I have uploaded this older paper about using mindmapping whilst teaching searching, as the ideas are still current, and the article is difficult to get hold of. This was presented at the Online 2002 meeting, and has been published formally as:
Webber, S. (2002) “Mapping a path to the empowered searcher.” In: Graham, C. (Ed) Online Information
2002: Proceedings: 3-5 December 2002. Oxford: Learned Information Europe. 177-181.
This copy was produced from the author’s original file.
Discusses the importance of teaching information literacy skills through hands-on learning, and offers alternatives to assigning research papers to add variety for both students and teachers.
Discusses the importance of teaching information literacy skills through hands-on learning, and offers alternatives to assigning research papers to add variety for both students and teachers.
There are 8 discussions needed in 3 days (72 hours). I added the lis.docxsusannr
There are 8 discussions needed in 3 days (72 hours). I added the list of all resources used in this class at the end of the discussions. If anything is needed let me know.
(1)Research Steps and Application
Imagine you are asked to give a half-hour presentation about research in human services. Since this could cover a vast number of concepts, you decide to illustrate the steps of a basic research process using a real-world example from your text. You may select from any of the “Research in Practice” sections of your textbook for a real-world example. In your discussion, state the steps of the research process and propose a fictitious, yet practical, conclusion. If you cannot come up with a conclusion from your real-world example, you may locate and cite a research conclusion from a published article. Explain how this research conclusion could be used to inform human service practice with regards to the problem formulation you selected.
(2)Intake Process
Often when providing services, basic intake information is required. The researcher could, at the end of a given time period, examine these intake papers and, based on some need, compute descriptive statistics using information provided by the clients / participants. Information such as income, family make up, and education levels could be used to compute mean values. However, you may be asked to configure a study that can be called experimental. In this discussion forum you are asked to compare these two formats and identify in what ways they differ. In order to determine definitions of descriptive research, you will need to access
Introduction to statistics, variables, scares of measurement (Links to an external site.)
,
Excel 2010 statistics 14: Descriptive & inferential statistics (Links to an external site.)
,
Basic research concepts (Links to an external site.)
, and
The Office of Research Integrity (Links to an external site.)
. Your post should focus on differentiating these two research types and then discuss their potential contribution to research in health and human services.
(3)Locating Resources
The ability to locate and utilize information relative to Health and Human Services is an important component of many health and human service jobs. Some of the areas included in HHS programs are:
· Legal/illegal immigration
· Poverty
· Violence in the Media
· Unemployment
· Alcoholism
· Gambling
· Sexual Harassment
· Criminal Justice
· Hunger / Homelessness
· Mental Illness
· Health
As an example, the area of “poverty” was selected from the above list to locate information and relevant reports. To accomplish this, the following was entered into a search engine (such as Google or MSN): “Health and human services and programs dealing with poverty.” One of the 1, 490,000 “hits” was titled: “Poverty Guidelines, Research and Measurement.” Upon searching this website, an elaborate set of focus subtitles was found. Under the heading “Pove.
WK 2 DQ 1Read the journal article The Ethics of Internet Resear.docxambersalomon88660
WK 2 DQ 1
Read the journal article “The Ethics of Internet Research” (Williams, 2012) and this week’s lecture. In your own words, provide a summary of the article and add your own thoughts on how the Internet can affect the research process, including, but not limited to, ethics concerns.
Reference
Williams, S. G. (2012). The Ethics of Internet Research. Online Journal Of Nursing Informatics, 16(2), 38-48.
Week Two Lecture
Business Research Methods and Tools
Week 2: Research ethics and research design
Hypothesis testing
This week, you’ll learn more about the building blocks of business research. Last week’s readings and guidance introduced you to the concept of hypotheses and research questions. Let’s go into hypothesis testing a bit further.
Let’s reconsider last week’s sample research question: “Why are some of Ashford University’s students not successful in school?” Assume that Ashford’s management noticed that not all students are as successful as they would like them to be: some students fail courses, others drop out, and so on. This is considered the problem they would like to solve with the research. After some background evaluation, the administration develops a hypothesis about the problem and the question: “Ashford students don’t succeed when they have old computers.” The hypothesis states the problem (lack of student success) and an “educated guess” about why the problem is happening (students have old computers).
In the research, Ashford’s administrators need to operationalize the study and test the hypothesis; this means they need to do the research to find out whether their hypothesis is correct. They could study it by sending a survey to students in order to find out how old their computer is. They could give a new computer to some of the students with an old computer, and they could not give a new computer to students with an old computer. Then, the researchers could observe whether there is a difference between the old-computer students and the new-computer students.
In this study, the “null hypothesis” would be: “There is no statistically significant difference between the success of students with old computers and students with new computers.” If the study found there is, in fact, no difference in the success of the two groups, the researchers would fail to reject the null hypothesis. If there is a difference between the two groups, the researchers would reject the null hypothesis.
The process of collecting data to observe differences might be new to you. Remember that if you are not collecting data to answer a research question, you are not doing original research. You might have thought previously that if you write a paper in which you summarize what other researchers have done, then you are “doing research.” That’s not true in this class. In business research, you go beyond summarizing others’ work; you’re making observations from data that are your own.
Research ethics
It’s important to make sure tha.
The Role of Families and the Community Proposal Template (N.docxssusera34210
The Role of Families and the Community Proposal Template
(
Name of Presenter:
Focus of proposed presentation:
Age group your proposal will focus on:
)
Proposal Directions: Please complete each of the following sections of the proposal in order to demonstrate your competency in the area of the role that families and the community play in promoting optimal cognitive development. In each box, address the topic that is presented. The space for sharing your knowledge will expand with your text, so please do not feel limited by the space that is currently showing.
Explain how theory can influence the choices parents make when promoting their child’s cognitive development abilities for your chosen age group. Use specific examples from one theory of cognitive development that has been discussed this far in the course.
Explain how the environment that families create at home helps promote optimal cognitive development for your chosen age group. Provide at least two strategies that you would encourage parents to foster this type of environment.
Discuss the role that family plays in developing executive functions for your chosen age group. Provide at least two strategies that you suggest parents use to help foster the development of executive functions.
Examine the role that family plays in memory development for your chosen age group. Provide at least strategies parents can use to support memory development.
Examine the role that family plays in conceptual development for your chosen age group. Use ideas from your response to the Week 3 Discussion 1 forum to provide at least two strategies families can use to support development in this area.
Explain at least two community resources that would suggest families use to support the cognitive development of their children for your chosen age group.
Analyze of the role that you would play in helping to support families within your community to promote optimal cognitive development for your chosen age group.
