Zoals zoveel beroepen is ook dat van informatiespecialisten onderhevig aan veel veranderingen. Onder invloed van alomtegenwoordige internettoegang en het gebruik van zoekmachines en sociale media op het web, neemt de informatiebalie bij hogeschool- en universiteitsbibliotheken al lang niet meer de centrale plek in die deze tien jaar geleden had. Jos van Helvoort rapporteert over de eisen die het 'reference work', naar de mening van vakreferenten en informatiespecialisten zelf, vandaag de dag en in de nabij toekomst aan hen stelt.
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The research described in this paper provides insights into tools and methods which are used by professional information workers to keep and to manage their personal information. A literature study was carried out on 23 scholar papers and articles, retrieved from the ACM Digital Library and Library and Information Science Abstracts (LISA). The research questions were: - How do information workers keep and manage their information sources? - What aims do they have when building personal information collections? - What problems do they experience with the use and management of their personal collections? The main conclusion from the literature is that professional information workers use different tools and approaches for personal information management, depending on their personal style, the types of information in their collections and the devices which they use for retrieval. The main problem that they experience is that of information fragmentation over different collections and different devices. These findings can provide input for improvement of information literacy curricula in Higher Education. It has been remarked that scholar research and literature on Personal Information Management do not pay a lot of attention to the keeping and management of (bibliographic) data from external documentation. How people process the information from those sources and how this stimulates their personal learning, is completely overlooked. [The original publication is available at www.elpub.net]
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Between 1 March 2021 and 30 April 2023, a consortium (consisting of in the Netherlands: the National Library of the Netherlands (Koninklijke Bibliotheek -KB), The Hague University of Applied Sciences, the Netherlands Institute for Sound and Vision in Hilversum; in Belgium: Media & Learning Association in Leuven and Public Libraries 2030 in Brussels; and in Spain: Fundación Platoniq in Barcelona) carried out an Erasmus+-funded research project on news media literacy among young people. It involved Dutch, Belgian and Spanish young people aged 12-15. The acronym SMILES, which stands for 'innovative methodS for Media & Information Literacy Education involving schools and librarieS', was chosen for the project title. The main goals of the SMILES project are: • Forming pairs between librarians and secondary school teachers in the three European countries, who were empowered through train-the-trainer workshops to teach secondary school students about news media literacy in relation to disinformation; • Helping students use digital technologies more safely and responsibly with a focus on recognising reliable and authentic information versus becoming more resilient to disinformation; • Developing five building blocks serving as teaching materials for Dutch, Belgian and Spanish pupils aged 12-15 with the aim of making them recognise disinformation and making them more resilient against it; • A scientific evaluation of the effectiveness of the implemented lessons through impact measurement using 'pre-knowledge tests' and 'post-knowledge tests'; • A strengthening of existing collaborations and creation of new collaborations between schools and libraries in the three partner countries. The SMILES project was implemented through three work packages. In the first work package, five so-called 'Baseline studies', or literature reviews, were conducted. The focus was on what the different educational approaches in Spain, Belgium and the Netherlands are with regard to disinformation and how these approaches can be linked. Based on these studies, the five building blocks were developed in the second work package. In addition, the teaching pairs were offered the training programme developed by SMILES through a 'train-the-trainer methodology' to safely and responsibly deploy the use of digital media tools during lessons with students. Also, based on the disinformation literature, the knowledge tests were designed to conduct an impact measurement of the train-the-trainer workshops and lessons among the trainers (teaching pairs) and students, respectively. These knowledge tests contained statements on disinformation that were answered correctly or incorrectly by respondents. The number of correctly answered statements prior to the lessons was compared with the number of correctly answered statements after the lessons. In this way, an attempt was made to prove a positive learning effect of the deployed lessons. In the third work package, the results from the pre-knowledge tests and the post-knowledge tests were analysed. In addition to these quantitative analyses, qualitative results were also used to analyse and look at the extent to which the training provided to trainers (teaching pairs) and the lessons with the five building blocks for students proved effective in teaching, recognising and becoming more resilient to disinformation, respectively. In doing so, we also reflect on whether the methodology tested has been effective in the three countries: what are the best practices and where do we see areas for improvement?
