms are often referred to collectively as computerese. The thesis of Barry's entertaining book is that the use of computerese is increasingly being extended to a wealth of other subjects that are often totally unrelated to computing. Barry refers to this use (or abuse) of language as technobabble: the subject matter and the pleasingly tongue‐in‐cheek style can be judged from the introduction, which starts as follows: ‘This paper‐based, productized bookware module is designed to support the robust implementation of a friendly, context‐driven interface between the developer and the end‐user. Did you understand this sentence? If so, you are fluent in technobabble’.
This paper introduces the concept of information literacy and describes the impact of information technology on information literacy. The European Union funded EDUCATE project…
Abstract
This paper introduces the concept of information literacy and describes the impact of information technology on information literacy. The European Union funded EDUCATE project addressed the subject‐related aspects of information literacy for scientists and engineers. One outcome of the project was a series of modules covering ways of accessing and searching information that could be used in formal courses, distance learning courses or for self‐instruction. EDUCATE “spawned” a number of other projects. One, DEDICATE, deals with distance education information courses and is described in the paper along with brief details of its use in various universities in Central and Eastern Europe.
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The need for IT (Information Technology) and information skills training has been revisited by a new approach to clinical decision‐making in the National Health Service (NHS)…
Abstract
The need for IT (Information Technology) and information skills training has been revisited by a new approach to clinical decision‐making in the National Health Service (NHS): evidence based practice. The Trent Institute for Health Services Research supports NHS staff in the Trent region either wishing to implement evidence based practice or to undertake research of their own by providing advice and training. A range of courses providing training in research skills has been developed. Included in this range are four half‐day information skills courses, developed by the Information Resources section of the Trent Institute: Literature Searching, Health information on the Internet, Introducing the Cochrane Library and Sources for clinical effectiveness. Aims and objectives for each course have been developed to facilitate the development of course materials and the evaluation of training. Evaluation questionnaires are completed by course participants and at the time of writing (November 1997), response has been positive. The information collected is being used to plan future courses for the next academic year, such as Training the Trainers courses.
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This paper aims to explore a study that examines the role of academic librarians who teach visual literacy within their information literacy curricula.
Abstract
Purpose
This paper aims to explore a study that examines the role of academic librarians who teach visual literacy within their information literacy curricula.
Design/methodology/approach
The author developed a survey that was distributed to five listservs during a three-week period, generating 118 responses from academic libraries. The author subsequently interviewed 16 participants.
Findings
The findings reveal that visual literacy is important across all disciplines. However, a majority of academic librarians who replied to the survey stated that they do not teach visual literacy. Only 37.3 per cent of the respondents indicated that they or their institutions include a visual literacy component in their sessions.
Practical implications
The paper identifies the most relevant visual literacy trends, and it includes examples of visual literacy skills and concepts being taught in academic libraries. It provides ideas to develop marketing strategies to increase student enrollment in library workshops.
Originality/value
This study has expanded librarians’ awareness of the Association of College and Research Libraries (ACRL) Visual Literacy Competency Standards for Higher Education. In addition, it explores the teaching of multiliteracies such as visual literacy within the information literacy framework in the academic library. The survey data demonstrate that academic librarians are slowly embracing visual literacy and including it in their information literacy instruction across all disciplines. The study recommends that librarians work on their professional development to become multiliterate to remain relevant within their academic communities.
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There are two central questions determining the pedagogy of teacher education: (a) What are the essential qualities of a good teacher; and (b) How can we help people to become…
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There are two central questions determining the pedagogy of teacher education: (a) What are the essential qualities of a good teacher; and (b) How can we help people to become good teachers? Our objective is not to present a definitive answer to these questions, but to discuss an umbrella model of levels of change that could serve as a framework for reflection and development. The model highlights relatively new areas of research, viz., teachers’ professional identity and mission. Appropriate teacher education interventions at the different levels of change are discussed, as well as implications for new directions in teacher education.
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Judith Broady‐Preston and Lucy Steel
Reports a survey undertaken in 2001 which examined employee satisfaction and customer orientation in a sample of six public library authorities in London. It forms part of a…
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Reports a survey undertaken in 2001 which examined employee satisfaction and customer orientation in a sample of six public library authorities in London. It forms part of a larger investigation into the evolution of internal marketing within these organisations.
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Judith Broady‐Preston and Lucy Steel
Reviews the literature which discusses the link between service quality and service delivery, and the recognition that employees are a critical factor in determining the success…
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Reviews the literature which discusses the link between service quality and service delivery, and the recognition that employees are a critical factor in determining the success of the service exchange and customer satisfaction. Reports a study of a sample of public librarians in London using semi‐structured questionnaires, unobtrusive observation, and an analysis of mission statements. The results suggest that a planned internal marketing programme may help to improve the success of public library services.
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