Running Head: MINI-PROJECT: QUALITATIVE ANALYSIS 1
MINI-PROJECT: QUALITATIVE ANALYSIS 6
Mini-Project: Qualitative Analysis
Student’s Name
Institutional Affiliation
MINI-PROJECT: QUALITATIVE ANALYSIS
Introduction
It is important for qualitative data to be analyzed and the themes that emerge identified so that the data can be presented in a way that is understandable. Theme identification is an essential task in qualitative research and themes could mean abstract, often fuzzy, constructs which investigators identify before, during, and after data collection. I will discuss the themes that emerge from the data collected from the interview.Analyzing and presenting qualitative data in an understandable manner is a five step procedure that I will also explain in this paper.
Emergi ...
Professor Dagobert Soergel's talk (2009 CISTA Award Recipient): Task-centric ...kristenlabonte
"The task-centric revolution. Weaving information into workflows." Systems should be centered around tasks, not applications. This talk will present ideas and techniques towards the design of task-centric systems.
NORMAN, ELTON_BUS7380-8-6 2
NORMAN, ELTON_BUS7380-8-6 1
Analyze Qualitative Data
BUS-7380 Assignment # 6
Elton Norman
Dr. Vicki Lindsay
9 November 2019
Greetings Elton,
Using the same research design that you selected for the Week 5 assignment, you were to take 2-4 pages and consider the type of data collected to create procedures for a comprehensive analysis. Clearly define your approach to: (a) organizing data; (b) coding and thematic development; (c) triangulation; and (d) using software applications.
***************
The feedback process consisted of a four-part summary (four-parts listed below), a few short, location-specific balloon-comments found within the margins of the text, and the highlighting of grammar, punctuation, or APA styling errors found within the text. Make sure that you view your document with the track changes (review toolbar) set to ALL MARKUP to be able to see all the comments.
The summary is split into four parts. These four parts consist of grammar/punctuation, conformity with APA style citations, conformity with APA style references, and content. The order of the parts listed does not intend to emphasize the importance of the parts as the content is always the most important part of the assignment. Therefore, it is listed in the end because normal memory concentrates on what was heard / read last.
What was found:
Grammar/ Punctuation
There were a few grammar or punctuation errors found within. There were problems in spelling, missing punctuation leading to run on sentences, missing punctuation leading to grammatical issues, and the agreement issues between words (i.e., subject/verb agreement and numerical plural numbers without plural noun). Make sure that you read your work prior to submission so that you will not have run on sentences within your work. Pay attention to the word “and” within your work.
APA style citations
The citations present were in APA format. You seem to be missing the additional 3 scholarly sources from your field that were required within this assignment.
APA style references
Not enough information was included within your references to make them correct APA references. You are missing page numbers, volume, issue number, and the digital object identifier for your journal article sources. Your book title should be in italics. The publisher should not. All of the titles should be in sentence case not in title case. This is not a problem with the software program. This is a problem with the keypunch issue. Your program cannot change lowercase letters into uppercase letters in vice versa. You must be it incorrectly for it to properly appear. Many have problems with this thought process. Do not leave it up to the software program to correct keypunch errors.
Content
The same problem that you had an assignment 5 appeared in assignment 6. You are not explaining how these research designs will fit with your research questions or problems statement as you move forward throug ...
Finding articles and books using database for your discipline pubricaPubrica
A literature search is a well-organised and systematic survey from the already published data to become aware of a breadth of good pleasant references on a particular topic. Formulating a well-focussed question is an important step for facilitating accurate scientific research.
Continue Reading: http://bit.ly/39A1fyx
Why Pubrica?
When you order our services, we promise you the following – Plagiarism free, always on Time, outstanding customer support, written to Standard, Unlimited Revisions support and High-quality Subject Matter Experts.
Reference: literature review writing services
Contact us :
Web: https://pubrica.com/
Blog: https://pubrica.com/academy/
Email: sales@pubrica.com
WhatsApp : +91 9884350006
United Kingdom: +44-1143520021
16 Decision Support and Business Intelligence Systems (9th E.docxRAJU852744
16 Decision Support and Business Intelligence Systems (9th Edition) Instructor’s Manual
Chapter 7:
Text Analytics, Text Mining, and Sentiment Analysis
Learning Objectives for Chapter 7
1. Describe text mining and understand the need for text mining
2. Differentiate among text analytics, text mining, and data mining
3. Understand the different application areas for text mining
4. Know the process of carrying out a text mining project
5. Appreciate the different methods to introduce structure to text-based data
6. Describe sentiment analysis
7. Develop familiarity with popular applications of sentiment analysis
8. Learn the common methods for sentiment analysis
9. Become familiar with speech analytics as it relates to sentiment analysis
10. Learn three facets of Web analytics—content, structure, and usage mining
11. Know social analytics including social media and social network analyses
CHAPTER OVERVIEW
This chapter provides a comprehensive overview of text analytics/mining and Web analytics/mining along with their popular application areas such as search engines, sentiment analysis, and social network/media analytics. As we have been witnessing in recent years, the unstructured data generated over the Internet of Things (IoT) (Web, sensor networks, radio-frequency identification [RFID]–enabled supply chain systems, surveillance networks, etc.) are increasing at an exponential pace, and there is no indication of its slowing down. This changing nature of data is forcing organizations to make text and Web analytics a critical part of their business intelligence/analytics infrastructure.
CHAPTER OUTLINE
7.1 Opening Vignette: Amadori Group Converts Consumer Sentiments into
Near-Real-Time Sales
7.2 Text Analytics and Text Mining Overview
7.3 Natural Language Processing (NLP)
7.4 Text Mining Applications
7.5 Text Mining Process
7.6 Sentiment Analysis
7.7 Web Mining Overview
7.8 Search Engines
7.9 Web Usage Mining
7.10 Social Analytics
ANSWERS TO END OF SECTION REVIEW QUESTIONS( ( ( ( ( (
Section 7.1 Review Questions
1. According to the vignette and based on your opinion, what are the challenges that the food industry is facing today?
Student perceptions may vary, but some common themes related to the challenges faced by the food industry could include the changing nature and role of food in people’s lifestyles, the shift towards pre-prepared or easily prepared food, and the growing importance of marketing to keep customers interested in brands.
2. How can analytics help businesses in the food industry to survive and thrive in this competitive marketplace?
Analytics can serve dual purposes by both tracking customer interest in the brand as well as providing valuable feedback on customer preferences. An analytics system can be used to evaluate the traffic to various brand marketing campaigns (website or social) that play a pivotal role in ensuring that products are being shown to new pot.
