Practical Indexing
Library Information Studies (course)-Describing Information Resources(Unit)-Practical Indexing (using the ATED)& short Report
Project description
This paper is an assignment in masters level(library studies)about Practical Indexing (using the ATED)& short Report.you should have great knowledge/experience about library subject indexing,vocabularies/thesauri and also very good academic writing/referencing skills to do the task.<br />
I will send some other helpful documents later.<br />
Here is details of the task:<br />
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Practical Indexing (using the ATED)& short Report<br />
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Length: No more than 2000 words<br />
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Task<br />
Practical indexing (5 parts from 5 article abstracts)<br />
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It is crucial that you prepare yourself for this assignment by practising subject indexing using the Australian Thesaurus of Education Descriptors (ATED).<br />
(http://cunningham.acer.edu.au/multites2007/index.html (main ATED website)<br />
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We have discussed the role of vocabularies in informaModule 4.3: Controlled vocabularies and Module 4.5: Thesauri. The concept of aboutness has been identified one of the main concepts in subject indexing (See Hider, 2012; Hutchins, 1978; Weinberg, 2009). As indicated in Section A of Aitchison, Bawden and Gilchrist (2010), the primary use of thesaurus for information retrieval can be archived in different ways.<br />
ATED is used for both in indexing and searching since it is used to index several online databases, such as the Australian Education Index and Education Research Theses. The Australian Education Index is included in A+ Education database.<br />
Here is an excerpt of database record from A+ Education (as an example):<br />
Title: The pedagogical foundations of massive open online courses.<br />
Personal Author: Glance, David George; Forsey, Martin; Riley, Myles<br />
Source: First Monday; v.18 n.5; May 2013<br />
Journal Title: First Monday<br />
Volume: 18<br />
Issue: 5<br />
Publication Year: 2013<br />
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Subject (Major): Academic achievement; Effectiveness; Higher education; Mastery learning; Online discussion groups; Online learning; Open learning; Peer evaluation; Self evaluation (Individuals); Tests; University students; Videoconferencing<br />
Identifier: Coursera ; Face to face tuition ; Massive open online course (MOOC) ; Udacity ; Video technology ; edX<br />
Abstract: In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, the authors examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes. [Author abstract]<br />
Details of the format of the questions follow.<br />
You will be given the abstracts of five articles to index using the online version of ATED and asked to provide a list of descriptors (i.e., Subject (Major)) and identifiers (which represent concepts not covered by the thesaurus, such as most instances in the above example) for each of the articles, based on their abstracts.<br />
There is NO need to repeat the bibliographic information of the articles in your submitted assignment. Please structure your answers by using the following headings:<br />
Assessment Item 2 Practical Indexing Articles<br />
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Article 1: Looking for Peace and Quiet<br />
Article 2: Open Learning at a Distance: Lessons for Struggling MOOCs<br />
Article 3: Factors Affecting Students’ Information Literacy as They Transition from High School to College<br />
Article 4: The Reasons And Motivation For Pre-Service Teachers Choosing To Specialise In Primary Physical Education Teacher Education<br />
Article 5: Toward a network hospitality<br />
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Article 1<br />
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Title: Looking for Peace and Quiet<br />
Personal Author: Palin, Ray<br />
Source: Knowledge Quest, Mar/Apr2014, Vol. 42 Issue 4, p16-21<br />
Journal Title: Knowledge Quest<br />
Volume: 42<br />
Issue: 4<br />
Publication Year: 2014<br />
Abstract: The article examines the advantages and drawbacks associated with the learning commons model of library design. It indicates that library designers can achieve openness while also including smaller, quieter spaces suitable for individual work. It also asserts that finding a middle ground between social and individual work environments within any library required making small but numerous changes, including reducing noise and other potential distractions.<br />
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Article 2<br />
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Title: Open Learning at a Distance: Lessons for Struggling MOOCs<br />
Personal Author: Patrick McAndrew, Eileen Scanlon<br />
Source: Science, Vol. 342 no. 6165 pp. 1450-1451 <br />
Journal Title: Science<br />
Volume: 342<br />
Issue: 6165<br />
Publication Year: 2013<br />
Abstract: Free education is changing how people think about learning online. The rise of Massive Open Online Courses (MOOCs) (1) shows that large numbers of learners can be reached. It also raises questions as to how effectively they support learning (2). There is a timeliness in the introduction of MOOCs, reflecting the right combination of online systems, interest from good teachers in reaching more learners, and banks of digital resources, predicted as a “perfect storm of innovation” (3). However, learning at scale, at a distance, is not a new phenomenon. Seeing MOOCs narrowly as a technology that expands access to in-classroom teaching can miss opportunities. Drawing on decades of lessons learned, we set out aims to help spur innovation in science education.<br />
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Article 3<br />
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Title: Factors Affecting Students’ Information Literacy as They Transition from High School to College<br />
Personal Author: Varlejs, J., Stec, E., & Kwon, H. <br />
Source: School Library Research. 2014, Vol. 17, p1-23. <br />
Journal Title: School Library Research<br />
Volume: 17<br />
Publication Year: 2014<br />
Abstract: Despite the considerable attention paid to the need to increase the information literacy of high school students in preparation for the transition to college, poor research skills still seem to be the norm. To gain insight into the problem, library instruction environments of nineteen high schools were explored. The schools were selected based on whether their graduates did well or poorly on information-skills assignments integrated in a required first-year college course. The librarians in the nineteen schools were asked to characterize their working relationships with teachers, estimate their students’ information-literacy achievement, and provide data on their staffing and budgets. Findings suggest that school librarians are seldom in a position to adequately collaborate with teachers and that their opportunities to help students achieve information literacy
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