東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Information seeking in context: Teac...

Lawley, Kathryn Ann Newton.

Linked to FindBook

Google Book

Amazon

博客來

Information seeking in context: Teachers' content selection during lesson planning using the Shoah Foundation Visual History Archive of Holocaust survivor testimonies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Information seeking in context: Teachers' content selection during lesson planning using the Shoah Foundation Visual History Archive of Holocaust survivor testimonies./
Author:	Lawley, Kathryn Ann Newton.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
Description:	400 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-06, Section: A, page: 1966.
Contained By:	Dissertation Abstracts International73-06A.
Subject:	Information science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3495342
ISBN:	9781267187925

Information seeking in context: Teachers' content selection during lesson planning using the Shoah Foundation Visual History Archive of Holocaust survivor testimonies.
Lawley, Kathryn Ann Newton.

Information seeking in context: Teachers' content selection during lesson planning using the Shoah Foundation Visual History Archive of Holocaust survivor testimonies. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 400 p.

Source: Dissertation Abstracts International, Volume: 73-06, Section: A, page: 1966.

Thesis (Ph.D.)--University of Maryland, College Park, 2011.

This item is not available from ProQuest Dissertations & Theses.

This study explored the information seeking task of content selection. An integrative conceptual framework used existing models to examine the context and process of information seeking, evaluation, and selection. The conceptual framework incorporated three main elements of the information seeking process: · The information need context, · The information search process, · Relevance criteria.

ISBN: 9781267187925Subjects--Topical Terms:

554358
Information science.

Information seeking in context: Teachers' content selection during lesson planning using the Shoah Foundation Visual History Archive of Holocaust survivor testimonies.
LDR:03779nmm a2200361 4500 001 2123712
005 20171002081656.5
008 180830s2011 ||||||||||||||||| ||eng d
020 $a 9781267187925
035 $a (MiAaPQ)AAI3495342
035 $a AAI3495342
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lawley, Kathryn Ann Newton. $3 3285647
245 1 0 $a Information seeking in context: Teachers' content selection during lesson planning using the Shoah Foundation Visual History Archive of Holocaust survivor testimonies.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2011
300 $a 400 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-06, Section: A, page: 1966.
500 $a Adviser: Dagobert Soergel.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2011.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a This study explored the information seeking task of content selection. An integrative conceptual framework used existing models to examine the context and process of information seeking, evaluation, and selection. The conceptual framework incorporated three main elements of the information seeking process: · The information need context, · The information search process, · Relevance criteria.
520 $a Among teachers' many duties are the creation, implementation, and revision of lesson plans. A subtask of lesson planning is content selection, which occurs when teachers seek outside content, such as readings or audio recordings, to incorporate into lesson plans. Content selection is seen here as a work-task-embedded information seeking process.
520 $a A qualitative study was implemented within the setting of a week-long professional development workshop, during which eight teachers used a custom software product that combined a lesson-planning module with an information retrieval (IR) system. The IR system provided access to a subset of the Shoah Foundation's Visual History Archive. Data types included interviews, fly-on-the-wall transcripts, transaction logs, relevance judgments, and lesson plans. Analysis combined inductive and deductive techniques, including start codes, constant comparison, emergent themes, and matrix analysis.
520 $a Findings depict associations among each component of the framework. (1) The information need context consists of five layers (Environment, Role, Person, Task, Information Source), each of which influences information search and relevance. (2) The ISP includes two cognitive-behavioral facets: Conceptualizing and Actualizing. (3) Relevance criteria are the situationally-driven embodiment of contextual elements that apply to information seeking.
520 $a These findings have theoretical and practical implications for information studies and education. For information studies, this study contributes to understanding of the ISP as contextual, cognitive, and interactive. Information need, while unobservable in its native form, can be depicted in enough detail to supply meaningful requirements for the design of information systems and processes. Content selection is a form of exploratory search, and this study's implications suggest that the "traditional" reference interview should be used as an interaction model during exploratory search. For education, this study extends the discourse about consequences of standards-based education for teacher practice and contributes to models of teacher planning as an iterative, cognitive process.
590 $a School code: 0117.
650 4 $a Information science. $3 554358
650 4 $a Library science. $3 539284
650 4 $a Social sciences education. $3 2144735
690 $a 0723
690 $a 0399
690 $a 0534
710 2 $a University of Maryland, College Park. $b Library & Information Services. $3 1020339
773 0 $t Dissertation Abstracts International $g 73-06A.
790 $a 0117
791 $a Ph.D.
792 $a 2011
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3495342