16 Decision Support and Business Intelligence Systems (9th E.docxherminaprocter
16 Decision Support and Business Intelligence Systems (9th Edition) Instructor’s Manual
Chapter 7:
Text Analytics, Text Mining, and Sentiment Analysis
Learning Objectives for Chapter 7
1. Describe text mining and understand the need for text mining
2. Differentiate among text analytics, text mining, and data mining
3. Understand the different application areas for text mining
4. Know the process of carrying out a text mining project
5. Appreciate the different methods to introduce structure to text-based data
6. Describe sentiment analysis
7. Develop familiarity with popular applications of sentiment analysis
8. Learn the common methods for sentiment analysis
9. Become familiar with speech analytics as it relates to sentiment analysis
10. Learn three facets of Web analytics—content, structure, and usage mining
11. Know social analytics including social media and social network analyses
CHAPTER OVERVIEW
This chapter provides a comprehensive overview of text analytics/mining and Web analytics/mining along with their popular application areas such as search engines, sentiment analysis, and social network/media analytics. As we have been witnessing in recent years, the unstructured data generated over the Internet of Things (IoT) (Web, sensor networks, radio-frequency identification [RFID]–enabled supply chain systems, surveillance networks, etc.) are increasing at an exponential pace, and there is no indication of its slowing down. This changing nature of data is forcing organizations to make text and Web analytics a critical part of their business intelligence/analytics infrastructure.
CHAPTER OUTLINE
7.1 Opening Vignette: Amadori Group Converts Consumer Sentiments into
Near-Real-Time Sales
7.2 Text Analytics and Text Mining Overview
7.3 Natural Language Processing (NLP)
7.4 Text Mining Applications
7.5 Text Mining Process
7.6 Sentiment Analysis
7.7 Web Mining Overview
7.8 Search Engines
7.9 Web Usage Mining
7.10 Social Analytics
ANSWERS TO END OF SECTION REVIEW QUESTIONS( ( ( ( ( (
Section 7.1 Review Questions
1. According to the vignette and based on your opinion, what are the challenges that the food industry is facing today?
Student perceptions may vary, but some common themes related to the challenges faced by the food industry could include the changing nature and role of food in people’s lifestyles, the shift towards pre-prepared or easily prepared food, and the growing importance of marketing to keep customers interested in brands.
2. How can analytics help businesses in the food industry to survive and thrive in this competitive marketplace?
Analytics can serve dual purposes by both tracking customer interest in the brand as well as providing valuable feedback on customer preferences. An analytics system can be used to evaluate the traffic to various brand marketing campaigns (website or social) that play a pivotal role in ensuring that products are being shown to new pot.
Document Retrieval System, a Case StudyIJERA Editor
In this work we have proposed a method for automatic indexing and retrieval. This method will provide as a
result the most likelihood document which is related to the input query. The technique used in this project is
known as singular-value decomposition, in this method a large term by document matrix is analyzed and
decomposed into 100 factors. Documents are represented by 100 item vector of factor weights. On the other
hand queries are represented as pseudo-document vectors, which are formed from weighed combinations of
terms.
There are 8 discussions needed in 3 days (72 hours). I added the lis.docxsusannr
There are 8 discussions needed in 3 days (72 hours). I added the list of all resources used in this class at the end of the discussions. If anything is needed let me know.
(1)Research Steps and Application
Imagine you are asked to give a half-hour presentation about research in human services. Since this could cover a vast number of concepts, you decide to illustrate the steps of a basic research process using a real-world example from your text. You may select from any of the “Research in Practice” sections of your textbook for a real-world example. In your discussion, state the steps of the research process and propose a fictitious, yet practical, conclusion. If you cannot come up with a conclusion from your real-world example, you may locate and cite a research conclusion from a published article. Explain how this research conclusion could be used to inform human service practice with regards to the problem formulation you selected.
(2)Intake Process
Often when providing services, basic intake information is required. The researcher could, at the end of a given time period, examine these intake papers and, based on some need, compute descriptive statistics using information provided by the clients / participants. Information such as income, family make up, and education levels could be used to compute mean values. However, you may be asked to configure a study that can be called experimental. In this discussion forum you are asked to compare these two formats and identify in what ways they differ. In order to determine definitions of descriptive research, you will need to access
Introduction to statistics, variables, scares of measurement (Links to an external site.)
,
Excel 2010 statistics 14: Descriptive & inferential statistics (Links to an external site.)
,
Basic research concepts (Links to an external site.)
, and
The Office of Research Integrity (Links to an external site.)
. Your post should focus on differentiating these two research types and then discuss their potential contribution to research in health and human services.
(3)Locating Resources
The ability to locate and utilize information relative to Health and Human Services is an important component of many health and human service jobs. Some of the areas included in HHS programs are:
· Legal/illegal immigration
· Poverty
· Violence in the Media
· Unemployment
· Alcoholism
· Gambling
· Sexual Harassment
· Criminal Justice
· Hunger / Homelessness
· Mental Illness
· Health
As an example, the area of “poverty” was selected from the above list to locate information and relevant reports. To accomplish this, the following was entered into a search engine (such as Google or MSN): “Health and human services and programs dealing with poverty.” One of the 1, 490,000 “hits” was titled: “Poverty Guidelines, Research and Measurement.” Upon searching this website, an elaborate set of focus subtitles was found. Under the heading “Pove.
WK 2 DQ 1Read the journal article The Ethics of Internet Resear.docxambersalomon88660
WK 2 DQ 1
Read the journal article “The Ethics of Internet Research” (Williams, 2012) and this week’s lecture. In your own words, provide a summary of the article and add your own thoughts on how the Internet can affect the research process, including, but not limited to, ethics concerns.
Reference
Williams, S. G. (2012). The Ethics of Internet Research. Online Journal Of Nursing Informatics, 16(2), 38-48.
Week Two Lecture
Business Research Methods and Tools
Week 2: Research ethics and research design
Hypothesis testing
This week, you’ll learn more about the building blocks of business research. Last week’s readings and guidance introduced you to the concept of hypotheses and research questions. Let’s go into hypothesis testing a bit further.
Let’s reconsider last week’s sample research question: “Why are some of Ashford University’s students not successful in school?” Assume that Ashford’s management noticed that not all students are as successful as they would like them to be: some students fail courses, others drop out, and so on. This is considered the problem they would like to solve with the research. After some background evaluation, the administration develops a hypothesis about the problem and the question: “Ashford students don’t succeed when they have old computers.” The hypothesis states the problem (lack of student success) and an “educated guess” about why the problem is happening (students have old computers).
In the research, Ashford’s administrators need to operationalize the study and test the hypothesis; this means they need to do the research to find out whether their hypothesis is correct. They could study it by sending a survey to students in order to find out how old their computer is. They could give a new computer to some of the students with an old computer, and they could not give a new computer to students with an old computer. Then, the researchers could observe whether there is a difference between the old-computer students and the new-computer students.
In this study, the “null hypothesis” would be: “There is no statistically significant difference between the success of students with old computers and students with new computers.” If the study found there is, in fact, no difference in the success of the two groups, the researchers would fail to reject the null hypothesis. If there is a difference between the two groups, the researchers would reject the null hypothesis.
The process of collecting data to observe differences might be new to you. Remember that if you are not collecting data to answer a research question, you are not doing original research. You might have thought previously that if you write a paper in which you summarize what other researchers have done, then you are “doing research.” That’s not true in this class. In business research, you go beyond summarizing others’ work; you’re making observations from data that are your own.
Research ethics
It’s important to make sure tha.
