Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Publications
  3. Publishing partners
  4. Facet Publishing
  5. Content Listing

Refine listing

Refine listing

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

5856 results in Facet Publishing

Page 214 of 293

  • E

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 97-142

  • Summary

    E-BOOKS

    Typical questions

  • • Is this book available electronically?

  • • Can I get a list of all the books digitized by Google?

    • Points to consider

  • • Many libraries subscribe to e-book packages. These offer access to textbooks which are not available free via the internet. Therefore students should be directed to search local library catalogues/electronic libraries first. Remind users that searches via Google may not retrieve the correct login page, so it is always safer to go via their own institutional catalogues/web pages.

  • • Many governments, charities and think-tanks now publish pamphlets and reports in e-format only. Many libraries do not create individual records for these items in their catalogues. They can usually be located by searching for the title of the publication or the organization on an internet search engine.

  • • Some free e-book websites are of low quality. Advise students to check publication dates and details carefully before use.

    • Where to look

    This section highlights major free collections suitable for academic use.

    Europeana

    www.europeana.eu

    European Commission-funded portal which is working to build a virtual European library offering free access to Europe's cultural resources. It includes millions of texts (manuscripts, papers, e-books), images (photo - graphs, maps), films (moving images, videos, film clips, TV broadcasts) and sound recordings from Europe's main research libraries, archives and galleries.

    Gallica

    gallica.bnf.fr

    Electronic library of the Bibliothèque Nationale de France. Provides free access to thousands of full-text historic French-language books, journals and newspapers from the library, covering all subject areas.

    Google books

    books.google.com

    Go directly to this site to search for e-books. The help screens and blog provide useful updates on library collections that have been scanned by Google. Use the advanced search form to restrict your search to full-text only.

    HathiTrust Digital Library

    www.hathitrust.org

    Consortium of research libraries (mostly American based) that are creating a digital archive of their major research materials. This includes the full texts of books and pamphlets out of copyright. All subject areas of the arts and humanities, sciences and social sciences are covered. There is particularly strong coverage of American political, social and economic history.

    Online Books Page

    onlinebooks.library.upenn.edu

    Excellent index to free e-books maintained by Penn University. Highlights individual titles and large e-book directories. Over 1 million titles currently listed. Covers all subject areas.

  • 72 - Hands-on workshops

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 190-191

  • Summary

    Workshops are probably the most common form of information skills teaching and this is unsurprising given the essentially practical nature of the subject. Information literacy combines the application of theory to the practical business of locating, analysing and using information. Information skills can be fairly dull to the average, pragmatic learner who wants to get the information for an entirely different reason than to become ‘information literate’. All this means that the sooner that you allow your learners to get some hands-on work the better – workshops provide this opportunity.

    Typically, a workshop will consist of a short introductory talk, a demonstration and learners working on problems either set by the teacher or stemming from their immediate needs. This model is not a bad one, although it can encourage laziness in planning. The hands-on element is probably the area least prepared for. All the time in planning is spent on preparing the introductory slides, working out a good demonstration and then simply leaving the learners to get on with the hands-on section – searching for something that they are interested in or following a series of mechanistic steps outlined in a handout or quiz sheet. However, the hands-on element should be the part where the learners really start to process any learning through active practice of theory.

    The obvious application of hands-on activity is with a computer. For example, if you have a group confident in using the web, delaying the handson activity will only frustrate them – give them something to do immediately and then bring them back for a demonstration or some theory. For example, you might ask them to find something on a topic at the beginning of the session. Look at what they have found and use it to audit where they are with their search skills, and also use it as a basis to talk about improving or changing the searches. This has the side effect of instilling confidence that the learners can find something or in gently showing the over-confident that they have something to learn. Starting a workshop in this way provides a basis that you can build on in a much more collaborative way than if you were simply telling the learners what to do.

  • S

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 309-351

  • Summary

    SCIENCE

    Typical questions

  • • Where can I find an introduction to quantum mechanics?

  • • What is the boiling point of helium?