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Pitch size varies in official soccer matches and differently sized pitches are adopted for tactical purposes in small-sided training games. Since interactive team behaviour emerges under constraints, the authors evaluate the effect of pitch size (task) manipulations on interactive team behaviour in small-sided soccer games. Four 4-a-side (plus goalkeepers) small-sided games were played: a reference game (30×20 m), length manipulation (24×20 m), width manipulation (30×16 m), and a combination (24×16 m). Using position data (100Hz), three measures quantifying the teams' interaction were calculated: longitudinal inter-team distance, lateral inter-team distance, and surface area difference. Means and standard deviations, correlations and coupling values were calculated. Running correlations were calculated over a 3-s window to evaluate interaction patterns. As expected, a shorter pitch results in smaller longitudinal inter-team distance, lateral inter-team distance decreased for narrow pitches, and smaller total playing area resulted in decreased surface area. Unanticipated, a crossover effect was present; length and width manipulations also triggered changes in lateral and longitudinal direction respectively. Inter-team distances and surface area difference differed significantly across conditions. Interaction patterns differed across conditions for all measures. So, highly tactically relevant, soccer teams seem to adapt their interactive behaviour according to pitch size in small-sided games. © 2013 Institute of Systems Science, Academy of Mathematics and Systems Science, CAS and Springer-Verlag Berlin Heidelberg.
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Learning objects are bits of learning content. They may be reused 'as is' (simple reuse) or first be adapted to a learner's particular needs (flexible reuse). Reuse matters because it lowers the development costs of learning objects, flexible reuse matters because it allows one to address learners' needs in an affordable way. Flexible reuse is particularly important in the knowledge economy, where learners not only have very spefic demands but often also need to pay for their own further education. The technical problems to simple and flexible are rapidly being resolved in various learning technology standardisation bodies. This may suggest that a learning object economy, in which learning objects are freely exchanged, updated and adapted, is about to emerge. Such a belief, however, ignores the significant psychological, social and organizational barriers to reuse that still abound. An inventory of these problems is made and possible ways to overcome them are discussed.
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In de huidige samenleving is het van belang om effectief en efficiënt digitale informatie te verzamelen, evalueren, verwerken, synthetiseren en delen.
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This multi-volume reference work provides a state-of-the-art survey of the burgeoning field of museum studies. Showcasing the best of theory, practice, history, controversies, and the ways technology impacts the way we view, think about, and institultionalize objects, The International Handbooks of Museum Studies will be the definitive reference for anyone - student, scholar, librarian - working in museum studies and the allied fields of art history, anthropology, and American studies.
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Aging diversity in organizations creates potential challenges, particularly for knowledge management, skills update and skills obsolescence. Intergenerational learning (IGL) involves knowledge building, innovation and knowledge transfer between generations within an organization (Ropes 2011). Serious games refer to the use of computer games in raising awareness about educational topics, acquiring new knowledge and skills by enabling learners to engage and participate in situations that would otherwise be impossible to experience (Corti 2006). Although learning with the use of serious games is similar to traditional learning in several cognitive respects, there are noted differences in the learning style and structure of learning using serious games. The success of learning using serious games lies in the actual involvement of a participant playing the game, which in turn, creates increased cognitive links with real-life situations allowing the individual to make relevant associations, to use mnemonic strategies with the facilitation of multi-dimensional educational aids (e.g., visual, auditory). Some of the beneficial aspects of learning with the use of serious games include the elevation of several cognitive skills, which are directly or indirectly implicated in the learning process. Among them are attention and visuo-spatial abilities, memory and motor skills. However, several barriers have been noted that fall into two general categories: a) health issues (e.g., cognitive strain, headaches) and b) psychological issues (e.g., social isolation, emotional disturbances). Since the training conditions are learner-centered and highly determined by the individual, there is increased need for evaluating the learning outcomes using specific success indicators. Examples of games that are designed to facilitate IGL are scarce, while there are no examples of IGL games in most EU countries. The purpose of this paper is to critically evaluate the current literature of theories on learning through serious games in adults and the elderly with reference to the cognitive mechanisms implicated, benefits and barriers in learning using new technologies in different generations. Secondly, this paper reviews the existence of serious games designed to facilitate IGL in Europe, as well as the characteristics of serious games in raising awareness that could be used to facilitate IGL. In doing so, specific focus is placed on the development of success indicators that determine the effectiveness of serious games on raising awareness on IGL.
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This study investigates what pupils aged 10-12 can learn from working with robots, assuming that understanding robotics is a sign of technological literacy. We conducted cognitive and conceptual analysis to develop a frame of reference for determining pupils' understanding of robotics. Four perspectives were distinguished with increasing sophistication; psychological, technological, function, and controlled system. Using Lego Mindstorms NXT robots, as an example of a Direct Manipulation Environment, we developed and conducted a lesson plan to investigate pupils' reasoning patterns. There is ample evidence that pupils have little difficulty in understanding that robots are man-made technological and functional artifacts. Pupils' understanding of the controlled system concept, more specifically the complex sense-reason-act loop that is characteristic of robotics, can be fostered by means of problem solving tasks. The results are discussed with respect to pupils' developing technological literacy and the possibilities for teaching and learning in primary education.
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Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge. An explorative qualitative study was conducted to gain insight into parents' perspectives on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews. A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.
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