Academic literature on the topic 'Information Searching Skills'
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Journal articles on the topic "Information Searching Skills"
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Fairhall, Donald. "In search of searching skills." Journal of Information Science 10, no. 3 (March 1985): 111–23. http://dx.doi.org/10.1177/016555158501000303.
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A set of skills thought to contribute to effectiveness in searching subject indexes is defined. Of these, one group was selected for study, namely skills thought to focus a search. An objective test to measure these skills was administered to 129 students and established to have content validity, and some degree of construct validity. The skills involved did not corre late highly with each other, and are to be regarded, at least for the time being, as five separate skills, An attempt to establish the criterion, or predictive validity of the subtests of the focusing skills failed to either validate or invalidate them because of wide errors of measurement in the subtests, but more particularly in a performance test of index searching. It is suggested that future work should attempt to find practicable ways of improving test accuracy, and also that the cognitive dimensions of document relevance be investigated.
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Ali, Muhammad Yousuf, and Joanna Richardson. "Workplace information literacy skills." Information and Learning Science 119, no. 7/8 (July 9, 2018): 469–82. http://dx.doi.org/10.1108/ils-10-2017-0107.
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Purpose The purpose of this study is to investigate the level of information literacy (IL) skills competency among university library professionals in Karachi, Pakistan and to address areas of concern. Design/methodology/approach An online survey was designed, using Google Forms, to collect data from 77 academic librarians working in 25 universities in Karachi, Pakistan. The questions covered six generic attributes: library systems, information resources, searching techniques, research support, IL and generic/personal attributes. Findings The results indicate that the librarians who were surveyed had good IL skills in information searching and locating information resources. However, the average of all survey responses was 54.17 per cent, with 12 of the 24 competencies receiving scores of less than 50 per cent, thus indicating a generally overall low level of IL competency in the workplace. Research limitations/implications As the study was limited to universities in Karachi, it would be useful to apply the same methodology to other administrative units within the country. Further research is indicated on the potential impact of gender on aspects such as level of IL skills and motivation to enhance workplace competencies. Practical implications The authors have suggested a number of strategies, which would be applicable globally to any university library wishing to improve the IL skills competencies of its staff. Originality/value There have been no previous published, non-discipline-specific, research studies on the IL skills competencies of academic librarians in Pakistan.
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Repman, Judy, and Randall Carlson. "Building Blocks for Information Literacy." Education Libraries 25, no. 2 (September 5, 2017): 22. http://dx.doi.org/10.26443/el.v25i2.175.
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Information Literacy includes a range of strategies and skills that are critical for educators in the 21st century. This article focuses on a module developed to provide instruction related to one important set of Information Literacy skills: web searching. Key concepts relevant to basic web searching strategies, web searching tools and the use of pathfinder pages are defined and discussed. Examples of different tools and strategies are presented along with practice activities.
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Stokes, Peter, and BA Hons. "Electronic database searching skills for nurse prescribers." Nurse Prescriber 1, no. 10 (October 2004): 1–6. http://dx.doi.org/10.1017/s1467115804001889.
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SummaryThe increased emphasis on evidence-based practice within healthcare has compelled nurses to obtain up to date research information to assist them in clinical decision-making. Electronic databases are a crucial resource for finding this information, but a successful search strategy is vital if relevant information is not to be missed. This article highlights the key steps in the searching process with examples from three databases on the OVID and Dialog Datastar platforms.
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Chu, Samuel Kai-Wah, and N. (Nancy) Law. "Development of Information Search Expertise: Postgraduates' Knowledge of Searching Skills." portal: Libraries and the Academy 7, no. 3 (2007): 295–316. http://dx.doi.org/10.1353/pla.2007.0028.
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Khan, Arif, Haroon Idrees, Ali Asghar, and Urrehman Aziz. "Information literacy for visually impaired teachers in Pakistan." Journal of Librarianship and Information Science 50, no. 1 (August 24, 2016): 14–22. http://dx.doi.org/10.1177/0961000616662700.
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There are more than 285 million blind and visually impaired people in the world, 90% of whom live in developing countries. The purpose of this paper is to present the findings of a study on visually impaired school teachers in Pakistan in order to examine how they identify, explore, select, organize, create, present, assess and apply information (IFLA’s Information Literacy Empowering Eight model) in teaching and everyday life. Interviews were conducted in January 2015 with 55 visually impaired teachers in 10 schools for the blind located in the province of Khyber PukhtunKhwa, Pakistan. The study also explores their ability to find, evaluate, and apply pedagogical information. Collected data revealed information on different aspects of information literacy skills. Although basic skills of the studied population were assessed; the study found that visually impaired teachers are highly skilled in terms of organizing the information and they prefer to take personal responsibility while searching for required information. They were found less skilled in using and apply new tools for information searching and lacking in ability to present the data effectively. This is the first research on the information literacy skills of visually impaired teachers in Pakistan. Results are useful for planners and experts to integrate IFLA’s E8 model of information literacy into several courses taught at the blind schools in order to enable the disadvantaged community to benefit from the information literacy skills.
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Wrosch, Jacqueline A., Lynn Kasner Morgan, Jean Sullivant, and Dana M. Lewis. "Instruction of Evidence-Based Medicine Searching Skills During First-Year Epidemiology." Medical Reference Services Quarterly 17, no. 3 (August 10, 1998): 49–57. http://dx.doi.org/10.1300/j115v17n03_06.
