Chapter : 8

How Internet Search Engines Work

    The good news about the Internet and its most visible component, the World Wide Web, is that there are hundreds of millions of pages available, waiting to present information on an amazing variety of topics. The bad news about the Internet is that there are hundreds of millions of pages available, most of them titled according to the whim of their author, almost all of them sitting on servers with cryptic names. When you need to know about a particular subject, how do you know which pages to read? If you're like most people, you visit an Internet search engine.
Internet search engines are special sites on the Web that are designed to help people find information stored on other sites. There are differences in the ways various search engines work, but they all perform three basic tasks:

• They search the Internet -- or select pieces of the Internet -- based on important words.
• They keep an index of the words they find, and where they find them.
• They allow users to look for words or combinations of words found in that index.

Early search engines held an index of a few hundred thousand pages and documents, and received maybe one or two thousand inquiries each day. Today, a top search engine will index hundreds of millions of pages, and respond to tens of millions of queries per day. In this article, we'll tell you how these major tasks are performed, and how Internet search engines put the pieces together in order to let you find the information you need on the Web.
5 EXAMPLE OF SEARCH ENGINES

* http://www.wikio.com/

* http://www.exalead.com/search/

* http://www.collarity.com/

* http://www.ditto.com/

* http://swoogle.umbc.edu/

Chapter : 7

The ideas to help and support the flooding crisis

 In my idea. I think the best thing that I can do now it's encourage them as I did in mind, and I 've donated some my money for supply fund of help flooding ,because I just a little girl I cann't do more this ,except follow flooding's news and every time when I see the dog or any animal in flood. I feel very sorry for its ,because it's just a animal that cann't help itself and someone ignore its. so ! though I just a girl ,but I often donate my little money to help them in donate's box. I belive that if everyone cooperate to donate some their money.In soon it going to be the huge fund to help them.

 

"So in my imagine if I could do" I will make the huge plastic boat which carry a huge of people in it. Some say that it's stupid idea ,but in fact it could be. 

It's must to more Big !!!

Chapter : 6

An Example Report 
* http://www.lboro.ac.uk/library/skills/Advice/Example%20report.pdf

Citation Example
* Journal

Author. "Title of Article." Title of Journal Volume number (Year): Page(s). 

Name of Database. Gale Group Databases. Honolulu Community Coll. Lib., HI. 
Date of Access <http://infotrac.galegroup.com/itweb/hawaii_honolulu>.

Monahan, Deborah J. "Teen Pregnancy Prevention Outcomes: Implication for Social Work Practice." Families in Society: The Journal of Contemporary Human Services 83 (2002): 431+. 
Expanded Academic ASAP Plus. Gale Group Databases. Honolulu Community Coll. Lib., HI. 8 May 2004 <http://infotrac.galegroup.com/itweb/hawaii_honolulu>.

