020 Bibliotheks- und Informationswissenschaften
Refine
Year of publication
- 2004 (33) (remove)
Document Type
- Part of a Book (12)
- Conference Proceeding (9)
- Report (5)
- Part of Periodical (4)
- Book (3)
Has Fulltext
- yes (33)
Is part of the Bibliography
- no (33)
Keywords
- Aufsatzsammlung (5)
- Bestandserhaltung (3)
- Hessen (3)
- Kultursponsoring (3)
- Wissenschaftliche Bibliothek (3)
- Geschichte (2)
- Koloniales Bildarchiv (Frankfurt, Main) (2)
- Bibliothekssystem (1)
- Bibliotheksverbund (1)
- HEBIS (1)
Institute
Using faculty-librarian partnerships to ensure that students become information fluent in the 21st century In the 21st century educators in partnership with librarians must prepare students effectively for productive use of information especially in higher education. Students will need to graduate from universities with appropriate information and technology skills to enable them to become productive citizens in the workplace and in society. Technology is having a major impact on society; in economics e-business is moving to the forefront; in communication e-mail, the Internet and cellular telephones have reformed how people communicate; in the work environment computers and web utilizations are emphasized and in education virtual learning and teaching are becoming more important. These few examples indicate how the 21st century information environment requires future members of the workforce to be information fluent so they will have the ability to locate information efficiently, evaluate information for specific needs, organize information to address issues, apply information skillfully to solve problems, use information to communicate effectively, and use information responsibly to ensure a productive work environment. Individuals can achieve information fluency by acquiring cultural, visual, computer, technology, research and information management skills to enable them to think critically.
Teaching information literacy: substance and process This presentation explores the concept of information literacy within the broader context of higher education. It argues that, certain assertions in the library literature notwithstanding, the concepts associated with information literacy are not new, but rather very closely resemble the qualities traditionally considered to characterize a well-educated person. The presentation also considers the extent to which the higher education system does indeed foster the attributes commonly associated with information literacy. The term information literacy has achieved the immediacy it currently enjoys within the library community with the advent of the so-called "information age" The information age is commonly touted in the literature, both popular and professional, as constituting nothing short of a revolution. Academic librarians and other educators have of course felt called upon to make their teaching reflect both the growing proliferation of information formats and the major transformations affecting the process of information seeking. Faced with so much novelty and uncertainty, it is no surprise that many have felt that these changes call for a revolution in teaching. It is within this context that the concept of information literacy has flourished. It is argued in this presentation, however, that by treating information literacy as an essentially new specialty that owes much of its importance to the plethora of electronic information, we risk obscuring some of the most fundamental and enduring educational values we should be imparting to our students. Much of the literature on information literacy assumes - rather than argues - that recent changes in the way we approach education are indications of progress. Indeed, much of the self-narrative that institutions produce (in bulletins, mission statements, web sites, etc.) endorses an approach to education that will result in lifelong learners who are critical consumers of information. After critically examining the degree to which such statements of educational approach reflect reality, this presentation concludes by considering the effects of certain changes in the culture of higher education. It considers particularly the transformation - at least in North America - of the traditional model of higher education as a public good to a market-driven business model. It poses the question of whether a change of this significance might in fact detract from, rather than promote, the development of information literate students.
Im Auftrag der Stadt- und Universitätsbibliothek Frankfurt am Main wurde im Wintersemester 2003.04 im Rahmen eines Empirie-Seminars eine Benutzerbefragung mit anschließender Auswertung durchgeführt. Die 31 Seminarteilnehmer befragten während der Vorlesungszeit im Zeitraum vom 17. November bis 22. Dezember 920 Besucher. Die Befragung wurde im Gebäude der StuB durchgeführt und dauerte durchschnittlich 20 Minuten. Die Eingabe und Auswertung der Daten fand anschließend mit dem Programm MS-Excel statt. Die in Gruppen aufgeteilten Studenten bekamen jeweils einen Fragenblock von 5 Fragen zugewiesen, deren Ergebnisse am Ende des Semesters in der letzten Sitzung vorgestellt wurden. Im vorliegenden Abschlussbericht sind alle Ergebnisse und Graphiken der Gruppen wiedergegeben. Anhand der Auswertung lässt sich folgendes Profil als „typischen“ StUB-Besucher erkennen: * Anteil männlicher und weiblicher Besucher ist fast identisch * Das Durchschnittsalter beträgt 26 Jahre * 90% sind Studenten * Davon sind die meisten Diplom-Studenten * Die Mehrheit kommt aus den Fachbereichen 02 (Wirtschaftswissenschaften) und 03 (Gesellschaftswissenschaften) * Wöchentlicher Besucher
Welche Schätze in Bibliotheken verborgen sind, entdeckt man oft nur bei besonderen Anlässen. Einen derartigen Anlaß stellt vielleicht der aktuell erstellte Katalog der Deutschen Kolonialbibliothek dar. Die Kolonialbibliothek gelangte nach dem Zweiten Weltkrieg auf abenteuerliche Weise zur Stadt- und Universitätsbibliothek Frankfurt a.M., wo sie heute beheimatet ist. Sie besteht aus den Bibliotheken mehrerer Kolonialverbände, die 1936 zum Reichskolonialbund zusammengefaßt wurden. Den größten Bestand brachte die Bibliothek der 1882 gegründeten Deutschen Kolonialgesellschaft ein. Während die 18.000 Monographien der Kolonialbibliothek als geschlossener Bestand erhalten blieben, sind die ebenfalls enthalten Zeitschriften in den allgemeinen Bestand der Universitätsbibliothek überführt worden.