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Atoy, Manny B., Francesca Renee O. Garcia, Rayanne R. Cadungog, Julius Dominic O. Cua, Siena C. Mangunay, and Allan B. de Guzman. "Linking digital literacy and online information searching strategies of Philippine university students: The moderating role of mindfulness." Journal of Librarianship and Information Science 52, no. 4 (January 23, 2020): 1015–27. http://dx.doi.org/10.1177/0961000619898213.
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The extent to which students are able to maximize the potential benefits of information from the online world depends, in great measure, on the development of a set of skills that would make them effective users and decision-makers. While previous studies have revealed the role of prior knowledge, availability of ICT resources and infrastructure in the development of information-type skills, the identification of other unexplored variables remains important in information science. This paper seeks to ascertain the moderating role of mindfulness on digital literacy and online information searching strategies on a select group of university students in the Philippines. Structural equation modeling was used to test a hypothesized model and explore the factors affecting the information-seeking behavior of 321 students from the largest comprehensive university in the Philippines. A multi-aspect instrument, consisting of a robotfoto, and three scales such as the Langer Mindfulness Scale (LMS), Internet Skills Scale (ISS), and Online Information Searching Strategies Inventory (OISSI), was used in this study. Results revealed that digital literacy had a direct positive relationship with the online information searching strategies of students. Surprisingly, mindfulness did not moderate the relationship between digital literacy and online information searching strategies. Further, digital literacy was found to be a mediating factor to university students’ information searching strategies. Implications of these for library practice and policy are discussed in this paper.
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Bond, Carol S. "Web users' information retrieval methods and skills." Online Information Review 28, no. 4 (August 1, 2004): 254–59. http://dx.doi.org/10.1108/14684520410553741.
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When trying to locate information on the Web people are faced with a variety of options. This research reviewed how a group of health related professionals approached the task of finding a named document. Most were eventually successful, but the majority encountered problems in their search techniques. Even experienced Web users had problems when working with a different interface to normal, and without access to their favourites. No relationship was found between the number of years' experience Web users had and the efficiency of their searching strategy. The research concludes that if people are to be able to use the Web quickly and efficiently as an effective information retrieval tool, as opposed to a recreational tool to surf the Internet, they need to have both an understanding of the medium and the tools, and the skills to use them effectively, both of which were lacking in the majority of participants in this study.
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Reedy, Katharine, Elizabeth Mallett, and Natasha Soma. "iKnow: Information skills in the 21st Century workplace." Library and Information Research 37, no. 114 (May 10, 2013): 105–22. http://dx.doi.org/10.29173/lirg521.
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The iKnow (Information and Knowledge at Work) project at The Open University (OU) set out to explore and articulate the information skills requirements of the 21st century workplace. Although some existing research had highlighted the costs of ineffective information searching in the workplace, there appeared to be little online material to remedy this. The project was run in three phases, which involved identifying the key competencies, developing some prototype ‘bite-size’ materials and piloting them for their effectiveness in a variety of workplaces. The results of the study show that participants not only perceived the skills as relevant and useful, but also found that the bite-size model made training easier to schedule into a working day. The project team found that these materials could potentially be an important link between informal and formal learning, of particular relevance in the current economic climate.
Dissertations / Theses on the topic "Information Searching Skills"
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Lakshmanan, Muthukumar S. "Using effective information searching skills to solve problems." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42606.
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"2008".Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2009.
Bibliography: p. 268-283.
Introduction -- Review of the literature -- Methods and procedures -- Pre-intervention qualitative data analysis & discussion of findings -- Intervention -- Post-intervention qualitative data analysis & discussions of findings -- Post-intervention quantitative data analysis & discussions of findings -- Conclusions.
Problem-based learning (PBL) is an instructional approach that is organized around the investigation and resolution of problems. Problems are neither uniform nor similar. Jonassen (1998, 2000) in his design theory of problem solving has categorized problems into two broad types - well-structured and ill-structured. He has also described a host of mediating skills that impact problem solving outcomes. However, this list of skills is not exhaustive and in view of the utility of the Internet as an informational repository, this study examined the need for effective information searching skills to be included in this list. -- This study was aimed at studying how students solve well and ill structured problems and how different Internet information seeking strategies can be used to engage in problem solving. This study devised and empirically tested the efficacy of an interventionist conceptual model that maps the application of different information seeking techniques to successfully resolving well and ill structured problem types. The intervention helps to better understand the influence of information searching skills on problem solving performance and the various problem solving strategies students can adopt in approaching problem solving. The contrasting patterns of navigational path movements taken by students in seeking information to resolve ill and well structured problems were also investigated. -- A mixed methodology research design, involving a mix of quantitative and qualitative approaches was used in this study. The research site was a polytechnic in Singapore that has implemented problem-based learning in its curriculum design. A first year class of 25 students were the sample population who participated in this study. Six problems from the curriculum were chosen for this study - three well-structured and another three ill-structured problems. -- The research findings of this study inform that information searching skills indeed play an important role in problem solving. The findings affirm the need for students to be systematically instructed in the skills of information searching to be aware of the complexities involved in information seeking and accomplish desired problem solving goals. This study has also shown that well and ill structured problems demand different cognitive and information seeking capabilities. Well-structured problems are easily solved and come with singular correct answers. The information searching necessary for solving well-structured problems is constrained and readily manageable. Thus, students only have to be acquainted with fundamental information searching skills to solve well-structured problems. On the other hand, ill-structured problems are messy and contain a number of unknown elements. There are no easy prototypic solutions. Subsequently, the information needs of ill-structured problems are usually complex, multi-disciplinary and expansive. Hence, students have to be trained to apply a more advanced set of information searching skills in resolving ill-structured problems.
