1,720,973 research outputs found
Information literacy: infiltrating the agenda, challenging minds
No full textFocusing on important information literacy debates, this new book with contributions from many of the main experts in the field highlights important ideas and practical considerations. Information Literacy takes the reader on a journey across the contemporary information landscape guided by academics and practitioners who are experts in navigating this ever changing terrain.
Key Features: diversity of content from authors with national and international reputations; shows professionals how to operate at a strategic level to engender institutional change and have a direct practical application for their teaching and learning practice; many of the chapters are based on empirical research ensuring innovative approaches to information literacy
Walton, Geoff and Pope, Alison (Eds.): Information Literacy. Infiltrating the Agenda, Challenging Minds.
Full text linkReview of the book "Walton, Geoff and Pope, Alison (Eds.): Information Literacy. Infiltrating the Agenda, Challenging Minds
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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
Enquiring Minds and the Role of Information Literacy in the Design, Management and Assessment of Student Research Tasks
No full textThis chapter was based on workshop papers presented in seminars organised by the editors and members of the Staffordshire University Information Literacy Community of Practice (SUILCoP). SUILCoP includes HE lecturers as well as information specialists from fifty or so participating universities and organisations. It also develops several of the themes explored in an earlier article co-authored for the journal Legal Information Management (Cambridge University Press)in 2010 which was produced with the book's editors, Geoff Walton and Alison Pope. The chapter (chapter 5) discusses approaches to embedding Information Literacy requirements in Law programmes and modules with a view to improving the quality of research-based assessments, particularly small-group projects and individual dissertations and assignments.
The chapter considers the need for HE providers delivering Law programmes to develop better, more effective strategies in order to meet QAA benchmark requirements, including the need for Law students who are about to graduate to be operating at the 'boundaries of knowledge' in the discipline, and to have the research and research-related skills required to be able to work effectively in the legal services market. Among other things, it argues that qualitative improvements in student research require the formal incorporation of IL requirements (or US style 'standards') in assessments' design, and when precribing learning outcomes. Pre-completion guidance also needs to be provided at key stages in the research and writing cycle if discernible improvements are to be made. This is well understood in many US law schools' research and writing skills programmes, as the author observed during his visiting lecturing work at the College of Law, Idaho University. That experience has been helping to inform new approaches to research task-setting, support, and assessment at Staffordshire University - most notably in the case of a number of Level 6/final year Law programmes where project work features strongly in the curriculum (for example in CPE Graduate Conversion Course extended assignments, and LLB Level 6 dissertations). The article draws on the existing literature on IL, particularly in the areas of guidance and assessment
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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