Chapter : 8

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.

Examples of 5 search engines

http://search.yippy.com/

http://www.kartoo.com/

http://www.livedeal.com/

http://www.lurpo.com/cgi-sys/suspendedpage.cgi

http://www.soople.com/

chapter : 7

The idea to help flooding crisis in Thailand

     I want to help flood victim about give the money for buy a food because food is necessary for people and  the people want to need everyday. I think the boat is necessary too if i have enough some money i will give  too.

It number for help  "ครอบครัวข่าว 3 ช่วยผู้ประสบอุทกภัย 54"

ธนาคารไทยพาณิชย์ สาขาบิ๊กซี พระราม 4 
บัญชีกระแสรายวัน เลขที่ 468-0-15727-1

http://www.pantip.com/cafe/jatujak/topic/J11076887/J11076887.html

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

Example of  book database

http://www.ibookdb.net/book/349434

Chapter : 4

Reference Collection

Encyclopedias

http://www.encyclopedia.com/

Dictionaries

http://dictionary.reference.com/

almanacs

http://en.wikipedia.org/wiki/Almanac

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

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.

 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 :

* www.libraryinstruction.com/lessons.html

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