Mode of access: World Wide Web.
xiv, 283 p. ill
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Constable, Festus Tsepo. "Training needs for electronic information use in the College of Law at the University of South Africa." Diss., 2007. http://hdl.handle.net/10500/1333.
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The purpose of this study was to investigate the training needs of law academics by examining
their ability to use legal electronic information resources at Unisa effectively. Using the survey
method, a questionnaire was used to collect data. The data was descriptively analysed. The
study revealed that law academics are aware of the wide variety of electronic resources
relevant to their work. Further, these academics possess the necessary basic skills to use these
resources. However, the majority of academics do not have high levels of confidence in using
specific electronic legal resources.
This study concluded that, despite the library's provision of user training sessions for
academics, training does not focus on legal electronic resources. The variety of responses
revealed the diverse training needs of law academics. The study recommended that training
needs analysis be conducted by subject librarians who would conduct specialised legal
electronic training.Information Sscience
M.Inf.
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Matli, Walter. "Information services framework towards developing capacity for people who are not in employment, education or training in Gauteng Province of South Africa." Thesis, 2019. http://hdl.handle.net/10500/25954.
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Includes bibliographical references (leaves 238- 250)People who are Not in Employment, Education or Training (NEET) in the Gauteng province are faced with a number of challenges that have many detrimental effects. One major issue is the large number of NEET people who are information illiterate to operate information services that are largely web based. Previously, information services used to be more static in nature, but ICT advancement have enabled flexibility in terms of how people actively search for developmental and work opportunities information. Scholars and research institutions have conducted extensive studies on developing the capacity of NEET people. However, there was little evidence of studies that focus on services that serve information to this community of NEET people. Therefore, this thesis aims to propose an information services framework and provide an insightful discussion about information services and NEET people. Data were collected primarily through semi-structured interviews with NEET people and, in the process, observations transpired along, with document analysis. The study adopted qualitative research and the findings were analysed thematically in line with the objectives of the study. The study revealed that intervention programmes are important to support NEET people to gain confidence and prepare them for work by refining their skills. In addition, there are initiatives that offer support and training at no cost. The major findings of the study were that there are inequalities experienced by NEET people because of socio-economic issues. It was also discovered that there are NEET people who are self-taught to utilise information services on ICT platforms. The study concludes that information literacy is important for NEET people to proficiently make use of information services to search for information. Work experience topped the agenda in terms of challenges experienced by NEET people when seeking for work. Furthermore, seeking for work or developmental opportunities information is an emotionally draining exercise for most NEET people. Such that some of the NEET people have indicated that they feel discouraged, particularly when continuously being rejected by potential organisations. Good education remains important as it has the capacity to build the individual’s mind and better place the individual’s mind to demonstrate passion towards what the persons envisage to do. A further study is recommended to investigate the extent to which lack of ICT skills has an impact on increasing the risk of NEET people remaining NEET.
Information Science
D. Litt. et Phil. (Information Science)
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Du, Toit Getruida Elizabeth. "Information-seeking behaviour of the Open Window School of Visual Communication undergraduate students : a case study." Diss., 2015. http://hdl.handle.net/10500/21187.
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The focus of this study is to investigate the information-seeking behaviour of the undergraduate art and design students of The Open Window School of Visual Communication. A qualitative approach with case study strategy is followed. For sampling purposes The Open Window School of Visual Communication was selected. Various qualitative research methods and literature on information-seeking behaviour are explored. The data were collected through one-on-one interviews. The findings show that various factors influence the information-seeking behaviour of undergraduate art and design students. Aspects in the users’ personal environment, such as meaning, experience, skills, preferences, and actions, have a significant influence on their information-seeking behaviour. Further factors deriving from the students’ context that influence their information-seeking behaviour are curricula, tasks, people (lecturers, artists, designers), sources, and technology applied to accomplish tasks. All these contributing factors have their own sets of requirements with which the art students have to comply. In addition, the findings show that the students’ digital literacy skills influence their information literacy skills. The findings also show that the factors that influence The Open Window students’ information-seeking behaviour influence the library as information service, in terms of the library sources and services the students use. Recommendations are made in order to appropriately address the information- seeking needs of this specific user group and to guide the students to best ways in information-seeking.Information Science
M. Inf.
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Adeogun, Margaret Olufunke. "Managing resource sharing in selected Seventh-day Adventist tertiary institutions in Sub-Saharan Africa: problems and prospects." Thesis, 2004. http://hdl.handle.net/10500/1910.
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Universities in the new millennium find themselves in a knowledge-driven economy that is challenging them to produce a qualified and adaptable work force if they are to contribute to societal development. Owing to the structural change in the economy, entrepreneurs require high level scientists, professionals and technicians who not only have the capability to create and support innovations by adapting knowledge to local use but also people with managerial and lifelong learning skills. Such are they who can accelerate changes and make organizations more productive and efficient in the services they render. Consequently, universities in Sub-Saharan Africa are challenged to transform learning so as to produce graduates who have both knowledge and competencies. Such a system will create a balance between university education and the changing labour market. Satisfying these new educational demands are only possible through research and unhindered access to global information resources. Paradoxically, some private university libraries, because of limited funding, find themselves fiscally constrained in the provision of unhindered access to global stores of information particularly at a time of exponential growth both in number and cost of information resources. This had led libraries to re-examine resource sharing as a viable option to meeting the new demands placed on universities.