    • Points to consider

  • • Science is such a broad concept that it is worth asking the enquirer to be more specific about their area of interest. Definitions can differ! This section focuses on resources for tracing high-quality scientific literature. It has specialist sub-divisions for Physics, Biology and Chemistry. See separate sections for Mathematics, Psychology, Medicine and Nursing, Engineering and Environment.

    • Where to look

    Key organizations

    UK

    British Council

    www.britishcouncil.org/science-uk.htm

    Promotes Britain overseas. Website has a good introductory guide to the organization of British science and technology which identifies key organizations and bodies. It also maintains information on research funding and international collaboration.

    British Science Association

    www.britishscienceassociation.org

    Seeks to improve public understanding of science. Organizes regular science festivals, details of which can be found on its website, along with classroom activities for teachers and advice on how to get funding for scientific study.

    Foundation for Science and Technology

    www.foundation.org.uk

    Promotes debate between Parliament, government departments, business and academia on policy issues relating to science. Copies of many debates are published on the website.

    Higher Education Academy

    www.heacademy.ac.uk

    Supports lecturers in UK higher education. Subject coverage includes Chemistry, Physics, Astronomy and Forensic Science. Website includes information and news about teaching and learning initiatives.

    The Royal Institution of Great Britain

    www.rigb.org

    Conducts research and promotes science to the public through its lecture series. Some of its famous lectures can be viewed online.

    Science Council

    www.sciencecouncil.co.uk

    Umbrella organization which represents the views of over 30 scholarly and professional bodies from all areas of science. Website provides access to events listings, careers information and policy statements. Many of the latter cover attitudes towards government policy and funding.

    UK Research Councils

    Those relevant to science are:

    Biotechnology and Biological Sciences Research Council (BBSRC)

    www.bbsrc.ac.uk

    Engineering and Physical Sciences Research Council (EPSRC)

    www.epsrc.ac.uk

    Natural Environment Research Council (NERC)

    www.nerc.ac.uk

    Science and Technology Facilities Council (STFC)

    www.stfc.ac.uk

    They all have individual websites with training sections, news about government funding and databases of completed and on-going research projects. In many cases this also includes links to full-text articles and reports.

    Wellcome Trust

    www.wellcome.ac.uk

    Major funder of scientific research. Website can be used to locate funding opportunities, plus news and reports from on-going projects.

  • O

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 275-280

  • Summary

    OPEN ACCESS PUBLISHING AND REPOSITORIES

    Typical questions

  • • Can I upload a copy of an article published last year to my personal website?

  • • Does this publisher allow draft versions of articles to be made freely available online?

    • Points to consider

  • • Open access usually refers to making material available to everyone via the internet free of charge.

  • • Increasingly, academic institutions are establishing websites called institutional repositories, where they are making available outputs from their research (papers, reports, journal articles, theses and learning materials). Where copyright allows, they are placing full-text versions online. However, in terms of commercially published materials the version they make available is subject to copyright restrictions and is often an author version (pre-proof or draft) rather than the final, published version. Therefore students should check carefully the content and how to cite it.

  • • This section offers guidance on where to find information about maintaining and populating a repository, the growth of the open access movement and examples of key directories of open access repositories. More specific subject-based examples are found in the subject sections.

    • Where to look

    Open access support

    Eprints.org

    www.eprints.org

    Site developed by the School of Electronics and Computer Science, University of Southampton to support EPrints open source software. It provides free access to a wealth of resources, including technical support documents, FAQs on self-archiving for authors and an extensive directory of useful links. Also available is the EPrints ROARMAP service, roarmap.eprints.org, a searchable register of mandates and policies on open access publishing from institutions and research funders.

    JISC Repositories and Support Programme

    www.jisc.ac.uk/programme_rep_pres.aspx

    JISC supports the innovative use of new technology in the UK higher and further education sectors using funding received from the UK government. It has been heavily involved in promoting the management and development of institutional repositories. Its website is a key starting-point for tracing both historic and current programmes. Topics covered include technical infrastructure, digital preservation and legal concerns. A major initiative is the Repositories support project (RSP), www.rsp.ac.uk (funded 2006–12). This has a separate website with sections covering starting up a repository, advocacy and technical support. There are links to many examples of open access repository projects.

