Information Studies

Permanent URI for this communityhttp://hdl.handle.net/1903/2249

Browse

Now showing 1 - 20 of 292

Some remarks on information languages, their analysis and comparison.
(1967-12) Soergel, Dagobert
General remarks on information languages Use of the term "Information Language" (IL) Purposes of an information language-requirements for an information language A general model for the structure of the ensemble of subjects Specializations of the general model Indicative and informative descriptions Analytic vs. synthetic relations Paradigmatic vs. syntagmatic relations Synthetic relations, roles, and categories Comparative list of some schemes given in the literature Principles of construction and state of work Some feature evolving from the comparison of some schemes of role indicators Cumulative and comparative list Sources of relations, role indicators, and categories References
The description of statistical tables: a problem in data documentation.
(1970) Soergel, Dagobert; Furmaniak, Karl
Reference to and direct storage of primary data is of growing importance. This explains the interest in the description of statistical tables. The brute-force approach to give each stratifier (that is, the list of all row captions or the list of all column captions) in full has its economical limits. A method is described which makes the description of a large number of large tables economically feasible. The basic idea is to replace the full listing of a stratifier (e.g. US counties) by a reference to a "prefabricated" stratifier available in a classification scheme (e.g. US geographical division) taking into account the hierarchical structure of such a scheme. Modification of prefabricated stratifiers is also possible in order to adapt to small variations occurring in actual tables. The method has also applications in thesaurus building.
On-Line Bibliographic System Instruction
(1978) Hahn, Trudi Bellardo; Kennedy, Gail; Tremoulet, Gretchen
A course in on-line bibliographic systems was introduced into the curriculum of the College of Library Science at the University of Kentucky. It was taught in five-week sections by three instructors who were practicing librarians and each an expert in one type of bibliographic network: OCLC, MEDLINE, or Lockheed DIALOG. Library space, equipment, and materials were utilized. The over-all goals of the course were to develop terminal skills and related proficiencies and to instill a knowledge of the administrative considerations relative to various kinds of networks. Despite problems encountered related to class size, scheduling, theft of equipment, and supplementary readings, the students evaluated the course highly and the instructors felt it was an over-all success and worth repeating.
Education and Training for On-Line Searching: A Bibliography
(1979) Hahn, Trudi Bellardo; Jackson, M. Virginia; Pikoff, Howard
This annotated bibliography is intended to be used by searchers, educators, library administrators, and other reference department staff who must plan or provide for the training and continuing education of on-line searchers. It was compiled for the MARS Committee on the Education and Training of Search Analysts.
National Online Information Meeting
(1980-04) Hahn, Trudi Bellardo
Reports on events at the National Online Information Meeting, held March 25-27, 1980, in New York City.
Harpoon After-Action Report (Vampire I)
(1985-01-02) Bond, Larry
Images for Matthew Kirschenbaum's contribution to the MediaCommons/New Everyday Rough Cuts: Media and Design in Process Collection, edited and curated by Kari Kraus and Amalia Levi
Accreditation for Information Science: Has the Time Finally Come?
(1985-02) Hahn, Trudi Bellardo; Davis, Charles H.
In September 1984, representatives from 17 American and Canadian library and information science associations met in Chicago, Illinois, to "examine the scope, structure, and costs of accreditation" of library and information science programs.
User Interfaces for Online Public Access Catalogs: A Research Workshop
(1992-04) Hahn, Trudi Bellardo
Describes a workshop held at the Library of Congress in fall 1991 on the design of user interfaces for online library catalogs.
Text Retrieval Online: Historical Perspective on Web Search Engines
(American Society for Information Science, 1998-04) Hahn, Trudi Bellardo
Seniors Online: PVC Chapter Volunteers to Help
(American Society for Information Science, 1999-02) Hahn, Trudi Bellardo
Fair Use and Digital Publishing: An Academic Librarian’s Perspective
(Johns Hopkins University Press, 2001-04) Lowry, Charles B.