It is for the reasons above that this study examines the practice, problems and prospects of resource-sharing in selected Seventh-day Adventist university libraries in Sub-Saharan Africa. It examines scientifically the causes of poor sharing practices that are unique to each library, the situational and environmental factors that can enhance resource sharing. It provides also research-based information that will help to determine the best ways by which each library can have greater access to information resources. There are proposals for resolving the problems, and there are recommendations for dealing with the matter on a more permanent basis. The study advances resource-sharing model called Consortium of Adventist University Libraries in Africa (CAULA) as a resource sharing network for Seventh-day Adventist libraries in Africa. The organizational structure for CAULA are outlined and discussed. The proposed cooperation is not only sustainable but also structured to provide efficiency and greater regional cooperation of SDA libraries in Sub-Saharan Africa.Information Science
DLITT ET PHIL (INF SCIENCE)
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Barfi, Kwaku Anhwere. "Information needs and seeking behaviour of doctoral students using smartphones and tablets for learning : a case of the University of Cape Coast, Ghana." Thesis, 2020. http://hdl.handle.net/10500/27288.
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Text in English, with abstracts and keywords in English, Zulu and AfrikaansThis qualitative study investigated the information needs and information-seeking behaviour of doctoral students who use smartphones or tablets for learning. Fifteen doctoral students who are registered at the University of Cape Coast were interviewed. Ellis’s (1989) model of information-seeking behaviour guided the study and supported the researcher in developing a model that could be used to acquire an understanding of how mobile technologies influence information needs and information-seeking behaviour. Two contexts influence the participants’ information needs and information-seeking behaviour, namely, the academic context and their everyday life contexts. The interplay between the elements of the context in which participants find themselves and their mental structures appear to influence their information needs and information-seeking behaviour. Most of the participating students do not seem to have the required information literacy skills to seek information in an online environment. The contextual elements that appear to influence the participants’ information needs and searching behaviour include situations in action, academic tasks and information resources. The ability to connect to the Internet and retrieve online sources of information proved to be important. The participants use the mobile devices to retrieve information from the Internet and in some instances from the university library’s resources. Certain device-related characteristics, such as small screens, limited memory space and short battery lifespan, seem to affect the usefulness of mobile devices for information-seeking purposes. The cost of data and an inability to connect to the Internet, due to disruptions in network signals and a lack of Wi-Fi infrastructure, also curb the use of mobile devices. WhatsApp not only provides the participants with the means to share information and discuss their academic tasks, but it also makes collaboration and group work possible. Some of the students lack the required information literacy skills to make optimal use of the library’s resources. Therefore, it would be prudent for the university to include information literacy skills training in the curricula for all levels of study. This requirement should also include doctoral students who have not previously completed an information literacy course.
Lolu cwaningo lohlelo olugxile kwingxoxo beluphenya izidingo zolwazi kanye nezenzo zokucinga ulwazi lwabafundi abakwiziqu zesibili abasebenzisa ama-smartphones noma ama-tablets ukufunda. Abafundi abayishumi nanhlanu abasezingeni leziqu zesibili abazibhalise kwi-University of Cape Coast bebehlolwa ngokwezimvo. Imodeli ka-Ellis (1989) yezenzo ezihlose ukufumana ulwazi ihole ucwaningo futhi yaxhasa umcwaningi ekuthuthukisweni kwemodeli engasetshenziswa ukuthola ulwazi olumayelana nokuthi ngabe izinhlelo zobuchwepheshe be-inthanethi yefowunu zithinta kanjani izidingo zolwazi kanye nezenzo ezihlose ukuthola ulwazi. Izizinda ezimbili zinomthelela phezu kolwazi lwabadlalindima kanye nokuziphatha okuhlose ukuthola ulwazi, zona yilezi yisizinda sezemfundo kanye nezizinda ezimayelana nempilo yabo yansuku zonke. Ukuhlangana phakathi kwezinhlaka ezimayelana nesizinda abadlalindima abazithola ngaphakathi kwaso kanye nokuhleleka kwemiqondo yabo kubonakala kunomthelela phezu kwezidingo zabo zolwazi kanye nokuziphatha okuhlose ukuthola ulwazi. Iningi labafundi abadlala indima alibonakali lifuna amakhono olwazi lokufunda ukuze bacinge ulwazi kwisizinda kwu-inthanethi. Izinhlaka zesizinda ezibonakala zithinta izidingo zolwazi lwabadlalindima kanye nezenzo zokusesha zifaka izimo kwimisebenzi yezenzo zemfundo kanye nemithombo yolwazi. Ikhono lokuxhumanisa i-inthanethi kanye nokuvumbulula imithombo ye-inthanethi kukhombisa kusemqoka kakhulu. Abadlalindima basebenzisa izixhobo zomakhalekhukhwini ukulandelela ulwazi ku Inthanethi, kanti kwezinye izimo, ukuthola ulwazi kwimithombo eyithala lezincwadi yasenyuvesi. Yize-kunjalo, izimpawu ezithile ezihlobene nezixhobo, ezingamasikirini amancane, isikhala esincane sokugcina ulwazi kanye nempilo emfushane yebhediri, kubonakala kuthinta izinga lokusebenziseka kwezixhobo ezingomakhalekhukhwini ngezinhloso zokucinga ulwazi. Izindleko zedatha kanye nokungakwazi ukuxhumana nge Inthanethi ngenxa yokuphazamiseka kwamasiginali obuxhakaxhaka benediweki kanye nokwentuleka kwengqalasizinda ye Wi-Fi kanti futhi nokuvimbela ukusetshenziswa kwezixhobo ezingomakhalekhukhwini. Uhlelo lwe-WhatsApp aluhlinzeka kuphela abadlalindima ngamasu okuphana ngolwazi kanye nokuxoxa ngemisebenzi yezemfundo, kanti futhi yenza ukuthi kube nokusebenzisana kanye nokuthi iqembu likwazi ukusebenza. Abanye babafundi baswela amakhono wokufunda adingekayo ukuze bakwazi ukusebenzisa ngokusezingeni eliphezulu kwemithombo yethala lezincwadi. Ngakho-ke, bekungaba kuhle kwinyuvesi ukuthi izinhlelo zokuqeqesha mayelana namakhono olwazi lokufunda kwikharikhulamu yawo wonke amazing ocwaningo. Lezi zinhlelo ezifunekayo kufanele futhi zisebenze kubafundi beziqu zesibili abangakaze esikahthini esedlule baphothule isifundo sokuthola ulwazi.
