Ellis proposed a model of information seeking behavior based on empirical studies. The model identifies six generic behaviors: starting, chaining, browsing, differentiating, monitoring, and extracting. These behaviors describe how people interact with information systems to satisfy an information need. The model has influenced subsequent research and systems design. It provides a framework for understanding user behavior without claiming a fixed sequence of stages.
The document describes Carol Kuhlthau's model of the information search process as a series of stages that researchers progress through when seeking information. It likens the process to a river journey from source to sea. The stages are initiation, selection, exploration, formulation, collection, presentation, and assessment. At each stage, researchers experience characteristic feelings (uncertainty, confusion, clarity etc.) and thoughts, while taking specific actions to move the process forward. Understanding the normal ups and downs of feelings that occur during research can help people feel less alone in their experiences.
This document is a slide presentation that introduces the Dewey Decimal Classification (DDC) system. It explains that the DDC was created by Melvil Dewey in 1876 to organize library collections. It has since been adopted by over 200,000 libraries worldwide to classify materials by subject. The presentation describes how the DDC uses a series of numbers to arrange materials on shelves by broader subject areas and more specific topics.
This document discusses web-scale discovery services (WDS), including what they are, their key features and benefits, examples of major WDS providers, and considerations for implementation. Specifically:
- WDS allows users to search a library's entire collection through a single search box, ranking results based on relevancy across sources. This is presented as an improvement over federated search.
- Major WDS providers discussed include EBSCO Discovery Service, Ex Libris Primo, Serials Solutions Summon, and OCLC's WorldCat Local.
- A comparison of these providers shows they index a variety of content like the library catalog, e-books, journals, and more.
- The
Introduction to MARC
History (MARC to MARC 21)
Why MARC 21/Need of MARC 21
Characteristics
Design principle for MARC 21
MARC 21 Documentation
MARC 21Record System
MARC 21 Communication formats
MARC 21 Format for Bibliographic Data
Component of bibliographic record
Communication Standard
Mapping of MARC 21
MARC 21 Translation
Maintenance Agency
MARC 21 Regulation
Advantage of MARC 21
Problems with MARC 21
Future of MARC 21
This document discusses the field of information science. It defines information science as an interdisciplinary field concerned with analyzing, collecting, storing, retrieving, and disseminating information. Information science incorporates aspects of computer science, as well as fields like library science, communication, management, and social science. The document traces the evolution of information science from focusing on applying computer technology to documents in the 1960s to becoming a broader field that studies the nature, collection, and management of information. Information science is described as an intersection of various disciplines and as being interdisciplinary in nature.
Information Literacy In Higher EducationKavita Rao
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
MARC (Machine Readable Cataloging) is an international standard format for bibliographic data. It allows catalog records to be shared and processed by different library systems. The MARC standard ensures compatibility and enables efficient management of catalog records across libraries. Some key aspects include standardized field and tag definitions, a predictable record structure, and established formats like MARC21 that are used internationally. Common errors to avoid include incorrect field codes and indicators, typographical mistakes, failure to follow punctuation conventions, and not accounting for how one's library system handles specific MARC fields.
Ellis proposed a model of information seeking behavior based on empirical studies. The model identifies six generic behaviors: starting, chaining, browsing, differentiating, monitoring, and extracting. These behaviors describe how people interact with information systems to satisfy an information need. The model has influenced subsequent research and systems design. It provides a framework for understanding user behavior without claiming a fixed sequence of stages.
The document describes Carol Kuhlthau's model of the information search process as a series of stages that researchers progress through when seeking information. It likens the process to a river journey from source to sea. The stages are initiation, selection, exploration, formulation, collection, presentation, and assessment. At each stage, researchers experience characteristic feelings (uncertainty, confusion, clarity etc.) and thoughts, while taking specific actions to move the process forward. Understanding the normal ups and downs of feelings that occur during research can help people feel less alone in their experiences.
This document is a slide presentation that introduces the Dewey Decimal Classification (DDC) system. It explains that the DDC was created by Melvil Dewey in 1876 to organize library collections. It has since been adopted by over 200,000 libraries worldwide to classify materials by subject. The presentation describes how the DDC uses a series of numbers to arrange materials on shelves by broader subject areas and more specific topics.
This document discusses web-scale discovery services (WDS), including what they are, their key features and benefits, examples of major WDS providers, and considerations for implementation. Specifically:
- WDS allows users to search a library's entire collection through a single search box, ranking results based on relevancy across sources. This is presented as an improvement over federated search.
- Major WDS providers discussed include EBSCO Discovery Service, Ex Libris Primo, Serials Solutions Summon, and OCLC's WorldCat Local.
- A comparison of these providers shows they index a variety of content like the library catalog, e-books, journals, and more.
- The
Introduction to MARC
History (MARC to MARC 21)
Why MARC 21/Need of MARC 21
Characteristics
Design principle for MARC 21
MARC 21 Documentation
MARC 21Record System
MARC 21 Communication formats
MARC 21 Format for Bibliographic Data
Component of bibliographic record
Communication Standard
Mapping of MARC 21
MARC 21 Translation
Maintenance Agency
MARC 21 Regulation
Advantage of MARC 21
Problems with MARC 21
Future of MARC 21
This document discusses the field of information science. It defines information science as an interdisciplinary field concerned with analyzing, collecting, storing, retrieving, and disseminating information. Information science incorporates aspects of computer science, as well as fields like library science, communication, management, and social science. The document traces the evolution of information science from focusing on applying computer technology to documents in the 1960s to becoming a broader field that studies the nature, collection, and management of information. Information science is described as an intersection of various disciplines and as being interdisciplinary in nature.
