國立虎尾科技大學 |

The Nature and Impact of Task Definition : = Information Problem Categorization During Task Definition Within the Information Problem-Solving Process.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Nature and Impact of Task Definition :/
Reminder of title:	Information Problem Categorization During Task Definition Within the Information Problem-Solving Process.
Author:	Marino, John L., Jr.
Description:	1 online resource (318 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Information science. -
Online resource:	click for full text (PQDT)
ISBN:	9780355123739

The Nature and Impact of Task Definition : = Information Problem Categorization During Task Definition Within the Information Problem-Solving Process.
Marino, John L., Jr.

The Nature and Impact of Task Definition :Information Problem Categorization During Task Definition Within the Information Problem-Solving Process. - 1 online resource (318 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Information literacy describes expertise in information problem-solving. This expertise includes facility in several endeavors addressed by the information behavior literature, including information needs, seeking, and use. Definitions and descriptions of information literacy suggest that this expertise is broadly applicable to a variety of information problems in a variety of content domains. In the library and information science literature, there is scant coverage of the information problem-solving experts, how they think, or whether this expert thinking is transferable to new situations and new contexts. The literature of cognate fields suggests that experts in a variety of domains are more effective in solving problems within their domain than novices because they are more successful in the initial stage of the process, where problem situations are categorized according to those successfully resolved in past experiences. This research project addresses this gap in the library and information science literature by examining the nature and impact of the initial stage of the information problem-solving process, termed Task Definition by the Big6 approach. More than two hundred participants completed a series of online triad judgment tasks designed to identify differences in categorical determinations made by experts and novices in the domain of librarianship, the nature and impact of these differences, and whether these differences extend across domains. In a follow-up investigation, thirty participants met with the researcher and were given similar sorting tasks; verbal reporting of their personal constructs was recorded via Kelly's (1955) repertory grid (RepGrid) technique. The findings indicate that training and experience in librarianship produce predictable expert behavior in information problem-solving, that this expertise is appropriately described by the expertise literature of cognate fields, and that the expert thinking of librarians has value in multiple contexts. This research contributes to a conceptual understanding of information literacy by highlighting the crucial stage of Task Definition in the information problem-solving process, expands the current repertoire of methods currently used to investigate human information behavior, and informs the pedagogy of information literacy as practiced in schools, libraries, and work environments.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355123739Subjects--Topical Terms:

561178
Information science.
Index Terms--Genre/Form:

554714
Electronic books.

The Nature and Impact of Task Definition : = Information Problem Categorization During Task Definition Within the Information Problem-Solving Process.
LDR:03782ntm a2200361Ki 4500 001 908851
005 20180416072031.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355123739
035 $a (MiAaPQ)AAI10289811
035 $a (MiAaPQ)washington:17437
035 $a AAI10289811
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Marino, John L., Jr. $3 1179204
245 1 4 $a The Nature and Impact of Task Definition : $b Information Problem Categorization During Task Definition Within the Information Problem-Solving Process.
264 0 $c 2017
300 $a 1 online resource (318 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Michael Eisenberg.
502 $a Thesis (Ph.D.) $c University of Washington $d 2017.
504 $a Includes bibliographical references
520 $a Information literacy describes expertise in information problem-solving. This expertise includes facility in several endeavors addressed by the information behavior literature, including information needs, seeking, and use. Definitions and descriptions of information literacy suggest that this expertise is broadly applicable to a variety of information problems in a variety of content domains. In the library and information science literature, there is scant coverage of the information problem-solving experts, how they think, or whether this expert thinking is transferable to new situations and new contexts. The literature of cognate fields suggests that experts in a variety of domains are more effective in solving problems within their domain than novices because they are more successful in the initial stage of the process, where problem situations are categorized according to those successfully resolved in past experiences. This research project addresses this gap in the library and information science literature by examining the nature and impact of the initial stage of the information problem-solving process, termed Task Definition by the Big6 approach. More than two hundred participants completed a series of online triad judgment tasks designed to identify differences in categorical determinations made by experts and novices in the domain of librarianship, the nature and impact of these differences, and whether these differences extend across domains. In a follow-up investigation, thirty participants met with the researcher and were given similar sorting tasks; verbal reporting of their personal constructs was recorded via Kelly's (1955) repertory grid (RepGrid) technique. The findings indicate that training and experience in librarianship produce predictable expert behavior in information problem-solving, that this expertise is appropriately described by the expertise literature of cognate fields, and that the expert thinking of librarians has value in multiple contexts. This research contributes to a conceptual understanding of information literacy by highlighting the crucial stage of Task Definition in the information problem-solving process, expands the current repertoire of methods currently used to investigate human information behavior, and informs the pedagogy of information literacy as practiced in schools, libraries, and work environments.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Information science. $3 561178
650 4 $a Library science. $3 561163
650 4 $a Educational psychology. $3 555103
655 7 $a Electronic books. $2 local $3 554714
690 $a 0723
690 $a 0399
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Washington. $b Information School. $3 1179205
773 0 $t Dissertation Abstracts International $g 79-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10289811 $z click for full text (PQDT)