Hierdie kwalitatiewe studie het ondersoek ingestel na die inligtingsbehoeftes en inligtingsoekgedrag van doktorale studente wat slimfone of tablette vir hul studie gebruik. Onderhoude is gevoer met vyftien doktorale studente wat by die University of Cape Coast geregistreer is. Ellis (1989) se model van inligtingsoekgedrag het die studie gerig en het die navorser ondersteun in die ontwikkeling van ’n model wat gebruik kan word om ’n begrip te vorm van hoe mobiele tegnologieë inligtingsbehoeftes en inligtingsoekgedrag beïnvloed. Twee kontekste affekteer die deelnemers se inligtingsbehoeftes en inligtingsoekgedrag, naamlik die akademiese konteks en die konteks van hul daaglikse lewe. Dit wil voorkom of die wisselwerking tussen die elemente van die konteks waarin deelnemers hulself bevind, asook hul verstandelike strukture, hul inligtingsbehoeftes en inligtingsoekgedrag beïnvloed. Die meeste van die deelnemende studente beskik klaarblyklik nie oor die nodige inligtingsgeletterdheidsvaardighede om in ’n aanlyn omgewing vir inligting te soek nie. Die kontekstuele elemente wat skynbaar die deelnemers se inligtingsbehoeftes en -soekgedrag beïnvloed, sluit situasies in aksie- akademiese take en inligtingshulpbronne in. Daar is bevind dat die vermoë om tot die internet te koppel en aanlyn inligtingsbronne te verkry, belangrik is. Die deelnemers gebruik die mobiele apparate om inligting van die internet, en in sommige gevalle, van die universiteit se biblioteekhulpbronne te verkry. Sommige apparaatkenmerke soos klein skerms, beperkte geheuespasie en kort batterylewe blyk ‘n uitwerking op die bruikbaarheid van mobiele apparate vir inligtingsoekdoeleindes te hê. Die koste van data en ’n onvermoë om tot die internet te koppel vanweë onderbrekings in netwerksein en ’n gebrek aan Wi-Fi infrastruktuur belemmer ook die gebruik van mobiele apparate. WhatsApp bied nie net aan die deelnemers ’n manier om inligting te deel en hul akademiese take te bespreek nie; dit maak ook samewerking en groepwerk moontlik. Sommige van die studente beskik nie oor die nodige inligtingsgeletterdheidvaardighede om die biblioteek se hulpbronne optimaal te kan benut nie. Daarom sal dit wys wees as die universiteit opleiding in inligtingsgeletterdheidvaardighede in die kurrikula vir alle studievlakke insluit. Hierdie vereiste moet ook geld vir nagraadse studente wat nie vantevore ’n kursus in inligtingsgeletterdheid voltooi het nie.
Information Science
D. Litt et Phil. (Information Science)
Books on the topic "Information Searching Skills"
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Harling, Stephen. Graduate programme: Information searching skills module (PhD). Bangor: University of Wales, Bangor, 1995.
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Andronik, Catherine M. Information literacy skills Grades 7-12. 3rd ed. Worthington, OH: Linworth Publishing, 1999.
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Nicola, Pearce-Smith, Heneghan Carl, Perera Rafael, and Badenoch Douglas, eds. Searching skills toolkit: Finding the evidence. Chichester, West Sussex: Wiley Blackwell, 2009.
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Internet research skills: How to do your literature search and find research information online. Los Angeles: Sage Publications, 2007.
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1954-, Watkins Gerald, ed. Information skills: Finding and using the right resources. New York: Palgrave Macmillan, 2010.
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Love, Tiffany R. Leveling the playing field.: The help you've been searching for. Diamond Bar, Calif: Petra Consulting and Publishing, 2003.
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Debra, Jones. Exploring the Internet using critical thinking skills: A guide for learning to effectively use the Internet and evaluate online information. New York: Neal-Schuman, 1999.