Information Literacy In Higher EducationKavita Rao
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
MARC (Machine Readable Cataloging) is an international standard format for bibliographic data. It allows catalog records to be shared and processed by different library systems. The MARC standard ensures compatibility and enables efficient management of catalog records across libraries. Some key aspects include standardized field and tag definitions, a predictable record structure, and established formats like MARC21 that are used internationally. Common errors to avoid include incorrect field codes and indicators, typographical mistakes, failure to follow punctuation conventions, and not accounting for how one's library system handles specific MARC fields.
The document discusses the components and design of information storage and retrieval systems (ISRS). It describes ISRS as having three main components: the user interface, knowledge base, and search agent. The user interface allows users to input queries and view results, and should be intuitive. The knowledge base stores the information to be retrieved in a database. And the search agent acts to translate user queries and match them to the knowledge base to retrieve relevant information. The document provides details on each of these components and discusses best practices for designing an effective ISRS.
Koha is an open source integrated library system. It is free to download and use, with no licensing fees. Libraries can customize Koha to meet their needs. Over 6000 libraries worldwide use Koha, including 13 in Bangladesh. Koha allows for acquisition, cataloging, patron management, circulation, serial control and reporting. It has an online public access catalog for users. The presenter's organization has implemented Koha for several university and college libraries in Bangladesh.
Library automation software, Types of software available, Pros and Cons of Commercial and Open source software, List of library automation software.KOHA, WINISIS, NEWGENLIB, SOUL, AUTOLIB AND LIBSYS
This document discusses several models of information seeking behavior. It describes Kuhlthau's Information Search Process model, which outlines six stages of information seeking from task initiation to search closure. It also covers Ellis' behavioral model identifying eight information seeking patterns, Marchionini's problem-solving model of parallel processes, Wilson's problem-solving model moving from uncertainty to certainty, Belkin's Anomalous State of Knowledge theory focusing on knowledge gaps, and Bates' berrypicking model where search changes direction as new information is found.
An information search model provides a structure to support the development of research, problem-solving, and self-awareness skills. When students understand the model, they can better comprehend the scope of the task and strategies needed to complete it. A common model used across a school allows students to gradually learn expert search patterns and apply them in different contexts. Several examples of information search models are described, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, the Ws of Information Inquiry, and the Research Cycle.
key word indexing and their types with example Sourav Sarkar
This document defines and discusses different types of keyword indexing systems used for information retrieval, including KWIC (Keyword-In-Context), KWOC (Keyword-Out-Of-Context), and KWAC (Keyword-Augmented-In-Context). It provides examples and explanations of how each system works and the advantages and disadvantages of keyword indexing overall. Some key points covered include that keyword indexing allows fast indexing without controlled vocabularies but can result in low precision searches due to scattered related topics.
This document discusses marketing concepts and their application to libraries. It defines marketing and provides definitions from various experts. It explains why marketing is essential for libraries to maintain relevance and funding. The core concepts of market segmentation, positioning, analysis, programs, and audits are explained. Different elements of the marketing mix are described in the context of libraries. The document emphasizes that information marketing is important for university libraries to promote use of resources, create demand, ensure optimal use, improve image, and tackle issues like rising costs and information explosion.
This document provides guidelines for developing an e-resource collection development policy. It defines e-resources and discusses different types. Key components of an e-resource selection criteria are described, including subject and content, functionality, vendors support, technical feasibility, license considerations, and review processes. The document stresses that e-resources require separate policies to address issues of access, interfaces, support and licensing that are different than print materials.
This document summarizes the fundamentals of e-resource licensing presented at the NASIG 28th Annual Conference on June 9, 2013. It discusses why licensing is important, an overview of relevant copyright and contract law, and the anatomy and key issues to consider in license agreements. The presentation focused on authorized users, uses, interlibrary loan, perpetual access, and negotiation tips. Resources on licensing guidelines and copyright law were also provided.
The document discusses the concepts of cataloging, including:
- Original cataloging is creating records from scratch while copy cataloging adapts existing records
- Cataloging involves bibliographic description, subject analysis, classification, and physical preparation
- Standards like ISBD and AACR2 provide rules for cataloging to ensure consistency
- FRBR and RDA aim to update cataloging standards for the digital era
Post coordinate indexing .. Library and information scienceharshaec
This document discusses post-coordinate indexing and uniterm indexing. Post-coordinate indexing allows searchers to freely combine terms at search time, which can increase recall but decrease precision. Uniterm indexing involves analyzing documents into individual concepts represented as single terms. These terms are recorded on cards divided into numbered columns, and searching involves finding common numbers across cards to retrieve documents. While flexible, post-coordinate and uniterm indexing can be time-consuming and lack context.
Designing an information literacy program: Basic ElementsNatesh Subhedar
This ppt provides guidelines on how to design an information literacy program on any topic.
Intended audience: Post graduate students of Library and Information Science
Relationship of information science with library scienceSadaf Batool
Relationship of information science with library science
Presentation by Sadaf Batool
MPhil 1st semester
Table of contents
1. Definition of information science
2. Definition of library science
3. Primary history of library
4. Primary history of information
5. Progress of library science as (Library and information science)
6. IS &LS concerned task
7. Relationship of Information science with library science
8. According to S.R Nathan’s five laws
9. Difference of Information science &Library science
10. Conclusion
11. References
Definition of information science
Information science is that discipline that investigates the properties and behavior of information, the forces governing the flow of information, and the means of processing information for optimum accessibility and usability.
It primarily concerned with the analysis, collection, classification, manipulation, storage, retrieval, movement, dissemination, and protection of information.
This includes the investigation of information representations in both natural and artificial systems, the use of codes for efficient message transmission, and the study of information processing devices and techniques such as computers and their programming systems.