The Role of Families and the Community Proposal Template (N.docxssusera34210
The Role of Families and the Community Proposal Template
(
Name of Presenter:
Focus of proposed presentation:
Age group your proposal will focus on:
)
Proposal Directions: Please complete each of the following sections of the proposal in order to demonstrate your competency in the area of the role that families and the community play in promoting optimal cognitive development. In each box, address the topic that is presented. The space for sharing your knowledge will expand with your text, so please do not feel limited by the space that is currently showing.
Explain how theory can influence the choices parents make when promoting their child’s cognitive development abilities for your chosen age group. Use specific examples from one theory of cognitive development that has been discussed this far in the course.
Explain how the environment that families create at home helps promote optimal cognitive development for your chosen age group. Provide at least two strategies that you would encourage parents to foster this type of environment.
Discuss the role that family plays in developing executive functions for your chosen age group. Provide at least two strategies that you suggest parents use to help foster the development of executive functions.
Examine the role that family plays in memory development for your chosen age group. Provide at least strategies parents can use to support memory development.
Examine the role that family plays in conceptual development for your chosen age group. Use ideas from your response to the Week 3 Discussion 1 forum to provide at least two strategies families can use to support development in this area.
Explain at least two community resources that would suggest families use to support the cognitive development of their children for your chosen age group.
Analyze of the role that you would play in helping to support families within your community to promote optimal cognitive development for your chosen age group.
Running Head: MINI-PROJECT: QUALITATIVE ANALYSIS 1
MINI-PROJECT: QUALITATIVE ANALYSIS 6
Mini-Project: Qualitative Analysis
Student’s Name
Institutional Affiliation
MINI-PROJECT: QUALITATIVE ANALYSIS
Introduction
It is important for qualitative data to be analyzed and the themes that emerge identified so that the data can be presented in a way that is understandable. Theme identification is an essential task in qualitative research and themes could mean abstract, often fuzzy, constructs which investigators identify before, during, and after data collection. I will discuss the themes that emerge from the data collected from the interview.Analyzing and presenting qualitative data in an understandable manner is a five step procedure that I will also explain in this paper.
Emergi ...
Professor Dagobert Soergel's talk (2009 CISTA Award Recipient): Task-centric ...kristenlabonte
"The task-centric revolution. Weaving information into workflows." Systems should be centered around tasks, not applications. This talk will present ideas and techniques towards the design of task-centric systems.
NORMAN, ELTON_BUS7380-8-6 2
NORMAN, ELTON_BUS7380-8-6 1
Analyze Qualitative Data
BUS-7380 Assignment # 6
Elton Norman
Dr. Vicki Lindsay
9 November 2019
Greetings Elton,
Using the same research design that you selected for the Week 5 assignment, you were to take 2-4 pages and consider the type of data collected to create procedures for a comprehensive analysis. Clearly define your approach to: (a) organizing data; (b) coding and thematic development; (c) triangulation; and (d) using software applications.
***************
The feedback process consisted of a four-part summary (four-parts listed below), a few short, location-specific balloon-comments found within the margins of the text, and the highlighting of grammar, punctuation, or APA styling errors found within the text. Make sure that you view your document with the track changes (review toolbar) set to ALL MARKUP to be able to see all the comments.
The summary is split into four parts. These four parts consist of grammar/punctuation, conformity with APA style citations, conformity with APA style references, and content. The order of the parts listed does not intend to emphasize the importance of the parts as the content is always the most important part of the assignment. Therefore, it is listed in the end because normal memory concentrates on what was heard / read last.
What was found:
Grammar/ Punctuation
There were a few grammar or punctuation errors found within. There were problems in spelling, missing punctuation leading to run on sentences, missing punctuation leading to grammatical issues, and the agreement issues between words (i.e., subject/verb agreement and numerical plural numbers without plural noun). Make sure that you read your work prior to submission so that you will not have run on sentences within your work. Pay attention to the word “and” within your work.
APA style citations
The citations present were in APA format. You seem to be missing the additional 3 scholarly sources from your field that were required within this assignment.
APA style references
Not enough information was included within your references to make them correct APA references. You are missing page numbers, volume, issue number, and the digital object identifier for your journal article sources. Your book title should be in italics. The publisher should not. All of the titles should be in sentence case not in title case. This is not a problem with the software program. This is a problem with the keypunch issue. Your program cannot change lowercase letters into uppercase letters in vice versa. You must be it incorrectly for it to properly appear. Many have problems with this thought process. Do not leave it up to the software program to correct keypunch errors.
Content
The same problem that you had an assignment 5 appeared in assignment 6. You are not explaining how these research designs will fit with your research questions or problems statement as you move forward throug ...
Finding articles and books using database for your discipline pubricaPubrica
A literature search is a well-organised and systematic survey from the already published data to become aware of a breadth of good pleasant references on a particular topic. Formulating a well-focussed question is an important step for facilitating accurate scientific research.
Continue Reading: http://bit.ly/39A1fyx
Why Pubrica?
When you order our services, we promise you the following – Plagiarism free, always on Time, outstanding customer support, written to Standard, Unlimited Revisions support and High-quality Subject Matter Experts.
Reference: literature review writing services
Contact us :
Web: https://pubrica.com/
Blog: https://pubrica.com/academy/
Email: sales@pubrica.com
WhatsApp : +91 9884350006
United Kingdom: +44-1143520021
16 Decision Support and Business Intelligence Systems (9th E.docxRAJU852744
16 Decision Support and Business Intelligence Systems (9th Edition) Instructor’s Manual
Chapter 7:
Text Analytics, Text Mining, and Sentiment Analysis
Learning Objectives for Chapter 7
1. Describe text mining and understand the need for text mining
2. Differentiate among text analytics, text mining, and data mining
3. Understand the different application areas for text mining
4. Know the process of carrying out a text mining project
5. Appreciate the different methods to introduce structure to text-based data
6. Describe sentiment analysis
7. Develop familiarity with popular applications of sentiment analysis
8. Learn the common methods for sentiment analysis
9. Become familiar with speech analytics as it relates to sentiment analysis
10. Learn three facets of Web analytics—content, structure, and usage mining
11. Know social analytics including social media and social network analyses
CHAPTER OVERVIEW
This chapter provides a comprehensive overview of text analytics/mining and Web analytics/mining along with their popular application areas such as search engines, sentiment analysis, and social network/media analytics. As we have been witnessing in recent years, the unstructured data generated over the Internet of Things (IoT) (Web, sensor networks, radio-frequency identification [RFID]–enabled supply chain systems, surveillance networks, etc.) are increasing at an exponential pace, and there is no indication of its slowing down. This changing nature of data is forcing organizations to make text and Web analytics a critical part of their business intelligence/analytics infrastructure.
CHAPTER OUTLINE
7.1 Opening Vignette: Amadori Group Converts Consumer Sentiments into
Near-Real-Time Sales
7.2 Text Analytics and Text Mining Overview
7.3 Natural Language Processing (NLP)
7.4 Text Mining Applications
7.5 Text Mining Process
7.6 Sentiment Analysis
7.7 Web Mining Overview
7.8 Search Engines
7.9 Web Usage Mining
7.10 Social Analytics
ANSWERS TO END OF SECTION REVIEW QUESTIONS( ( ( ( ( (
Section 7.1 Review Questions
1. According to the vignette and based on your opinion, what are the challenges that the food industry is facing today?
Student perceptions may vary, but some common themes related to the challenges faced by the food industry could include the changing nature and role of food in people’s lifestyles, the shift towards pre-prepared or easily prepared food, and the growing importance of marketing to keep customers interested in brands.
2. How can analytics help businesses in the food industry to survive and thrive in this competitive marketplace?
Analytics can serve dual purposes by both tracking customer interest in the brand as well as providing valuable feedback on customer preferences. An analytics system can be used to evaluate the traffic to various brand marketing campaigns (website or social) that play a pivotal role in ensuring that products are being shown to new pot.
16 Decision Support and Business Intelligence Systems (9th E.docxherminaprocter
16 Decision Support and Business Intelligence Systems (9th Edition) Instructor’s Manual
Chapter 7:
Text Analytics, Text Mining, and Sentiment Analysis
Learning Objectives for Chapter 7
1. Describe text mining and understand the need for text mining
2. Differentiate among text analytics, text mining, and data mining
3. Understand the different application areas for text mining
4. Know the process of carrying out a text mining project
5. Appreciate the different methods to introduce structure to text-based data
6. Describe sentiment analysis
7. Develop familiarity with popular applications of sentiment analysis
8. Learn the common methods for sentiment analysis
9. Become familiar with speech analytics as it relates to sentiment analysis
10. Learn three facets of Web analytics—content, structure, and usage mining
11. Know social analytics including social media and social network analyses
CHAPTER OVERVIEW
This chapter provides a comprehensive overview of text analytics/mining and Web analytics/mining along with their popular application areas such as search engines, sentiment analysis, and social network/media analytics. As we have been witnessing in recent years, the unstructured data generated over the Internet of Things (IoT) (Web, sensor networks, radio-frequency identification [RFID]–enabled supply chain systems, surveillance networks, etc.) are increasing at an exponential pace, and there is no indication of its slowing down. This changing nature of data is forcing organizations to make text and Web analytics a critical part of their business intelligence/analytics infrastructure.
CHAPTER OUTLINE
7.1 Opening Vignette: Amadori Group Converts Consumer Sentiments into
Near-Real-Time Sales
7.2 Text Analytics and Text Mining Overview
7.3 Natural Language Processing (NLP)
7.4 Text Mining Applications
7.5 Text Mining Process
7.6 Sentiment Analysis
7.7 Web Mining Overview
7.8 Search Engines
7.9 Web Usage Mining
7.10 Social Analytics
ANSWERS TO END OF SECTION REVIEW QUESTIONS( ( ( ( ( (
Section 7.1 Review Questions
1. According to the vignette and based on your opinion, what are the challenges that the food industry is facing today?
Student perceptions may vary, but some common themes related to the challenges faced by the food industry could include the changing nature and role of food in people’s lifestyles, the shift towards pre-prepared or easily prepared food, and the growing importance of marketing to keep customers interested in brands.
2. How can analytics help businesses in the food industry to survive and thrive in this competitive marketplace?
Analytics can serve dual purposes by both tracking customer interest in the brand as well as providing valuable feedback on customer preferences. An analytics system can be used to evaluate the traffic to various brand marketing campaigns (website or social) that play a pivotal role in ensuring that products are being shown to new pot.
Document Retrieval System, a Case StudyIJERA Editor
In this work we have proposed a method for automatic indexing and retrieval. This method will provide as a
result the most likelihood document which is related to the input query. The technique used in this project is
known as singular-value decomposition, in this method a large term by document matrix is analyzed and
decomposed into 100 factors. Documents are represented by 100 item vector of factor weights. On the other
hand queries are represented as pseudo-document vectors, which are formed from weighed combinations of
terms.
Curriculum, community, context, sustainability: A reflectionSheila Webber
Presentation given by Sheila Webber at the IFLA WLIC 2022 Satellite Conference: SET Training School: Towards a Curriculum for Social and Digital Inclusion and Lifelong Learning, Dublin, Ireland, on 29 July 2022
Libraries and Literacies in the MetaverseSheila Webber
Poster presented at the World Library and Information Conference July 2022, in Dublin, Ireland. Created by Sheila Webber (presenter in Dublin) University of Sheffield Sheffield, United Kingdom. s.webber@sheffield.ac.uk
Dr Valerie Hill, Peninsula College, Port Angeles, USA. vhilledu@gmail.com
Rossanna Barrios-Llorens, University of Puerto Rico’s Medical Sciences Campus, San Juan, Puerto Rico. rossana.barrios@upr.edu
References and further links at https://docs.google.com/document/d/1VqBgEJabPMkfoYYNR-oG-RKusvHV59eqwDNf9lykPQ8/edit?usp=sharing
Abstract "In uncertain times, virtual libraries connect patrons to vital information that they may not be able to access in the physical world. They can also be sanctuaries from pandemic and war. Librarians (including the co-authors) have worked in virtual worlds for 15 years (e.g. Webber & Nahl, 2011) and the Community Virtual Library in the 3D virtual world Second Life https://communityvirtuallibrary.org/ exemplifies global connectivity, with volunteers collaborating internationally to enact diversity for information access. A current exhibit, "Social Determinants for Access to Information: Virtual World Library Exhibition" includes 3D rooms filled with resources on racial diversity, gender diversity, issues of changing literacies, digital legacy, confirmation bias, digital citizenship, and the digital divide. Visitors interact with content and share a sense of place and presence through embodiment in the metaverse, providing advantages beyond web platforms such as Zoom.
Our poster shares examples of using 3D virtual worlds for librarianship through international collaboration across learning communities. The 3D virtual library is a real space where librarians can offer services such as reference work, exhibits, workshops, conferences and discussions, and embed themselves into virtual spaces without the boundaries of physical space (e.g. Hill, 2016; Hill, 2021). "
Creating connections for enhancing collaborative and professional development...Sheila Webber
A panel presented in the Association for Information Science & Technology (ASIS&T) 24 hour Global Conference, 27 April 2022. The presenters were: Sheila Webber: Information School, University of Sheffield, United Kingdom; Professor Imane Hilal: School of information Sciences, Rabat, Morocco; Dr Grace Msoffe: University of Dodoma, Tanzania; Dr Sophie Rutter: Information School, University of Sheffield, United Kingdom
Using theory of change to evaluate information literacy initiativesSheila Webber
Workshop by Dr Pam McKinney and Sheila Webber, Information School, University of Sheffield, 11 April 2022, at the LILAC conference in Manchester, UK. Abstract: "Theory of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Librarians and information professionals engaged in change processes, development projects and research studies can use ToC to generate evaluation data and articulate the impact of their activities, working closely with stakeholders such as students, academic staff, teachers and other professionals. The ToC process generates new understandings of how and why project successes have been achieved, and can form the basis of justifications for current and future funding. ToC has been widely used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011). In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable."