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Debra, Jones. Exploring the Internet using critical thinking skills: A self-paced workbook for learning to effectively use the Internet and evaluate online information. New York: Neal-Schuman, 1998.
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Garvin, Peggy. Real World Research Skills: An Introduction to Factual, International, Judicial, Legislative, and Regulatory Research (Research Skills Series). The Capitol.Net, 2006.
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Real World Research Skills: An Introduction to Factual, International, Judicial, Legislative, and Regulatory Research (Research Skills Series). The Capitol.Net, 2006.
Find full textBook chapters on the topic "Information Searching Skills"
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"Patient Information: Sources." In Searching Skills Toolkit, 115–23. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118463093.ch13.
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"Clinical Information: Sources." In Searching Skills Toolkit, 15–25. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118463093.ch3.
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STACEY, ALISON, and ADRIAN STACEY. "Teaching Internet searching skills to novice users." In Effective Information Retrieval from the Internet, 213–78. Elsevier, 2004. http://dx.doi.org/10.1016/b978-1-84334-077-5.50012-8.
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"Searching for Information On the Internet About the Link Between Task and Activity." In The Cultural Transmission of Artefacts, Skills and Knowledge, 173–92. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087904289_012.
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Clough, Paul, and Irene Eleta. "Investigating Language Skills and Field of Knowledge on Multilingual Information Access in Digital Libraries." In Multimedia Storage and Retrieval Innovations for Digital Library Systems, 85–100. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0900-6.ch005.
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Digital libraries remove physical barriers to accessing information, but the language barrier still remains due to multilingual collections and the linguistic diversity of users. This study aims at understanding the effect of users’ language skills and field of knowledge on their language preferences when searching for information online and to provide new insights on the access to multilingual digital libraries. Both quantitative and qualitative data were gathered using a questionnaire and results show that the language skills and the field of knowledge have an impact on the language choice for searching online. These factors also determine the interest in cross-language information retrieval: language-related fields constitute the best potential group of users, followed by the Arts and Humanities and the Social Sciences.
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Hodkinson, Christopher, and Geoffrey Kiel. "Understanding Web Information Search Behavior." In Advances in End User Computing, 102–26. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-257-2.ch006.
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This chapter develops a model of consumer Web search behavior. The model is derived from consumer external information search behavior models and also those relating to search behavior in physical and hypertext environments. Personal demographic and behavioral variables, which have been found to affect search behavior in conventional consumer information environments, are also discussed. Some of the unique features of the Web search environment are identified and the navigational skills required of Web searching consumers are considered. The relevance of personal Web skill and experience variables is also reviewed. A taxonomy of Web search actions is proposed as the basis for recording Web search behavior. The outcomes of information search behavior are discussed from decision-making and affective viewpoints. The variables discussed are then combined into a proposed model of Web search behavior and a research agenda detailed.
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O’Reilly, Carmel. "Searching for French civilization: Reflections on situating information literacy skills in an undergraduate curriculum." In The Internet and the Google Age: Prospects and Perils, 99–115. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000180.
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Jadhav, Vilas G. "Integration of Digital Reference Service for Scholarly Communication in Digital Libraries." In Advances in Library and Information Science, 13–20. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2500-6.ch002.
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Digital libraries are a key connector to the information resources that are necessary for the growth of research in today’s era. The ability to disseminate and promote one’s work and research is an important component of managing and communicating information. Digital libraries and the Web have brought enormously powerful search mechanisms to the desktops of many researchers. The present chapter is a conceptual approach to discuss the various aspects of digital libraries, scholarly communication, and the integration of the digital reference service in the digital environment. The chapter analyzes various skills required of the researcher for searching quality information in digital libraries. As a result, researchers should be trained to read and evaluate material from a much wider range of subjects than previously necessary.
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Wang, John, Xiaohua Hu, and Dan Zhu. "Data Mining in Public Administration." In Handbook of Research on Public Information Technology, 556–67. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-857-4.ch051.
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Data mining involves searching through databases for potentially useful information such as knowledge rules, patterns, regularities, and other trends hidden in the data. In order to complete these tasks, the contemporary data mining packages offer techniques such as neural networks, inductive learning decision trees, cluster analysis, link analysis, genetic algorithms, visualization, and so forth (Hand, Mannila, & Smyth, 2001; Wang, 2006). In general, data mining is a data analytical technique that assists businesses in learning and understanding their customers so that decisions and strategies can be implemented most accurately and effectively to maximize profitability. Data mining is not general data analysis, but a comprehensive technique that requires analytical skills, information construction, and professional knowledge.
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Petrucco, Corrado. "EduOntoWiki Project for Supporting Social, Educational, and Knowledge Construction Processes with Semantic Web Paradigm." In Encyclopedia of Information Communication Technology, 195–201. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-845-1.ch026.
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The Web is going to produce a revolution in learning and teaching: the debate on the role of ICT in educational processes leads to a reconsideration of how we deal with information and knowledge. The widespread use in educational contexts is also due to the ease with which learning resources can be retrieved and shared: for example, the recent introduction of learning objects means that the contents which reside in different e-learning platforms is easy to find and access. But knowledge is also deeply embedded in millions of Web pages. Nonetheless, searching for information on the Web is not a simple task and the great number of documents found using search engines, such as Google, is beyond the human cognitive capacity to deal with this information overflow. Teaching information literacy skills or stimulating collaborative information filtering that supports the discovery of resources in a way that is responsive to the context of users may help, but there is a need for more efficient cognitive tools to search, organize, and discuss information in order to codify it in shared knowledge structures.