"The Congress shall have the power to promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries." Under Article 1 Section 8 of the United States Constitution, the Congress has for more than two centuries established the rights to intellectual property and its uses. I will tell you where I stand on this matter, and it seems to me to be imbedded in the order of priority in the very words used by the founding fathers--the social good was defined as the purpose, not the individual right. However, in the history of our democratic republic the intellectual property regime has drifted inexorably toward the latter. Today, we are arguing desperately to preserve basic rights to use copyrighted works, against the very federal agency that has custody over them--the Copyright Office of the Library of Congress. In the interest of full disclosure, I will admit also that I have a point of view as a scholar, as a journal editor, as a professor in the university classroom, and as the dean of a large research university library system. My views are shaped by that perspective, but are defensible as legitimate and worthy of serious consideration in a society that benefits greatly from the contributions of the academy.
The More Things Change…
(Johns Hopkins University Press, 2001-10) Lowry, Charles B.
Do you need to read another column about change in academic libraries? Can one be written that is not a hackneyed cliché-ridden rehash? You are forewarned that the answer to both questions is a resounding "maybe!" I want to establish a premise that reverses an old aphorism, arguing that "the more things change, the less they are the same" for our libraries. When I began studies at the School of Information and Library Science in Chapel Hill nearly three decades ago, the kind of library organization I prepared to work in was fundamentally different from the one I find myself in today. This is because the external environment has stimulated change, not because we have actively sought it--the change has been largely reactive. The primary forces of change are easy to recognize and they are not of our making--shifts in pedagogy and research; the transformational impact of networked information technology; a revolution in scholarly information and in the intellectual property regime; and the ever-present restraint of budget, both inputs and outputs.
When’s this Paradigm Shift Ending?
(Johns Hopkins University Press, 2002-07) Lowry, Charles B.
Since 1962, when Thomas S. Kuhn published The Structure of Scientific Revolutions, one of the century's milestone works in the history of philosophy and science, his notion of the paradigm shift has been interpreted broadly as a model, and applied not only to scientific thinking but also to social phenomenon. The term has been applied increasingly and loosely to a transformation of libraries. As a general rubric, this does no great damage, but as a rigorous explanation, it is wide of the mark. It is past time to examine what we mean in using it in this way and begin to assess more thoroughly the pace and meaning of this change. In this brief essay I cannot provide a very thorough examination of the complex transformation, but it is possible to capture the gestalt. The starting point of this discussion is to distinguish between cause and effect and not to make the error of reversing them.
The Effect of an Integrated Knowledge Management Architecture on Organizational Performance and Impact: The Case of the World Bank
(2003) Fonseca, Ana Flavia; Soergel, Dagobert; Information Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)
Using the World Bank as Case Study, this dissertation investigates the impact of knowledge management programs on the organization performance by using a combination of three methods: Records Analysis, Interviews and Outcome Mapping. The study had two phases: quantitative analysis and qualitative analysis. The Knowledge Management Program of the World Bank has had a direct and beneficial impact on its operations. The Program changed internal staff behavior, improved the sharing of information and knowledge within the organization, and promoted the design and application of participatory knowledge strategies in the countries. New knowledge products as well as strong country participation and ownership to the projects studied resulted from these changes. However, the study also shows that this impact is far from being sufficiently significant to influence or help make the knowledge management program fully integrated with the organization core processes and products. The gap between the KM Program architecture and other programs and initiatives focusing on making this concept operational within the Bank remains an issue. In spite of the fact that knowledge management principles are being mainstreamed in core services, the difference is still very wide between the overall goals of the Knowledge Bank and their translation into the implementation of knowledge products and services in the countries. The research did confirm previous research in the field of knowledge management and validated the findings from other case studies. The results of the study also allowed for the identification of 10 criteria for mainstreaming knowledge management programs within organizations and identified characteristics of knowledge delivery processes that were effective for knowledge absorption . . The importance of "how to" and "procedural knowledge"; the importance "horizontal knowledge exchanges" and a number of other elements, were confirmed as factors affecting knowledge absorption and positive changes in user behavior.