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...Sheila Webber
Presentation by Sheila Webber (University of Sheffield) &
Bill Johnston (Strathclyde University)
ECIL, September 2021
References are at http://tinyurl.com/bu422pjw
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...Sheila Webber
Presentation by Chris Thorpe (City, University of London, UK, chris.thorpe.1@city.ac.uk) and Sheila Webber (Information School, University of Sheffield, UK (s.webber@sheffield.ac.uk), presented at the European Conference on Information Literacy, September 2021
Using theories of change to evaluate information literacy initiatives Sheila Webber
Presented at the European Conference on Information Literacy, September 2021 by Dr Pamela McKinney and Sheila Webber
A video of this presentation is available at https://digitalmedia.sheffield.ac.uk/media/Using+Theories+of+Change+to+evaluate+Information+Literacy+initiatives/1_v1g05eav
3D Virtual Worlds for Professional Development and Lifelong LearningSheila Webber
Presentation given for MINDSETS by Sheila Webber, s.webber@sheffield.ac.uk , on 15 June 2021. References are at References https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/edit?usp=sharing
The information worlds of non resident informal carers: stakeholder perceptionsSheila Webber
Presented by Sheila Webber and Dr Pamela McKinney at the conference Information Science Trends: Health Information Behavior, organised by the European Chapter of ASIS&T, on June 10 2020. The references are at https://docs.google.com/document/d/1ilCIpu7IWsRUhtWinPNuVetlrvkDxBN_lKTaV26yWAU/edit?usp=sharing
Presentation by Sheila Webber for the Critical Approaches to Libraries Conference 2020 held online, on 13 May 2020. A version was also given for the Virtual Worlds MOOC (in Second Life) . References at https://docs.google.com/document/d/14F9sEHZ8Fq0wI5gZ1IVkPGP-I88bOcWm02D7n8Vu1cg/edit?usp=sharing
Transformational Media and Information Literacy learning for adult citizens: ...Sheila Webber
Presentation given by Sheila Webber, Information School, University of Sheffield, coauthored with Bill Johnston, Honorary Research Fellow, Strathclyde University. Presented on 29th October 2019 as part of the University of Sheffield Information School's celebration of Global Media and Information Literacy Week. A recording of the webinar (31 minutes) is here: https://eu-lti.bbcollab.com/recording/0284c699a3784b1a9da5a632291dc8d8
Media and Information Literacy: creative and critical engagement across the c...Sheila Webber
Workshop presented by Sheila Webber and Bill Johnston at the "Transforming futures: International perspectives on Research-Based Education conference, University of Adelaide, Australia, 16 July 2019.
What's my approach? Deciding on the approach to use for your researchSheila Webber
Workshop delivered by Sheila Webber and Dr Pamela McKinney, Information School, University of Sheffield, at the LILAC Conference, held in Nottingham, UK, on 25 April 2019. The references are at https://docs.google.com/document/d/10S_6ZPKLpsAIn1YaMDhZPS8HIOwFGXlz4sUDyBzxYNM/edit
Media and Information Literacy for Informed Citizens in the Digital AgeSheila Webber
These are slides from a webinar given by faculty in the University of sheffield Information School on 22 March 2019. The recording of the webinar is here https://sheffield.adobeconnect.com/pf8k3h0qn1ys
Sheila Webber chaired the session, and the panellists were: Dr Pam McKinney, Dr Sophie Rutter and Dr Laura Sbaffi
Links from the slides are here http://information-literacy.blogspot.com/2019/03/media-and-information-literacy-for.html
#AFMIL The Age-Friendly Media and Information Literate City: Combining polic...Sheila Webber
"#AFMIL The Age-Friendly Media and Information Literate City: Combining policies and strategies for ageing populations in media and information rich societies" was presented by Sheila Webber (University of Sheffield Information School) and Bill Johnston (University of Strathclyde, Honorary Research Fellow) at the Global Media and Information Literacy Week feature conference held in Kaunas, Lithuania, on 24 October 2018
What makes us trust online information? The perspective of health InformationSheila Webber
Slides from a webinar presented by Dr Laura Sbaffi, University of Sheffield Information School, on 30th October 2018 to celebrate Global Media and Information Literacy Week. The webinar recording is at https://sheffield.adobeconnect.com/pwy4m50tbl8r
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. This was presented at the Online 2002 meeting, and has been published formally as:
Webber, S. (2002) “Mapping a path to the empowered searcher.” In: Graham, C. (Ed) Online Information 2002: Proceedings: 3-5 December 2002. Oxford: Learned Information Europe. 177-181.
This copy was produced from the author’s original file. Copyright Sheila Webber, 2002
Mapping a path to the empowered searcher
Sheila Webber
Department of Information Studies,
University of Sheffield, UK
Abstract:
This article considers the use of mindmapping as part of information literacy education. Important parts of
the search process are: identifying the information need (or defining the information problem) and formulating search strategies. Research has shown that these are areas with which people have significant problems.
It is argued that current approaches to information literacy education often do not give enough attention to
these aspects. Mindmapping and concept mapping are briefly defined. The use of these approaches as part of
an undergraduate Information Literacy class is described. The benefits of using these techniques to educate
people in information literacy in the workplace are highlighted. The article finishes by advocating that these
approaches could be more widely adopted.
1. Introduction
In order to be information literate, people need to be able to find the information to meet their needs. Even
though search algorithms and interfaces are improving, people are more empowered if they know what to do
if their Google searches do not magically turn up the results they want.
A number of different problem-solving activities are involved in a successful search. This is reflected in
models of information seeking (e.g. REF 1) and definitions of information literacy. For example, the Standing Committee on National and University Libraries (SCONUL) Seven pillars of information literacy (REF
2) include:
· Recognise information need
· Distinguish ways of addressing gap [between the need, and what you know]
· Construct strategies for locating
· Locate and access
A number of recent studies identify that key areas where searchers go wrong are those of problem definition
(recognising your information need) and developing search strategy.
The JUSTEIS report has shown that UK students are poor at search formulation, and sometimes vague about
what it is they are searching (e.g. about name, scope, content of databases: REF 3) In the USA, Pollock and
Hartley (REF 4) note in their study of two groups of internet searchers that “Nearly all participants from
both trials had difficulty formulating good searching keywords even when they had all the information they
needed”
Jansen et al (REF 5) performed a largescale analysis of transaction logs of the former search engine Excite and
found that an average a search query contained only 2.2 terms. A small percentage of users used modifiers: for
example 6% used the plus sign, fewer used Boolean Operators, and, when further examined, mistakes in use of
operators emerged (e.g. 38% of users making mistakes with the minus sign, such as putting it in the wrong place).