It is an interdisciplinary science derived from and related to such fields as mathematics, logic, linguistics, psychology, computer technology, operations research, the graphic arts, communications, library science, management, and other similar fields. It has both a pure science component, which inquiries into the subject without regard to its application, and an applied science component, which develops services and products." (Borko, 1968, p.3The study of – the use of information, – its sources and development; – usually taken to refer to the role of scientific, industrial and specialized libraries and information units – in the handling and – dissemination of information. (Prytherch, 2005)
The systematic study and analysis of the – sources, – development, – collection, – organization, – dissemination, – evaluation, – use, and – management of information in all its forms, including the channels (formal and informal) and technology used in its communication. – –(Reitz, 2004) Definition of library science
The study of principles and practices of library care, and organization and administration of a library, and of its technical, informational, and reference services.
Library science as “a generic term for the study of libraries and information units, the role they play in society, their various component routines and processes, and their history and future development. (Harrods ‘Librarian’s Glossary)
Collection of reading material, its processing, organization and dissemination started with the advent of library. The knowledge and its implementation in respect of library may therefore be called library science.
The professional kn
The document discusses International Standard Serial Numbers (ISSN). It defines serials as publications issued in parts bearing issue numbers or dates that are expected to continue indefinitely, such as magazines, journals, and newspapers. The ISSN was developed as a standard numeric code to uniquely identify serial titles, making tracking and citing them more efficient. The ISSN is an 8-digit number, with a check digit as the 8th digit to detect errors. ISSN registration and coordination occurs through a international network, with national registration initiating where serials are published. The ISSN simplifies processes like ordering, checking in, interlibrary loans, and copyright payments for serials.
The document discusses the spiral of scientific method, which was proposed by S.R. Ranganathan to demonstrate that librarianship is a science. The spiral model describes the research process as cyclical, involving stages like observation, question formulation, hypothesis testing, data collection and analysis, and conclusion drawing. The spiral is divided into four quadrants representing different phases of the process: experiencing facts, induction and generalization, sublimation and generalization of laws, and education from fundamental laws. Using this model helps librarians conduct research to improve services, make better decisions, and continuously enhance practices through evaluation and changes informed by evidence.
This document provides a template for developing National Information Society Policies to assist UNESCO member states. It was developed by UNESCO's Information for All Programme and contains three modules. Module I discusses planning and implementing information policies, Module II provides a template for developing a National Information Society Policy, and Module III includes a glossary and references. The template aims to help countries formulate comprehensive, forward-looking policies as part of their national development strategies. It emphasizes the importance of stakeholder participation and outlines phases for policy formation, implementation, and evaluation.
Carol Kuhlthau is a renowned professor and researcher known for developing the six-stage Information Search Process model and her groundbreaking work on the cognitive, affective, and physical aspects of information seeking. She has authored several influential books and published widely on topics like uncertainty in the research process, guided inquiry learning, and the role of school libraries in supporting constructivist learning in the 21st century. Kuhlthau's Information Search Process model and emphasis on uncertainty as part of the learning process have profoundly shaped library instruction and information literacy initiatives.
The document summarizes Carol Kuhlthau's model of the Information Search Process (ISP), which describes the typical stages and feelings that students experience when conducting research. The six stages are: 1) initiation, 2) selection, 3) exploration, 4) formulation, 5) collection, and 6) presentation. Kuhlthau's research found that students generally feel uncertain early on but become more focused and confident as they progress through the stages. The ISP model informs the concept of Guided Inquiry, where teachers and librarians intervene to support students' research based on the stage they are in.
The document discusses the components and design of information storage and retrieval systems (ISRS). It describes ISRS as having three main components: the user interface, knowledge base, and search agent. The user interface allows users to input queries and view results, and should be intuitive. The knowledge base stores the information to be retrieved in a database. And the search agent acts to translate user queries and match them to the knowledge base to retrieve relevant information. The document provides details on each of these components and discusses best practices for designing an effective ISRS.
Koha is an open source integrated library system. It is free to download and use, with no licensing fees. Libraries can customize Koha to meet their needs. Over 6000 libraries worldwide use Koha, including 13 in Bangladesh. Koha allows for acquisition, cataloging, patron management, circulation, serial control and reporting. It has an online public access catalog for users. The presenter's organization has implemented Koha for several university and college libraries in Bangladesh.
Library automation software, Types of software available, Pros and Cons of Commercial and Open source software, List of library automation software.KOHA, WINISIS, NEWGENLIB, SOUL, AUTOLIB AND LIBSYS
This document discusses several models of information seeking behavior. It describes Kuhlthau's Information Search Process model, which outlines six stages of information seeking from task initiation to search closure. It also covers Ellis' behavioral model identifying eight information seeking patterns, Marchionini's problem-solving model of parallel processes, Wilson's problem-solving model moving from uncertainty to certainty, Belkin's Anomalous State of Knowledge theory focusing on knowledge gaps, and Bates' berrypicking model where search changes direction as new information is found.
An information search model provides a structure to support the development of research, problem-solving, and self-awareness skills. When students understand the model, they can better comprehend the scope of the task and strategies needed to complete it. A common model used across a school allows students to gradually learn expert search patterns and apply them in different contexts. Several examples of information search models are described, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, the Ws of Information Inquiry, and the Research Cycle.
key word indexing and their types with example Sourav Sarkar
This document defines and discusses different types of keyword indexing systems used for information retrieval, including KWIC (Keyword-In-Context), KWOC (Keyword-Out-Of-Context), and KWAC (Keyword-Augmented-In-Context). It provides examples and explanations of how each system works and the advantages and disadvantages of keyword indexing overall. Some key points covered include that keyword indexing allows fast indexing without controlled vocabularies but can result in low precision searches due to scattered related topics.
This document discusses marketing concepts and their application to libraries. It defines marketing and provides definitions from various experts. It explains why marketing is essential for libraries to maintain relevance and funding. The core concepts of market segmentation, positioning, analysis, programs, and audits are explained. Different elements of the marketing mix are described in the context of libraries. The document emphasizes that information marketing is important for university libraries to promote use of resources, create demand, ensure optimal use, improve image, and tackle issues like rising costs and information explosion.
This document provides guidelines for developing an e-resource collection development policy. It defines e-resources and discusses different types. Key components of an e-resource selection criteria are described, including subject and content, functionality, vendors support, technical feasibility, license considerations, and review processes. The document stresses that e-resources require separate policies to address issues of access, interfaces, support and licensing that are different than print materials.
This document summarizes the fundamentals of e-resource licensing presented at the NASIG 28th Annual Conference on June 9, 2013. It discusses why licensing is important, an overview of relevant copyright and contract law, and the anatomy and key issues to consider in license agreements. The presentation focused on authorized users, uses, interlibrary loan, perpetual access, and negotiation tips. Resources on licensing guidelines and copyright law were also provided.
The document discusses the concepts of cataloging, including:
- Original cataloging is creating records from scratch while copy cataloging adapts existing records
- Cataloging involves bibliographic description, subject analysis, classification, and physical preparation
- Standards like ISBD and AACR2 provide rules for cataloging to ensure consistency
- FRBR and RDA aim to update cataloging standards for the digital era
Post coordinate indexing .. Library and information scienceharshaec
This document discusses post-coordinate indexing and uniterm indexing. Post-coordinate indexing allows searchers to freely combine terms at search time, which can increase recall but decrease precision. Uniterm indexing involves analyzing documents into individual concepts represented as single terms. These terms are recorded on cards divided into numbered columns, and searching involves finding common numbers across cards to retrieve documents. While flexible, post-coordinate and uniterm indexing can be time-consuming and lack context.
Designing an information literacy program: Basic ElementsNatesh Subhedar
This ppt provides guidelines on how to design an information literacy program on any topic.
Intended audience: Post graduate students of Library and Information Science
Relationship of information science with library scienceSadaf Batool
Relationship of information science with library science
Presentation by Sadaf Batool
MPhil 1st semester
Table of contents
1. Definition of information science
2. Definition of library science
3. Primary history of library
4. Primary history of information
5. Progress of library science as (Library and information science)
6. IS &LS concerned task
7. Relationship of Information science with library science
8. According to S.R Nathan’s five laws
9. Difference of Information science &Library science
10. Conclusion
11. References
Definition of information science
Information science is that discipline that investigates the properties and behavior of information, the forces governing the flow of information, and the means of processing information for optimum accessibility and usability.
It primarily concerned with the analysis, collection, classification, manipulation, storage, retrieval, movement, dissemination, and protection of information.
This includes the investigation of information representations in both natural and artificial systems, the use of codes for efficient message transmission, and the study of information processing devices and techniques such as computers and their programming systems.
It is an interdisciplinary science derived from and related to such fields as mathematics, logic, linguistics, psychology, computer technology, operations research, the graphic arts, communications, library science, management, and other similar fields. It has both a pure science component, which inquiries into the subject without regard to its application, and an applied science component, which develops services and products." (Borko, 1968, p.3The study of – the use of information, – its sources and development; – usually taken to refer to the role of scientific, industrial and specialized libraries and information units – in the handling and – dissemination of information. (Prytherch, 2005)
The systematic study and analysis of the – sources, – development, – collection, – organization, – dissemination, – evaluation, – use, and – management of information in all its forms, including the channels (formal and informal) and technology used in its communication. – –(Reitz, 2004) Definition of library science
The study of principles and practices of library care, and organization and administration of a library, and of its technical, informational, and reference services.
Library science as “a generic term for the study of libraries and information units, the role they play in society, their various component routines and processes, and their history and future development. (Harrods ‘Librarian’s Glossary)
Collection of reading material, its processing, organization and dissemination started with the advent of library. The knowledge and its implementation in respect of library may therefore be called library science.
The professional kn
The document discusses International Standard Serial Numbers (ISSN). It defines serials as publications issued in parts bearing issue numbers or dates that are expected to continue indefinitely, such as magazines, journals, and newspapers. The ISSN was developed as a standard numeric code to uniquely identify serial titles, making tracking and citing them more efficient. The ISSN is an 8-digit number, with a check digit as the 8th digit to detect errors. ISSN registration and coordination occurs through a international network, with national registration initiating where serials are published. The ISSN simplifies processes like ordering, checking in, interlibrary loans, and copyright payments for serials.
The document discusses the spiral of scientific method, which was proposed by S.R. Ranganathan to demonstrate that librarianship is a science. The spiral model describes the research process as cyclical, involving stages like observation, question formulation, hypothesis testing, data collection and analysis, and conclusion drawing. The spiral is divided into four quadrants representing different phases of the process: experiencing facts, induction and generalization, sublimation and generalization of laws, and education from fundamental laws. Using this model helps librarians conduct research to improve services, make better decisions, and continuously enhance practices through evaluation and changes informed by evidence.
This document provides a template for developing National Information Society Policies to assist UNESCO member states. It was developed by UNESCO's Information for All Programme and contains three modules. Module I discusses planning and implementing information policies, Module II provides a template for developing a National Information Society Policy, and Module III includes a glossary and references. The template aims to help countries formulate comprehensive, forward-looking policies as part of their national development strategies. It emphasizes the importance of stakeholder participation and outlines phases for policy formation, implementation, and evaluation.
Carol Kuhlthau is a renowned professor and researcher known for developing the six-stage Information Search Process model and her groundbreaking work on the cognitive, affective, and physical aspects of information seeking. She has authored several influential books and published widely on topics like uncertainty in the research process, guided inquiry learning, and the role of school libraries in supporting constructivist learning in the 21st century. Kuhlthau's Information Search Process model and emphasis on uncertainty as part of the learning process have profoundly shaped library instruction and information literacy initiatives.
