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Joanne S

Diaspora - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Diaspora

diaspora wikipedia Definition

shared by Joanne S on 22 Nov 12 - Cached
  • A diaspora (from Greek διασπορά, "scattering, dispersion")[1] is "the movement, migration, or scattering of people away from an established or ancestral homeland"[2] or "people dispersed by whatever cause to more than one location",[3] or "people settled far from their ancestral homelands".[2]
  • 1991, William Safran set out six rules to distinguish diasporas from migrant communities. These included criteria that the group maintains a myth or collective memory of their homeland; they regard their ancestral homeland as their true home, to which they will eventually return; being committed to the restoration or maintenance of that homeland; and they relate "personally or vicariously" to the homeland to a point where it shapes their identity.
Joanne S

ScienceDirect.com - The Journal of Academic Librarianship - Social Bookmarking in Acade... - 0 views

www.sciencedirect.com.dbgw.lis.curtin.edu.au/...S0099133310000613

IMT122 social bookmarking diigo Topic 12

shared by Joanne S on 22 Nov 12 - No Cached
  • Social bookmarking can allow academic libraries to network and share appropriate scholarly web sites and work to develop cost-effective electronic resources for reference and curriculum support
  • Using social bookmarking within academic libraries has great potential to not only share helpful web sites but can enhance reference both inside and outside the library.
  • By utilizing social bookmarking, academic librarians can identify a variety of relevant information in numerous formats that will support students' individual learning styles. Social tagging provides an advantage over spiders and search engines that do not have the human capability to conceptually ascertain a web page's subject.
  • ...23 more annotations...
  • earning to use these social bookmarking sites requires some technical know-how and an acquired familiarity with sites' features. In addition, librarians must find time to hone and implement these tools.
  • Within an academic context, social tagging and the folksonomies that can be created by librarians through tagging must provide a measure of semblance of structure and consistency to support curricula
  • Academic librarians are able to qualitatively identify and tag pages according to subject or related topic, even if the subject term(s) are nowhere to be found on the page.
  • A number of academic institutions have bravely ventured into this new social realm of information classification and have developed progressive ways to utilize social tagging sites to reach out to their users and provide these communities with personalized and institution-specific library services. Librarians are using these sites' features to organize and disseminate information to their users as well as to continually discover useful web sites and to network with colleagues.
  • Social bookmarking can also be used to facilitate interaction and professional development among academic librarians and faculty.
  • workshops and instructional sessions. During such instruction, librarians have an opportunity to educate students on the use of social bookmarking and direct them to tagged pages by subject.
  • Diigo8 touts itself as “a powerful research tool and a knowledge-sharing community,” and allows users to bookmark pages but provides a particular feature of note, the capability to “add sticky notes” to tagged pages. The web site facilitates collaboration on projects by allowing users to create groups and communities. Diigo's home page specifically states the site can be used to “discover quality resources on any subject or get personalized recommendations.” Other useful features include tag clouds and links to subject-specific news web sites, user-defined subject lists, and communities of users.
  • “basic assumptions” about finding information today have changed. While librarians are accustomed to consulting traditional library resources such as the catalog, a database or even a book, younger generations including Generation Xers and Mellennials assume any information they need is available somewhere on the web.
  • academic librarians can use social tagging to point users to useful pages while demonstrating the value of information literacy.
  • Social tagging allows academic librarians to develop appropriate folksonomies
  • Academic librarians can use social tagging conceptually to emphasize information literacy and to become more approachable and accessible to users by incorporating other Web 2.0 concepts
  • Social tagging allows users to sign up for an account on any one or several sites and begin collecting and bookmarking online resources by URL and identifying those links with personal “tags” or according to collective tags used by other users who have found the same resources,
  • find e-resources other libraries have discovered as well as librarians' blogs. Tapping into resources already discovered by fellow academic librarians saves time by avoiding duplication.
  • Librarians can also use sites that allow them to make reference notes and give additional tips and guidance for students using particular links for their course-related research.
  • Several new social software tools developed with the advent of Web 2.0 have the potential to enhance library services often at little to no expense.
  • One particular group of students that can benefit from the use of social tagging includes those taking online courses. These students, who often lack any kind of classroom interaction, can benefit from the social aspect of using online tagging sites
  • undergraduate students need to learn how to effectively take advantage of web resources and librarians are in the ideal position to lead the way.
  • Social bookmarking, also called social tagging, might have the most potential as a Web 2.0 tool that can be utilized in academic libraries to benefit their users and enhance their services.
  • “collaborative and interactive rather than static”
  • differences between credible sites and non-authoritative resources
  • Academic libraries might not seem so archaic or overwhelming to younger generations of students if online resources become more interactive and collaborative over time.
  • Academic librarians can create accounts within social bookmarking sites and harvest web resources according to various subjects and related concepts.
  • A number of academic libraries, however, are beginning to embrace these new collaborative tools that younger generations of Web users are already implementing on their own.
Joanne S