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Copyright Sheila Webber, 2002.
2. In another web-use study, Spink & Ozmutlu (REF 6) note the low amount of query reformulation, which
they observe is also reported in other research. Lucas and Topi (REF 7) suggest that the Help material
provided by search engines should devote more attention “to issues related to the selection and use of search
terms, which are often ignored” (p105)
Thus, apart from a wealth of anecdote from practitioners about people’s low skills in search strategy formulation,
there is a growing body of research evidence. One problem that may be hindering people’s progression to information literacy is that education for searching has tended to focus on the “access and locate” aspects (e.g. how to
search a particular database or search engine in a particular way) rather than the “recognise the information need”
and “construct effective strategies” elements. This, despite the fact that (REF 8) “knowing how to shape a topic
and to translate it into search terms is likely to be the largest problem faced not only by undergraduates, but also
by anyone doing research.” (p111) This may mean that, left to themselves, people revert straight back to what
seems to be the normal approach to searching: taking the words you first thought of (or which have been given
you to search) and searching for the words rather than the subject.
Obviously, the issue of selecting keywords is often mentioned in training material. However the way in
which it is introduced and discussed often may not acknowledge that for many people the idea of a “concept” is hard to understand. For example, the internet tutorial TONIC (REF 9) in its section on “Searching
the internet” says that “The first step in building an effective search strategy is to define the type of information you are looking for” but it does not explain how you should do this, simply continuing two paragraphs
later with “Once you’ve defined what you are looking for, you can then think about the sorts of resources
which might lead you to that type of information”
There is a further problem in that traditionally search strategy has tended to be linked in library training with
Boolean Logic. Although a grasp of Boolean is still needed for a number of the electronic products purchased by libraries, that number is decreasing as more and more progress to relevance ranking of output.
Importantly, the major search engines, and many website search engines, default to relevance ranking.
Strategies for optimising relevance ranked retrieval differ from Boolean strategies. People who think they
have been taught that “strategy” means “Boolean” will think that they have not learn anything of use for
search engines (or, possibly worse, will then add ANDs and ORs in a random manner to search engine
searches).
Therefore there seems a clear need to develop more effective ways of educating people about search topic
definition and strategy formulation.
2. Mind/concept mapping
Mindmapping is associated with Tony Buzan (REF 10), who continues to publish and work in this area
(REF 11). Mindmapping involves visualising an issue, problem, subject etc. The subject of the mindmap is
dropped into the centre, thick branches are drawn to denote key themes and secondary branches are added to
indicate subthemes. Branches and sub branches are clearly labelled either with key words or with graphic
representations. Linkages and relationships are indicated graphically, and use of use of colour and pictures is
encouraged. Mindmapping can be used to stimulate creativity and is said by Buzan to help develop
brainpower: in particular the right side of he brain which is associated with creativity, empathy and intuition.
Mindmaps are personal views (views from a particular mind) and therefore cannot be “incorrect”; however a
person may use the technique more, or less, effectively to map their mind. Software has been developed
which enables onscreen development of mindmaps (e.g. MindManager (REF 12)
Concept mapping is a similar technique. In some cases it may be used to describe mindmapping without
using that term (since Buzan has registered it as a trademark). Sometimes it is used more specifically to
describe a map which illustrates the relationships of concepts, these concepts being expressed as words or
phrases. For example, texts or transcripts of research may be analysed by researchers to identify key concepts. Again, software such as Atlas/TI (REF 13) has been developed which facilitates the process of term
indexing and concept map display.
These techniques have been used in educational development work for some time. Plotnick (REF 14) and
Moen and Boersma, (REF 15) describe some of the applications and advantages.
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Copyright Sheila Webber, 2002.
3. 3. Application of mindmapping to information literacy
3.1 Introduction
Working with a colleague who taught mindmapping stimulated the author into experimenting with the use of
mindmaps as a way of:
i)
Helping students to visualise their view of a search problem. This could help them think about
what they understand of the search problem: where they already have knowledge and where they
have gaps. This visualisation could be useful at various stages of the search, at the start and also as
the search progresses, and the changing view of the subject could be reflected in a changing
mindmap;
ii)
Creating a reference point for potential search terms. Words and phrases might be transferred directly
from the mindmap to the search. If graphical representations have been used, there is a chance that they
might stimulate more alternative search options that the “word you first thought of.” A mindmap might be
particularly appropriate to guide a relevance ranked search, with its visual indication of “weighting” and
rich picture of the topic;
iii) Providing a reference point for the success of the search. The scope of totality of the retrieved items
can be compared with the scope indicated by the mindmap;
iv) Obliging students to spend more time planning the search, and encouraging them to think about the
process;
v)
Enabling interactivity between students. For example, this might be the starting point to developing a
joint search strategy, or as a tool to help a student “searcher” discuss a search with a student “client” who
wants a search done.
3.2 Evidence of existing use
The school library sector shows more evidence than the academic library sector on using brainstorming and
mindmapping techniques in the process of teaching information literacy. For example Murray (REF 16)
identifies concept mapping as a useful aid to concept definition. The Big6 model itself (The Big6 “information problem-solving model” REF 17) includes the steps
“ 1. Task Definition
1.1 Define the information problem
1.2 Identify information needed in order to complete the task (to solve the information problem)
2. Information Seeking Strategies
2.1 Determine the range of possible sources (brainstorm)”
Kesselman (REF 18) has discussed the usefulness of creativity techniques including mindmaps for librarians. Todd and Kirk (REF 19) have talked about the use of concept mapping in educating information
science students.
3.3 Example of an information literacy module
This section starts with a brief overview of a one-semester core information literacy module taken by first
year students on Sheffield University’s BSc Information Management. It goes on to describe the ways in
which mindmapping is used during the module.
The aims of the module are for students to start to develop their own conception of information literacy and
to enable students to identify, evaluate and choose between key information resources in a variety of media.
By the end of the module students will have learnt:
· to analyse their own information behaviour and start to identify ways in which they can become more
information literate
· to understand some information literacy models and theories
· to plan a strategy for seeking information and search for information in specific information sources
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Copyright Sheila Webber, 2002.
4. · to apply an evaluation framework to information resources
· to interact with an enquirer to identify what they want and carry out a successful information search on
their behalf.
· to communicate more effectively orally and in writing
The SCONUL seven pillars of information literacy model is flagged up as a framework for learning from
week 1, and the major piece of coursework is a portfolio in which students have to reflect on their progression in each of the seven pillars, and back this up with evidence. Evidence includes presentations the students are required to make about their searches, bibliographies, mindmaps etc.; i.e. material which can
confirm (or contradict!) students’ assertions about their learning. The class is taught for three hours a week,
with a one hour lecture session followed by two hours in a lab, and WebCT is also used in order to make
class materials accessible and facilitate communication and information exchange.
