diff --git a/CHANGELOG.md b/CHANGELOG.md index 6fa6c48d1bb..f100389a7cf 100644 --- a/CHANGELOG.md +++ b/CHANGELOG.md @@ -14,6 +14,7 @@ Note that this project **does not** adhere to [Semantic Versioning](http://semve - We added a fetcher for [Biodiversity Heritage Library](https://www.biodiversitylibrary.org/). [8539](https://github.com/JabRef/jabref/issues/8539) - We added support for multiple messages in the snackbar. [#7340](https://github.com/JabRef/jabref/issues/7340) - JabRef now writes log files. Linux: `$home/.cache/jabref/logs/version`, Windows: `%APPDATA%\..\Local\harawata\jabref\version\logs`, Mac: `Users/.../Library/Logs/jabref/version` +- We added an importer for Citavi backup files, support ".ctv5bak" and ".ctv6bak" file formats. [#8322](https://github.com/JabRef/jabref/issues/8322) ### Changed diff --git a/build.gradle b/build.gradle index 5c364f6717d..b550265b196 100644 --- a/build.gradle +++ b/build.gradle @@ -265,7 +265,8 @@ task generateSource(dependsOn: ["generateBstGrammarSource", "generateMedlineSource", "generateBibtexmlSource", "generateEndnoteSource", - "generateModsSource"]) { + "generateModsSource", + "generateCitaviSource"]) { group = 'JabRef' description 'Generates all necessary (Java) source files.' } @@ -319,6 +320,15 @@ task generateEndnoteSource(type: XjcTask) { javaPackage = "org.jabref.logic.importer.fileformat.endnote" } +task generateCitaviSource(type: XjcTask) { + group = 'JabRef' + description = "Generates java files for the citavi importer." + + schemaFile = "src/main/resources/xjc/citavi/citavi.xsd" + outputDirectory = "src-gen/main/java/" + javaPackage = "org.jabref.logic.importer.fileformat.citavi" +} + task generateModsSource(type: XjcTask) { group = 'JabRef' description = "Generates java files for the mods importer." diff --git a/src/main/java/org/jabref/logic/importer/ImportFormatReader.java b/src/main/java/org/jabref/logic/importer/ImportFormatReader.java index 66543bd6ef3..617cd5c0dba 100644 --- a/src/main/java/org/jabref/logic/importer/ImportFormatReader.java +++ b/src/main/java/org/jabref/logic/importer/ImportFormatReader.java @@ -13,6 +13,7 @@ import org.jabref.logic.importer.fileformat.BiblioscapeImporter; import org.jabref.logic.importer.fileformat.BibtexImporter; import org.jabref.logic.importer.fileformat.CffImporter; +import org.jabref.logic.importer.fileformat.CitaviXmlImporter; import org.jabref.logic.importer.fileformat.CopacImporter; import org.jabref.logic.importer.fileformat.EndnoteImporter; import org.jabref.logic.importer.fileformat.EndnoteXmlImporter; @@ -84,6 +85,7 @@ public void resetImportFormats(ImporterPreferences importerPreferences, GeneralP formats.add(new CffImporter()); formats.add(new BiblioscapeImporter()); formats.add(new BibtexImporter(importFormatPreferences, fileMonitor)); + formats.add(new CitaviXmlImporter()); // Get custom import formats formats.addAll(importFormatPreferences.getCustomImportList()); diff --git a/src/main/java/org/jabref/logic/importer/fileformat/CitaviXmlImporter.java b/src/main/java/org/jabref/logic/importer/fileformat/CitaviXmlImporter.java new file mode 100644 index 00000000000..3c009f9c269 --- /dev/null +++ b/src/main/java/org/jabref/logic/importer/fileformat/CitaviXmlImporter.java @@ -0,0 +1,436 @@ +package org.jabref.logic.importer.fileformat; + +import java.io.BufferedInputStream; +import java.io.BufferedReader; +import java.io.FileInputStream; +import java.io.IOException; +import java.io.InputStream; +import java.io.InputStreamReader; +import java.io.PushbackInputStream; +import java.nio.charset.StandardCharsets; +import java.nio.file.Files; +import java.nio.file.Path; +import java.nio.file.StandardCopyOption; +import java.nio.file.StandardOpenOption; +import java.util.ArrayList; +import java.util.Collections; +import java.util.HashMap; +import java.util.List; +import java.util.Locale; +import java.util.Map; +import java.util.Objects; +import java.util.Optional; +import java.util.stream.Collectors; +import java.util.zip.ZipEntry; +import java.util.zip.ZipInputStream; + +import javax.xml.stream.XMLInputFactory; +import javax.xml.stream.XMLStreamException; +import javax.xml.stream.XMLStreamReader; + +import org.jabref.logic.importer.Importer; +import org.jabref.logic.importer.Parser; +import org.jabref.logic.importer.ParserResult; +import org.jabref.logic.importer.fileformat.citavi.CitaviExchangeData; +import org.jabref.logic.importer.fileformat.citavi.CitaviExchangeData.Persons.Person; +import org.jabref.logic.util.StandardFileType; +import org.jabref.model.entry.Author; +import org.jabref.model.entry.AuthorList; +import org.jabref.model.entry.BibEntry; +import org.jabref.model.entry.Keyword; +import org.jabref.model.entry.KeywordList; +import org.jabref.model.entry.field.StandardField; +import org.jabref.model.entry.types.EntryType; +import org.jabref.model.entry.types.IEEETranEntryType; +import org.jabref.model.entry.types.StandardEntryType; +import org.jabref.model.strings.StringUtil; + +import jakarta.xml.bind.JAXBContext; +import jakarta.xml.bind.JAXBException; +import jakarta.xml.bind.Unmarshaller; +import org.slf4j.Logger; +import org.slf4j.LoggerFactory; + +public class CitaviXmlImporter extends Importer implements Parser { + + private static final Logger LOGGER = LoggerFactory.getLogger(CitaviXmlImporter.class); + private static final byte UUID_LENGTH = 36; + private static final byte UUID_SEMICOLON_OFFSET_INDEX = 37; + + private final Map knownPersons = new HashMap<>(); + private final Map knownKeywords = new HashMap<>(); + private final Map knownPublishers = new HashMap<>(); + + private Map refIdWithAuthors = new HashMap<>(); + private Map refIdWithEditors = new HashMap<>(); + private Map refIdWithKeywords = new HashMap<>(); + private Map refIdWithPublishers = new HashMap<>(); + + private CitaviExchangeData.Persons persons; + private CitaviExchangeData.Keywords keywords; + private CitaviExchangeData.Publishers publishers; + + private CitaviExchangeData.ReferenceAuthors refAuthors; + private CitaviExchangeData.ReferenceEditors refEditors; + private CitaviExchangeData.ReferenceKeywords refKeywords; + private CitaviExchangeData.ReferencePublishers refPublishers; + + private Unmarshaller unmarshaller; + + @Override + public String getName() { + return "Citavi XML"; + } + + @Override + public StandardFileType getFileType() { + return StandardFileType.CITAVI; + } + + @Override + public String getId() { + return "citavi"; + } + + @Override + public String getDescription() { + return "Importer for the Citavi XML format."; + } + + @Override + public boolean isRecognizedFormat(BufferedReader reader) throws IOException { + Objects.requireNonNull(reader); + return false; + } + + @Override + public boolean isRecognizedFormat(Path filePath) throws IOException { + try (BufferedReader reader = getReaderFromZip(filePath)) { + String str; + int i = 0; + while (((str = reader.readLine()) != null) && (i < 50)) { + if (str.toLowerCase(Locale.ROOT).contains("citaviexchangedata")) { + return true; + } + + i++; + } + } + return false; + } + + @Override + public ParserResult importDatabase(Path filePath) throws IOException { + + try (BufferedReader reader = getReaderFromZip(filePath)) { + Object unmarshalledObject = unmarshallRoot(reader); + + if (unmarshalledObject instanceof CitaviExchangeData) { + // Check whether we have an article set, an article, a book article or a book article set + CitaviExchangeData data = (CitaviExchangeData) unmarshalledObject; + List bibEntries = parseDataList(data); + + return new ParserResult(bibEntries); + } else { + return ParserResult.fromErrorMessage("File does not start with xml tag."); + } + } catch (JAXBException | XMLStreamException e) { + LOGGER.debug("could not parse document", e); + return ParserResult.fromError(e); + } + } + + private List parseDataList(CitaviExchangeData data) { + List bibEntries = new ArrayList<>(); + + persons = data.getPersons(); + keywords = data.getKeywords(); + publishers = data.getPublishers(); + + refAuthors = data.getReferenceAuthors(); + refEditors = data.getReferenceEditors(); + refKeywords = data.getReferenceKeywords(); + refPublishers = data.getReferencePublishers(); + + if (refAuthors != null) { + this.refIdWithAuthors = buildPersonList(refAuthors.getOnetoN()); + } + if (refEditors != null) { + this.refIdWithEditors = buildPersonList(refEditors.getOnetoN()); + } + if (refKeywords != null) { + this.refIdWithKeywords = buildKeywordList(refKeywords.getOnetoN()); + } + if (refPublishers != null) { + this.refIdWithPublishers = buildPublisherList(refPublishers.getOnetoN()); + } + + bibEntries = data + .getReferences().getReference() + .stream() + .map(this::parseData) + .collect(Collectors.toList()); + + return bibEntries; + } + + private BibEntry parseData(CitaviExchangeData.References.Reference data) { + BibEntry entry = new BibEntry(); + + entry.setType(getType(data)); + Optional.ofNullable(data.getTitle()) + .ifPresent(value -> entry.setField(StandardField.TITLE, clean(value))); + Optional.ofNullable(data.getAbstract()) + .ifPresent(value -> entry.setField(StandardField.ABSTRACT, clean(value))); + Optional.ofNullable(data.getYear()) + .ifPresent(value -> entry.setField(StandardField.YEAR, clean(value))); + Optional.ofNullable(data.getDoi()) + .ifPresent(value -> entry.setField(StandardField.DOI, clean(value))); + Optional.ofNullable(data.getIsbn()) + .ifPresent(value -> entry.setField(StandardField.ISBN, clean(value))); + entry.setField(StandardField.PAGES, clean(getPages(data))); + Optional.ofNullable(data.getVolume()) + .ifPresent(value -> entry.setField(StandardField.VOLUME, clean(value))); + Optional.ofNullable(getAuthorName(data)) + .ifPresent(value -> entry.setField(StandardField.AUTHOR, value)); + Optional.ofNullable(getEditorName(data)) + .ifPresent(value -> entry.setField(StandardField.EDITOR, value)); + Optional.ofNullable(getKeywords(data)) + .ifPresent(value -> entry.setField(StandardField.KEYWORDS, value)); + Optional.ofNullable(getPublisher(data)) + .ifPresent(value -> entry.setField(StandardField.PUBLISHER, value)); + + return entry; + } + + private EntryType getType(CitaviExchangeData.References.Reference data) { + return Optional.ofNullable(data.getReferenceType()) + .map(CitaviXmlImporter::convertRefNameToType) + .orElse(StandardEntryType.Article); + } + + private static EntryType convertRefNameToType(String refName) { + return switch (refName.toLowerCase().trim()) { + case "artwork", "generic", "musicalbum", "audioorvideodocument", "movie" -> StandardEntryType.Misc; + case "electronic article" -> IEEETranEntryType.Electronic; + case "book section" -> StandardEntryType.InBook; + case "book", "bookedited", "audiobook" -> StandardEntryType.Book; + case "report" -> StandardEntryType.Report; + // case "journal article" -> StandardEntryType.Article; + default -> StandardEntryType.Article; + }; + } + + private String getPages(CitaviExchangeData.References.Reference data) { + String tmpStr = ""; + if ((data.getPageCount() != null) && (data.getPageRange() == null)) { + tmpStr = data.getPageCount(); + } else if ((data.getPageCount() == null) && (data.getPageRange() != null)) { + tmpStr = data.getPageRange(); + } else if ((data.getPageCount() == null) && (data.getPageRange() == null)) { + return tmpStr; + } + int count = 0; + String pages = ""; + for (int i = tmpStr.length() - 1; i >= 0; i--) { + if (count == 2) { + pages = tmpStr.substring(i + 2, (tmpStr.length() - 1 - 5) + 1); + break; + } else { + if (tmpStr.charAt(i) == '>') { + count++; + } + } + } + return pages; + } + + private String getAuthorName(CitaviExchangeData.References.Reference data) { + if (refAuthors == null) { + return null; + } + + return this.refIdWithAuthors.get(data.getId()); + } + + private Map buildPersonList(List authorsOrEditors) { + Map refToPerson = new HashMap<>(); + + for (String idStringsWithSemicolon : authorsOrEditors) { + String refId = idStringsWithSemicolon.substring(0, UUID_LENGTH); + String rest = idStringsWithSemicolon.substring(UUID_SEMICOLON_OFFSET_INDEX, idStringsWithSemicolon.length()); + + String[] personIds = rest.split(";"); + + List jabrefAuthors = new ArrayList<>(); + + for (String personId : personIds) { + // Store persons we already encountered, we can have the same author multiple times in the whole database + knownPersons.computeIfAbsent(personId, k -> { + Optional person = persons.getPerson().stream().filter(p -> p.getId().equals(k)).findFirst(); + return person.map(p -> new Author(p.getFirstName(), "", "", p.getLastName(), "")).orElse(null); + }); + jabrefAuthors.add(knownPersons.get(personId)); + } + String stringifiedAuthors = AuthorList.of(jabrefAuthors).getAsLastFirstNamesWithAnd(false); + refToPerson.put(refId, stringifiedAuthors); + } + return refToPerson; + } + + private Map buildKeywordList(List keywordsList) { + Map refToKeywords = new HashMap<>(); + + for (String idStringsWithSemicolon : keywordsList) { + String refId = idStringsWithSemicolon.substring(0, UUID_LENGTH); + String rest = idStringsWithSemicolon.substring(UUID_SEMICOLON_OFFSET_INDEX, idStringsWithSemicolon.length()); + + String[] keywordIds = rest.split(";"); + + List jabrefKeywords = new ArrayList<>(); + + for (String keywordId : keywordIds) { + // store keywords already encountered + knownKeywords.computeIfAbsent(keywordId, k -> { + Optional keyword = keywords.getKeyword().stream().filter(p -> p.getId().equals(k)).findFirst(); + return keyword.map(kword -> new Keyword(kword.getName())).orElse(null); + }); + jabrefKeywords.add(knownKeywords.get(keywordId)); + } + + KeywordList list = new KeywordList(List.copyOf(jabrefKeywords)); + String stringifiedKeywords = list.toString(); + refToKeywords.put(refId, stringifiedKeywords); + } + return refToKeywords; + } + + private Map buildPublisherList(List publishersList) { + Map refToPublishers = new HashMap<>(); + + for (String idStringsWithSemicolon : publishersList) { + String refId = idStringsWithSemicolon.substring(0, UUID_LENGTH); + String rest = idStringsWithSemicolon.substring(UUID_SEMICOLON_OFFSET_INDEX, idStringsWithSemicolon.length()); + + String[] publisherIds = rest.split(";"); + + List jabrefPublishers = new ArrayList<>(); + + for (String pubId : publisherIds) { + // store publishers already encountered + knownPublishers.computeIfAbsent(pubId, k -> { + Optional publisher = publishers.getPublisher().stream().filter(p -> p.getId().equals(k)).findFirst(); + return publisher.map(p -> new String(p.getName())).orElse(null); + }); + jabrefPublishers.add(knownPublishers.get(pubId)); + } + + String stringifiedKeywords = String.join(",", jabrefPublishers); + refToPublishers.put(refId, stringifiedKeywords); + } + return refToPublishers; + } + + private String getEditorName(CitaviExchangeData.References.Reference data) { + if (refEditors == null) { + return null; + } + return this.refIdWithEditors.get(data.getId()); + } + + private String getKeywords(CitaviExchangeData.References.Reference data) { + if (refKeywords == null) { + return null; + } + return this.refIdWithKeywords.get(data.getId()); + } + + private String getPublisher(CitaviExchangeData.References.Reference data) { + if (refPublishers == null) { + return null; + } + return this.refIdWithPublishers.get(data.getId()); + } + + private void initUnmarshaller() throws JAXBException { + if (unmarshaller == null) { + // Lazy init because this is expensive + JAXBContext context = JAXBContext.newInstance("org.jabref.logic.importer.fileformat.citavi"); + unmarshaller = context.createUnmarshaller(); + } + } + + private Object unmarshallRoot(BufferedReader reader) throws XMLStreamException, JAXBException { + initUnmarshaller(); + + XMLInputFactory xmlInputFactory = XMLInputFactory.newFactory(); + XMLStreamReader xmlStreamReader = xmlInputFactory.createXMLStreamReader(reader); + + // Go to the root element + while (!xmlStreamReader.isStartElement()) { + xmlStreamReader.next(); + } + + return unmarshaller.unmarshal(xmlStreamReader); + } + + @Override + public ParserResult importDatabase(BufferedReader reader) throws IOException { + Objects.requireNonNull(reader); + throw new UnsupportedOperationException("CitaviXmlImporter does not support importDatabase(BufferedReader reader)." + + "Instead use importDatabase(Path filePath, Charset defaultEncoding)."); + } + + @Override + public List parseEntries(InputStream inputStream) { + try { + return importDatabase( + new BufferedReader(new InputStreamReader(inputStream, StandardCharsets.UTF_8))).getDatabase().getEntries(); + } catch (IOException e) { + LOGGER.error(e.getLocalizedMessage(), e); + } + return Collections.emptyList(); + } + + private BufferedReader getReaderFromZip(Path filePath) throws IOException { + ZipInputStream zis = new ZipInputStream(new FileInputStream(filePath.toFile())); + ZipEntry zipEntry = zis.getNextEntry(); + + Path newFile = Files.createTempFile("citavicontent", ".xml"); + + while (zipEntry != null) { + Files.copy(zis, newFile, StandardCopyOption.REPLACE_EXISTING); + + zipEntry = zis.getNextEntry(); + } + + zis.closeEntry(); + + InputStream stream = Files.newInputStream(newFile, StandardOpenOption.READ); + + // check and delete the utf-8 BOM bytes + InputStream newStream = checkForUtf8BOMAndDiscardIfAny(stream); + + // clean up the temp file + Files.delete(newFile); + + return new BufferedReader(new InputStreamReader(newStream, StandardCharsets.UTF_8)); + } + + private static InputStream checkForUtf8BOMAndDiscardIfAny(InputStream inputStream) throws IOException { + PushbackInputStream pushbackInputStream = new PushbackInputStream(new BufferedInputStream(inputStream), 3); + byte[] bom = new byte[3]; + if (pushbackInputStream.read(bom) != -1) { + if (!