*http://honolulu.hawaii.edu/legacylib/mlahcc.html

Chapter : 5

Give the example of book database or journal database

*  http://www.ibookdb.net/

Chapter : 4

Reference Collection

Encyclopedias
*  http://www.encyclopedia.com/

Dictionaries
*  http://dictionary.cambridge.org/

Almanacs 
*  http://www.libraryspot.com/almanacs.htm

Directories
*  http://www.directories.ch/

Bibliographies
*  http://www.lacan.com/bibliographies.htm

Statistical sources
*  http://www.bls.gov/bls/other.htm

Handbook
*  http://www.thailandhandbook.com/

Atlases
*   http://www.infoplease.com/atlas/

Chapter : 3

9.1 IDENTIFY THE DIFFERENCE BETWEEN

LIBRARY OF CONGRESS CLASSIFICATION

AND DEWEY DECIMAL CLASSIFICATION

Library of Congress Classification (LCC) and Dewey Decimal Classification

(DDC) are the king and queen that have been reigning over the kingdom
of classification for several decades in America. Both of them originated
in the U. S. A.; but they are different in nature and structure. Since LCC
and DDC have been widely adopted by libraries outside their mother country,
a comparison between them may be of interest to library patrons.
It was for a unique library that LCC was formulated. The special nature
of the Library of Congress influenced the whole structure of the scheme. The
Congress library consists of several collections, each housed separately; the
resulting scheme is a series of individual classifications designed separately
by subject specialists.
On the contrary, DDC is intended for use in all sorts of libraries of
various sizes with abridged editions specially constructed for relatively small
libraries of any type: public, school, and junior college libraries. It is the
invention of one man, Melvil Dewey.
The most important feature in the classification is the notation, which is
defined as "a series of symbols which stand for the names of a class or any
division or subdivision of a class, and forms a convenient means of reference
to the arrangement of a classification."* LCC notation is a mixed one, consisting
of capital letters and arabic numerals. Single capital letters are used
for main classes (e.g. M for Music), and double letters ase used for main
divisions (e.g. ML for Literature of Music). These capital letters are combined
with numerals, used integrally in conventional sequence, e.g.
T Technology
TJ Mechanical engineering
248 Mechanical models
249 Erecting work
250 Prime movers in general
On the other hand, DDC notation is a pure one, consisting of arabic
numerals with decimals. A 'three-figure minimum' is used consistently, e.g.
Social Sciences is always numbered 300 not: 3 or 30. The first three figures
act as a numerical guide to the arrangement order before further decimal
arrangement is consulted, e.g.

9.2 Link

- The Library of congress website : http://www.loc.gov/index.html

- British Library : http://www.bl.uk/

- Thai National Library :  http://www.nlt.go.th/

- Sripatum University Library : http://library.spu.ac.th/

- ASEAN Community Website : http://www.asean.org/

Chapter : 2

Information literacy - definitions


    "the ability to effectively identify, access, evaluate and make use of information in its various formats, and to choose the appropriate medium for communication. It also encompasses knowledge and attitudes related to ethical and social issues surrounding information and information technology"

(California Academic and Research Libraries Task Force, 1997)

Objecttive Facts

experience of Information literacy •As with teaching and learning generally, information literacy may be experienced in a variety of ways.

•This has implications for how different people experience the information literacy agenda and how they approach information literacy in curriculum.

FOR REFLECTION

•How do you use information in your everyday life and work?
•Remember the details of a time when you used information effectively
•Think about your picture of an effective information user ( or information literate person)
•Think about your experience of being ( or trying to be) an information literate person –what do you do? Easily? What do you struggle with?
•Different people and stakeholder groups see or experience information literacy differently
•How might this influence information literacy politics, curriculum design, relationships between teachers, librarians and students, and the outworkingsof curriculum in classrooms

The Seven Faces of Information Literacy

First Face : The IT ExperienceInformation

•IT used for information awareness

•IT helps users stay informed/communicate

•a social experience –not individual

•dependent on expertise within a group

Second Face : The Info Sources Experience

•bibliographic

•human

•organisational

•assistance of intermediaries emphasised

•Personal skills also valued

Third Face : The Info Process Experience

•linked to problem-solving, decision-making

•requires personal heuristics

•a ‘creative art’Information

Fourth Face : The Info-Control

•recognising relevant information

•managing that information

•making connections between information, projects, people

•interconnectedness between information and parts of projectsInformation

Fifth Face : The Knowledge Construction Experience

•emphasis on learning

•Developing a personal perspective with knowledge gained

•dependent on critical thinkingInformation

Sixth Face : The Knowledge Extension Experience

•personal knowledge + experience + creative insight/intuition

•mysterious experience

•develops new knowledge/approaches to tasks/novel solutionsInformation

Seventh Face : The Wisdom Experience

•personal quality

•values and ethics combined with knowledge

•information used for the benefit of othersInformation

Subjective Opinions

The Competency Standards stress that information literacy "forms the basis for lifelong learning. ... It enables users to master content and extend their investigations, become more self-directed, ... assume greater control over their learning... [and] develop a metacognitive approach to learning, making them conscious of the explicit actions required for gathering, analyzing, and using information." Succinctly stated, this is the purpose of information literacy instruction. The IS Objectives can be used as a guide for the efforts of librarians who promote the Competency Standards at their institutions.