    SHERPA

    www.sherpa.ac.uk

    Consortium led by the University of Nottingham that is investigating issues in the future of scholarly communication, focusing in particular on open access repositories.

  • 66 - Drawing the line

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 178-179

  • Summary

    This activity is ideal for provoking discussion related to the complex ethical issues related to using information. The example in 66.1 focuses on plagiarism.

    One of the main problems of dealing with plagiarism is a lack of awareness of what it actually constitutes. This activity includes several examples of behaviour that may or may not be plagiarism, starting with an example that definitely is plagiarism and finishing with an example that definitely is not plagiarism. Your learners must draw the line between the remaining behaviours and decide where to draw the line between acceptable and unacceptable behaviour.

    Break your learners into groups of around 4–6 people. Allow 15–20 minutes for discussion and then run a feedback session. The line should be drawn between numbers 4 and 5, but you may find your learners disagree!

    In the list below, item 1 is plagiarism and item 6 is not. In your group, decide where you would draw the line in the list between what is and is not plagiarism.

    1. Copying a paragraph verbatim from a source without any acknowledgement.

    2. Copying a paragraph and making small changes, e.g. replacing a few verbs or adjectives with synonyms. Source is included in the list of references.

    3 Cutting and pasting a paragraph by using sentences of the original work but omitting one or two and putting one or two in a different order; no quotation marks used. Including an acknowledgement in the text, e.g. (Jones, 1999) plus inclusion in the reference list.

    4. Composing a paragraph by taking short phrases of 10 to 15 words from a number of sources and putting them together, adding words of your own to make a coherent whole. All sources are included in reference list.

    5. Paraphrasing a paragraph with substantial changes in language and organization; the new version also has changes in the amount of detail used and the examples cited. Acknowledgement included in the text, e.g. (Jones, 1999), and in the reference list.

    6. Quoting a paragraph by placing it in block format with the source cited in the text and in the list of references.

    ✓ BEST FOR

  • • Highlighting understanding (or lack thereof) of a specific topic. This task is especially effective for plagiarism and good academic practice.

  • • Provoking discussion.

  • 76 - Lectures

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 198-199

  • Summary

    Lectures often get a bad press – they conjure up images of rows of bored faces, someone dozing in a corner of the lecture theatre, droning teachers, and poorly written presentations. But, if the topic and presentation are right, a lecture can be an inspiring and motivating event.

    You are most likely to get involved as a way of dealing with a particularly large group and although this is not a valid pedagogical reason for lecturing over any other activity, it is practical. Whatever the reason behind the lecture, you should:

  • • Plan the inputs and activities in the same way as for a workshop or practical. Do not assume that you will be speaking all the time.

  • • Check your slides or presentation and look at them as if you are a learner. Are they readable from the back, do they have too many distractions (e.g. animations), are they dull?

  • • Check that your voice projects to the back of the room or wear a microphone.

  • • Include some audience participation by asking learners to work with their neighbour on something or turn around to discuss a point (see Buzz groups). Try to break up your speaking every ten minutes or so. You could include short films, audio files, pictures – anything to maintain attentiveness.

  • • Try team teaching – a change of voice is always welcome.

    • ✓ BEST FOR

  • • large groups

  • • providing a framework.

    • + MORE

  • • Learners will probably expect a lecture to be passive so work in some hands-on activity. (See Buzz groups, demonstrations, Presentations, cephalonian method, Building blocks for other ways to improve a lecture.)

    • : WATCH OUT

  • • Lectures can cause anxiety in a teacher – try to remember that the learners are all individuals, and try to speak to one or two of them rather than the whole room. If you build in interactivity, remember that you also need to be able to assert your authority when you want that activity to stop.

  • 29 - Managing groups

  • from Delivery
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 82-84

  • Summary

    Activities can succeed or fail depending on the groups you create. It is often very effective to break a larger group into smaller, more manageable groups for practical work. They can work in a more focused way, there is often plenty of opportunity for active learning and discussion and it is more efficient of the teacher's time, especially in terms of giving feedback and support. Getting the right mix of learners in each group is easy if you use some simple techniques.