((bom[0] == (byte) 0xEF) && (bom[1] == (byte) 0xBB) && (bom[2] == (byte) 0xBF))) { + pushbackInputStream.unread(bom); + } + } + return pushbackInputStream; + } + + private String clean(String input) { + return StringUtil.unifyLineBreaks(input, " ") + .trim() + .replaceAll(" +", " "); + } +} diff --git a/src/main/java/org/jabref/logic/util/StandardFileType.java b/src/main/java/org/jabref/logic/util/StandardFileType.java index ffdb7e63e93..aadae024051 100644 --- a/src/main/java/org/jabref/logic/util/StandardFileType.java +++ b/src/main/java/org/jabref/logic/util/StandardFileType.java @@ -44,7 +44,10 @@ public enum StandardFileType implements FileType { YAML("YAML Markup", "yaml"), CFF("CFF", "cff"), ANY_FILE("Any", "*"), - CER("SSL Certificate", "cer"); + CER("SSL Certificate", "cer"), + CITAVI("Citavi", "ctv6bak", "ctv5bak"); + + private final List extensions; private final String name; diff --git a/src/main/resources/xjc/citavi/citavi.xsd b/src/main/resources/xjc/citavi/citavi.xsd new file mode 100644 index 00000000000..4b782452dff --- /dev/null +++ b/src/main/resources/xjc/citavi/citavi.xsd @@ -0,0 +1,329 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/src/test/java/org/jabref/logic/importer/ImporterTest.java b/src/test/java/org/jabref/logic/importer/ImporterTest.java index c3db3e1906d..5409b87fe1b 100644 --- a/src/test/java/org/jabref/logic/importer/ImporterTest.java +++ b/src/test/java/org/jabref/logic/importer/ImporterTest.java @@ -7,6 +7,7 @@ import org.jabref.logic.importer.fileformat.BibTeXMLImporter; import org.jabref.logic.importer.fileformat.BiblioscapeImporter; import org.jabref.logic.importer.fileformat.BibtexImporter; +import org.jabref.logic.importer.fileformat.CitaviXmlImporter; import org.jabref.logic.importer.fileformat.CopacImporter; import org.jabref.logic.importer.fileformat.EndnoteImporter; import org.jabref.logic.importer.fileformat.InspecImporter; @@ -124,7 +125,8 @@ public static Stream instancesToTest() { new PdfXmpImporter(xmpPreferences), new RepecNepImporter(importFormatPreferences), new RisImporter(), - new SilverPlatterImporter() + new SilverPlatterImporter(), + new CitaviXmlImporter() ); // @formatter:on } diff --git a/src/test/java/org/jabref/logic/importer/fileformat/CitaviXmlImporterTestFiles.java b/src/test/java/org/jabref/logic/importer/fileformat/CitaviXmlImporterTestFiles.java new file mode 100644 index 00000000000..29afe7d38b2 --- /dev/null +++ b/src/test/java/org/jabref/logic/importer/fileformat/CitaviXmlImporterTestFiles.java @@ -0,0 +1,55 @@ +package org.jabref.logic.importer.fileformat; + +import java.io.IOException; +import java.util.function.Predicate; +import java.util.stream.Stream; + +import org.jabref.logic.importer.ImportFormatPreferences; + +import org.junit.jupiter.api.BeforeEach; +import org.junit.jupiter.params.ParameterizedTest; +import org.junit.jupiter.params.provider.MethodSource; + +import static org.mockito.Mockito.mock; +import static org.mockito.Mockito.when; + +public class CitaviXmlImporterTestFiles { + + private static final String FILE_ENDING = ".ctv6bak"; + + private ImportFormatPreferences preferences; + + private static Stream fileNames() throws IOException { + Predicate fileName = name -> name.startsWith("CitaviXmlImporterTest") && name.endsWith(FILE_ENDING); + return ImporterTestEngine.getTestFiles(fileName).stream(); + } + + private static Stream invalidFileNames() throws IOException { + Predicate fileName = name -> !name.startsWith("CitaviXmlImporterTest"); + return ImporterTestEngine.getTestFiles(fileName).stream(); + } + + @BeforeEach + void setUp() { + preferences = mock(ImportFormatPreferences.class); + when(preferences.getKeywordSeparator()).thenReturn(';'); + } + + @ParameterizedTest + @MethodSource("fileNames") + void testIsRecognizedFormat(String fileName) throws IOException { + ImporterTestEngine.testIsRecognizedFormat(new CitaviXmlImporter(), fileName); + } + + @ParameterizedTest + @MethodSource("invalidFileNames") + void testIsNotRecognizedFormat(String fileName) throws IOException { + ImporterTestEngine.testIsNotRecognizedFormat(new CitaviXmlImporter(), fileName); + } + + @ParameterizedTest + @MethodSource("fileNames") + void testImportEntries(String fileName) throws Exception { + ImporterTestEngine.testImportEntries(new CitaviXmlImporter(), fileName, FILE_ENDING); + } +} diff --git a/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest1.bib b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest1.bib new file mode 100644 index 00000000000..e0c2496678f --- /dev/null +++ b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest1.bib @@ -0,0 +1,441 @@ +@Article{, + author = {Agbaraji, Emmanuel and Ochulor, Deborah and Ezeh, Gloria}, + title = {Food and drug counterfeiting in the developing nations}, + pages = {24-31}, + volume = {3}, + year = {2012}, +} + +@Book{, + title = {The SAGE encyclopedia of food issues}, + editor = {Albala, Ken}, + publisher = {SAGE Reference}, + year = {2015}, +} + +@Article{, + author = {Barlow, Susan and Boobis, Alan and Bridges, Jim and Cockburn, Andrew and Dekant, Wolfgang and Hepburn, Paul and Houben, Geert and König, Jürgen and Nauta, Maarten and Schuermans, Jeroen and Bánáti, Diána}, + title = {The role of hazard- and risk-based approaches in ensuring food safety}, + pages = {176-188}, + volume = {46}, + abstract = {Background: Food legislation in the European Union and elsewhere includes both hazard- and risk-based approaches for ensuring safety. In hazard-based approaches, simply the presence of a potentially harmful agent at a detectable level in food is used as a basis for legislation and/or risk management action. Riskbased approaches allow consideration of exposure in assessing whether there may be unacceptable risks to health. Scope and approach: The advantages and disadvantages of hazard- and risk-based approaches for ensuring the safety of food chemicals, allergens, ingredients and microorganisms were explored at an ILSI Europe workshop. Key findings and conclusions: It was concluded that both types of approach have their place, depending on the context. However, problems can arise when both types of approach are used in regulation by separate agencies that address different aspects of the same agent/substance present in food. This separation of decision-making can result in hazard-based restrictions on marketing and use, whereas risk-based assessments for those exposed show there is reasonable certainty no harm will result. This in turn can lead to contradictory, confusing and ultimately unnecessary actions. Use of hazard-based approaches for foods also means that comparisons with benefits for nutrition and food security cannot be undertaken. This has the potential to lead to bias in the overall conclusions of regulators and risk managers, who may not have been presented with the benefits of particular foods. The value of riskbased approaches is becoming increasingly recognised.}, + year = {2015}, +} + +@Misc{, + author = {Bishop, Mac and Werschkul, Ben and Hodge, Channon and Rosado, Pedro and Stokes, Elaisha and Desai, Lisa}, + title = {Truth in seafood labeling}, + abstract = {A senior scientist at Oceana discusses the group’s new study that found that about one-third of fish samples in 12 metropolitan areas were mislabeled.}, + publisher = {The New York Times}, + year = {2013-02-21}, +} + +@Book{, + author = {Braden, Darrell}, + title = {Food fraud and adulterated ingredients}, + pages = {113}, + publisher = {Nova Science Publishers}, + keywords = {Fishery products, Food adulteration and inspection, Food contamination, Government policy, Law and legislation, Marketing, Prevention}, + year = {2014}, +} + +@Misc{, + author = {Burton, Tim}, + title = {Sweeney Todd}, + abstract = {Reinventing himself as Sweeney Todd, a man unjustly sent to prison returns to exact revenge on those who ruined his life, especially the evil Judge Turpin who sent the man to prison. Not only does he seek revenge for the cruel punishment he suffered in prison, but also for what happened to his wife and daughter. When he returns to his home town, he reopens his barber shop, where Mr. Todd becomes the Demon of Fleet Street. Mrs. Lovett is Sweeney's amorous accomplice who creates diabolical meat pies out of the remains of Mr. Todd's victims.}, + keywords = {Todd, Sweeney (legendary character)}, + publisher = {Warner Home Video}, + year = {2013}, +} + +@Article{, + author = {Che Man, Yaakob and Mustafa, Shuhaimi and Khalid, Farihah and Azmi, Aida and Sazili, Awis and Rahim, Raha}, + title = {Method for identifying a pork content in a food}, + year = {2010}, +} + +@Article{, + author = {Dai, Cong and Jiang, Min}, + title = {Fake meat scandals add to Chinese food fears}, + pages = {f3385}, + volume = {346}, + keywords = {China, Food safety, Fraud, Humans, Meat}, + year = {2013}, +} + +@Article{, + author = {Manuell, Roy}, + title = {Fighting food fraud in 2017}, + abstract = {In anticipation of Food Fraud 2017, New Food speaks exclusively to Eoghan Daly of Crowe Clark Whitehill about tackling food fraud in the 21st Century.}, +} + +@Book{, + title = {It’s a jungle out there - the strange animals of economic organization in agri-food value chains}, + editor = {Dries, Liesbeth and Karantininis, Konstantinos and Martino, Gaetano and Codron, Jean and Pascucci, Stefano}, + publisher = {Wageningen Academic Publishers}, + year = {[In press]}, +} + +@Article{, + title = {Food Fraud Network activity report 2015}, + pages = {3}, +} + +@Article{, + title = {EUR 230 million worth of fake food and beverages seized in global OPSON operation targeting food fraud}, + abstract = {Operation OPSON VI, the joint Europol-INTERPOL operation targeting counterfeit and substandard food and drink, as well as the organised crime networks behind this illicit trade, has resulted in the seizure of 9 800 tonnes, over 26.4 million litres, and 13 million units/items worth an estimated EUR 230 million of potentially harmful food and beverages ranging from every day products such as alcohol, mineral water, seasoning cubes, seafood and olive oil, to luxury goods such as caviar.}, +} + +@Book{, + author = {Evershed, Richard and Temple, Nicola}, + title = {Sorting the beef from the bull}, + publisher = {Audible Studios for Bloomsbury}, + keywords = {Screening}, + year = {2016}, +} + +@Article{, + author = {Everstine, Karen}, + title = {Economically motivated adulteration}, + abstract = {The food supply system is vulnerable to various types of contamination and adulteration. This research focuses on economically motivated adulteration (often called "food fraud"). Economically motivated adulteration (EMA) refers to the knowingly selling a food product that is not up to standards in order to gain economic advantage. There is a long history of EMA in a wide variety of food products. The food safety paradigm is not sufficient for food defense, or for prevention and deterrence of EMA. The goal of this research was to develop methods to improve capabilities for preventing and detecting EMA incidents. First, the food ingredient monographs in the United States Pharmacopeial (USP) Convention Food Chemicals Codex (FCC) were evaluated for susceptibility to EMA. These evaluations can be used to help target the most susceptible ingredients for monograph modernization within USP, and for inspection and laboratory testing resources by regulatory agencies. Second, economic and production data for dairy products in China leading up to the melamine adulteration event was analyzed to evaluate the utility of this data for alerting to the potential for EMA in a food commodity. This analysis shed insight on variables that may be useful for tracking the production of global commodities for early indications of EMA. Finally, a surveillance technique for trade data was evaluated using melamine adulteration of wheat gluten as a case study. This biosurveillance-like methodology can be applied to food import data to identify supply chain shifts that could indicate changes in the market for food products and a heightened risk of EMA. Regulatory agencies have an enormous burden of responsibility for regulating the food supply for both domestically-produced and imported food products. Given the constrained resources of these agencies, they need improved methods for targeting those resources towards the riskiest food products. These preliminary efforts to shed light on EMA vulnerabilities and potential mitigation efforts can contribute to efforts in that area. An integrated, systems-based approach to food protection that encompasses both food safety and food defense is imperative for ensuring the integrity of our food supply.}, + keywords = {Adulteration, Food defense, Food safety, Fraud}, +} + +@Book{, + title = {International trade and food security}, + editor = {Ewing-Chow, Michael and Slade, Melanie}, + publisher = {Edward Elgar Publishing}, + keywords = {Food security, International trade}, + year = {2016}, +} + +@Article{, + title = {Vulnerability assessments of food systems}, + pages = {30}, +} + +@Article{, + title = {Mitigation strategies to protect food against intentional adulteration. Final rule}, + pages = {34165-223}, + volume = {81}, + abstract = {The Food and Drug Administration (FDA or we) is issuing this final rule to require domestic and foreign food facilities that are required to register under the Federal Food, Drug, and Cosmetic Act (the FD&C Act) to address hazards that may be introduced with the intention to cause wide scale public health harm. These food facilities are required to conduct a vulnerability assessment to identify significant vulnerabilities and actionable process steps and implement mitigation strategies to significantly minimize or prevent significant vulnerabilities identified at actionable process steps in a food operation. FDA is issuing these requirements as part of our implementation of the FDA Food Safety Modernization Act (FSMA).}, + keywords = {Food industry legislation and jurisprudence, Food safety, Humans, Law and legislation, Legislation, Terrorism prevention and control, United States}, + year = {2016}, +} + +@Article{, + author = {Garver, Krista}, + title = {What is blockchain and how will it impact the food industry?}, + abstract = {The food industry has been abuzz lately about the potential of blockchain to solve the problem of end-to-end traceability in the supply chain.}, +} + +@Article{, + title = {GFSI position on mitigating the public health risk of food fraud}, + pages = {4}, +} + +@Article{, + author = {Hong, Eunyoung and Lee, Sang and Jeong, Jae and Park, Jung and Kim, Byung and Kwon, Kisung and Chun, Hyang}, + title = {Modern analytical methods for the detection of food fraud and adulteration by food category}, + abstract = {This review provides current information on the analytical methods used to identify food adulteration in the six most adulterated food categories: animal origin and seafood, oils and fats, beverages, spices and sweet foods (e.g. honey), grain-based food, and others (organic food and dietary supplements). The analytical techniques, both conventional and emerging, used to identify adulteration in these six food categories involve sensory, physicochemical, DNA-based, chromatographic, and spectroscopic methods, and have been combined with chemometrics, making these techniques more convenient and effective for the analysis of a broad variety of food products. Despite recent advances, a need remains for suitably sensitive and widely applicable methodologies that will encompass all the various aspects of food adulteration.}, + year = {[In press]}, +} + +@Article{, + title = {Walmart, IBM and Tsinghua University explore the use of blockchain to help bring safer food to dinner tables across China}, + abstract = {As Walmart opened its new Walmart Food Safety Collaboration Center in Beijing today, IBM, Walmart and Tsinghua University announced a collaboration to improve the way food is tracked, transported and sold to consumers across China. By harnessing the power of blockchain technology designed to generate transparency and efficiency in supply chain record-keeping, this work aims to help enhance the safety of food on the tables of Chinese consumers.}, + keywords = {Asia, Blockchain, China, Linux Foundation Hyperledger Project, Safer food, Tsinghua University, Walmart Food Safety Collaboration Center}, +} + +@Article{, + title = {Food safety management systems – Requirements for any organization in the food chain}, + volume = {67.020}, + publisher = {International Organization for Standardization}, +} + +@Book{, + title = {Food safety in China}, + editor = {Jen, Joseph and Chen, Junshi}, + pages = {696}, + publisher = {John Wiley & Sons, Inc}, + keywords = {Food adulteration and inspection, Food contamination}, + year = {2017}, +} + +@Article{, + author = {Kelepouris, Thomas and Pramatari, Katerina and Doukidis, Georgios}, + title = {RFID-enabled traceability in the food supply chain}, + pages = {183-200}, + volume = {107}, + year = {2007}, +} + +@Article{, + author = {Lawrence, Felicity}, + title = {Horsemeat scandal}, + abstract = {With the Europewide scandal over the contamination of meat products, from beefburgers to lasagne, showing no sign of abating, study the issue in depth and learn all you need to know about how it came to this with our essential guide}, + keywords = {Europe, Food and drink industry, Food safety, Horsemeat scandal, Ireland, Meat, Supermarkets, The meat industry, United Kingdom}, +} + +@Article{, + title = {Food and supply chain integrity}, + editor = {Manning, Louise}, + volume = {119}, + year = {2016}, +} + +@Article{, + author = {Manning, Louise and Soon, Jan}, + title = {Food safety, food fraud, and food defense}, + pages = {R823-R834}, + volume = {81}, + abstract = {Intentional food crime is plural in nature in terms of the types of crime and the differing levels of financial gain. Successful models of food crime are dependent on how well the crime has been executed and at what point, or even if, detection actually occurs. The aim of this paper is to undertake a literature review and critique the often contradictory definitions that can be found in the literature in order to compare and contrast existing food crime risk assessment tools and their application. Food safety, food defense, and food fraud risk assessments consider different criteria in order to determine the degree of situational risk for each criteria and the measures that need to be implemented to mitigate that risk. Further research is required to support the development of global countermeasures, that are of value in reducing overall risk even when the potential hazards may be largely unknown, and specific countermeasures that can act against unique risks.}, + keywords = {Crime, Food safety, Fraud, Humans, Risk Assessment}, + year = {2016}, +} + +@Article{, + author = {Meyer, Samantha and Wilson, Annabelle and Calnan, Michael and Henderson, Julie and Coveney, John and McCullum, Dean and Pearce, Alex and Ward, Paul and Webb, Trevor}, + title = {In the interest of food safety}, + pages = {1-13}, + volume = {17}, + abstract = {BACKGROUND: Food regulatory bodies play an important role in public health, and in reducing the costs of food borne illness that are absorbed by both industry and government. Regulation in the food industry involves a relationship between regulators and members of the industry, and it is imperative that these relationships are built on trust. Research has shown in a variety of contexts that businesses find the most success when there are high levels of trust between them and their key stakeholders. An evidence-based understanding of the barriers to communication and trust is imperative if we are to put forward recommendations for facilitating the (re)building of trusting and communicative relationships. METHODS: We present data from 72 interviews with regulators and industry representatives regarding their trust in and communication with one another. Interviews were conducted in the UK, New Zealand, and Australia in 2013. RESULTS: Data identify a variety of factors that shape the dynamic and complex relationships between regulators and industry, as well as barriers to communication and trust between the two parties. Novel in our approach is our emphasis on identifying solutions to these barriers from the voices of industry and regulators. CONCLUSIONS: We provide recommendations (e.g., development of industry advisory boards) to facilitate the (re)building of trusting and communicative relationships between the two parties.}, + year = {2017}, +} + +@Article{, + author = {Millward, Steven}, + title = {Alibaba to use blockchain to fight China’s fake food}, + abstract = {Fake soy sauce, fake rice, fake eggs – those are all actual and potentially deadly items found in China. The tech behind Bitcoin could help everyone avoid the problem.}, + keywords = {Asia, Jakarta, Singapore, Tokyo}, +} + +@Article{, + author = {Nascimento, Carina and Santos, Poliana and Pereira-Filho, Edenir and Rocha, Fábio}, + title = {Recent advances on determination of milk adulterants}, + pages = {1232-1244}, + volume = {221}, + abstract = {Milk adulteration is a current fraudulent practice to mask the quality parameters (e.g. protein and fat content) and increase the product shelf life. Milk adulteration includes addition of toxic substances, such as formaldehyde, hydrogen peroxide, hypochlorite, dichromate, salicylic acid, melamine, and urea. In order to assure the food safety and avoid health risks to consumers, novel analytical procedures have been proposed for detection of these adulterants. The innovations encompass sample pretreatment and improved detection and data processing, including chemometric tools. This review focuses on critical evaluation of analytical approaches for assay of milk adulteration, with emphasis on applications published after 2010. Alternatives for fast, environmentally friendly and in-situ detection of milk adulterants are highlighted.}, + year = {2017}, +} + +@Article{, + title = {Food Fraud}, + pages = {13}, +} + +@Article{, + author = {Oceana}, + title = {Global seafood fraud}, + abstract = {Seafood is a global commodity traded all over the world, following a long, complex and non-transparent supply chain. It also serves as an important source of protein for millions of people every day. However, seafood fraud and species substitutions occur regularly, cheating consumers out of what they ordered and putting public health and the oceans at risk. In addition, seafood fraud allows illegally caught fish to be laundered into the legal seafood trade.}, + year = {2016}, +} + +@Article{, + author = {Oliveira, Gislene and Alewijn, Martin and Boerrigter-Eenling, Rita and van Ruth, Saskia}, + title = {Compositional signatures of conventional, free range, and organic pork meat using fingerprint techniques}, + pages = {359-375}, + volume = {4}, + abstract = {Consumers' interest in the way meat is produced is increasing in Europe. The resulting free range and organic meat products retail at a higher price, but are difficult to differentiate from their counterparts. To ascertain authenticity and prevent fraud, relevant markers need to be identified and new analytical methodology developed. The objective of this pilot study was to characterize pork belly meats of different animal welfare classes by their fatty acid (Fatty Acid Methyl Ester-FAME), non-volatile compound (electrospray ionization-tandem mass spectrometry-ESI-MS/MS), and volatile compound (proton-transfer-reaction mass spectrometry-PTR-MS) fingerprints. Well-defined pork belly meat samples (13 conventional, 15 free range, and 13 organic) originating from the Netherlands were subjected to analysis. Fingerprints appeared to be specific for the three categories, and resulted in 100%, 95.3%, and 95.3% correct identity predictions of training set samples for FAME, ESI-MS/MS, and PTR-MS respectively and slightly lower scores for the validation set. Organic meat was also well discriminated from the other two categories with 100% success rates for the training set for all three analytical approaches. Ten out of 25 FAs showed significant differences in abundance between organic meat and the other categories, free range meat differed significantly for 6 out of the 25 FAs. Overall, FAME fingerprinting presented highest discrimination power.}, + year = {2015}, +} + +@Book{, + author = {Olmsted, Larry}, + title = {Real food fake food}, + pages = {318}, + publisher = {Algonquin Books of Chapel Hill}, + abstract = {[Description from publisher - J.S.] You've seen the headlines: Parmesan cheese made from sawdust. Lobster rolls containing no lobster at all. Extra virgin olive oil that isn't. Fake foods are in our supermarkets, our restaurants, and our kitchen cabinets. Award-winning food journalist and travel writer Larry Olmsted exposes the pervasive and dangerous fraud perpetrated on unsuspecting Americans. Real Food/Fake Food brings readers into the unregulated food industry, revealing the alarming truth: What we think we're eating is not what we're really eating. Olmsted examines how this shocking deception extends from high-end foods like olive oil, wine, and Kobe beef to everyday staples such as coffee, honey, juice, and cheese. It's a massive bait and switch where counterfeiting is rampant and where the consumer ultimately pays the price. But Olmstead does more than show us what foods to avoid. A bona fide gourmand, he travels to the sources of the real stuff, to help us recognize what to look for, eat, and enjoy. Genuine Parmigiano-Reggiano from Italy, fresh-caught grouper from Florida, authentic port from Portugal. Real foods that are grown, raised, produced, and prepared with care by masters of their craft. Part cautionary tale, part culinary crusade, Real Food/Fake Food is addictively readable, mouth-wateringly enjoyable, and utterly relevant. Larry Olmsted convinces us why real food matters}, + keywords = {Artificial foods, Consumer education, Food additives, Food substitutes, Fraud, Nutrition, Quality}, + year = {2016}, +} + +@Article{, + author = {Opara, Linus}, + title = {Traceability in agriculture and food supply chain}, + pages = {101-106}, + volume = {1}, + year = {2003}, +} + +@Article{, + title = {Reflections on supply chain research and practice}, + editor = {Pawar, Kulwant and Rogers, Helen and Ferrari, Emilio}, + publisher = {Centre for Concurrent Enterprise}, + year = {2015}, +} + +@Article{, + author = {Ramamurthy, Shanker}, + title = {Leveraging blockchain to improve food supply chain traceability}, + abstract = {Leveraging blockchain for food supply chain tracking and authentication, is critical to finding and helping to address sources of contamination worldwide.}, + year = {2016-11-16}, +} + +@Book{, + author = {Ryan, John}, + title = {Food fraud}, + pages = {92 pages}, + publisher = {Academic Press}, + abstract = {Food Fraud provides an overview of the current state on the topic to help readers understand which products are being impacted, how pervasive food fraud is, and what laws are in effect across the developed world. As international food trade increases, food processors, distributors, and consumers are purchasing more and more food from foreign countries that, in many cases, have inadequate oversight or control over what is coming into our supermarkets, restaurants, and refrigerators. This book is an essential quick reference that will familiarize readers with the latest issues surrounding the food industry.}, + keywords = {Food adulteration and inspection, Food industry and trade, Law and legislation, United States}, + year = {2016}, +} + +@Misc{, + author = {Sample, Ian and Chambers, Iain}, + title = {A proper mouthful}, + abstract = {From fake eggs to horsemeat burgers, food fraud is common, but hard to detect. How can we be sure that what we’re eating is the real thing?}, + keywords = {Food and drink industry, Food safety, Food science, Horsemeat scandal, The meat industry}, + year = {2016-02-26}, +} + +@Article{, + author = {Sciex}, + title = {MarkerView Software}, + abstract = {[Description from publisher - J.S.] A powerful program designed for metabolomics and protein/peptide biomarker profiling applications. Allows you to rapidly and easily review data acquired on all SCIEX mass spectrometers to determine up- and down-regulation of endogenous compounds in complex samples.}, + year = {2017-03-29}, +} + +@Article{, + author = {Spink, John}, + title = {GFSI direction on food fraud and vulnerability assessment (VACCP)}, + abstract = {In February 2014 the Global Food Safety Initiative (GFSI) presented their direction for including Food Fraud in their Food Safety Management System.  They have adopted a holistic Food Fraud scope and have shifted their focus from risks to vulnerabilities.}, + year = {2014-05-08}, +} + +@Article{, + author = {Spink, John and Moyer, Douglas}, + title = {Defining the public health threat of food fraud}, + pages = {R157-R163}, + volume = {76}, + abstract = {Food fraud, including the more defined subcategory ofeconomically motivated adulteration, is a food risk that is gaining recognition and concern. Regardless ofthe cause ofthe food risk, adulteration offood is both an industry and a government responsibility. Food safety, food fraud, and food defense incidents can create adulteration offood with public health threats. Food fraud is an intentional act for economic gain, whereas a food safety incident is an unintentional act with unintentional harm, and a food defense incident is an intentional act with intentional harm. Economically motivated adulteration may be just that—economically motivated—but the food-related public health risks are often more risky than traditional food safety threats because the contaminants are unconventional. Current intervention systems are not designed to look for a near infinite number ofpotential contaminants. The authors developed the core concepts reported here following comprehensive research ofarticles and reports, expert elicitation, and an extensive peer review. The intent of this research paper is to provide a base reference document for defining food fraud—it focuses specifically on the public health threat—and to facilitate a shift in focus from intervention to prevention. This will subsequently provide a framework for future quantitative or innovative research. The fraud opportunity is deconstructed using the criminology and behavioral science applications ofthe crime triangle and the chemistry ofthe crime. The research provides a food risk matrix and identifies food fraud incident types. This project provides a starting point for future food science, food safety, and food defense research.}, + keywords = {Consumer product safety, Food safety methods, Fraud, Risk Assessment, Risk Factors, Terrorism}, + year = {2011}, +} + +@Article{, + author = {Spink, John and Moyer, Douglas and Park, Hyeonho and Wu, Yongning and Fersht, Victor and Shao, Bing and Hong, Miao and Paek, Seung and Edelev, Dmitry}, + title = {Introducing food fraud including translation and interpretation to Russian, Korean, and Chinese languages}, + pages = {102-7}, + volume = {189}, + abstract = {This paper introduces the topic of Food Fraud with translations to Russian, Korean, and Chinese. The concepts provide a system-wide focus leading to prevention. The goal is not to detect Food Fraud but to adjust entire food supply chains to reduce fraud opportunities. Food Fraud is a recently defined area of Food Protection between Food Safety (such as Salmonella or pesticide residue), and Food Defense (malicious intent to harm such as terrorism). Food Fraud is intentional with no intent to harm but only for economic gain. As with improving Food Safety and Food Defense, preventing Food Fraud is good for society and the economy. Society benefits through fewer public health threats from unauthorized acts. Society also benefits from increased consumer satisfaction and harmony. Food Security is increased through the production of more, higher-value products for consumers, commerce, and exporting. Food Fraud can reduce economic output because sickened citizens cannot work and it also reduces consumer confidence leading to less commerce.}, + keywords = {China, Food contamination prevention and control, Food quality, Food safety, Fraud prevention and control, Language, Public Health, Republic of Korea, Russia}, + year = {2015}, +} + +@Book{, + title = {Driving agribusiness with technology innovations}, + editor = {Tarnanidis, Theodore and Vlachopoulou, Maro and Papathanasiou, Jason}, + publisher = {IGI Global}, + abstract = {[Description from publisher - J.S.] Modern web-based applications are pertinent for businesses, as they often encourage their core competencies and capabilities. As such, the agribusiness sector must begin to take advantage of the open networks and advances in communication and information technologies in order to grow their businesses exponentially. Driving Agribusiness With Technology Innovations highlights innovative business models and theories that encourage the use of emerging technological advances to produce thriving enterprises. Featuring extensive coverage on relevant topics including digital environments, mobile agriculture, supply chain platforms, and internet marketing models, this publication is an important reference source for business managers, practitioners, professionals, and engineers who are interested in discovering emerging technology trends for agribusiness.}, + year = {2017}, +} + +@Article{, + author = {Toci, Aline and Farah, Adriana and Pezza, Helena and Pezza, Leonardo}, + title = {Coffee adulteration}, + pages = {83-92}, + volume = {46}, + abstract = {Coffee is a ubiquitous food product of considerable economic importance to the countries that produce and export it. The adulteration of roasted coffee is a strategy used to reduce costs. Conventional methods employed to identify adulteration in roasted and ground coffee involve optical and electron microscopy, which require pretreatment of samples and are time-consuming and subjective. Other analytical techniques have been studied that might be more reliable, reproducible, and widely applicable. The present review provides an overview of three analytical approaches (physical, chemical, and biological) to the identification of coffee adulteration. A total of 30 published articles are considered. It is concluded that despite the existence of a number of excellent studies in this area, there still remains a lack of a suitably sensitive and widely applicable methodology able to take into account the various different aspects of adulteration, considering coffee varieties, defective beans, and external agents.}, + keywords = {Coffee, Electron scanning microscopy, Food contamination analysis}, + year = {2016}, +} + +@Article{, + title = {FDA Food Safety Modernization Act}, + pages = {89}, +} + +@Article{, + title = {United States v. Lexington Mill & Elevator Co.}, +} + +@Article{, + title = {Food safety}, + editor = {Uyttendaele, Mieke and Franz, Eelco and Schlüter, Oliver}, + volume = {13}, + year = {2016}, +} + +@Article{, + author = {Wang, Yunyu and He, Kai and Fan, Long and Wang, Yushui and Wu, Shifang and Murphy, Robert and Wang, Wenzhi and Zhang, Yaping}, + title = {DNA barcoding reveals commercial fraud related to yak jerky sold in China}, + pages = {106-8}, + volume = {59}, + keywords = {Cattle genetics, China, DNA Barcoding, Food contamination, Food safety, Fraud, Hazard analysis and critical control points, Meat, Preserved food, RNA}, + year = {2016}, +} + +@Article{, + title = {2008 Chinese milk scandal}, +} + +@Misc{, + author = {Winter, Carl}, + title = {Still seems like food to me}, + publisher = {Food Safety Music - UC Davis}, + year = {2008}, +} + +@Article{, + author = {Yan, Yunxiang}, + title = {Food safety and social risk in contemporary China}, + pages = {705-729}, + volume = {71}, + year = {2012}, +} + +@Article{, + title = {2016 13th International Conference on Service Systems and Service Management (ICSSSM)}, + editor = {Yang, Baojian}, + keywords = {Computer networks, Service industries, Systems engineering}, + publisher = {IEEE}, + year = {2016}, +} + +@Article{, + author = {Bitzios, Michail and Jack, Lisa and Krzyzaniak, Sally-Ann and Xu, Mark}, + title = {Dissonance in the food traceability regulatory environment and food fraud}, +} + +@Article{, + author = {Fassam, Liam and Dani, Samir and Hills, Mils}, + title = {Supply chain food crime & fraud}, + pages = {659-666}, +} + +@Article{, + author = {Karipidis, Philippos and Tselempis, Dimitrios and Tsironis, Loukas}, + title = {Eco-certification and transparency in global food supply chains}, + pages = {70-90}, +} + +@Article{, + author = {Manning, L.}, + title = {Food Integrity}, + pages = {2-6}, + volume = {119}, +} + +@Article{, + author = {Tian, Feng}, + title = {An agri-food supply chain traceability system for China based on RFID & blockchain technology}, + pages = {1-6}, +} + +@Article{, + author = {Uyttendaele, Mieke and Franz, Eelco and Schlüter, Oliver}, + title = {Food safety, a global challenge}, + pages = {1–6}, + volume = {13}, +} + +@Article{, + author = {Whitworth, Elizabeth and Druckman, Angela and Woodward, Amy}, + title = {Food scares}, + pages = {131-142}, + volume = {119}, + abstract = {Purpose – The purpose of this paper is to describe the development of a comprehensive categorisation of food scares. Design/methodology/approach – Following an initial desktop study, the categorisation was developed collaboratively with industry experts through a workshop and series of semi-structured interviews. Findings – The new categorisation developed is in Venn diagram format allowing overlapping categories. It is organised around the two major types of contamination (biological, and chemical/physical contaminants) and the two major causes of contamination (wilful deception, and transparency and awareness issues). Practical implications – The long and complex supply chains characteristic of current food production systems have resulted in a rising number of food scares. There is thus an increased emphasis on developing strategies to reduce both the number of incidents of food scares, and their associated economic, social and environmental impacts. The new categorisation developed in this study enables experts to address categories of food scares. Inclusion of the cause of contamination is particularly important as the method through which contamination occurs is key in devising food scare prevention strategies. Originality/value – The new categorisation, unlike previous categorisations, enables food scares to fall into multiple categories, as appropriate. Also, again in contrast to previous categorisations, it takes into account not only the physical problem of a food scare but also the mechanism through which it arises.}, + keywords = {Classification, Consumer risk, Contamination, Food safety, Risk reduction}, +} diff --git a/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest1.ctv6bak b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest1.ctv6bak new file mode 100644 index 00000000000..fa319a1ec91 Binary files /dev/null and b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest1.ctv6bak differ diff --git a/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest2.bib b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest2.bib new file mode 100644 index 00000000000..0c9c2356a50 --- /dev/null +++ b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest2.bib @@ -0,0 +1,449 @@ +@Article{, + author = {Abrahamsen, Rita}, + title = {The power of partnerships in global governance}, + pages = {1453-1467}, + volume = {25}, + year = {2004}, +} + +@Book{, + title = {Contentious Politics in the Middle East}, + editor = {Albrecht, Holger}, + publisher = {University Press of Florida}, + year = {2010}, +} + +@Article{, + author = {Altan-Olcay, Ozlem and Icduygu, Ahmet}, + title = {Mapping Civil Society in the Middle East: The Cases of Egypt, Lebanon and Turkey}, + pages = {157-179}, + volume = {39}, + year = {2012}, +} + +@Book{, + title = {Handbook of ethnography}, + editor = {Atkinson, Paul and Coffey, Amanda and Delamont, Sara and Lofland, John and Lofland, Lyn}, + pages = {xviii, 507 Seiten}, + publisher = {SAGE}, + year = {2014}, +} + +@Book{, + title = {The professionalization of public participation}, + editor = {Bherer, Laurence and Gauthier, Mario and Simard, Louis}, + pages = {x, 263 Seiten}, + publisher = {Routledge}, + year = {2017}, +} + +@Article{, + author = {Blok, Anders}, + title = {Mapping the Super‐Whale: Towards a Mobile Ethnography of Situated Globalities}, + pages = {507-528}, + volume = {5}, + year = {2010}, +} + +@Book{, + author = {Bosancic, Sasa}, + title = {Arbeiter ohne Eigenschaften}, + pages = {418 S}, + publisher = {Springer VS}, + year = {2014}, +} + +@Article{, + author = {Breidenstein, Georg and Hirschauer, Stefan}, + title = {Endlich fokussiert? Weder ,Ethno' noch ,Graphie'.}, + pages = {125-129}, + volume = {3}, + year = {2002}, +} + +@Book{, + author = {Breidenstein, Georg and Hirschauer, Stefan and Kalthoff, Herbert}, + title = {Ethnografie}, + pages = {250 S}, + publisher = {UTB}, + volume = {3979}, + year = {2013}, +} + +@Book{, + author = {Carapico, Sheila}, + title = {Political aid and Arab activism}, + pages = {xii, 250}, + publisher = {Cambridge University Press}, + volume = {[44]}, + abstract = {What does it mean to promote "transitions to democracy" in the Middle East? How have North American, European, and multilateral projects advanced human rights, authoritarian retrenchment, or Western domination? Political Aid and Arab Activism examines transnational programs in Egypt, Jordan, Morocco, Yemen, Lebanon, Tunisia, Algeria, the exceptional cases of Palestine and Iraq, and the Arab region at large during two tumultuous decades. To understand the controversial and contraadictory effects of pGlitical aid, Sheila Carapico analyzes discursive and professional practices in four key subfields: the rule of law, electoral design and monitoring, women's political empowerment, and civil society. From the institutional arrangements for extraordinary underrtakings such as Saddam Hussein's trial or Palestinian elections to routine templates for national women's machineries or NGO nettworks, her research explores the paradoxes and jurisdictional disputes confronted by Arab activists for justice, representation, and "nonngovernmental" agency.--}, + year = {2014}, +} + +@Book{, + author = {Cavatorta, Francesco and Durac, Vincent}, + title = {Civil society and democratization in the Arab world}, + pages = {XIII, 172 S.}, + publisher = {Routledge}, + volume = {22}, + year = {2011}, +} + +@Book{, + author = {Clarke, Adele}, + title = {Situational analysis}, + pages = {xli, 365}, + publisher = {Sage Publications}, + abstract = {"Situational Analysis: Grounded Theory After the Postmodern Turn provides an innovative approach to grounded theory useful in a wide array of qualitative research projects. Extending Anselm Strauss's ecological social worlds/arenas/discourses framework, situational analysis offers researchers three kinds of maps that place emphasis on the range of differences rather than commonalities, as found via the traditional grounded theory approach."--Jacket.}, + year = {2005}, +} + +@Book{, + author = {Cooke, Bill and Kothari, Uma}, + title = {Participation}, + pages = {XII, 207 S. ;}, + publisher = {Zed Books}, + year = {2007}, +} + +@Book{, + title = {Understanding global development research}, + editor = {Crawford, Gordon and Kruckenberg, Lena and Loubere, Nicholas and Morgan, Rosemary}, + pages = {xvii, 262}, + abstract = {Built around interviews and personal field notes of authorities and researchers, which really help readers to see what actually happens during field work, this exciting new book gives practical advice on the key aspects of doing developmental fieldwork. A must read for all students, researchers and aid workers contemplating field work in emerging economies. -- Admos Chimhowu This is an up-to-date, thought-provoking and well-balanced publication that brings together the best insights of leading and young scholars at the nexus of development and participatory field research. Its relational, ethics- and power-sensitive perspective makes this book special.--}, +} + +@Book{, + author = {Dellwing, Michael and Prus, Robert}, + title = {Einführung in die interaktionistische Ethnografie}, + pages = {233 S}, + publisher = {Springer VS}, + year = {2012}, +} + +@Article{, + author = {Desmond, Matthew}, + title = {Relational ethnography}, + pages = {547-579}, + volume = {43}, + year = {2014}, +} + +@Article{, + author = {Doyle, Jessica}, + title = {Civil Society as Ideology in the Middle East: A Critical Perspective}, + pages = {403-422}, + volume = {43}, + year = {2016}, +} + +@Article{, + author = {DuBois, Marc}, + title = {The Governance of the Third World: A Foucauldian Perspective on Power Relations in Development}, + pages = {1-30}, + volume = {16}, + year = {1991}, +} + +@Book{, + author = {Emerson, Robert and Fretz, Rachel I. and Shaw, Linda}, + title = {Writing ethnographic fieldnotes}, + pages = {xxiii, 289}, + publisher = {The University of Chicago Press}, + year = {2011}, +} + +@Article{, + author = {Fechter, A.-M.}, + title = {Aid work as moral labour}, + pages = {228-243}, + volume = {36}, + year = {2016}, +} + +@Article{, + author = {Fechter, Anne-Meike}, + title = {The Personal and the Professional: Aid workers' relationships and values in the development process}, + pages = {1387-1404}, + volume = {33}, + year = {2012}, +} + +@Book{, + author = {Fechter, Anne-Meike and Hindman, Heather}, + title = {Inside the everyday lives of development workers}, + pages = {vi, 224}, + publisher = {Kumarian Press}, + abstract = {Fechter and Hindman break new ground by illuminating the social and cultural world of the aid agency, a world that is neglected in most discussions of aid policy. They examine how aid workers' moral beliefs interlink and conflict with their initial motivations, how they relate to aid beneficiaries, their local NGO counterparts, and other aid workers, their views on race and sexuality, the effect of transient lifestyles and insider language, and the security and family issues that come with choosing such a career. Ultimately, they arrive at a more comprehensive understanding of development processes that acknowledges a rich web of relationships at all levels of the system.}, + year = {2011}, +} + +@Article{, + author = {Fechter, Anne-Meike and Walsh, Katie}, + title = {Examining ‘Expatriate’ Continuities: Postcolonial Approaches to Mobile Professionals}, + pages = {1197-1210}, + volume = {36}, + year = {2010}, +} + +@Book{, + title = {The New Expatriates}, + editor = {Fechter, Anne-Meike and Walsh, Katie}, + pages = {174}, + publisher = {Routledge}, + abstract = {While scholarship on migration has been thriving for decades, little attention has been paid to professionals from Europe and America who move temporarily to destinations beyond ' the West' . Such migrants are marginalised and depoliticised by debates on immigration policy, and thus there is an urgent need to develop nuanced understanding of these more privileged movements. In many ways, these are the modern-day equivalents of colonial settlers and expatriates, yet the continuities in their migration practices have rarely been considered.The...}, + year = {2013}, +} + +@Article{, + author = {Ferguson, James}, + title = {The Uses of Neoliberalism}, + pages = {166-184}, + volume = {41}, + year = {2010}, +} + +@Article{, + author = {Härdig, Anders}, + title = {Beyond the Arab revolts: conceptualizing civil society in the Middle East and North Africa}, + pages = {1131-1153}, + volume = {22}, + year = {2014}, +} + +@Book{, + title = {Hermeneutische Wissenssoziologie}, + editor = {Hitzler, Ronald and Reichertz, Jo and Schröer, Norbert}, + pages = {348 S}, + publisher = {UVK-Verl.-Ges.}, + year = {1999}, +} + +@Book{, + author = {Inhetveen, Katharina}, + title = {Die politische Ordnung des Flüchtlingslagers}, + pages = {1 online resource (444 S.)}, + publisher = {Transcript}, + year = {2014}, +} + +@Article{, + author = {Jaeger, Hans-Martin}, + title = {"Global Civil Society" and the Political Depoliticization of Global Governance}, + pages = {257-277}, + volume = {1}, + year = {2007}, +} + +@Article{, + author = {Jennings, Kathleen and Boas, Morten}, + title = {Transactions and Interactions: Everyday Life in the Peacekeeping Economy}, + pages = {281-295}, + volume = {9}, + year = {2015}, +} + +@Article{, + author = {Knoblauch, Hubert}, + title = {Fokussierte Ethnographie : Soziologie, Ethnologie und die neue Welle der Ethnographie}, + pages = {123-141}, + volume = {2}, + year = {2001}, +} + +@Book{, + author = {Krause, Monika}, + title = {The good project}, + pages = {xi, 220}, + publisher = {University of Chicago Press}, + abstract = {NGOs set out to save lives, relieve suffering, and service basic human needs. They are committed to serving people across national borders and without regard to race, ethnicity, gender, or religion, and they offer crucial help during earthquakes, tsunamis, wars, and pandemics. But with so many ailing areas in need of assistance, how do these organizations decide where to go{u2014}and who gets the aid? In The Good Project, Monika Krause dives into the intricacies of the decision-making process at NGOs and uncovers a basic truth: It may be the case that relief agencies try to help people but, in practical terms, the main focus of their work is to produce projects. Agencies sell projects to key institutional donors, and in the process the project and its beneficiaries become commodities. In an effort to guarantee a successful project, organizations are incentivized to help those who are easy to help, while those who are hardest to help often receive no assistance at all. The poorest of the world are made to compete against each other to become projects{u2014}and in exchange they offer legitimacy to aid agencies and donor governments. Sure to be controversial, The Good Project offers a provocative new perspective on how NGOs succeed and fail on a local and global level. --Provided by publisher.}, + year = {2014}, +} + +@Article{, + author = {Kurki, Milja}, + title = {Governmentality and EU Democracy Promotion: The European Instrument for Democracy and Human Rights and the Construction of Democratic Civil Societies1}, + pages = {349-366}, + volume = {5}, + year = {2011}, +} + +@Article{, + author = {Merry, Sally}, + title = {Measuring the World}, + pages = {S83-S95}, + volume = {52}, + year = {2011}, +} + +@Article{, + author = {Norman, Long}, + title = {The Multiple Optic of Interface Analysis}, + year = {1999}, +} + +@Book{, + title = {Methoden der vergleichenden Politik- und Sozialwissenschaft}, + editor = {Pickel, Susanne and Jahn, Detlef and Lauth, Hans-Joachim and Pickel, Gert}, + pages = {1 online resource (Online-Ressource.)}, + publisher = {VS Verlag für Sozialwissenschaften / GWV Fachverlage GmbH, Wiesbaden}, + year = {2009}, +} + +@Article{, + author = {Reichertz, Jo}, + title = {"Meine Schweine erkenne ich am Gang" : zur Typisierung typisierender Kriminalpolizisten}, + pages = {194-207}, + volume = {22}, + year = {1999}, +} + +@Book{, + title = {The persistence of critical theory}, + editor = {Ricci, Gabriel}, + pages = {1 online resource (xvii, 257}, + publisher = {Routledge}, + volume = {volume 8}, + abstract = {The latest volume of Culture & Civilization gathers contemporary exponents of critical theory, specifically those based in the Frankfurt School of social thinking. Collectively, this volume demonstrates the continuing intellectual viability of critical theory, which challenges the limits of positivism and materialism. We may question how the theoretical framework of Marxism fails to coordinate with the conditions that defined labor forces, as did Max Horkheimer and Theodor Adorno, or deliberate on the conditions that justify the claims we make through public discourse, as did Jürgen Habermas. Or, like Axel Honneth, we may reflect on recognition theory as a means of addressing social problems. Whatever our objective, the focus of critical theory continues to be the consciousness of established "positive" interests that, without debate, may sustain injustices or conditions which the public may not have chosen to impose. Throughout the hardship of punitive dismissal and exile in the 1930s and 40s, and the shock of the New Left in the 1960s and 70s, and finally the later linguistic and pragmatic turn, the Frankfurt School has sustained the idea that people escape disaffection and alienation when their knowledge of the social and political world is dialectically mediated through creative interaction. This new volume in the Culture & Civilization series continues the tradition of critical thought.}, + year = {2017}, +} + +@Article{, + author = {SENDING, O. and NEUMANN, I. V. E. R.}, + title = {Governance to Governmentality: Analyzing NGOs, States, and Power}, + pages = {651-672}, + volume = {50}, + year = {2006}, +} + +@Book{, + title = {Studying the agency of being governed}, + editor = {Stern, Maria and Hellberg, Sofie and Hansson, Stina}, + pages = {xiii, 209}, + publisher = {Routledge}, + abstract = {"This edited volume seeks to provide guidance on how we can approach questions of governing and agency--particularly those who endeavour to embark on grounded empirical research--by rendering explicit some key challenges, tensions, dilemmas, and confluences that such endeavours elicit. Indeed, the contributions in this volume reflect the growing tendency in governmentality studies to shift focus to empirically grounded studies. The volume thus explicitly aims to move from theory to practice, and to step back from the more top-down governmentality studies approach to one that examines how one can/does study how relations of power affect lives, experience and agency. This book offers insight into the intricate relations between the workings of governing and (the possibility for) people's agency on the one hand, and about the possible effects of our attempts to engage in such studies on the other. In numerous ways, and from different starting points, the contributions to this volume provide thoughtful insights into, and creative suggestions for, how to work with the methodological challenges of studying the agency of being governed. This work will be of great interest to students and scholars of international relations, global governance and research methods"--}, + year = {2015}, +} + +@Article{, + author = {Stirrat, Roderick and Henkel, Heiko}, + title = {The Development Gift: The Problem of Reciprocity in the NGO World}, + pages = {66-80}, + volume = {554}, + year = {1997}, +} + +@Article{, + author = {Streck, Rebekka and Unterkofler, Ursula and Reinecke-Terner, Anja}, + title = {Das "Fremdwerden" eigener Beobachtungsprotokolle – Rekonstruktionen von Schreibpraxen als methodische Reflexion}, + pages = {Art. 16}, + volume = {14}, + year = {2013}, +} + +@Article{, + author = {Vorhölter, Julia}, + title = {Studying development organizations – towards a culture of participation?}, + pages = {178-194}, + volume = {1}, + year = {2012}, +} + +@Book{, + title = {Knowing Governance}, + editor = {Voß, Jan-Peter and Freeman, Richard}, + publisher = {Palgrave Macmillan}, + year = {2016}, +} + +@Article{, + author = {Weidner, Jason}, + title = {Governmentality, Capitalism, and Subjectivity}, + pages = {387-411}, + volume = {23}, + year = {2009}, +} + +@Book{, + author = {Ziai, Aram}, + title = {Development discourse and global history}, + pages = {viii, 244 Seiten}, + publisher = {Routledge}, + year = {2016}, +} + +@Book{, + title = {Postkoloniale Politikwissenschaft}, + editor = {Ziai, Aram}, + pages = {350 S}, + publisher = {Transcript}, + volume = {27}, + abstract = {Welche Relevanz hat die Perspektive der postkolonialen Studien für die Politikwissenschaft? Die Frage nach den Auswirkungen der Epoche des Kolonialismus lässt verschiedene Bereiche der Disziplin - darunter Politische Theorie, Geschlechterverhältnisse, Internationale Beziehungen und Politische Systeme - in einem neuen Licht erscheinen. Die in diesem Band versammelten postkolonialen Analysen politischer Theorien, Institutionen und Prozesse, die sich auf empirischer und theoretischer Ebene bewegen, machen eurozentrische Strukturen und koloniale Argumentationsmuster in der Politikwissenschaft, in der Politikpraxis auf deutscher und internationaler Ebene sowie in postkolonialen Ländern sichtbar. (Quelle: www.buchhandel.de).}, + year = {2016}, +} + +@Article{, + author = {Baya-Laffite, Nicolas}, + title = {Black-boxing Sustainable Development: Environmental Impact Assessment on the River Uruguay}, + pages = {237-256}, +} + +@Article{, + author = {Cavatorta, Francesco and Elananza, Azzam}, + title = {Show Me the Money!}, + pages = {75-93}, +} + +@Article{, + author = {Emerson, Robert and Fretz, Rachel I. and Shaw, Linda}, + title = {Participant Observation and Fieldnotes}, + pages = {352-368}, +} + +@Article{, + author = {Kerner, Ina}, + title = {Transnational Governmentality and Civil Society: Ambivalences of Power in a Globalized World}, + pages = {85-102}, +} + +@Article{, + author = {Laurent, Brice}, + title = {Boundary-making in the International Organization: Public Engagement Expertise at the OECD}, + pages = {217-236}, +} + +@Article{, + author = {Meuser, Michael and Nagel, Ulrike}, + title = {Das Experteninterview — konzeptionelle Grundlagen und methodische Anlage}, + pages = {465-479}, +} + +@Article{, + author = {Reichertz, Jo and Hitzler, Ronald and Schröer, Norbert}, + title = {Das Arbeitsfeld einer hermeneutischen Wissenssoziologie}, + pages = {9-14}, +} + +@Article{, + author = {Stirling, Andrew}, + title = {Knowing Doing Governing: Realizing Heterodyne Democracies}, + pages = {259-286}, +} + +@Article{, + author = {Swetha Rao Dhananka}, + title = {Encounters at the margins: situating the researcher under conditions of aid}, + pages = {109-113}, +} + +@Article{, + author = {Sylvester, Christine}, + title = {Avoiding the ‘killing’ of lives: representations in academia and fiction}, + pages = {64-73}, +} + +@Article{, + author = {Voß, Jan-Peter and Freeman, Richard}, + title = {Introduction: Knowing Governance}, + pages = {1-34}, +} diff --git a/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest2.ctv6bak b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest2.ctv6bak new file mode 100644 index 00000000000..426f4dabb8f Binary files /dev/null and b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest2.ctv6bak differ diff --git a/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest3.bib b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest3.bib new file mode 100644 index 00000000000..47cd0113d05 --- /dev/null +++ b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest3.bib @@ -0,0 +1,804 @@ +@Book{, + title = {Critical library instruction}, + editor = {Accardi, Maria and Drabinski, Emily and Kumbier, Alana}, + publisher = {Library Juice Press}, + abstract = {A collection of articles about various ways of applying critical pedagogy and related educational theories to library instruction}, + year = {2010}, +} + +@Misc{, + author = {Adamo, Stefano}, + title = {The Social Diffusion of Specialist Knowledge}, + abstract = {[Author:] I argue that the social diffusion of specialist knowledge is contingent upon a combination of environmental and cognitive factors that make such ideas significant to the lay person and motivates their social transmission and retention. The same combination of factors, however, also engenders an incomplete comprehension of the ideas being spread. I propose a qualitative method to understand what makes specialist knowledge relevant and anticipate how lay peoplemay retain and spread such knowledge. Stefano Adamo is Reader in Italian History and Culture at the University of Banja Luka, Bosnia Herzegovina, and fellowat the International Center of Economic Research, Turin, Italy. His research interests include the history of ideas and the cognitive theory of culture,especially the history of economic concepts (money, market, etc.) and their social diffusion.}, + year = {2011}, +} + +@Book{, + author = {Allan, Barbara}, + title = {E-learning and teaching in library and information services}, + pages = {273}, + publisher = {Facet}, + abstract = {Online learning is becoming an increasingly important approach to user education, information literacy and ILS staff development. ILS staff are becoming increasingly involved in the business of e-learning and teaching, from designing and developing materials and programmes through to supporting individual and group learning using virtual learning environments. This text provides an overview and guide to the rapidly developing field of virtual learning environments and provides practical guidance to the development, use and delivery of online learning and teaching materials and programmes. It includes ready-to-use aids such as checklists, questionnaires, charts and tables, and also a wide range of case studies in an ILS context, taken from current practice of the information and library world in the UK and worldwide. Key areas covered include: models of online learning and teaching; the Internet and Web - using learning resources; visual learning environments; electronic assessment; basic conferencing skills for tutors; managing online learning and teaching; moving from conventional learning and teaching to online.}, + keywords = {computer-aided learning, training sessions, information literacy, E-Learning, libraries, e-tutoring, online media}, + year = {2002}, +} + +@Book{, + author = {Ambrose, Susan and Bridges, Michael and DiPietro, Michele and Lovett, Marsha and Norman, Marie}, + title = {How learning works}, + publisher = {Jossey-Bass}, + abstract = {From the Inside Flap Any conversation about effective teaching must begin with a consideration of how students learn. However, instructors may find a gap between resources that focus on the technical research on learning and those that provide practical classroom strategies. How Learning Works provides the bridge for such a gap. In this volume, the authors introduce seven general principles of learning, distilled from the research literature as well as from twenty-seven years of experience working one-on-one with college faculty. They have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; and organizational behavior) to identify a set of key principles underlying learning-from how effective organization enhances retrieval and use of information to what impacts motivation. These principles provide instructors with an understanding of student learning that can help them see why certain teaching approaches are or are not supporting student learning, generate or refine teaching approaches and strategies that more effectively foster student learning in specific contexts, and transfer and apply these principles to new courses. For anyone who wants to improve his or her students' learning, it is crucial to understand how that learning works and how to best foster it. This vital resource is grounded in learning theory and based on research evidence, while being easy to understand and apply to college teaching.}, + year = {2010}, +} + +@Article{, + title = {Information Literacy Competency Standards for Higher Education}, + editor = {American Library Association}, + pages = {20}, + abstract = {These standards were reviewed by the ACRL Standards Committee and approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas. These standards were also endorsed by the American Association for Higher Education (October 1999) and the Council of Independent Colleges (February 2004).}, + keywords = {standards, information literacy}, + year = {2008}, +} + +@Book{, + title = {Publication manual of the American Psychological Association}, + publisher = {American Psychological Association}, + year = {2010}, +} + +@Book{, + author = {Andretta, Susie}, + title = {Information literacy}, + pages = {208}, + publisher = {Chandos}, + abstract = {Taking an international approach, this book explores two main models of information literacy (IL) : the SCONUL (Society of College, National and University Libraries) Seven Pillars of Information Skills and the IL competencies identified by the ALA (American Library Association). Practical examples for the development of IL skills identified by these models are illustrated using printed and web-based resources. The process of integrating IL provision within a programme of study is outlined to illustrate two strategies underpinning this integration at generic-skills level, the "plug & play" approach, and at subject-specific level, the "research skills approach". A range of diagnostic and assessment methods, to monitor the iterative process of IL skills development, are also presented within these frameworks.}, + keywords = {information literacy, information sciences}, + year = {2004}, +} + +@Book{, + author = {Baker, Kim}, + title = {Information literacy and cultural heritage}, + pages = {198}, + publisher = {Woodhead}, + year = {2013}, +} + +@Article{, + author = {Bawden, David}, + title = {Information and digital literacies}, + pages = {218-259}, + volume = {57}, + abstract = {The concepts of `information literacy' and `digital literacy' are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, Internet literacy and hyper-literacy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of `literacy', which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead to general concepts, such as information literacy and digital literacy which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills-based literacies.}, + keywords = {computer literacy, Library literacy, information literacy}, + year = {2001}, +} + +@Article{, + author = {Bent, Moira and Stubbings, Ruth}, + title = {The SCONUL Seven Pillars of Information Literacy}, + pages = {14}, +} + +@Article{, + author = {Black, Richard}, + title = {The Future of Published Science}, + abstract = {Scientific publishing is undergoing a revolution. Scientists and policy makers, fed up with valuable research being locked away in expensive subscription only journals, are mounting a challenge to the publishers. They are launching their own competing journals and giving away the results for free. But not everyone is happy. In Publish or be Damned, Richard Black examines this dramatic change from both sides of the debate and assesses its likely consequences for science.}, + keywords = {open access, publication rate}, +} + +@Book{, + author = {Bloch, Joel}, + title = {Plagiarism, intellectual property and the teaching of L2 writing}, + publisher = {Multilingual Matters}, + year = {2012}, +} + +@Book{, + author = {Breivik, Patricia and Gee, Gordon}, + title = {Information Literacy}, + publisher = {Greenwood Publishing Group}, + abstract = {What should be the role of college and university libraries in the search for educational excellence in the information age? In this book, a university president and a library director take a close, critical look at new roles for academic libraries as resources for information literacy. This book provides a visionary blueprint for librarians, presidents, and educators concerned with satisfying the growing information needs of American society.}, + year = {1989}, +} + +@Article{, + author = {Bruce, Christine}, + title = {Workplace experiences of information literacy}, + pages = {33-47}, + volume = {19}, + abstract = {The idea of information literacy, broadly defined as the ability to recognise information needs and identify, evaluate and use information effectively, has been of growing concern in the education sectors for a number of years; whilst in the workplace, employers and managers have perhaps attended more to the need for computer and information technology skill. New descriptions of information literacy, that may be of value to the business sector, are now beginning to appear as a result of qualitative research into how professional employees experience the effective use of information. This paper summarises the outcomes of an investigation into the experience of information literacy amongst various types of professionals; and explores the possible differences and interrelations between individual and organisational information literacy suggested by these outcomes. Seven different ways of experiencing information literacy were identified. These experiences are closely related to important workplace processes such as environmental scanning, information management, corporate memory, and research and development; confirming that information literacy should be considered a significant part of the character of learning organisations as well as being a key characteristic of the organisation's employees. Implications of individual and organisational information literacy for beginning and continuing professional education are explored.}, + year = {1999}, +} + +@Book{, + author = {Burkhardt, Joanna and MacDonald, Mary and Rathemacher, Andrée}, + title = {Teaching information literacy}, + publisher = {American Library Association}, + abstract = {From high schools and colleges to technical and graduate schools, research involves making sense of information: learning the basics of planning, winnowing, and evaluating the quality of sources. As information proliferates, it's tempting to use the handiest tool rather than working to identify the best one. But there's a better way! Updated for today's ever-expanding world of electronic information, Teaching Information Literacy: 50 Standards-Based Exercises for College Students, Second Edition is the best single resource for fundamental information literacy instruction. Covering the basics of planning, collecting, and evaluating, the 50 standards-based exercises in this book * Address one or more of the ACRL Information Literacy Competency Standards for Higher Education * Promote conceptual and applied skills via active learning, problem-based learning, and resource-based learning * Are ready for use by reference and instruction librarians at colleges and community colleges, as well as others responsible for teaching students how to conduct research Perfect for a full semester course or a single focused seminar or workshop, these 50 lessons show how to engage with electronic and print information resources alike.}, + keywords = {American Library Association, instruction concepts}, + year = {2010}, +} + +@Article{, + author = {Cacchione, Pamela and Zurkowski, Paul}, + title = {Nurse scientists' information literacy is supported by librarians}, + pages = {3-6}, + volume = {23}, + year = {2014}, +} + +@Article{, + author = {Carder, Linda and Willingham, Patricia and Bibb, David}, + title = {Case-based, problem-based learning}, + pages = {181-190}, + volume = {18}, + abstract = {Case-based, problem-based learning (CBPBL) is a student-centered approach that uses tightly focused minicases to help students demonstrate their ability to identify their information needs. It has been used successfully in science and medical learning, and lends itself easily to helping students develop the critical thinking skills that lead to information literacy. In this approach, after students are provided with a minicase, they control the chalkboard and direct their own learning by initiating the topics and setting the agenda that will lead to solving the case. The instructor's task is to serve as a facilitator, asking questions only when it serves to help clarify students' thinking, and guiding group processes when necessary.}, + year = {2001}, +} + +@Article{, + author = {Clairoux, Natalie and Desbiens, Sylvie and Clar, Monique and Dupont, Patrice and St-Jean, Monique}, + title = {Integrating information literacy in health sciences curricula: a case study from Québec}, + pages = {201-211}, + volume = {30}, + abstract = {OBJECTIVE To portray an information literacy programme demonstrating a high level of integration in health sciences curricula and a teaching orientation aiming towards the development of lifelong learning skills. The setting is a French-speaking North American university. METHODS The offering includes standard workshops such as MEDLINE searching and specialised sessions such as pharmaceutical patents searching. A contribution to an international teaching collaboration in Haiti where workshops had to be thoroughly adapted to the clientele is also presented. Online guides addressing information literacy topics complement the programme. RESULTS AND EVALUATION A small team of librarians and technicians taught 276 hours of library instruction (LI) during the 2011-2012 academic year. Methods used for evaluating information skills include scoring features of literature searches and user satisfaction surveys. DISCUSSION Privileged contacts between librarians and faculty resulting from embedded LI as well as from active participation in library committees result in a growing reputation of library services across academic departments and bring forth collaboration opportunities. Sustainability and evolution of the LI programme is warranted by frequent communication with partners in the clinical field, active involvement in academic networks and health library associations, and reflective professional strategies.}, + keywords = {information retrieval, curriculum, information literacy, Universities, Organizational Case Studies}, + year = {2013}, +} + +@Book{, + author = {Coiro, Julie and Knobel, Michele and Lankshear, Colin and Leu, Donald}, + title = {Handbook of research on new literacies}, + publisher = {Routledge}, + year = {2014}, +} + +@Article{, + author = {Correia, Ana and Teixeira, José}, + title = {Information literacy}, + pages = {311-320}, + volume = {27}, + abstract = {This paper aims to provide an overview of some of the most recent developments in concepts and practices associated with information literacy worldwide, revealing the paradox that, while information literacy is a key discipline of the information society and knowledge economy and is well-understood in its broader sense, it has made little progress educationally, save for a few exceptions in countries such as Australia, the USA, Canada and the UK. Deriving from the authors' background as university professors, the paper concentrates on approaches to promote information literacy in higher education. The paper concludes by pointing to the need to expand the debate on information literacy and how to raise ethical and moral concerns in the use of the Internet and the new technologies. It also explores the potential role that the European Commission eSafe (2003-2004) programme can play to encourage research and practice on information literacy in its widest sense, as an intrinsic competency in the fight against the effects of disseminating illegal and harmful content through online and other new technologies.}, + keywords = {internet, information literacy}, + year = {2003}, +} + +@Book{, + author = {Cox, Christopher}, + title = {Information literacy instruction handbook}, + publisher = {Association of College and Research Libraries}, + year = {2008}, +} + +@Article{, + author = {Downes, Stephen}, + title = {Models for sustainable open educational resources}, + year = {2007}, +} + +@Book{, + author = {Eisenberg, Michael and Lowe, Carrie and Spitzer, Kathleen}, + title = {Information literacy essential skills for the information age}, + publisher = {Libraries Unlimited}, + abstract = {This is the definitive work on information literacy. Dr. Michael Eisenberg, known worldwide as one of the originators of the innovative Big6 Information Problem Solving Process, and frequent presenters on the subject Carrie A. Lowe and Kathleen L. Spitzer have extensively revised and updated this long-awaited second edition. Tracing the history of information literacy, the authors discuss its economic importance; examine past, present, and current research in the field; and explain how information literacy relates to the national standards transforming K-12 education and higher education today.}, + keywords = {information literacy}, + year = {2004}, +} + +@Book{, + author = {Fulton, Crystal}, + title = {Information pathways}, + publisher = {Scarecrow Press}, + year = {2010}, +} + +@Book{, + title = {A guide to faculty development}, + editor = {Gillespie, Kay}, + publisher = {Jossey-Bass}, + abstract = {From the Back Cover Prepared under the auspices of the Professional and Organizational Development (POD) Network in Higher Education, this book is a fundamental resource for faculty developers, as well as for faculty and administrators interested in promoting and sustaining faculty development within their institution. Based on POD's classic volume, A Handbook for New Practitioners, this new book offers up-to-date and relevant information on a range of faculty development topics, including: Setting up a faculty development program, including discussions of options, program types, and ten principles of good practice in creating and sustaining centers Assessing teaching practices: the evaluation process, individual consultation, classroom observation, and small group instructional diagnosis Offering a range of programs and services with focuses on promoting your program, staging successful workshops, producing newsletters, using technology, and creating a positive classroom climate Reaching specific audiences such as department chairs and poor teachers Using problem-based learning Addressing diversity issues, including multicultural faculty development activities and diversity in the classroom Establishing a successful faculty development committee}, + year = {2010}, +} + +@Book{, + author = {Gilton, Donna}, + title = {Lifelong learning in public libraries}, + pages = {245}, + publisher = {Scarecrow Press}, + abstract = {Lifelong Learning in Public Libraries demonstrates that public librarians can promote learning by combining the elements of Information Literacy Instruction (ILI) with traditional practices of public libraries. This approach contributes to the information enfranchisement of patrons and enhances the fulfillment of the traditional goals and purposes of libraries. Donna L. Gilton provides background on ILI and current developments in public library instruction and also examines educational theories and practices derived from the fields of behaviorism, cognitive psychology, constructivism, and educational humanism. Additional chapters delve into practices developed to deal with diverse groups and translate the theories and practices that have been outlined into a well-coordinated plan. The final chapters survey the role of libraries as cultural institutions. This book introduces the field of ILI to public librarians in the context of their own traditions and shows the unique ways that ILI can be implemented in public library settings. It encourages librarians to rethink practices to incorporate the principles of ILI and will enable public librarians to extend and enrich their instruction on information use. Lifelong Learning in Public Libraries is a valuable resource for librarians, educators, and leaders of public organizations. (Verlag).