Conference papers on the topic "Information Searching Skills"
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Bubaš, Goran, Antonela Čižmešija, and Nikolina Žajdela Hrustek. "SEARCHING FOR INFORMATION ONLINE: KEY INFORMATION LITERACY SKILLS OF ICT STUDENTS, THEIR SEARCH STYLES AND PREFERRED COMMUNICATION CHANNELS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2624.
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Maungwa, Tumelo, and Ina Fourie. "How experiences reported on intermediary information seeking from inter-disciplinary contexts can inform a study on competitive intelligence professionals." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2023.
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Introduction. Intermediary and proxy searching, where one person searches on behalf of another, are noted in information science, health sciences and library science (e.g., reference work and early day online searching), professional workplace practices (e.g., lawyers, nurses) and everyday life contexts (e.g., caregivers). It is also observed within the competitive intelligence process, which involves collecting intelligence data from business environments on behalf of senior management and clients. Many problems occur in competitive intelligence intermediary information seeking that might be addressed by examining interdisciplinary contexts. Method. Literature searches were conducted in key library and information science, health science and law databases. A total of 136 publications were manually selected and analysed for a scoping literature review. Analysis. Thematic analysis was applied. Results. Challenges emerging from the thematic analysis are disaggregated into facets of intermediary information seeking (e.g., skills in question negotiation and information needs assessment, search heuristics and knowledge of information infrastructures). Conclusion. Systematised intermediary practices (e.g., application of appropriate question negotiation techniques, expanded knowledge of information infrastructures and landscapes, competitive intelligence domain knowledge and communication) can enhance intermediary information seeking, and should be investigated in competitive intelligence.
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Lino, F. Jorge, and Teresa P. Duarte. "Development of Competitive Skills in Future Mechanical Engineers." In ASME 2010 10th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2010. http://dx.doi.org/10.1115/esda2010-24494.
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Nowadays, the Web is a common tool for students searching information about the subjects taught in the different university courses. Although this is a good tool for the first rapid knowledge, a more deep study is usually demanded. After many years of teaching one course about ceramic and composite materials, the authors, used the Bologna reformulation of the mechanical engineering course to introduce new teaching methodologies based on continuous evaluation. One of the main innovations is one practical work that comprises the study of a recent ceramic scientific article, using all the actual available tools, elaboration of a scientific report, present the work and participate in a debate. With this innovative teaching method the enrolment of the students was enhanced with a better knowledge about the ceramics subject and the skills related with the CDIO competences.
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Arafeh, Labib. "Introducing Information Technology to Palestinian Schools." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2437.
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The paper presents the two perspectives of IT in the Palestinian schools. The basic IT literacy - based courses have been introduced in most of private schools since 1985, and formally started in all public as well private schools in 1999. This covers eight grades from the fifth up to the twelfth. An additional two classes per week have been introduced to the weekly school program. The main objective is to create a new technological-mentality generation that understand, use, explore, and involve in the highly demanded field. Students will be facilitated with the basic IT skills to understand, use, and promote their studies in effectively understanding, searching, reporting, and documenting. Teachers badly need IT paradigms to boost their instructional materials and teaching aids. In addition to the workshops, an Arabic language-based web site will be constructed to assist schoolteachers, administrators, and students etc. in learning technology online an offline. Further more, a collaborative Palestinian School Teachers
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Gimenez, Paulo Jose de Alcantara, Marcelo De Oliveira Costa Machado, Cleber Pinelli Pinelli, and Sean Wolfgand Matsui Siqueira. "Investigating the learning perspective of Searching as Learning, a review of the state of the art." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.302.
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Current search engines are not designed to facilitate learning as they do not lead the user to develop more complex skills. Searching as Learning (SAL) emerged as a research area from the intersection of information search and learning technologies in order to advance the study of searching as a learning process. However, we wonder how have the learning theories and approaches been explored in SAL. Through a systematic review of the literature, we identified 65 papers that report SAL solutions. We analyzed them, seeking to answer (i) which learning theories, approaches and methods support the searching as a learning process, and (ii) what metrics, procedures, or treatments were used to measure learning during the searching process. We uncover the learning perspective in the SAL literature, discussing the learning paradigms, the mechanisms influencing the learning process, the search session design for learning and the knowledge gain measurement strategies.
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Liste, Guiomar, Tamar Buil, Juan Delgado, and Jose Vicente Pinar. "“Post-it mapping”: analogical disruption in the classroom." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11048.
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Educators need to prepare students for an increasingly complex and interconnected world, and traditional teaching methods can fail to help students develop some of the needed skills. We set up to combine flipped-calssroom strategies and mapping techniques with the aim to encourage creativity and adaptability while ensuring deep learning of complex theoretical concepts. A simple analogical disruption was added, in the shape of post-it notes used to build concept maps, to disturb an otherwise heavy technology-based course. Our teaching innovation has been pilot tested in a range of groups and theoretical concepts with preliminary positive feedback being reported by students.They have described the innovation as “an entertaining change”, but also referring to improvements on their information searching and critical thinking skills. Students also found that the analogical mapping activity through post-it notes encouraged participation and an active attitude in class. Overall, they reported an improved understading of complex concepts and to their independent learning skills, which appears to support the literature linking visual representations and summary exercises with high student satisfaction and improvements in meaningful learning.
