1,720,967 research outputs found
Conceptions and practice of information literacy in academic libraries: espoused theories and theories-in-use
No full textThis research was conducted to investigate the relationships between conceptions and practice of information literacy in academic libraries. To create a structure for the investigation, the research adopted the framework of Argyris and Schön(1974) in which professional practice is examined via theories of action, namely espoused theories and theories-in-use. Espoused theories were examined by investigating understandings and beliefs of information literacy and learning as seen in a range of policy documents including mission and goal statements of eleven academic libraries as well as those of their parent universities. These libraries were recognized by the academic library community for exemplary instruction resources. Theories-in-use were identified by analyzing information literacy practice via online tutorials utilized by these libraries in instruction initiatives. These documents and representations of practice were augmented by semi-structured interviews conducted with practitioners of information literacy education in these libraries. A constant comparison approach (Strauss & Corbin, 1998) was used to develop broad themes, subcategories and statements of claims from these multiple data sources. Meta-claims developed provided rich descriptions towards a comprehensive, holistic picture of information literacy education. The research findings establish that information literacy education in the selected academic libraries is multi-dimensional, complex, and contradictory. The analysis revealed 1) explicit espoused theories of information literacy which coalesce around themes of knowledge creation and lifelong learning; 2) varied, less explicit and sometimes conflicting theories-in-use which emphasize engagement with information sources; 3) ad hoc levels of congruence in the relationships between espoused theories and theories-in-use as indicated by the few successful attempts to realize goals and outcomes in instruction initiatives; 4) major contradictions and incongruence in the relationships between the espoused theories and theories-in-use as indicated by significant gaps in addressing goals and missions; 5) enablers and barriers to achieving effective practice; 6) emergent trends in information literacy practice. Implications for practice include issues of pedagogy and instruction design towards consistency and congruence. The study suggests areas for future research. The research process is presented as a model and tool for evaluating varied dimensions of information literacy practice including multiple online resources and classroom initiativesPh.D.Includes abstractVitaIncludes bibliographical referencesby Paulette A. Ker
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Affinity spaces on Facebook: a quantitative discourse analysis towards intercultural dialogue
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Global Citizenship in a Digital World : MILID Yearbook 2014
No full textThe UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue (MILID) is based on an initiative from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the UN Alliance of Civilizations (UNAoC). The main objectives of the UNITWIN network are to foster collaboration among member universities, to build capacity in each of the countries in order to empower them to advance media and information literacy and intercultural dialogue, and to promote freedom of speech, freedom of information and the free flow of ideas and knowledge. The MILID Yearbok 2014 brings together a range of reviewed articles, which articulate the theme of global citizenship from varied perspectives and regions of the world. The articles represent different expressions on media and information literacy from resear-chers and practitioners, who offer bold new strategies, share research findings and best practices, musing and reflections. The Yearbook is organized around five sections: Global citizenship; New media, new approaches; Youth engagement; Education and educators’ changing role, Media and information literacy: A worldwide selection from the UNITWIN partners. This second yearbook, MILID Yearbook 2014, is the result of a collaboration between the UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue (MILID) and NORDICOM’s International Clearinghouse on Children, Youth and Media
Global Citizenship in a Digital World : MILID Yearbook 2014
No full textThe UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue (MILID) is based on an initiative from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the UN Alliance of Civilizations (UNAoC). The main objectives of the UNITWIN network are to foster collaboration among member universities, to build capacity in each of the countries in order to empower them to advance media and information literacy and intercultural dialogue, and to promote freedom of speech, freedom of information and the free flow of ideas and knowledge. The MILID Yearbok 2014 brings together a range of reviewed articles, which articulate the theme of global citizenship from varied perspectives and regions of the world. The articles represent different expressions on media and information literacy from resear-chers and practitioners, who offer bold new strategies, share research findings and best practices, musing and reflections. The Yearbook is organized around five sections: Global citizenship; New media, new approaches; Youth engagement; Education and educators’ changing role, Media and information literacy: A worldwide selection from the UNITWIN partners. This second yearbook, MILID Yearbook 2014, is the result of a collaboration between the UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue (MILID) and NORDICOM’s International Clearinghouse on Children, Youth and Media
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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