The document summarizes Carol Kuhlthau's model of the Information Search Process (ISP), which describes the typical stages and feelings that students experience when conducting research. The six stages are: 1) initiation, 2) selection, 3) exploration, 4) formulation, 5) collection, and 6) presentation. Kuhlthau's research found that students generally feel uncertain early on but become more focused and confident as they progress through the stages. The ISP model informs the concept of Guided Inquiry, where teachers and librarians intervene to support students' research based on the stage they are in.
The document presents a behavioral model of information seeking on the web developed by Choo, Detlor & Turnbull in 1998. The model identifies four modes of information seeking on the web: undirected viewing, conditioned viewing, informal search, and formal search. Each mode is associated with different information seeking behaviors and tactics. The model was tested in a pilot study that found results were compatible with the proposed modes and behaviors. However, some critiques note that web searching does not always follow a systematic process and the model does not allow for an in-depth examination of individual searchers.
Information Behavior: Theories, Models & Studies (20091208)Charles (XXC) Chen
This document discusses different conceptual frameworks for studying information behavior. It covers cognitive approaches, which focus on how individuals perceive and process information based on their world views and mental models. Social approaches are also discussed, which examine how social contexts and relationships influence information meaning and value. The document provides examples of classic models from these perspectives, such as Ellis's information seeking model and Chatman's work on information poverty.
The Information Search Process (ISP) is a six stage model developed by Carol Kuhlthau based on two decades of empirical research. The six stages are initiation, selection, exploration, formulation, collection, and presentation. Each stage involves specific feelings, thoughts, and actions from the user's perspective as they move through an information seeking task. The model provides a useful framework for understanding users' experiences, designing information services, and teaching students how to effectively conduct research.
The document discusses models of information seeking behavior and definitions. It provides an overview of several models:
1. Wilson's 1981 model proposes that information needs arise from basic physiological, cognitive, or affective needs, and that barriers related to personal, social, or environmental contexts can impede information seeking.
2. Dervin's 1983 sense-making theory focuses on how individuals make sense of information.
3. Ellis's 1989/1993 model outlines common information seeking strategies.
4. Kuhlthau's 1991 model describes stages of information seeking, from initial uncertainty to increased understanding.
5. Wilson's 1996 expanded model incorporates insights from other fields to provide a more comprehensive understanding of information behavior
The document introduces the FINDS research model for conducting research. FINDS stands for Focus, Investigate, Note, Develop, and Score. It defines each stage of the model and provides questions researchers should consider at each stage to effectively search for, evaluate, and apply information to solve information problems or complete assignments. Sample lesson plans and criteria for evaluating sources and final presentations are also discussed to help students apply the FINDS model.
Queensland Academy of Health Sciences is a senior secondary high school offering IB Diploma Programme. As part of the Diploma students are required to complete a references research essay. Kuhlthau's ISP was adapted to provide students with a research structure.
Academic literacy integration into higher education curricula: Application of...Neda Zdravkovic
This document describes the application of Carol Kuhlthau's Information Search Process (ISP) model in higher education curricula. The ISP model was adapted and implemented in introductory courses in media studies and health research methods. For media studies, an online tutorial and preparatory assignment were created to help students develop research skills and produce better quality bibliographies and essays. Student feedback was positive, and assessment results improved after implementing the adapted ISP model. The health research methods course also integrated an online interactive tutorial based on the ISP model to scaffold the research process. Student and tutor feedback indicated the assessments supported student learning and achievement.
The Big6 approach is a widely used process for teaching information problem-solving skills. It involves 6 steps: 1) task definition, 2) information seeking strategies, 3) location and access, 4) use of information, 5) synthesis, and 6) evaluation. The approach can be applied across all subjects and grade levels. Technology skills are taught within the context of the Big6 process, not in isolation. The Big6 process is flexible and not always linear, and provides a framework for integrating information literacy into any curriculum.
This document discusses information seeking behavior. It begins by explaining that information is important for today's information society and individuals, especially academics, researchers, and students who need up-to-date information for their work. It then defines information seeking behavior as the actions individuals take to identify information needs, seek out information, evaluate, select and use information from various sources including other people and technology systems. The document also reviews several studies that have explored methodologies for understanding user behaviors and needs, especially in the digital age.
Wilson's 1996 model of information behavior expanded on his 1981 model. The 1996 model explains why information seeking occurs in response to some needs more than others, why some information sources are used more, and how self-efficacy influences meeting information goals. The model includes theoretical concepts like stress/coping theory, risk/reward theory, and social learning theory. It represents a major revision that draws from various fields and makes it a richer source of hypotheses than the 1981 model.
This document provides an overview of an evening curriculum night event. It includes:
1) An introduction from the teacher about their background and experience, as well as an overview of the communication methods used.
2) An explanation of the Primary Years Programme (PYP) curriculum model which is inquiry-based and concept-driven.
3) Details about the subjects that will be covered including mathematics, literacy, and assessment approaches.
4) An outline of the grade 5 programme of inquiry units and focuses.
5) Information about homework expectations and the teacher's expectations for students.
This document provides an overview of several different information search and research process models that can be used to teach students information literacy skills:
1. The INFOhio DIALOGUE Model outlines a 6-step process for students to Define, Initiate, Locate, Organize, Guide, and Use information to complete research projects.
2. The I-Search model involves students Selecting a topic, Finding information, Using information, Developing a final product, and allows them to take ownership of their research.
3. The Pathways to Knowledge model focuses on Appreciation and Enjoyment, Presearch, Search, Interpretation, Communication, Evaluation, and sharing new knowledge gained through research.
The document discusses various information search models that can be used to teach students research and problem-solving skills. It summarizes 12 different models, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, Ws of Information Inquiry, Research Cycle, Carol Kuhlthau’s ISP, Big6, Super3, Savvy Seven Research Model, and emphasizes the importance of having a school-wide model to provide a common language and scaffolding for students. It also notes the library media specialist should make multiple models available for teachers to consider.