Information Use and Meaningful Learning
(2003) Chung, Jin Soo; Neuman, M. Delia; College of Information Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md)
This study investigates how high school students use information to learn. Conducted within the broad conceptual framework of a constructivist adaptation of learning theory, the study defines the "success" of students' infonnation seeking as it relates to their meaningful learning experience as a whole. In order to study students' information seeking as a meaningful learning experience, four foreshadowing questions were set out: 1) How do students initially understand information and information sources? 2) How do information structures of information sources affect students' understanding about their topics? 3) What strategies do students use for restructuring information? and 4) How is students' inforn1ation use reflected in their products related to learning tasks? Within the methodological framework of naturalistic inquiry, the study used a combination of concept maps and interviews as a unique method for investigating changes in students' understanding based on their use of information. Twenty-one high school juniors in an honors class in persuasive speech were observed in their library media center while perfonning required learning tasks; eight of the students, their teacher, and the library media specialist were interviewed. Data were analyzed both manually and with the support of data management software. Overall, the findings suggest that students' learning in an information-rich enviromnent is dynamic and that students learn interactively and serendipitously. Several streams of analysis suggest more specific findings within these larger ones. To structure part of the analysis, Mayer's (1999) three processes for meaningful learning-selecting, organizing, and integrating--were extended to include two additional processes particularly important in infonnation seeking: gathering and using. Findings suggest that all of these five processes are intertwined and dynamically related and the process of "using" information had a particular effect on students' understanding about their topics as they created their final products. Additionally, four types of changes were identified as students conducted their information seeking and created their final products: simple, analytic, organizational, and holistic. Analyzed within the framework of the revised Bloom's Taxonomy ofEducational Objectives (Anderson and Krathwohl, 2001 ), the data revealed that students' learning progressed through all six levels of the taxonomy as they engaged with information.
Creating a Culture of Security in the University of Maryland Libraries
(The Haworth Press, Inc., Johns Hopkins University Press, Library of Congress, 2003) Lowry, Charles B.; Goetsch, Lori
A critical part of building a shared culture of mutual responsibility for security and safety is a thorough understanding of all the elements of a library’s security environment. To address the need for a more coherent approach to library safety and security that reinforces a philosophy of shared responsibility among all staff, the University of Maryland Libraries embarked upon an assessment of policies, procedures, and facilities in partnership with the Association of Research Libraries. Begun in the fall of 1997, the security study and subsequent development of practice and policy were implemented over a two-year period and serve as a model comprehensive approach for a large academic library system.
President's Column
(American Society for Information Science and Technology, 2003-01) Hahn, Trudi Bellardo
What’s So Special About Special Interest Groups in ASIST?
(American Society for Information Science and Technology, 2003-02) Hahn, Trudi Bellardo
Re-Positioning Libraries: A Consideration of the Obstacles
(Johns Hopkins University Press, 2003-04) Lowry, Charles B.
I consider it a "given" that the contribution of academic and research libraries was a central element in the success of the mission of higher education in the twentieth century. That premise leads to a difficult question—does it matter if libraries continue to be central in the century just beginning? Here I will make a second assumption—that it really does matter a great deal. At the risk of sounding pessimistic, it helps to understand the obstacles to re-positioning libraries successfully so that they may continue their vital contribution of providing access to scholarly information. These are largely beyond our immediate ability to remedy. That does not mean we should not try to understand them and to find the allies who can help us do the work of shaping the future of libraries—and there are many such allies. During the last two years, I have written closely allied pieces that have appeared in these pages exploring several topics that in my view are critical to the question of the future of libraries—on change, on the so-called "paradigm shift" and on intellectual property. In large measure, this essay is a capstone for all of them.
What Has Information Science Contributed to the World?
(American Society for Information Science and Technology, 2003-04) Hahn, Trudi Bellardo