    Try to create your groups sensitively: take into account gender, cultural differences, ability and even age and status. For example, if you are running a staff development session with a mixture of senior and junior staff or people with a mixture of professional backgrounds (think a mixture of health professionals or library and IT staff), consider whether mixing up the levels and occupations will help or hinder the achievement of your learning objectives. You can, of course, simply allow learners to form their own groups but this risks having groups who form their own agendas and who may just engage in social loafing.

    You should give a justification for dividing learners into groups. Participants will want to know what the benefits are of working in a group on that activity and what they will gain from group work that will be more effective than working individually. This is critical: remember that learners will only really engage if they can see some value – if they can see what will be learnt by that engagement and that they will not be disadvantaged in terms of their own achievements by working with others.

    Keep the work focused and time-bound. If you are expecting feedback then it is wise to warn the groups beforehand and ask them to nominate someone to act as rapporteur or leader.

    Always try to circulate around the learning space unobtrusively while the groups are working; you can give valuable feedback by doing this and keep groups on track with the task. It will also allow you to gauge timings – you may need to shorten the time allowed or allow more. Try not to interrupt any discussion but sit at the edge and only comment for clarification, to reinforce a useful point or to move them gently back onto the point if they have strayed away.

  • L

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 203-232

  • Summary

    LANGUAGES

    Typical questions

  • • Has this book been translated into French?

  • • Which libraries in the UK hold Italian newspapers?

    • Points to consider

  • • Queries relating to languages tend to fall into a number of broad categories Students often require advice on language learning. See also the Courses and Dictionaries sections. Also relevant are the area studies sections, as most list resources in native languages.

  • • Students with existing language skills may wish to trace publications written in a foreign language. If these are not available locally, they will need help locating relevant resources.

  • • This section focuses on modern languages. Restrictions of space mean that it is not possible to list individual languages. Instead the section highlights general resources which should be explored fully to locate more specialist information.

    • Where to look

    Key organizations

    UK

    Association for Language Learning (ALL)

    www.all-languages.org.uk

    Represents foreign-language teachers at all levels. Find news and events listings.

    Association of University Language Centres

    www.aulc.org

    Covers university language departments in the UK and Ireland.

    CILT: National Centre for Languages

    www.cilt.org.uk

    Seeks to promote language learning, and professionalism in language teaching. Website has careers advice for teachers, plus comment on languages policy at all levels. It includes news, training and events listings plus updates on recent research which it has conducted on language provision, learning and skills.

    Higher Education Academy

    www.heacademy.ac.uk

    Aims to support higher education lecturers. This includes subject support for modern languages and linguistics. Website has news, events listings and online resources for teachers.

    UKCASA (United Kingdom Council for Area Studies Associations)

    www.ukcasa.ac.uk/index.html

    Represents individual area studies associations. Many of these support language specialisms.

    University Council of Modern Languages (UCML)

    www.ucml.org.uk

    Umbrella organization representing language teachers and area specialists. Website is useful for obtaining contact details of scholarly societies covering individual languages. It also discusses language teaching policy and funding at higher education level. Supports the Routes into Languages website, www.routesintolanguages.ac.uk, which seeks to increase take-up of language courses. This has details of events and promotional materials.

  • 44 - Questions

  • from Delivery
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 119-123

  • Summary

    Questions can be a very powerful tool to enhance and guide learning. By asking effective questions in the right way, you can encourage your learners to think and ensure that they are achieving the learning outcomes.

    ‘Open questions’ cannot be answered with a yes or no, and require a fuller answer. They are useful for testing understanding, as they require learners to explain and give in-depth answers. These questions usually start with: Why? How? What? For example: How could you improve that search? What would you do differently?

    ‘Closed questions’ have a yes or no answer. They are useful if you want to test whether a learner knows a specific fact but will not give you any other information. They can be used to emphasize a point, for example, asking whether the learners agree with a point of view. However, this would normally need to be combined with an open question in order to explore why they agree or disagree. For example: Did you think that journal was a good source to use? Why?

