ANNOTATIONS: LSC 508

Diane Lanctot

Ohmann, R. (2002). Computers and technology. Radical Teacher, 63, 2-6.

Questions the ětechnology evolutionî and its influence on the classroom, including the proliferation of plagiarism, the siphoning of educational funds into computer resources without a sound pedagogical rationale, and the overarching market forces which influence the fundamental direction of our schools and colleges.

Schmar-Dobler, E. (2003). Reading on the Internet: the link between literacy and technology. Journal of Adolescent & Adult Literacy, 47 (1), 80-85.

Draws a crucial link between print literacy and technological literacy, suggesting that both involve similar cognitive processes, from navigating a book or website for its essential ideas, evaluating and checking the validity of sources, anticipating and responding to gaps in information sought, and developing strategies for synthesizing material.

Lim, B., Plucker, J., & Bichelmeyer, B. (2003). Learning by web design: How it affects graduate student attitudes. College Teaching, 51 (1), 13-19.

Explores the impact on student attitudes when they are engaged in web design as part of classroom project. Concludes that students are motivated and involved in the process, effectively synthesizing design strategies by using different modes of problem-solving, but stresses the need for educators to communicate expected learning outcomes.

Ingram, A.L., & Hathorn, L.G. (2003). Designing your website for instructional effectiveness and completeness: first steps. Tech Trends, 47 (2), 50-56.

Presents a basic model for instructional website design and outlines specific strategies, including streamlining objectives, avoiding information overload, creating appropriate but selective hyperlinks, and focusing on the kinds of interactions that will be most meaningful and effective in achieving the educational goals.

McQuillen, J.S. (2003). The influence of technology on the initiation of interpersonal relationships. Education, 123 (3), 616-24.

Examines the ramifications of technology on interpersonal exchanges by distinguishing between Computer Mediated Communication (CMC) and FTF (face to face) communication. Concludes that by forcing the sender to construct, control and limit a narrow band of verbal information, CMC ěcensorsî information to the detriment of the receiver.

Jablonka, E. (2002). Information: its interpretation, its inheritance, and its sharing. Philosophy of Science, 69 (4), 578-606.

Defines information via a biological model where a receiver must respond to a source ěin a functional manner.î Concentrates primarily on the receiverís response, accommodating a range of phenomena across the spectrum of living organisms, including DNA transmission, exchange of linguistic symbols and biological functions between and within individuals.

Gerrish, K., Entwistle, B., & Parmakis, G. (2004). Sharing best practice: developing a web-based database. British Journal of Nursing, 13 (1), 44-49.

Explores the collaborative development of a web-based database for a nurseís project which incorporates relevant hyperlinks on the Internet and allows users to retrieve ěconcise structured informationî from the study, focusing on accessible modes of searching.

Rajala, J.B. (2003). Wireless technology in the classroom. T.H.E. Journal, 31 (3), 28.

Discusses the pros and cons of laptop programs in schools where students have wireless Internet access from virtually anywhere, and increased mobility away from computer labs, but require greater tech support, security, and funds for ongoing maintenance of the technology and personnel.

Belliston, W., Jeppson, M.P., & Wirthlin, P.D. (2003). Designing and planning a computer network. Tech Directions, 63 (1), 20-23.

Explores variables when establishing a network, including physical layout, hardware, work stations, software, passwords, backups, Internet connections and firewall protection. Offers cost-benefit analysis as a strategy to accommodate the needs of users and to keep network functions compatible and convertible, anticipating future modification.

Colaric, S.M. (2003). Instruction for web searching: an empirical study. College & Research Libraries, 64 (2), 111-122.

Explores the pedagogy of information retrieval via the web and advocates for pairing instructional designers with a foundation in learning theory with informational specialists to improve methodology. Suggests that more study is necessary to facilitate instruction in using search engines, including Boolean operators, keywords and queries.

Shuler, J.A. (2002). Of web portals, e-gov, and the publicís prints. Journal of Academic Librarianship, 28 (6), 410-414.

Examines key issues facing policy makers post-9/11, including managing access to information via web portals, integrating technology into ěelectronic governmentî and determining strategies for storage, preservation and retrieval of records. Stresses that academic librarians can help craft effective information policies.

Prosser, D. (2003). Institutional repositories and open access: the future of scholarly communication. Information Services & Use, 23 (2/3), 167-171.

Describes the need for a new scholarly communication model to accommodate current technology with a movement toward ensuring worldwide access to research and information. Examines how technological advances will affect policies related to the Internet, institutional repositories and open access.

Kaser, D. (2003). The future of journals. Information Today, 20 (3), 1-5.

Explores trends in scholarly communication models and issues of open access, digital publishing, archival links between institutions and libraries, the ěuniversity-centricî perspectives and ongoing challenges whereby the symbiosis between libraries and scholarly journals is imperiled by limited resources.

Moed, H.F., Luwel, M., & Nederhof, A.J. (2002). Towards research performance in the humanities. Library Trends, 50 (3), 498-521.

Explores ways in which a scholarís contributions are quantitatively validated by publications in academic journals. Cautions that this statistical bibliometric approach should be supplemented by more qualitative criteria. Outlines strategies to develop ěperformance indicatorsî including publication in journals, their rankings, and international scope.

Wornell, I. (2000). Informetrics: a new area of quantitative studies. Education for Infomation, 18 (2/3), 131-139.

Outlines informetrics, an important new field of information science that focuses on quantitative analysis of databases, information storage and retrieval, and flow of information, with implications for future policy makers and information professionals to expand the traditional parameters of bibliometrics.

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