This document provides an overview of various inquiry and information process models that can be used to guide student research. It describes models such as the Big6, Carol Kuhlthau's Information Search Process, and the Savvy Seven Research Model. Each model breaks the research process down into steps or stages to help students comprehend the task and strategies needed. The document emphasizes that the models are flexible and iterative - students may need to move back and forth between steps as new questions or understandings emerge during research. An effective model provides a common language and scaffolding for students while allowing for recursion as understanding develops.
Looks at different inquiry process models, including Kuhlthau's Information Search Process and Guided Inquiry derived from it, Big 6 Skills, plus a number of others.
Developing critical thinking with WebQuestsPhilip Saxon
This short presentation discusses critical thinking and its relevance to our daily lives; it then proposes WebQuests as tool teachers can use to promote it with learners.
This document provides an overview of several different information search and research process models that can be used to teach students information literacy skills. It summarizes 13 different models, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, Ws of Information Inquiry, Carol Kuhlthau's ISP model, Big6, Super3, Savvy Seven Research Model, and others. The models outline the different stages students go through when conducting research or searching for information to complete an assignment.
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The document provides information for mentors of the Grade 6 PYP Exhibition at the school. The Exhibition allows students to demonstrate their learning and skills through an inquiry project. As mentors, teachers can help guide students through the inquiry process by asking questions, sharing expertise, and supporting students as they conduct research and prepare presentations on their focus areas, which relate to the transdisciplinary theme of "Where We Are in Place and Time." The commitment involves meeting with student groups over the next few weeks and being available to support them as they work towards showcasing their projects in early June.
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This document discusses developing a statement of problem for research. It provides examples of how to identify a research opportunity from issues in the workplace, literature or personal experience. A good problem statement should be clear, concise and include all relevant variables without expressing researcher bias. Characteristics of a strong problem include having significance and being manageable within the researcher's scope. The problem statement sets the focus for the research objectives and hypotheses.
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Similar to Kuhlthau's ISP PowerPoint in PDF format (20)
This is an outline for a collection of apps and sites that make your life easier, more productive, or even just more fun. While geared towards an educator audience, apps in this slide show are not meant to be for curricular use but are more for achieving balance in your busy life. The accompanying Symbaloo can be viewed @ http://www.symbaloo.com/mix/yourlife-makeitbetter. This slide show was presented at the NEKLS School Librarian Summer Workshop in Lawrence, KS in July, 2014.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Kuhlthau's ISP PowerPoint in PDF format
1. Kuhlthau’s Information Search Process (ISP)
LI 810XD Spring Semester 2009 Lori Franklin, SLIM Ph.D. student, Emporia State University
2. Some information about me:
• ESU SLIM doctoral student.
• 13 years experience as school lib i
i h l librarian.
• Have worked at all K-12 levels.
• Earned M.L.S. degree from Florida State
University in 1996
1996.
• Research interest: adolescents and the experiences they report
occurring in school library media centers.
• Will probably do a mostly qualitative research study
• Currently interesting in using case studies, interviews, focus groups
and survey data for methodology.
• My research questions are important because the perceptions
adolescents retain regarding their school library experiences may
affect their later use of public, academic and special libraries.
• Married with three children: ages 22, 19, and 17.
• Contact: lfrankli@emporia.edu
Visit my school library website: http://teachers.olatheschools.com/oelibrary/
3. Information Searching Models
• Help us to understand how p p g about finding
p people go g
information.
• May be from a cognitive point of view – what is the brain
doing that
d i th t causes th i f
the information-seeking b h i
ti ki behaviors t
to
appear?
• Might also be from a strictly process view aimed towards
the practitioner – a sort of recipe for information
searching.
• St di about i f
Studies b t information searching first dealt with user
ti hi fi t d lt ith
behaviors, with the goal of improving systems design.
If you are already working in a library you have personally witnessed a wide variation in
library,
the ways people seek and find information. Can you think of any examples that stand
out? You may have also seen similar behaviors in other types of jobs.
4. Some of the information-seeking models:
g
• Kuhlthau’s Information Search Process (ISP)
( )
Model (7 stages at differing levels)
• Ann Irving’s Model for Completing
Assignments (9 steps)
Ai t )
• Mike Eisenberg and Bob Berkowitz’ Big6 Model
(3 or 6 steps)
• Barbara Stripling and Judy Pitts’ REACTS
Model for term paper p epa at o (10 steps)
ode o te pape preparation ( 0
When I was earning my M.L.S. degree, the Big6 Information Seeking model was very
popular. For more on this model, see: http://www.big6.com
When I was earning my MLS, the Big6 Model was very popular.
5. Also included:
• Marjorie Pappas and Ann Tepe’s Pathways to
Tepe s
Knowledge Model (6 non-linear stages)
• Marilyn Joyce and Julie Tallman’s I-Search
y y
Model (4 steps)
• Alice Yucht’s Flip It! Model (4 stages)
p ( g)
• Bob Grover, Carol Fox, and Jackie Lakin’s
Handy 5 Model (5 steps)
For an in depth discussion of the different information searching models, see Nancy P
in-depth models P.
Thomas’ Information Literacy and Information Skills Instruction: Applying Research to
Practice in the School Library Media Center. Westport, Conn.: Libraries Unlimited, 2004.
6. Why focus on Kuhlthau?
• Considered a seminal contributor to LIS.
• Only model that has been empirically tested.
• Only model that addresses “holistic” view of
holistic
information transfer, examining thoughts and
feelings as well as actions.
g
• Her model has created a common vocabulary
for researchers looking at information searching
processes.
