34 research outputs found
Testing the Benefits of Blended Education: Using Social Technology to Foster Collaboration and Knowledge Sharing in Face-To-Face LIS Courses
No full textBlended education, which mixes elements of face-to-face and online educational delivery, can occur at the activity, course, program, or administrative level. This study examined the use of student blogs to test the benefits of course-level blended educational delivery for LIS students enrolled in a face-to-face course. Data collected from students' blogs were also used to assess whether Zach and Agosto's (2009) framework for maximizing student collaboration and knowledge sharing in online courses can be applied to face-to-face courses. The study found that blogs successfully supported collaboration and community building because they were well-suited to sharing course-related knowledge and because students encountered few technical barriers. These findings support Zach and Agosto's proposed criteria for selecting technologies to foster increased collaboration and knowledge sharing, e.g., low learning curves and easily facilitated student interaction. The results suggest that blended education can bring many of the educational benefits of online learning to face-to-face students
Testing the Benefits of Blended Education: Using Social Technology to Foster Collaboration and Knowledge Sharing in Face-To-Face LIS Courses
No full textBlended education, which mixes elements of face-to-face and online educational delivery, can occur at the activity, course, program, or administrative level. This study examined the use of student blogs to test the benefits of course-level blended educational delivery for LIS students enrolled in a face-to-face course. Data collected from students' blogs were also used to assess whether Zach and Agosto's (2009) framework for maximizing student collaboration and knowledge sharing in online courses can be applied to face-to-face courses. The study found that blogs successfully supported collaboration and community building because they were well-suited to sharing course-related knowledge and because students encountered few technical barriers. These findings support Zach and Agosto's proposed criteria for selecting technologies to foster increased collaboration and knowledge sharing, e.g., low learning curves and easily facilitated student interaction. The results suggest that blended education can bring many of the educational benefits of online learning to face-to-face students
Microblogging to share crisis information
No full textThe purpose of our research project is to examine how Twitter, the most popular microblogging site, was used for information dissemination during a violent crisis. Previous research has focused on the use of Twitter as an information-sharing resource during natural crises. A 2009 multiple police-officer shooting that took place in the Seattle-Tacoma, Washington area is used as a case study. During this time, citizens, news media, and other organizations turned to Twitter as one way to send messages about the crisis.
Twitter allows users to send messages of up to 140 characters in length. The messages often contain URLs linking to websites, photos, files, and multimedia resources. We collected 6013 publicly available Twitter messages focused on the crisis. The messages were qualitatively coded as information-related, opinion-related, technology-related, emotion-related and action-related. Author characteristics, such as organizational affiliation and geographic location, were also analyzed. We found that there were 1668 unique authors of the 6013 messages. The vast majority (91.5%) of the authors were citizens with no organizational affiliation. We also found that 79% of the messages contained information-related content (75% of the messages contained information-sharing content and 4% contained information-seeking content). Citizens shared information about police activities, sightings of the suspect, criminal history of the suspect, and descriptions of the suspect. Twitter was also used to share opinion-related content (16.8% of messages) and, to a lesser extent, to share technology-related content (3.8%), emotion-related content (3.7%), and action-related content (0.9%).
During the violent crisis in the Seattle-Tacoma area, we found that Twitter became one method for citizens to share crisis information. An investigation is in progress to analyze the types of information transmitted, the sources of the information, and the temporal trends of the information shared. Our research will enrich our understanding of how citizens use social media during crises
When is “enough” enough? Modeling the information‐seeking and stopping behavior of senior arts administrators
No full textUsing a Multiple-Case Studies Design to Investigate the Information-Seeking Behavior of Arts Administrators
No full textThe case study method, and in particular the multiple–case studies
design, offers LIS researchers a proven tool for achieving a deep
understanding of a specific phenomenon—-for example, the information-
seeking behavior of a particular user group. Although the
case study method has been dismissed by critics who question the
rigor of the approach, numerous studies over the past twenty years
have demonstrated that the case study method can be used successfully
to probe beneath the surface of a situation and to provide a
rich context for understanding the phenomena under study. This
article summarizes the application of the multiple–case studies design,
in which a literal and theoretical replication strategy is used to
identify consistent patterns of behavior and to uncover new and/or
divergent themes. The motivation behind arts administrators’ decisions
to seek information is investigated using this approach and
examples are given of sample selection, data collection, and analysis.
Specific issues associated with the case study method are identified
and practical steps used to address them are suggested.Submitted by Sarah Shreeves ([email protected]) on 2008-02-21T17:41:29Z
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Previous issue date: 2006Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Sarah Shreeves ([email protected]) on 2008-02-21T17:41:29Z
Item is restricted until 2008-08-21T16:39:28ZItem reinstated by Timothy Donohue ([email protected]) on 2008-08-22T10:00:18Z
Item was in collections:
Library Trends 55 (1) Summer 2006: Research Methods (ID: 187)
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What Do I Do in an Emergency? The Role of Public Libraries in Providing Information During Times of Crisis
No full textMANAGING E-RECORDS IN NORTH AMERICAN COLLEGES AND UNIVERSITIES: AN OVERVIEW OF CURRENT PRACTICES
No full textUse of microblogging for collective sense-making during violent crises: A study of three campus shootings
No full text