Mindmapping is introduced as a technique in week two of the class, and its relevance to the specific class
and the students’ studies in general is explained. The following exercises and assessments involve
mindmapping:
i)
After the introductory lecture, students mindmap the same topic individually and search for relevant
material. They are asked to tick search terms in the mindmap that they use in the search
ii)
A group search exercise, using a health information problem, is carried out over a period of two weeks,
culminating in a PowerPoint presentation from each group. As well as providing their own answer to the
question, the students have to explain their search process, including a mindmap of their original perceptions of the search topic and a mindmap of their final perceptions of the subject (see Appendix 1).
iii) Each student has to carry out an individual search on a topic specified by a fellow student. Class
time is set aside for students to develop an initial mindmap, which can be used as part of the discussion with the “client” for whom they are doing the search. When students hand in their portfolio
coursework at the end of the semester, they have to hand in both this mindmap and a further map
which represents their understanding of the search topic at the completion of the search. These
mindmaps are allocated marks.
iv) A compulsory question in the examination provides students with a search topic and requires them to
mindmap it as part of the planning process.
In the first two years of the class there was no evaluation specifically of the mindmapping element: and as it
is part of the overall learning, teaching and assessment strategy, it is not straightforward to identify cause
and effect. However, it can be stated that:
i)
Students become more effective at mindmapping through the class, and there is evidence in other
classes that they have applied the technique elsewhere (e.g. as a way of presenting ideas in presentations);
ii)
Students do make the connection between mindmap and search, and many move between the two in a
way that appears to improve their searching;
iii) The maps are successful in making students pause and reflect on what they searching for, and getting
them into more of a habit of reflection;
iv) The maps are very good for stimulating interactivity e.g. comparing views and as a focal point for
discussion for what the search is about. Mindmaps of the same topic can be very different; more different
than a list of “brainstormed” keywords.
v)
A graphical representation of a search may be more easily added to and annotated than a linear
representation of a search, and this is good when one is emphasising the iterative nature of a complex search.
vi) A minority of students are reluctant to move away from text as something that appears in lines and
columns, and are reluctant to see the benefits of mindmapping. At the other end of the spectrum, sometimes a student who has more difficulty with written text will prove to be an excellent mindmapper, and
this is obviously empowering for them.
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Copyright Sheila Webber, 2002.
5. 4. Workplace applications
Mindmapping and concept mapping are used in the workplace, as is clear from descriptions of business
versions of concept mapping software. Project planning is a frequently mentioned application, as is any
business activity requiring brainstorming. The approach may be used as part of workplace training of various kinds (e.g. as part of creativity development, or as part of an exercise concerned with some aspect of
management). Incorporating a mindmapping element into information literacy training may have the following advantages:
i) It may be a technique that human resources personnel are already familiar with, and that they recognise as
a “real” development tool. It may help to situate information literacy as part of problem solving or creativity development activity;
ii) Staff may be familiar with it from a business context, and therefore take it seriously;
iii) If it is an approach that is already undertaken for project planning, there may be an opportunity to
insinuate information-problem mindmapping into the process;
iv) Since mindmapping can be used to stimulate interactivity, it may form a useful part of a knowledge
sharing initiative.
5. Conclusion
If more attention is paid to the crucial search problem-definition and strategy formulation parts of information literacy, then appropriate educational approaches need to be adopted. Simplistic approaches, that
downplay and gloss over the complex problem-solving aspects of these activities will not be helpful to
searchers (and research indicates that they have not been helpful in the past). More time and attention need
to be devoted to these stages. Brainstorming and mindmapping appear to be being used sporadically as part
of information literacy education, but the approach is not widely discussed in the literature. More widespread adoption could help take searching out of the library skills ghetto and onto the agenda as a key skill
for the knowledge creating organisation.
Sheila Webber
Lecturer, Department of Information Studies
University of Sheffield, Sheffield, UK
Email: s.webber@sheffield.ac.uk
http://dis.shef.ac.uk/literacy/
References
[1] Ingwersen, P. (1992) Information retrieval interaction. London: Taylor Graham.
[2] SCONUL Task Force on Information Skills. (1999) Information skills in higher education: a SCONUL
position paper. London: SCONUL. http://www.sconul.ac.uk/ (Accessed 31 October 2002)
[3] Armstrong, C. et al. (2001) A study of the use of electronic information systems by higher education
students in the UK.” Program, 35 (3), 241-262.
[4] Pollock, A. and Hockley, A. (1997) “What’s Wrong with Internet Searching” D-lib magazine. March.
http://www.dlib.org/dlib/march97/bt/03pollock.html (Accessed 31 October 2002)
[5] Jansen, B.J., Spink, A., Saracevic, T. (2000) “Real life, real users, and real needs: a study and analysis of
user queries on the web.” Information Processing and Management, 36, 207-227.
[6] Spink, A. and Ozmultu, C. (2002) “Characteristics of question format web queries: an exploratory
study.” Information Processing and Management, 38, 453-471.
[7] Lucas W, Topi H. (2002) “Form and function: The impact of query term and operator usage on Web
search results” Journal of the American Society for Information Science and Technology, 53 (2), 95-108.
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Copyright Sheila Webber, 2002.
6. [8] Bodi, S. (2002). “How do we bridge the gap between what we teach and what they do? Some thoughts
on the place of questions in the process of research.” Journal of academic librarianship, 28 (3), 109-114.
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6
Copyright Sheila Webber, 2002.
7. Appendix 1
Examples of mindmaps: from a presentation by Olly Jakes, Phil
Ryan, Randdeep Dhillon, Vickie Street and Richard Francis
(Inf104 Class 2002)
Mindmap of topic before search
Mumps
Recent concerns
over the safety of
the vaccine.
Backed by the
government.
Rubella
Measles
MMR Vaccine
Health risks
Children associated.
Autism
3 injections in one
Mindmap of topic after search
The search “Risks of MMR vaccine” helped us find the highlighted information.
Mumps - viral
infection - mild
fever + swollen
jaw.
Measles - highly
contagious virus
- high fever.
NHS advise to
have the vaccine,
as it’s well tried
and tested.
Rubella - pinkish red
rash - mild illness that
normally lasts 3 days.
Can cause deafness and
blindness.
Homeopaths and
chiropractors
advice against
MMR Vaccine.
1 or 3 jabs at
a time, which
is better?
* Protects from:
Measles
Mumps
Rubella
MMR Vaccine
Who shouldn’t
get the vaccine?
* Bowel
problems
*Miscarriage
*Autism
* Mild
reactions
Used in US for
30yrs, in Europe
over 10yrs.
*Side effects
*Low
platelet
count.
HIV/Aids
sufferers
Who has the
vaccine?
*Life
threatening
12 + 15 month
babies + again at
4-6yrs old.
*Chron’s disease
7
Copyright Sheila Webber, 2002.