Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Last time I wrote, I was sitting at my desk in the south island of New Zealand in springtime, where I was already in tomorrow, far from the home of ALISE in Chicago. This time I am writing from British Columbia where it is deep winter. I have gone from springtime tomorrow backwards to winter in yesterday. Time travel is possible! And swapping houses in an online world where I can work from anywhere does indeed bring true the adage become an academic and see the world. En route to the snow in mid-BC, I met many of our readers at ALISE '14 in a very cold Philadelphia. I also joined the friendly people at the iSchool at the University of British Columbia for a show and tell about my information behaviour research in New Zealand.With this edition, I welcome two new members to my editorial board: Lili Luo from San Jose State University in California and Heather O'Brien from the iSchool at the University of British Columbia in Canada. I met with members of my editorial board at ALISE and we are progressing a number of initiatives including an edition to mark the centenary of ALISE in 2015, and moving JELIS online. 2015 will be a year of looking forward while we look back at how our profession has changed over the last 100 years.But that is next year. Work with JELIS in 2014 continues apace notwithstanding my peripatetic life. During 2013 I had over 45 submissions to the journal. About a third of these were out of scope but the remainder were taken into the review process and are finding their way into the pages of the journal during 2014. This month we have 6 papers; many dealing with pedagogical innovation. Outreach is also a theme in this edition. The new technologies present us with many new options for linking our students with the client groups they serve and strengthening their understanding of values, collaboration and communities of practice. The notion of library as place is being challenged by the ubiquitous nature of information technology and life in the world of the download. But then again, the physical space is much needed as a hub for information sharing and community outreach. This is a dilemma that is being played out across the world as information spaces such as libraries, and the information profession more broadly, evolves and changes.The first time that many of our students encounter their client group is through an internship, or a practicum as it is known in many places. Nora Bird and Michael Crumpton ask us to consider who is the learner in the internship experience-the student, the practitioner supervisor or the LIS educator. A model is proposed that examines what happens for all three participants in the learning journey that is internship.Judi Moreillen and Ruth Nicole Hall invite us to consider ways to communicate and strengthen values by developing digital stories that seek to advocate for our clients. In an era when the value of libraries is under challenge because of the advent of digital technology, it is refreshing to read how these same technologies can be used by information professionals as tools for advocacy. Using a similar theme of engagement within the brave new world of technology, Lisa Nathan and her colleagues eloquently discuss social media policy in the iSchool classroom. They argue that iSchools are uniquely positioned to create proactive, adaptive policies guiding the pedagogical use of social media and they offer initial recommendations toward the crafting of such policies. The use of social media presents many challenges for information professionals in terms of tensions between creativity and security, personal and professional identity, and privacy and openness. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,070 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle