It refers to the state of having too much information to make a decision or remain informed about a topic. According to Jakob Nielsen, “Excessive word count and worthless details are making it harder for people to extract useful information. The more you say, the more people tune out your message.” (Retrieved March 25, 2007, from http://www.useit.com/alertbox/20030811.html ) K-12: It refers primary education and secondary education in North America, from Kindergarten level to the 12 th grade.
Published in Chapter:
Webliography: Conception and Development
Harrison Yang (State University of New York at Oswego, USA)
Copyright: © 2008
|Pages: 6
DOI: 10.4018/978-1-59904-881-9.ch150
Abstract
Traditionally, a bibliography is regarded as a list of printed resources (books, articles, reports, etc.) on a given subject or topic for further study or reference purpose (Alred, Brusaw, & Oliu, 2006; Lamb, 2006). According to the Micropaedia (1990), the bibliography refers to “study and description of books.” It is either the listing of books according to some system (enumerative or descriptive bibliography) or the study of books as tangible objects (analytical or critical bibliography). The term webliography is commonly used when discussing online resources. Although there is no clear agreement among educators regarding the origin of this term, many tend to believe that the term webliography was coined by the libraries at Louisiana State University to describe their list of favorite Web sites. It is referred to as “Web bibliography.” Accordingly, a webliography is a list of resources that can be accessed on the World Wide Web, relating to a particular topic or can be referred to in a scholarly work. A variety of studies suggest that understanding and developing webliographies, which relate to locate, evaluate, organize, and use effectively the needed online resources, are essential for information literacy and technology integration.