As you progress through your own M.L.S. program of study, you will discover many
other seminal figures in LIS; some of these may influence your own conceptual outlook
on what libraries are, and how we as librarians work with our clientele.
7. In the beginning
• Kuhlthau began her career as a first grade teacher in the
1960s.
1960
• While teaching, she became “intrigued with the way
children learn to read.”1
read.
• After five years, she considered working towards a
master’s degree as a reading specialist, but a friend
suggested lib
d library school. K hl h earned h MLS
h l Kuhlthau d her
degree at Rutgers University.
• Studied the learning processes of students in her high
school library for her dissertation – this work formed the
basis for the ISP model.
1 From personal e-mail correspondence, July 2008.
8. Dewey- Phases of Reflective Thinking
Phases Doubt – incomplete situation
Suggestion Conceptualizing the problem
Intellectualization Tentative interpretation
Guiding Idea (hypothesis) Interpretation with more precise facts
Reasoning Idea tested by overt or imaginative action
Action
Kelly – Five Phases of Construction
Confusion and Doubt New experiences
Mounting Confusion/Possible Threat Inconsistent information
Tentative hypothesis
yp Provides direction for pursing information
p g
Testing and Assessing Assessing outcome
Reconstruing Assimilating new construct
Bruner – The Interpretive Tasks
Perception Encountering new information
Selection Recognizing patterns
Inference
If Joining l t
J i i clusters and categories
dt i
Prediction Going beyond information given
Action Creating “products of the mind”
9. Study #1
• Kuhlthau’s research questions:
q
– Do users have common experiences in the process
of information seeking that can be articulated and
described?
d ib d?
– Do users’ experiences resemble the phases in the
process of construction?
The studies discussed here were performed over a 10-year period.
10. Study #1, continued:
• Administered a questionnaire before research –
designed to determine perceptions; 5-point
Likert scale
• Attempted to develop stages along with 6
categories for each stage:
- task, thoughts, feelings, actions,
strategies, and mood
See a copy of the questionnaire from Study #1 on p. 36 of Seeking Meaning.
11. Study #1, continued:
• Task Initiation – students here expressed feelings of
p g
uncertainty
• Topic Selection – eased uncertainty to a degree
• Prefocus Exploration – can be most difficult stage if
there is not a focus
• Focus Formulation – for many this is the turning point
in the research effort
• Information Collection – renewed confidence
• Search Closure – beginning writing
Kuhlthau’s work has created a working vocabulary for researchers in this area.
12. Study #1, continued:
Major findings:
1. Patterns experienced by students matched those
described in the process of construction.
2. Information seeking process model developed.
3. Problems with study: conflict between students
understanding of t k v. actual experiences; students
d t di f task tl i td t
didn’t perceive librarians as more than locators of
resources; the initial study group was small, and not
yg p
diverse.
One value in performing a study is discovering ways to make the next study better!
13. Stages Task Topic Prefocus Focus Information Search Starting
Initiation Selection Exploration Formulation Collection Closure Writing
Feelings
F li Uncertainty
U tit Optimism
O ti i Confusion,
Cfi Clarity
Cl it Sense of direction,
S f di ti Relief
R li f Satisfaction
S ti f ti or
frustration, doubt confidence dissatisfaction
Thoughts Ambiguity Specificity
Increased interest
Actions Seeking relevant information Seeking pertinent information
Initiation = awareness of need for knowledge
Selection = general topic defined
Exploration = inconsistent information encountered at this point
Formulation = focus is developed
Collection = information gathered/interest increased
Presentation = search is complete, with new understanding gained
Kuhlthau identifies the stages of the information search process and ties in the
affective states of the information seeker, noting the change from uncertainty to
confidence as understanding is achieved.
14. Study #2
arge-scale verification
g
ore diverse study (low, middle, and high-achieving
tudents)
ix of qualitative and quantitative
ongitudinal piece
sed process surveys conceptual maps and perception
surveys,
uestionnaire.
15. Study #2, continued
ajor findings:
j g
. Model of information search process
verified – showed that learning began with
vague ththoughts, low confidence and
ht l fid d
progressed to clarification and increased
confidence
. Inability to collect data from low-achieving
students (absenteeism)
ion and the ability to generalize study findings are a very important part of
. Even as Kuhlthau continues to verify her hypotheses, she also discovers parts
16. Study #2, contd.
light correlation found between an increase in
g
onfidence and teacher assessments of learning
ccurring.
iscovered: quality of i f
i d lit f information search process h
ti h has
ore impact on learning than the quantity of resources.
hat does this say about the role of the school librarian?
’s findings on the importance of the information search process and impact on
s
are especially pertinent with today’s fiscal situation – the quality of the learning
17. Study #2, continued:
lso examined users at academic, public and school
,p
ibraries.
ublic library users more confident at initiation. College
t d t more confident at closure than high school
tudents fid t t l th hi h h l
tudents.
-depth study of undergraduate perceptions of their library experiences, see the
18. Study #2, continued:
his study is important because it further verified the
y p
nformation search process in other settings (academic,
ublic).
howed that uncertainty and lack of confidence occurred
efore a research focus was developed.
howed implications for mediation!
eeded ways t gather d t on more di
dd to th data diverse groups –
ncluding low-achievers.
19. Study #2 – Longitudinal work
ooked at small group of college students (her former
igh school students) to determine the ISP at the college
evel.
uantitative and qualitative.
gain – verified th ISP model.
i ifi d the dl
iscovered that over time, students changed their
earch process expectations to meaning-making
p p g g
rocesses – there was an innate expectation that they
ould become more interested in the topic as the search
rogressed.
g
probably think of times in your life when your own need for information caused
al searching for information to become meaningful for you. You might think of
omparing the act of finding out which generic prescription brands are covered by
lth insurance company, to a more simple act of “Googling” a local telephone
20. Uncertainty Principle
ncertainty is a cognitive state causing symptoms such
s anxiety and low confidence. It can be expected early
confidence
the information search process.
uilt upon earlier theories that information may cause
ore uncertainty than answers
answers.
ncertainty is not necessarily a bad thing – it causes
ynamic processes to occur as learning evolves.
rchers informing theories of uncertainty and information seeking include:
, Whittemore & Yovits, Shannon & Weaver, Van Rysbergen, and Foulk.