Reference :

* http://www.ala.org/ala/mgrps/divs/acrl/standards/objectivesinformation.cfm

* www.libraryinstruction.com/lessons.html

Chapter : 1

Access to Library and Information System

Chapter  1 : Data, Information, Knowledge, Wisdom

Data : is defined as recorded facts and figures that result from observation, surveys or research. Data describes rather than evaluates.

Information : is knowledge derived from data. Is the result of analysis consists of data, images, text, document, and sound.

Knowledge : is data which an individual recognizes as relevant and is thought about and differs fromdata or information. Knowledge may be created from existing knowledge using logical inference (reasoning)

Wisdom :wisdom is not a product of schooling but of the lifelong attempt to acquire it and evaluated understanding.

Good and Poor Information

Good information

Relevant : Information must relate to the business at hand, and fulfill the needs of the used and all the information required to meet the user’s purposed must be available.

Timely : Information must be available when needed.

Accurate and complete : All available information should be accessible. With emphasis on the “right” information .

Concise : Information must be understandable to those who use it, and must be able to be absorbed quickly for action.

Reduces uncertainly : Good information should meet a user’s requirements completely.

For information to be useful for decision – making. It must be:

-          The right information

-          Available at the right time

-          Available to the right person

-          At the right cost

-          Presented in the right format to facilitate  a decision.

Poor information

Irrelevant : Information is of little value when it is too old or out-of-date to be relevant to the user need.

Swamping : It isn’t helpful when information is too voluminous to allow any sense to be made of it. It is the quality of information that is important. Not the quantity.

Unclear : Information is poor when it is not presented in a way that will facilitate a decision.

Not all threw : Information is incomplete. It may fail to provide a clear sense of the entirety of the problem.

Sources of Information

Primary  : This is the level at which the information is generated making a scientific discovery, collating data, recording an oral interview.

Secondary : Secondary sources comment on events, discoveries such as text books, encyclopedias, yearbooks, commentaries and articles in a serial.

Tertiary : Tertiary sources are used to track existing information indexes and abstracts, catalogues, bibliographies.

Information Literate

In order to use information effectively. It is important to become information literate. Information – literate people know how to find, organize. Evaluate and use information effectively to solve a particular problem or make a decision.

Information literacy involves knowing :

-          What information is available

-          Where it might be

-          How it can be located and searched

-          How it can be retrieved and stored

-          How it can be processed and presented

Information Overload

Everyone needs to be able to sort and choose relevant information and to develop skills such as problem-solving. decision - making. critical thinking and information gathering and interpretation.

This can occur when a person :

-          Does not understand the available information

-          Feels overwhelmed by the amount of information to be understood

-          Does not know if certain information exists

-          Does not know where to find information

-          Knows where to find information, but does not have the key to access it.

Mind Map

            A mind map is a powerful graphic technique which provides a universal key to unlock the potential of the brain. It harnesses the full range of cortical skills-word, image, number, logic, rhythm, color and spatial awareness-in a single, uniquely powerful manner. In so doing. It gives you the freedom to roan the infinite expanses of your brain. The Mind Map can be applied to every aspect of life where improved learning and clearer thinking will enhance human performance.

Similarly to a road map, a Mind Map will :

-          Give you an overview of a large subject / area.

-          Enable you to plan routes/make choices and let you know where you are going and where you have been.

-          Gather and hole large amounts of data for you.

-          Encourage problem solving by showing you new creative pathways.

-          Enable you to be extremely efficient.

-          Be enjoyable to look at, read, muse over and remember.

-           Attract and hold your eye/brain.

-          Let you see the whole picture and the details at the same time.

-          Assist you !

LinK

*Data, Information, Knowledge, Wisdom
http://www.informationisbeautiful.net/2010/data-information-knowledge-wisdom/

*Good and Poor Information
http://ezinearticles.com/?Poor-and-Good-Information-Available-Online&id=4303157

*Sources of Information

http://www.thenewsmanual.net/Manuals%20Volume%203/volume3_59.htm

*Information Literate

http://www.webs.uidaho.edu/info_literacy/

*Information Overload

http://www.gdrc.org/icts/i-overload/infoload.html

*Mind Map

http://www.mindtools.com/pages/article/newISS_01.htm