Rettig, J. (2006). Reference service: from certainty to uncertainty. In Advances in Lib... - 0 views

edocs.library.curtin.edu.au/eres_display.cgi

Topic 3: Library Skills Functions and Services Supplementary Reading referencing Curtin Login Required

shared by Joanne S on 15 Mar 14 - No Cached
  • Joanne S on 15 Mar 14
     
    Rettig, J. (2006). Reference service: from certainty to uncertainty. In Advances in Librarianship (pp. 105-143). London, England: Elsevier. Retrieved from http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60261918.pdf
Joanne S

Informit - Artlink (APA-FT) - 0 views

search.informit.com.au.dbgw.lis.curtin.edu.au/Title;res=APAFT;issn=0727-1239

VSW100 art australian

shared by Joanne S on 26 Nov 12 - No Cached
  • Joanne S on 26 Nov 12
     
    References Current Art Journals and magazines 
Joanne S

Informit - Australian and New Zealand Journal of Art (Literature & Culture Collection) - 0 views

search.informit.com.au.dbgw.lis.curtin.edu.au/itle;issn=1443-4318;res=IELLCC

art australian new zealand journal VSW100

shared by Joanne S on 26 Nov 12 - No Cached
  • Joanne S on 26 Nov 12
     
    References- (Current Art Journals and magazines)
Joanne S

Archives : principles and practice / Laura A. Millar. - Curtin Alma-Primo - 0 views

catalogue.curtin.edu.au/...display.do

LIM215 archives Nice to have

shared by Joanne S on 08 Mar 14 - No Cached
  • Joanne S on 08 Mar 14
     
    "Archives : principles and practice / Laura A. Millar" = Hardcopy only. You do not have to purchase the following textbooks but you may like to refer to them.
Joanne S

Blogs in Plain English - YouTube - 0 views

www.youtube.com/watch

IMT122 IMT122 Reading List Week 09 Topic 08 youtube blogging Essential Reading

shared by Joanne S on 22 Nov 12 - Cached
    • Joanne S
      Joanne S on 22 Nov 12
       
      You've seen the word, you've seen the web sites and you may even have one.  But have you ever wondered:  What's the big deal about blogs? This is Blogs in Plain English. To make sense of blogs, you have to think about the news and who makes it. We'll look at news in the 20th vs. the 21st century to make our point. In the 20th century, the news was produced professionally.  When news happened, reporters wrote the stories and a tiny group of people decided what appeared in a newspaper or broadcast. Professional news was mainstream: general and limited. The 21st century marked the point where news became both professional and personal.   A new kind of web site called a weblog or blog came onto the scene that let anyone be a reporter and publisher - often for free. As blogs became popular, they created millions of news sources and gave everyone an audience for their own version of news. Of course, we're using the word "news" loosely.  But really - isn't everything news to someone?  With a blog...A business owner can share news about his business A mother can share news about her family Or a sport star can share news with fans These people are all "bloggers". How did this happen? Well, blogs made sharing news on the web easy.  Anyone with an idea can start a new blog with the click of a button and share news minutes later. Here's how blogs work. Blogs are websites that are organized by blog posts - these are individual news stories, like articles in the paper. Bloggers simply fill out a form like this one to post a new story. With the click of a button, the blog post appears at the top of the web page, just above yesterday's news.  Over time, the blog becomes a collection of these posts, all archived for easy reference. Also, Each blog post can become a discussion through comments left by readers. Blogs make the news a two way street. But really, the fuss is not about how blogs work - it's about what people like you do with
  • Joanne S on 22 Nov 12
     
    Blogs in Plain English. (2007). Retrieved from http://www.youtube.com/watch?v=NN2I1pWXjXI
Joanne S

Introduction to the library and information professions / Robert J. Grover, Roger C. Gr... - 0 views

catalogue.curtin.edu.au/...display.do

LIS100 Reading references Information Professionals Information science -- Philosophy ; Library services policy society Knowledge theory of Learning and scholarship

shared by Joanne S on 09 Mar 14 - No Cached
  • Description: Introduction : purpose and objectives of this book -- Creation, diffusion, and utilization of knowledge -- The role of professionals as change agents -- The science supporting the information professions -- Information transfer in the information professions -- The cycle of professional service -- The information infrastructure -- The processes and functions of information professionals -- The infrastructure of the information professions -- Trends and issues. "This introduction to the functions of information professionals is approached through models of communication theory. Professionals have the role of diagnosing the information needs of clients using information transfer theory. Current trends and issues are discussed as they focus on the role of a professional and the services offered."--BOOK JACKET.
  • Joanne S on 09 Mar 14
     
    Greer, R.C., Grover, R.J. & Fowler, S.G. (2007). An introduction to the library and information professions. Westport, Conn: Libraries Unlimited.
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