21. Mediators
ormal
- librarians, professors, teachers
nformal
- family, friends, colleagues, subject experts
member – in Kuhlthau’s studies, librarians were
’
erceived primarily as information locators.
p
proach ppeers first, then family and/or colleagues. They will seek out someone
y g y
ceive to be a subject expert before they will ask a librarian for help! As you learn
22. Kuhlthau s
Kuhlthau’s Levels of Mediation
rganizer – no intervention, self service searching
g , g
ocator – ready-reference intervention, single fact or
ource search
dentifier – standard reference intervention;
roblem/interview/sources
dvisor – pattern intervention;
roblem/negotiation/sequence
ounselor – process intervention, constructive search;
roblem/dialog/strategy/sources/sequence
23. Zones of Intervention
eeds determine differing levels of intervention.
g
ypical interventions might include: interviewing (for
larity), determining the problem statement, finding out
h user’s b k
he ’ background on th t i di
d the topic, diagnosis using a
i i
heory base (product or process), and completing the
ntervention.
wn efforts to help other people (a relative, or colleague, for example) find
24. Instructional activities and zones
rvention Zone Student Need Instructional Activity
No assistance needed – student is
e1 Organizer
working on his/her own.
Library orientation; reference
e2 Lecturer
assistance.
Help with locating and using relevant
e3 Instructor
resources for a specific need.
Identification and use of relevant
e4 Tutor
resources in a sequence (looks like
one-on-one help).
Assistance in understanding the
e5 Counselor
process, in the development of
searching strategies, in the formulation
of the focus, and in determining
relevance of retrieved items, etc.
out those students (especially at the high school level) who only formally use
25. Kuhlthau s
Kuhlthau’s other studies
orkplace ISP
awyers – discovered that information search process
as familiar; noted need for information providers
ocating and communicating complex background
nformation at project initiation. Librarians also helpful at
initiation
idpoint, when resource “explosion” may be
verwhelming.
uhlthau calls for intense preparation of information
orkers to provide invention and collaboration in both
rganizational and library settings.
er work h i f
k has informed many i f
d information search process
i h
tudies (both in education and in the work force)
erformed since the 1990s.
26. Burdick s
Burdick’s work with gender
ollowed up Kuhlthau’s ISP work
ender differences occur at affective level.
irls – more likely to: seek assistance, work together, be
ptimistic at task initiation and doubtful and uncertain at
p
ompletion; be reflective; explore and focus topics; be
ess optimistic overall in abilities.
oys – more likely to: not ask for help; express
onfidence; be active; be more emphatic in collecting
f
ata and completion; more comfortable expressing
ersonal opinions.
References list for a citation of Burdick’s 1996 study with students in grades 10-
27. Your assignment, Part A.
ase post your answers to ONE of the questions below on the
ckboard discussion list for: Discussion Questions Set 1 1.
m looking forward to reading your comments. I also encourage you to
vide cross-commentary – read your classmates’ comments and
e feedback. This sharing of discussion will enrich your own
derstanding of this topic
topic.
estion 1: Now that you have a concrete example of how LIS
earch informs our understanding of learning, and how librarians play
art in that process, please think of an example from your own life
ere K hlth ’ fi di
Kuhlthau’s findings might b h l f l
i ht be helpful.
estion 2: If students in high schools tend to perceive teacher-
rarians as information resource locators, how will this affect their
rception and use of library services at academic and p
p y public levels?
estion 3: What are some of your own research questions regarding
raries in general? Be creative! Your answer might come from your own
rk experiences or from interactions you have had in libraries.
on answers are to be posted between Feb. 1 and Feb. 14, 2009.
28. Your assignment, Part B.
here are five articles in Blackboard available in pdf
ormat, under the heading: Di
t d th h di Discussion Set 1.
i S t1
lease choose ONE article to read and provide, via the
lackboard discussion group, your thoughts about what
he article means to you personally – you might respond
h ti l t ll i ht d
rom the viewpoint of someone who is already working in
library setting, or someone who works in another
etting.
etting
lease share your impressions, information you have
leaned from this presentation that helped you read the
rticle,
rticle or how well you think this article fits in with the
mportance of research in LIS. Please cite the article in
our discussion. Your response should be no longer than
ne page.
pg
on answers are to be posted between Feb. 1 and Feb. 14, 2009.
29. Blackboard Discussion Rubric
No evidence Required Required actions are provided, and student shows extended
provided of actions effort (following classmates’ comments beyond one interaction,
actions. are providing additional reading suggestions from their own reading,
provided. sharing concrete examples that describe their understanding of
Kuhlthau’s work, etc.).
sponds to
0 5 10
nt, Part A
,
sponds to
0 5 10
nt, Part B
ovides cross-
0 5 10
with classmates
able to make
0 5 10
s between
research and real-
tions.
erical i di t
i l indicators are provided h
id d here f an example. G d will not b t lli d per participant. Thi rubric allows f a
for l Grades ill t be tallied ti i t This b i ll for
of zero points and a maximum of 40 points for an assignment. When teachers facilitate higher-order thinking
a rubric helps students understand the extension required to achieve the highest score.
ckboard Discussion Rubric is provided to help you ascertain the level of
on that I expect. You will not be receiving a grade from this rubric; rather, it is
30. References
urdick, T.A. (1996). Success and Diversity in Information Seeking: Gender
, ( ) y g
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