Assessing term effectiveness in the interactive information access process     

Nina Wacholder  Lu Liu 《Information processing & management》2008

This study addresses the question of whether the way in which sets of query terms are identified has an impact on the effectiveness of users’ information seeking efforts. Query terms are text strings used as input to an information access system; they are products of a method or grammar that identifies a set of query terms. We conducted an experiment that compared the effectiveness of sets of query terms identified for a single book by three different methods. One had been previously prepared by a human indexer for a back-of-the-book index. The other two were identified by computer programs that used a combination of linguistic and statistical criteria to extract terms from full text. Effectiveness was measured by (1) whether selected query terms led participants to correct answers and (2) how long it took participants to obtain correct answers. Our results show that two sets of terms – the human terms and the set selected according to the linguistically more sophisticated criteria – were significantly more effective than the third set of terms. This single case demonstrates that query languages do have a measurable impact on the effectiveness of query term languages in the interactive information access process. The procedure described in this paper can be used to assess the effectiveness for information seekers of query terms identified by any query language.  相似文献   

What US libraries are demanding,and doing     

Nina W. Matheson 《Learned Publishing》1995,8(1):19-24

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The (Un)Common Instructor: A New Role for Medical Librarians Beyond Information Literacy     

Susan Harnett  Margaret Ansell  Nina Stoyan-Rosenzweig  Nancy Schaefer  Ariel F. Pomputius  Mary E. Edwards 《Medical reference services quarterly》2018,37(3):276-291

University common reading programs provide a shared experience as students transition into college life and develop critical thinking skills. Typically in such programs, all students in an incoming class read and discuss the same book. Conversely, the University of Florida Honors Program’s (un)common reads facilitates the same skills development through multiple small sections, each focusing on a different book and each with flexible and innovative assignments and activities. Health Science Center librarians have taught in these (un)common reads since the spring semester 2010–2011. This article describes librarian involvement in this program as well as the ensuing benefits for students, librarians, and the university at large.  相似文献   

Organizational response to decline in the academic marketplace     

Nina Toren  Judith Nvo-Ingber 《Higher Education》1989,18(4):453-471

In the last twenty-five years institutions of higher education and the academic market-place have undergone considerable change. A period of rapid growth and expansion was followed by a period of shrinking resources and decreasing growth. The effects of organizational decline on personnel management and on the formal structure of the academic hierarchy are examined in Israeli universities. The data show that in the non-growth period standards for faculty selection and advancement have not been formally altered, although actual practices have resulted in prolonged time periods between promotions and until tenure is obtained. The most salient change that has taken place is a continuous process of proliferation of the academic hierarchy by addition of new tracks and ranks to the main regular faculty track, and the increasing use of these positions particularly for new hires. This is consistent with other studies which found that organizational complexity may increase under conditions of decline. The effectiveness and functions of this process as an adaptive response to environmental scarcity are discussed.  相似文献   

Blurred Boundaries or Conflicting Epistemologies     

Nina Grønlykke Mollerup 《Journalism Practice》2017,11(1):48-61

In this article, I discuss how information activists and journalists in Egypt claimed to acquire knowledge about the world, looking particularly at the period of 2012 and 2013, during which the Supreme Council of the Armed Forces and Mohammed Morsi in turn were leading the country. Taking a point of departure in anthropological fieldwork with information activists and journalists in Egypt, I show that information activists and journalists often had very similar practices and goals, which at times made the boundaries very blurry. Yet I argue that there was a significant distinction between the epistemologies of information activists and journalists. Information activists claimed to acquire knowledge about events from being part of them, whereas journalists claimed to acquire knowledge about events from observing them without taking part. Relatedly, information activists and journalists had significantly different relationships with their audiences.  相似文献   

Comments from the editors     

Drs. Laurie Mullen Co‐Editor  Nina Yssel Co‐Editor 《The Teacher Educator》2013,48(2)

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Education     

Nina Willis Walter 《College Teaching》2013,61(4)

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CoRE: A conceptual model for incorporating conflict resolution into teacher education     

Nina Yssel  Jayne R. Beilke  Kathy L. Church  Jay S. Zimmerman 《The Teacher Educator》2013,48(4):295-305

Abstract

School districts throughout the United States have responded in different ways to recent acts of violence. Responses vary from external security measures, which include metal detectors, see‐through backpacks, and fences, to programs that train teachers and students to recognize potentially dangerous threats and behavior. Literature indicates that teacher education programs have generally failed to address this issue in preservice teacher education. The purpose of this article is to present a conceptual model for incorporating conflict resolution in preservice teacher education. The CoRE model offers teachers conflict resolution/ peer mediation skills in a four‐level approach: Foundational Knowledge, Integration, Contextual, and Implementation.  相似文献   

5～6岁幼儿在不同阅读方式下阅读图画书的眼动研究   总被引：2，自引：0，他引：2  

韩映虹  刘妮娜  王佳  郭向卿  李运余  丁敏 《幼儿教育》2011,(1)

本研究以眼动仪为工具,以31名5～6岁幼儿为被试,采用实验法考察不同阅读方式对幼儿图画书阅读的影响.研究结果表明:(1)5～6岁幼儿可以采取自主阅读的方式阅读图画书.(2)较之自主阅读,聆听阅读更有利于幼儿对图画书的信息进行较为深入的加工,表现为幼儿能够较好地理解故事情节的变化.(3)在自主阅读中,幼儿的阅读是一种自我探索的过程,且更倾向于从图画书中的文字部分获取故事的相关信息;而在聆听阅读中,幼儿借助于成人的朗读,更多的是从图画部分获取信息.  相似文献   

How (German) foundations shape the concept of education: Towards an understanding of their use of discourses     

Nina Kolleck 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):249-261

In this article I examine how foundations use the concept of education and how they try to shape its definition and implementation. In accordance with Steven Lukes’ notion, I argue that changes in social fields are mainly triggered by normative and semantic shifts. By drawing on techniques of discourse analysis, I explore the use of discursive strategies and the discursive interpretations of education, as both its definition and its operationalization have consequences on the identification of educational needs and outcomes. It is shown that foundations regard the use of education as an opportunity to influence values, traditions, and future generations. Furthermore, foundations take part in debates on education in order to increase social influence, to be accepted as legitimate actors in education, and to be perceived as competent and indispensable players in defining educational goals.  相似文献