}, + year = {2012}, +} + +@Book{, + author = {Goad, Tom}, + title = {Information literacy and workplace performance}, + publisher = {Quorum Books}, + abstract = {Today's workplace demands skills for a knowledgeable, productive use of information. Success, both personal and organizational, comes from finding what is essential and optimizing its effectiveness. Goad teaches readers how to swim in a potentially overwhelming sea of data. This easy-to-read, lucid guide attends to basic skills, thinking and decision-making, creativity enhancement, innovation and risk taking, computer literacy, subject matter literacy, learning how to learn, and securement of on-the-job help.}, + keywords = {workplace literacy, information literacy}, + year = {2002}, +} + +@Article{, + author = {Gormally, Cara and Brickman, Peggy and Lutz, Mary}, + title = {Developing a Test of Scientific Literacy Skills (TOSLS): measuring undergraduates' evaluation of scientific information and arguments}, + pages = {364-377}, + volume = {11}, + abstract = {Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students' proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students' proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students' scientific literacy.}, + keywords = {Demography, learning, Knowledge}, + year = {2012}, +} + +@Article{, + author = {Gouveia, Luis}, + title = {Emergent skills in higher education: from know-how to know-where, know-who, know-what, know-when and know-why}, + year = {2002}, +} + +@Article{, + author = {Grafstein, Ann}, + title = {A discipline-based approach to information literacy}, + pages = {197-204}, + volume = {28}, + abstract = {This article, which proposes a discipline-based approach to teaching information literacy, argues that the responsibility for teaching information literacy should be shared throughout an academic institution, rather than limited to the library. An outline of the complementary responsibilities of librarians and classroom faculty in teaching information literacy is presented.}, + keywords = {training sessions, evaluation, information literacy, teaching}, + year = {2002}, +} + +@Book{, + author = {Grassian, Esther and Kaplowitz, Joan}, + title = {Information literacy instruction}, + publisher = {Neal-Schuman}, + abstract = {For techno-stressed librarians, the authors address the pressing questions of what to do, how to do it, when to do it, and how to measure success. They overview core issues in information literacy instruction (ILI), then discuss learning theory, library anxiety, critical thinking and active learning; planning and delivering ILI; and the future of ILI. Chapters contain self-tests, sample scenarios and forms, and further reading. The CD-ROM offers supporting instructional materials (e.g., Web pages, and a teaching with technology checklist). Grassian and Kaplowitz alternate teaching a "User Education/Bibliographic Instruction" course at UCLA. Annotation c. Book News, Inc., Portland, OR}, + keywords = {information literacy}, + year = {2009}, +} + +@Article{, + author = {Hamilton, Angela and Chang, Kayo and Williams, Brett and Koopmans, Heather}, + title = {International Perspectives on Information Literacy: A Panel Discussion}, + year = {2014}, +} + +@Article{, + author = {Harris, Robert}, + title = {Evaluating Internet Research Sources}, + keywords = {CARS, information quality}, +} + +@Article{, + author = {Heinrichs, John and Lim, Jeen-su}, + title = {Information literacy and office tool competencies}, + pages = {153-164}, + volume = {85}, + year = {2010}, +} + +@Book{, + author = {Huang, Kuan-Tsae and Wang, Richard and Lee, Yang}, + title = {Quality Information and Knowledge}, + publisher = {Prentice Hall}, + abstract = {Three leaders in intellectual capital management, Dr. Kuan-Tsae Huang, Professor Yang W. Lee, and Professor Richard Y. Wang, show how information can be assessed, evaluated, managed, and promulgated to make your business more responsive, efficient, and effective. They illustrate their ideas with real-world examples of companies that have faced million-dollar losses due to poor data management, as well as industry leaders who have prospered through Total Data Quality Management.}, + keywords = {information quality, knowledge management}, + year = {1998}, +} + +@Article{, + author = {Hyldegård, Jette}, + title = {Beyond the search process - Exploring group members' information behavior in context}, + pages = {142-158}, + volume = {45}, + abstract = {This paper reports on the findings from a longitudinal case study exploring Kuhlthau’s information search process (ISP)-model in a group based academic setting. The research focus is on group members’ activities and cognitive and emotional experiences during the task process of writing an assignment. It is investigated if group members’ information behavior differ from the individual information seeker in the ISP-model and to what extent this behavior is influenced by contextual (work task) and social (group work) factors. Three groups of LIS students were followed during a 14 weeks period in 2004/2005 (10 participants). Quantitative and qualitative methods were employed, such as demographic surveys, process surveys, diaries and interviews. Similarities in behavior were found between group members and the individual in Kuhlthau’s ISP-model with regard to the general stages of information seeking, the cognitive pattern associated with focus formulation and the tendency towards an increase in writing activities while searching activities decreased. Differences in behavior were also found, which were associated with contextual and social factors beyond the mere search process. It is concluded that the ISP-model does not fully comply with group members’ problem solving process and the involved information seeking behavior. Further, complex academic problem solving seems to be even more complex when it is performed in a group based setting. The study contributes with a new conceptual understanding of students’ behavior in small groups.}, + keywords = {information search process}, + year = {2009}, +} + +@Article{, + title = {35th annual IATUL Conference}, + editor = {International Association of Technological University Libraries}, + year = {2014}, +} + +@Article{, + author = {Janke, Robert and Pesut, Barbara and Erbacker, Lynnelle}, + title = {Promoting information literacy through collaborative service learning in an undergraduate research course}, + pages = {920-923}, + volume = {32}, + abstract = {Information literacy is an important foundation for evidence-based nursing practice. Librarians, the experts in information literacy, are important collaborators in the process of teaching nursing students information literacy skills. In this article we describe a service learning project, offered in a third year nursing research course, designed to teach information literacy and to enhance students' appreciation of the role of evidence in nursing practice. Students worked in groups, and under the guidance of a nursing instructor and librarian, to answer a question posed by practice-based partners. Through the project students learned essential skills of refining a question, identifying systematic search strategies, gleaning essential information from a study and using a bibliographic management tool. Evaluation of the project indicated that although the project was challenging and labour intensive students felt they learned important skills for their future practice. Several recommendations for further enhancing the collaboration are made.}, + keywords = {learning, Attitude of Health Personnel, information literacy, Cooperative Behavior}, + year = {2012}, +} + +@Article{, + author = {Johnston, Bill and Weber, Sheila}, + title = {Information Literacy in Higher Education}, + pages = {335-352}, + volume = {28}, + abstract = {The aim of this article is to review and critique the current state of information literacy education, and propose a way forward. Key developments in the UK, USA and Australia are reviewed, including standards and models of information literacy. The place of information literacy in the higher education curriculum is discussed. Problems with current practice are identified, in particular, prescriptive guidelines which encourage a surface learning approach; delivery by librarians who may lack both educational training and power to influence the curriculum; and poor assessment methods. Alternative approaches are highlighted. A case study of a credit bearing information literacy class, offered by the authors to undergraduates at Strathclyde Business School, is analysed, to argue that information literacy can stand alone as a subject of study, with appropriate learning and teaching methods. The article concludes by proposing models for the information literate student and the information literate university.}, + keywords = {ACRL, curriculum, CAUL}, + year = {2003}, +} + +@Article{, + author = {Joint, Nicholas}, + title = {Information literacy evaluation}, + pages = {322-334}, + volume = {21}, + abstract = {Evaluates the evidence for and against the effectiveness of electronically delivered information literacy programmes in comparison with personal contact teaching. Shows that computer-aided learning approaches to user education have great strengths but also undeniable weaknesses. The way to promote higher levels of information literacy in the electronic library environment is to increase the levels of computer-led delivery, as long as this is done in such a way as to maximise the strengths of the format. This is best done in the context of an integrated virtual learning environment (VLE). Such an environment would promote information literacy synergistically as one of a suite of multiple electronic literacies that can be learnt alongside each other. Exploiting a VLE in this way would also facilitate the integration of information literacy into the broader curriculum. Computer-based user education to date could be viewed as having been constrained by a need to imitate well-established, tutor-delivered user education methods. Without an ambitious programme of integration into larger scale e-learning models, this pattern of constraint will continue.}, + keywords = {evaluation, E-Learning}, + year = {2003}, +} + +@Article{, + author = {Joint, Nicholas}, + title = {eLiteracy or information literacy: which concept should we prefer?}, + pages = {505-507}, + volume = {54}, + abstract = {Purpose - To give a comparative analysis of the validity of the concepts of eLiteracy (eL) and Information Literacy (IL). Design/methodology/approach - A purely abstract, conceptual discussion. Findings - That eLiteracy and Information Literacy are different but mutually compatible concepts with validity within specific contexts. Research limitations/implications - An entirely abstract discussion of theoretical descriptions. Practical implications - By defining concepts clearly, this paper attempts to inform and clarify the framework for practical LIS research. Originality/value - In contrast to other discussions (which tend to focus either on eLiteracy, or on Information Literacy) this editorial squarely addresses criticism of the eL concept in comparison to IL. It sets out the difference with IL and recognises the strength of both ideas, as long as they are each applied within their appropriate frame of reference.}, + keywords = {learning, information literacy, e-literacy}, + year = {2005}, +} + +@Article{, + author = {Julien, Heidi and Breu, Reegan}, + title = {Instructional practices in Canadian public libraries}, + pages = {281-301}, + volume = {27}, + abstract = {This article reports on a national survey of information literacy (IL) instruction in urban and rural public libraries in Canada and public librarians' attitudes towards these services. The survey is the first phase of a study exploring the actual and potential role of Canadian public libraries in developing the public's IL skills. Despite an urgent need to develop such skills, and expectations that public libraries fulfill that role (specifically articulated by the federal government through its “Connecting Canadians” initiative), the real experiences of public librarians and of public library customers may not bear out this expectation. The survey analyzes the role of the public library, as a non-profit institution and primary stakeholder, in advancing federal government information policy. In addition, the study gives voice to a community of professionals expected to fulfill an important federal policy function, but provided with few resources with which to do so.}, + keywords = {information literacy, investigation, public library}, + year = {2005}, +} + +@Article{, + author = {Kingsley, Karl and Galbraith, Gillian and Herring, Matthew and Stowers, Eva and Stewart, Tanis and Kingsley, Karla}, + title = {Why not just Google it? An assessment of information literacy skills in a biomedical science curriculum}, + pages = {17}, + volume = {11}, + abstract = {BACKGROUND Few issues in higher education are as fundamental as the ability to search for, evaluate, and synthesize information. The need to develop information literacy, the process of finding, retrieving, organizing, and evaluating the ever-expanding collection of online information, has precipitated the need for training in skill-based competencies in higher education, as well as medical and dental education. METHODS The current study evaluated the information literacy skills of first-year dental students, consisting of two, consecutive dental student cohorts (n = 160). An assignment designed to evaluate information literacy skills was conducted. In addition, a survey of student online search engine or database preferences was conducted to identify any significant associations. Subsequently, an intervention was developed, based upon the results of the assessment and survey, to address any deficiencies in information literacy. RESULTS Nearly half of students (n = 70/160 or 43%) missed one or more question components that required finding an evidence-based citation. Analysis of the survey revealed a significantly higher percentage of students who provided incorrect responses (n = 53/70 or 75.7%) reported using Google as their preferred online search method (p < 0.01). In contrast, a significantly higher percentage of students who reported using PubMed (n = 39/45 or 86.7%) were able to provide correct responses (p < 0.01). Following a one-hour intervention by a health science librarian, virtually all students were able to find and retrieve evidence-based materials for subsequent coursework. CONCLUSIONS This study confirmed that information literacy among this student population was lacking and that integration of modules within the curriculum can help students to filter and establish the quality of online information, a critical component in the training of new health care professionals. Furthermore, incorporation of these modules early in the curriculum may be of significant value to other dental, medical, health care, and professional schools with similar goals of incorporating the evidence base into teaching and learning activities.}, + keywords = {Adult, Young Adult, Educational Measurement, curriculum, information literacy, Data Collection}, + year = {2011}, +} + +@Article{, + author = {Knapp, Patricia}, + title = {A Suggested Program of College Instruction in the Use of the Library}, + pages = {224-231}, + volume = {26}, + year = {1956}, +} + +@Article{, + author = {Kreps, Dennis}, + title = {Information Literacy: The Search for Practices and Policies}, + pages = {9-12}, + volume = {16}, + year = {2014}, +} + +@Article{, + author = {Lacy, Meagan}, + title = {Sources: Information Literacy Instruction That Works: A Guide to Teaching by Discipline and Student Population}, + pages = {367-368}, + volume = {53}, + year = {2014}, +} + +@Article{, + author = {Leino, Kaisa}, + title = {The relationship between ICT use and reading literacy}, +} + +@Article{, + author = {Lloyd, Annemaree}, + title = {Information Literacy: The Meta-Competency of the Knowledge Economy?