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McGarry, Nina, and Mary Granger. "An e-Business Class Using Just-in-Time Teaching and Cooperative Learning with a Constructivist Approach." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2532.
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This paper reviews the inventiveness of faculty combined with the resources of the World-Wide-Web in creating a just-in-time course for seniors studying e-Business. Additionally, the instructor incorporated cooperative learning adhering to a constructivist teaching approach. Adherence to just-in-time teaching using cooperative learning following a constructivist approach supports the goals of rapid access to the latest information, exchange of ideas and evolution of new concepts. It was an opportunity to develop a real project, incorporating meaningful skills learned in other business disciplines, with the potential for enhancing their future careers. This course is an exposure to searching for and using the most current and vital information necessary to thrive in the changing situations. It also enables students to learn how to learn.
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"An Examination of Gen Z Learners Attending a Minority University." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3955.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] This presentation presents the preliminary findings of a survey that sought to examine the technology uses, needs, interests, career goals, and professional expectations of Generation Z college students Background: Students entering college today are part of Generation Z born in the late 90’s through 2016 making the oldest among them 20 or so years old. They already outnumber millennials and are the first true digital natives being born during the age of smart phone. They are the first generation that used a tablet before they could ride a bike, the first to have childhood friends that they engaged with electronically, and the first to have their baby photos and youthful milestones shared on social media. Their minds, relationships, learning preferences, emotional health, sense of self, have all been inexplicably shaped by constant exposure to screens and networked digital technologies, which the research shows in high doses changes the neural circuitry of developing brains, leading to shorter attention spans, stunted social skills and a heightened ability to multitask Methodology: In the fall of 2017 an online student perception survey was administered to students enrolled at a mid-Atlantic minority serving institution. The survey included a combination of dichotomous, Likert-scaled, and ranking questions. The survey was administered to students following completion of core computer concepts courses and explored their technology backgrounds, skills, perceived computing self-efficacy, and the role they predict technology will play in their future career Contribution: As Generation Z descends on college campuses, with their technology dominated backgrounds and different communications, learning, and social preferences, it is important to better understand this generation whose needs and expectations will help shape the future of higher education. Additionally, this study also provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports is impacted negatively by the digital divide and educational inequalities. This paper is timely and relevant and helps to extend our understanding of Generation Z. Findings: The findings show that Generation Z learners enjoy computer classes, feel that using computers comes easy to them; are experts in the use of social media, mobile operating systems, using a smart phone, searching the Web, and email. They reported that they want to be more technologically literate, want to be more skilled in computer software applications, and are interested in learning about cyber security. In terms of the future, most also believe that their career will require them to analyze information to inform decision making. Additionally, most believe that information security will be important to their future career. Finally, results affirmed that college computing courses remain important and that college students recognize that technology will play an important role in their career and that employers want to see job applications with strong technology skills. Recommendations for Practitioners: Generation Z learners enrolled in higher education need, and want, a wide range of technology courses available to them in order to help them meet the rapidly evolving demands of tomorrow’s workplace. Students overwhelmingly see the value in enhancing their technology skills especially in such areas as computer software applications, information management, and cyber security. Recommendation for Researchers: Institutions of higher education should invest in thorough and ongoing examinations of the information and technology literacy skills, needs, and perceptions of students. Impact on Society: Understanding the interests and needs of Generation Z learners is imperative to the future of higher education. Future Research: This survey is a work in progress that is part of a pilot study that is being used to help guide a much more sizable examination of Generation Z learners.
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Bzymek, Zbigniew M., and Manuel A. Nunez. "Integrated Design and Production Problem Solving in Industry-Sponsored Academic Education." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63278.
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In this paper the authors’ experience of teaching an industry sponsored course in Senior Design. The course has been jointly taught by two instructors, one from the Mechanical Engineering Department of the School of Engineering, and the other from the Operations and Information Management Department of the School of Business; and it is part of the Management and Engineering for Manufacturing program at UConn [1]. The student projects have been sponsored by local companies in industries ranging from aerospace to food production. The projects have one main goal: to find the best possible engineering design solution while achieving high production process efficiency. Such an approach relies on the talent of the designer, i.e., the student’s or engineer’s ability to develop a “perfect product” on one side, and the efficiency of the production solutions on the other. In practice, it is difficult to achieve such combined design process formalization successfully. For this reason, the problem solving relies on students’ skills, their knowledge and experience, and the instruction in the course. In particular, the Arena and DELMIA/Quest simulation packages were used for both design and production problem solving. In searching for an ideal solution cost effectiveness and economic constraints were also considered. The experience gained from over ten years teaching of this course is described and analyzed in the paper. Some results of the course are presented and recommendations for further teaching and practice of industry-sponsored courses integrating engineering and production problem solving are discussed.
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Liao, Yu-Hsien, Shelley Shwu-Ching Young, and Jian-Li Wang. "Enabling Visually Impaired Peoples' Chinese Typing & Searching Skills: 2nd Year Results in the Longitudinal Study." In 2019 8th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2019. http://dx.doi.org/10.1109/iiai-aai.2019.00063.
Full textReports on the topic "Information Searching Skills"
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.
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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.