Libraries at University of Nebraska-Lincoln
Teaching Strategies For Information Processing And Retrieval Using The Revised Bloom’s Taxonomy
Date of this Version
This paper discusses the methods the course teacher used to teach the Information Processing and Retrieval course [Course Code: 19LISC302]. A few aspects, including Chain Indexing, KWIC, Boolean operators, queries, logical relations, and recall & precision, have been highlighted here for illustration. The course teacher was able to improve the students' knowledge of the mentioned areas by using teaching methods based on the Revised Bloom's Taxonomy. The methods also made it possible to follow the students' progress. Boolean operators, queries, logical relations, and recall & precision exercises are taken into consideration for the discussions here, but chain indexing and KWIC related classroom practice formats are only supplied at Annexure-i. The course teacher created the application that is connected to logical relations (Truth Table), and the students have used it in class to practice. Various multifaceted key phrases, a few queries, the Boolean operators AND, OR, and NOT, and the Truth Table are all included in the aforementioned programme. For students to successfully obtain pertinent data from any database, they must have a solid understanding of logical ideas. Meaningful results won't be produced by executing the queries and operators automatically or blindly. Additionally, it could need extra time from information seekers. Boolean operators are used in information retrieval systems to evaluate queries. The Boolean operators are typically linked to the classes in the queries. The evaluation for each class is either True or False. To effectively use the operators in search queries and extract the necessary data, learners need be familiar with the Truth Table-related concepts. In addition, for the aforementioned subjects other than Chain Indexing and KWIC, the Revised Bloom's Taxonomy based teaching and the students' evaluation techniques have also been presented here. Wherever needed, enough screenshots of the aforementioned programme are produced. Students used a learning approach based on Revised Bloom's Taxonomy to study the concepts linked to the aforementioned themes, and they have been duly documented below. With the use of the methodologies utilised in this study, the teacher was able to glean the essential information necessary for determining the pupils' degrees of learning ability and applying that information to the necessary charts. The charts show the students' competence levels according to themes, making it simple to see the students' skill status. Realizing their ability levels is aided by each level wise clearance and their overall clearance status. Chain indexing, KWIC, logical relations, queries with Boolean operators, database sample records format, RBT levels-based evaluation format, recall, and precision are the examples of exercise forms shown in Annexure-i. Further, overall progress charts, each level wise progress charts and Student performance evaluation report are given at Annexure-ii, Annexure-iii and Annexure-iv respectively.