    ‘Ask, pause and place questions’ can make a presentation interactive and test whether the learners have listened to what the teacher has said. If you want to ask a group of learners a question, ask the question first and then pause. Once you have paused for a few seconds, choose the person you want to answer. This means that everyone in the group will try to think of the answer as they will not know who will be asked to answer. If you choose a person first, then ask the question, only the person you have chosen is required to think of an answer. For example, try: ‘When would you use a search engine rather than a library database?’, pause, ‘Jo?’; rather than: ‘Jo, when would you use a search engine rather than a library database?’

    You need to forewarn your learners that they will be expected to answer questions as they go along. To spring questions on them may cause some participants to feel uncomfortable.

    The following example shows how effectively questioning can be used to develop critical thinking and evaluation. The ‘Blooming Blooms’ activity is aimed at young children and uses questions related to fairy tales. These questions are mapped to the levels of Bloom's taxonomy (see facilitating Learning).

  • 36 - Motivation

  • from Delivery
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 98-100

  • Summary

    Individuals only learn if they want to. You may be lucky enough to teach highly motivated learners who are keen to learn no matter how you design your teaching, but more likely, you will need to get them motivated. Many learners may feel confident about their own information literacy and not see the need for any specialist input, so this can be an extra challenge when teaching.

    Fundamentally, there are two different kinds of motivation:

  • • Intrinsic motivation is when the learner finds reward by doing the task well, rather than just doing what he or she has been told to do. This is often related to the level of control over circumstances that the learner feels he or she can exercise, and the level of effort that is felt to be merited. Learners with intrinsic motivation tend to believe that they can be effective in reaching their desired goals.

  • • Extrinsic motivation is when the learner is influenced by external factors. This might be a desire to pass one test in order to do something he or she wants to do more (like a driving test), or for reward or punishment. Competition can provide extrinsic motivation.

    • Lublin (2003) summarizes the characteristics of learner motivation. Highly motivated learners may be interested in the subject matter and enjoy learning for learning's sake, taking a ‘deep’ approach to learning, so they try hard to learn thoroughly, internalizing all the information and using practical and reflective opportunities to turn it into personal knowledge. Those learners who focus simply on the requirements of a qualification, rather than the wider subject in general, will usually take a ‘surface’ or perhaps a strategic approach to learning (strategic learners do not just want to pass, they want to obtain high marks and are capable of being very organized to achieve this). In the latter cases, your learners may not engage fully with the learning process and the learning may not last. Be warned though: these distinctions can sometimes be quite glib and the effectiveness of learning is not tested until assessment or sometimes after the assessment process has been completed. Strategic learners can often pick up new content very effectively and move on quickly.

    Remember as well that many participants may not come to your session with a positive self-concept of themselves as learners.

  • 75 - Jigsaws

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 196-197

  • Summary

    Jigsaw activities are where learners, individually or in groups, are given a number of tasks that together will create something. Typically, this is about finding individual pieces of information that will build up into a solution to a problem. Individuals or groups work in isolation and then try to match their piece of information with the most appropriate, and so on, until the whole is identified.

    This approach has an interesting focus on both the individual elements and the task as a whole. It can be a very effective way of enabling learners to see the different stages or components of a research task, and also how a conclusion is achieved collaboratively.

    It could be combined with gaming in a murder mystery style (solve a mystery by locating and solving clues around the library) or with a treasure map exercise as part of an induction to the library. Ask learners to put together a guide by identifying key pieces of information, or find a number of resources for a learning pack, and so on, instead of taking them on a traditional tour.

    ✓ BEST FOR

  • • all levels of learner, but especially good with younger learners.

    • + MORE

  • • With a slightly different brief, it could be divided into a ‘The Apprentice’- style research task, with the whole picture only revealed through collaboration at the end.

  • • This works best as a group exercise. Allow collaboration so a group that has found its ‘piece’ of the jigsaw can help out other groups who have yet to succeed with their task.

  • • This type of activity can work well as an ice-breaker – learners have to interact with each other to solve the puzzle.

    • : WATCH OUT

  • • This can fail if one of the groups does not engage or otherwise fails to find their piece of the jigsaw. Be prepared to step in if this is the case and provide help and encouragement.

Page 214 of 293