"...I've arranged a workshop in Leeds called "Making Games for Libraries" which has more than 30 people expected to attend. I'm hoping that by the end of that day we'll have a bunch of potential library related games prototyped. Importantly for me, I'd like as many people as possible to see these prototypes, to spark more ideas in people not attending - hopefully we can get some games out there available for everyone to share and use in their own libraries. So I'll be asking everyone on the day if they are happy sharing their ideas and prototypes - then putting them all on this blog. I'll do the same for any further workshops I run as well. I may write the occasional post about other library games I've seen, or related topics, but I'm hoping the bulk of posts will be sharing prototypes and ideas from others!"
I’ve been looking at information literacy resources over the last few weeks, and have emailed a number of stakeholders drawn from my research and identified nominations and recommendations from networks. I hope this has helped me to build a ‘long list’ that may be useful. Those responsible for these long list resources have been sent a form (see previous post) in order to gather evaluation criteria for this research, and to help narrow down the long list into a short one.
Here’s the long list, with links to information about the resources in question. If you spot any major omissions or wish to query any inclusions, please drop me an email: firstname.lastname@example.org. I am keen to make this as comprehensive, relevant and useful as possible and I am happy to add to the list, which is not set in stone.
In alphabetical order by name of institution:
Click headline to read more and access hot links--
Citation indictors are increasingly used in some subject areas to support peer review in the evaluation of researchers and departments. Nevertheless, traditional journal-based citation indexes may be inadequate for the citation impact assessment of book-based disciplines. This article examines whether online citations from Google Books and Google Scholar can provide alternative sources of citation evidence. To investigate this, we compared the citation counts to 1,000 books submitted to the 2008 U.K. Research Assessment Exercise (RAE) from Google Books and Google Scholar with Scopus citations across seven book-based disciplines (archaeology; law; politics and international studies; philosophy; sociology; history; and communication, cultural, and media studies). Google Books and Google Scholar citations to books were 1.4 and 3.2 times more common than were Scopus citations, and their medians were more than twice and three times as high as were Scopus median citations, respectively. This large number of citations is evidence that in book-oriented disciplines in the social sciences, arts, and humanities, online book citations may be sufficiently numerous to support peer review for research evaluation, at least in the United Kingdom.
Research assessment carries important implications both at the individual and institutional levels. This paper examines the research outputs of scholars in business schools and shows how their performance assessment is significantly affected when using data extracted either from the Thomson ISI Web of Science (WoS) or from Google Scholar (GS). The statistical analyses of this paper are based on a large survey data of scholars of Canadian business schools, used jointly with data extracted from the WoS and GS databases. Firstly, the findings of this study reveal that the average performance of B scholars regarding the number of contributions, citations, and the h-index is much higher when performances are assessed using GS rather than WoS. Moreover, the results also show that the scholars who exhibit the highest performances when assessed in reference to articles published in ISI-listed journals also exhibit the highest performances in Google Scholar. Secondly, the absence of association between the strength of ties forged with companies, as well as between the customization of the knowledge transferred to companies and research performances of B scholars such as measured by indicators extracted from WoS and GS, provides some evidence suggesting that mode 1 and 2 knowledge productions might be compatible. Thirdly, the results also indicate that senior B scholars did not differ in a statistically significant manner from their junior colleagues with regard to the proportion of contributions compiled in WoS and GS. However, the results show that assistant professors have a higher proportion of citations in WoS than associate and full professors have. Fourthly, the results of this study suggest that B scholars in accounting tend to publish a smaller proportion of their work in GS than their colleagues in information management, finance and economics. Fifthly, the results of this study show that there is no significant difference between the contributions record of scholars located in English language and French language B schools when their performances are assessed with Google Scholar. However, scholars in English language B schools exhibit higher citation performances and higher h-indices both in WoS and GS. Overall, B scholars might not be confronted by having to choose between two incompatible knowledge production modes, but with the requirement of the evidence-based management approach. As a consequence, the various assessment exercises undertaken by university administrators, government agencies and associations of business schools should complement the data provided in WoS with those provided in GS.
December 2012, Volume 93, Issue 3, pp 553-581
Counting citations in the field of business and management: why use Google Scholar rather than the Web of Science Nabil Amara, Réjean Landry
S.O.S. for Information Literacy is a dynamic web-based multimedia resource that includes peer-reviewed lesson plans, handouts, presentations, videos and other resources to enhance the teaching of information literacy (K-16).
Building upon research into literacy development in early childhood education, the past decade has evidenced an increase in the applications of Information and Communications Technologies (ICTs) to support children's learning and development at home, at school and in the community. This article aims to look at young learners' information literacy (IL) through applications of ICTs, with an emphasis on the preschool period.
It’s no great secret that many of us here at ProfHacker are heavy users of All Things Google. One of the services I particularly like is Google Scholar; I find it a good starting point for literature searches, and appreciate the ability to set up alerts. Plus, Zotero works very well with it.
The official source for information about Google Scholar...
"often the spark for discovery comes from making a new connection or looking in a direction that you hadn’t yet considered and that -- before your aha! moment -- you wouldn’t have known to look for. Today we hope to start fostering these new connections with Scholar Updates.
We analyze your articles (as identified in your Scholar profile), scan the entire web looking for new articles relevant to your research, and then show you the most relevant articles when you visit Scholar. We determine relevance using a statistical model that incorporates what your work is about, the citation graph between articles, the fact that interests can change over time, and the authors you work with and cite."
Recientemente se ha actualizado e implementado Scholar Metrics, producto académico de Google que entre otros objetivos calcula el índice H de las revistas científicas (ver working paper “Google Scholar Metrics revisado” ...
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