}, + pages = {87-91}, + volume = {35}, + abstract = {Information literacy is a meta-competency that encapsulates the generic skills of defining, locating and accessing information. It is an essential and integral competency for both the knowledge worker and effective knowledge management. Librarians need to realign their roles from providers and organizers of information, to facilitators and educators of clients’ information access and process. This requires librarians to develop partnerships with workplace communities so as to understand the role that information plays in the knowledge economy; and to develop a new language that is relevant to workplace communities and ties information literacy instruction to the authentic situations of the workplace. Information literacy is a meta-competency: it is the currency of the knowledge economy. The themes introduced in this paper are drawn from the current doctoral research of the author. The research examines what it means to individuals to be information literate in a workplace context, and how information literacy manifests and transfers in to workplace practice.}, + keywords = {information literacy}, + year = {2003}, +} + +@Article{, + author = {Lloyd, Annemaree}, + title = {Information literacy}, + pages = {82-88}, + volume = {37}, + abstract = {This article reports on doctoral research which explored the meaning and role of information literacy among a specific group of workers - firefighters. An alternative concept of information literacy and a broader definition of information literate people are introduced. The article suggests that librarians are currently bound by an educational concept of what information literacy is and how it manifests itself. They must begin to engage with and explore other contexts and practices that facilitate becoming information literate, in order to understand the role of information literacy in learning outside educational settings. By engaging with different contexts, concepts and truths, our provision of information literacy education will be enhanced and contribute towards learning practices which are transformative, generic and transferable.}, + keywords = {information literacy}, + year = {2005}, +} + +@Book{, + author = {Lombard, Emmett}, + title = {Pursuing information literacy}, + publisher = {Chandos}, + year = {2010}, +} + +@Article{, + author = {Marcum, J.}, + title = {Rethinking Information Literacy}, + pages = {1}, + volume = {72}, + year = {2002}, +} + +@Book{, + author = {Markey, Karen and Leeder, Chris and Rieh, Soo}, + title = {Designing Online Information Literacy Games Students Want to Play}, + pages = {286}, + publisher = {Rowman & Littlefield}, + abstract = {Designing Online Information Literacy Games Students Want to Play sets the record straight with regard to the promise of games for motivating and teaching students in educational environments. The authors draw on their experience designing the BiblioBouts information literacy game, deploying it in dozens of college classrooms across the country, and evaluating its effectiveness for teaching students how to conduct library research. The multi-modal evaluation of BiblioBouts involved qualitative and quantitative data collection methods and analyses. Drawing on the evaluation, the authors describe how students played this particular information literacy game and make recommendations for the design of future information literacy games. You’ll learn how the game’s design evolved in response to student input and how students played the game including their attitudes about playing games to develop information literacy skills and concepts specifically and playing educational games generally. The authors describe how students benefited as a result of playing the game. Drawing from their own first-hand experience, research, and networking, the authors feature best practices that educators and game designers in LIS specifically and other educational fields generally need to know so that they build classroom games that students want to play. Best practices topics covered include pre-game instruction, rewards, feedback, the ability to review/change actions, ideal timing, and more. The final section of the book covers important concepts for future information literacy game design.}, + year = {2014}, +} + +@Book{, + title = {Information and IT literacy}, + editor = {Martin, Allan and Rader, Hannelore}, + publisher = {Facet}, + keywords = {computer literacy, information literacy}, + year = {2004}, +} + +@Book{, + author = {McAdoo, Monty}, + title = {Building bridges}, + publisher = {American Library Association}, + year = {2010}, +} + +@Article{, + author = {McLoughlin, Catherine and Luca, Joe}, + title = {Learning Through Self-Direction}, + abstract = {There is a growing emphasis in tertiary education that students should develop professional and work related skills within the course of their education. In order to learn these skills effectively, students must be able to learn in a self-regulated way, which means having the capacity to plan, set goals and analyse tasks to achieve particular outcomes. Often referred to as self-directed or metacognitive skills, these abilities characterise learners who are equipped with a range of personal transferable skills. Designing learning activities that support self-direction must become one of the core concerns of tertiary educators if enduring learning outcomes are to be achieved. This paper takes as its focus a professional learning context where students learn project management and work related skills in the final year of their studies. In this study, students were required to submit solutions to an on-line discussion space, where other teams provided peer assessment and constructive feedback. Analysis of verbal transactions informed by socio-cultural theory showed that successful learning took place, the evidence for which was the quality of group processes, problem solving and verbal interaction, together with personal reflections on task and self-reports of skills developed. Several important issues emerge from this research that have implications for the design of online courses for professional learning at tertiary level. These include task design that enables team-based problem solving, feedback processes, autonomy in student learning and support for reflection.}, + keywords = {independent learning, task design, E-Learning}, + year = {2000}, +} + +@Book{, + author = {Menager, Rosemarie and Paulos, Lyn}, + title = {Quick coach guide to avoiding plagiarism}, + publisher = {Heinle & Heinle}, + year = {2009}, +} + +@Book{, + author = {Mühlbacher, Susanne}, + title = {Information literacy in enterprises}, + pages = {338}, + publisher = {Hülsbusch}, + volume = {51}, + year = {2009}, +} + +@Book{, + author = {Mutch, Alistair}, + title = {Managing information and knowledge in organizations}, + pages = {267}, + publisher = {Routledge}, + keywords = {Organizational learning, knowledge management, Information technology, Management}, + year = {2008}, +} + +@Article{, + title = {Information Literacy}, + editor = {NHS Education for Scotland}, +} + +@Article{, + author = {Niederhauser, Jürg and Meurer, Peter and Schluchter, Manfred}, + title = {Writing a Research Paper with Citavi 5}, +} + +@Article{, + title = {Developing digital literacies}, + editor = {Northumbria University}, + pages = {27}, + keywords = {information literacy}, + year = {2014}, +} + +@Book{, + author = {Pears, Richard and Shields, Graham}, + title = {Cite them right}, + pages = {120}, + publisher = {Palgrave Macmillan}, + year = {2013}, +} + +@Book{, + title = {Teaching and assessing information skills in the twenty-first century}, + editor = {Rader, Hannelore}, + publisher = {University of Illinois Press}, + keywords = {information literacy}, + year = {2002}, +} + +@Book{, + title = {Information literacy instruction that works a guide to teaching by discipline and student population}, + editor = {Ragains, Patrick}, + publisher = {Neal-Schuman}, + year = {2013}, +} + +@Article{, + author = {Robertson, James}, + title = {10 principles of effective information management}, + abstract = {This article has outlined ten key principles of effective information management. These focus on the organisational and cultural changes required to drive forward improvements. The also outline a pragmatic, step-by-step approach to implementing solutions that starts with addressing key needs and building support for further initiatives. A focus on adoption then ensures that staff actually use the solutions that are deployed.}, + keywords = {information management}, + year = {2005}, +} + +@Article{, + author = {Rogow, Faith}, + title = {Shifting from Media to Literacy}, + pages = {30-34}, + volume = {48}, + abstract = {Reflecting on how media literacy has changed in the United States in recent years, this article argues that the field has shifted from an emphasis on media to an emphasis on literacy. The result is a change in practice that makes more pedagogical sense than media literacy conceived of as an ideological or political movement.}, + keywords = {information literacy, media literacy}, + year = {2004}, +} + +@Book{, + author = {Ross-Larson, Bruce}, + title = {Writing for the Information Age}, + publisher = {W.W. Norton}, + abstract = {In today's society, a wealth of information can be obtained at the touch of a button. But while information is abundant, time, unfortunately, is not. How do you present your material in a way that grabs-and holds-the attention of your audience? Whether you are writing a report, drafting email, creating a Power Point presentation, or building a Web site, this book shows how to use language that is easily accessible, never oppressive. It explains how to organize content in progressive, digestible detail, allowing readers to navigate a document's contents and to move quickly to areas of interest. And it describes how to link ideas within a document and across the mediums of print, Internet, and CD-ROM. Each two-page spread covers one subject and is linked to other subjects for further study. More than one hundred sets of recommendations, backed by concrete examples, cover everything from common grammatical mistakes to the basics of using charts and tables. Author Biography: Bruce Ross-Larson is the founder of the American Writing Institute and president of Communications Development Incorporated. He lives in Washington, DC. His books include Edit Yourself, Powerful Paragraphs, Riveting Reports, and Stunning Sentences.}, + year = {2002}, +} + +@Book{, + author = {Rumsey, Sally}, + title = {How to find information}, + publisher = {Open University Press}, + abstract = {Anyone setting out to research a topic, whether undertaking a project, report, dissertation or PhD, needs to find appropriate resources to inform their work and support their arguments. This book enables researchers to become expert at tracking down, accessing and evaluating information." This concise and contemporary book covers all major areas of information seeking and selection for researchers. Written by an information professional, it is invaluable for anyone researching a topic, including academics and students, public and government researchers and researchers in the private sector.}, + keywords = {research methodology, information retrieval, information resources, information literacy, plagiarism}, + year = {2008}, +} + +@Article{, + author = {Senkbeil, Martin and Ihme, Jan and Wittwer, Jörg}, + title = {The Test of Technological and Information Literacy (TILT) in the National Educational Panel Study}, + pages = {139-161}, + volume = {5}, + abstract = {#englisch#In this article, we present an assessment framework for assessing information and communication technologies literacy (ICT literacy) in the context of the National Educational Panel Study (NEPS). NEPS is the first study aiming to examine ICT literacy longitudinally across the lifespan using objective paper-pencil test instruments. To do so, it is necessary to develop reliable and valid test instruments that are capable of assessing ICT literacy longitudinally. On the basis of an assessment framework, we developed in an initial step an item pool for assessing the ICT literacy of secondary school students and tested the item pool in three pilot studies (Grade 5, 7 and 9). The item and scale analyses provided satisfying results and the item pool proved to be suitable for assessing ICT literacy longitudinally. In addition, validity analyses showed a satisfactory content validity and a high test fairness with regard to gender and school type. Concerning criterion validity, there were expected correlations with variables of computer familiarity. (DIPF/Orig.).;;#deutsch#Im Mittelpunkt dieses Beitrags steht die Vorstellung und empirische Erprobung einer Rahmen- und Testkonzeption zur Erfassung von Information and Communication Technologies Literacy (ICT Literacy) im Rahmen der National Educational Panel Study (NEPS). Das Ziel dieser Studie ist es, ICT Literacy anhand längsschnittlich angelegter Datenerhebungen über die gesamte Lebensspanne und mit Hilfe objektiver und zunächst Papier-und-Bleistiftbasierter Testverfahren zu erfassen. Deshalb ist es notwendig, reliable und valide Testinstrumente zu entwickeln, die sich für die längsschnittliche Erfassung von ICT Literacy eignen. Hierfür wurde auf der Grundlage der Rahmen- und Testkonzeption zunächst ein Itempool für Schülerinnen und Schüler der Sekundarstufe I entwickelt und in drei Pilotstudien (Klassenstufen 5, 7 und 9) erprobt. Für den Itempool wurden zufriedenstellende Item- und Skalenwerte ermittelt. Die Ergebnisse wiesen darüber hinaus auf die Eignung des Instrumentariums für längsschnittliche Erhebungen hin. Die Validitätsprüfungen sprachen für eine ausreichende inhaltliche Validität des Itempools und seine Fairness im Hinblick auf Geschlecht und Schulart. Im Sinne der Kriteriumsvalidität ergaben sich inhaltlich gut interpretierbare Zusammenhänge mit Merkmalen der Computervertrautheit. (DIPF/Orig.).}, + year = {2013}, +} + +@Article{, + author = {Sharp, Laurie}, + title = {Literacy in the Digital Age}, + pages = {74-82}, + volume = {24}, + abstract = {21st century learners arrive at school with technological knowledge and skills that necessitate the need for educational systems to transform instructional practices to meet learners’ needs. The International Society for Technology in Education (ISTE) developed ISTE Standards for students, teachers, administrators, coaches, and computer science educators that define best practices and standards of excellence with technology. Literacy educators are greatly impacted by the technological shift in education and require a deep level of proficiency with the ISTE Standards for Teachers. The purpose of this article is to provide an overview of the ISTE Standards for Teachers and provide literacy educators with an evaluative tool to measure their adeptness with the knowledge and skills needed to teach in the digital age.}, + year = {2014}, +} + +@Book{, + author = {Sharpless Smith, Susan}, + title = {Web Based Instruction}, + publisher = {American Library Association}, + abstract = {Expanding on the popular, practical how-to guide for public, academic, school, and special libraries, technology expert Susan Sharpless Smith offers library instructors the confidence to take Web-based instruction into their own hands. Smith has thoroughly updated Web-Based Instruction: A Guide for Libraries to include new tools and trends, including current browsers, access methods, hardware, and software. She also supplies tips to secure project funding and provides strategic guidance for all types of libraries. This completely revised edition also * Builds Web instruction advice on a foundation of the latest research in how learning takes place * Translates technical Web-speak into plain English, so even nonexperts can make effective use of the Web in their teaching * Includes an accompanying Web gallery, providing examples of screen shots and links to exemplary programs * Shows instructors best practices for incorporating the Web into teaching A proven winner, this newly revised hands-on manual remains indispensable. Librarians facing the challenge of creating a Web-based instruction program will find easy-to-understand guidance to deliver a productive and memorable experience.}, + keywords = {instruction concepts, web based training}, + year = {2010}, +} + +@Book{, + author = {Smith, Jane and Churchill, Lisa and Mason, Lucy}, + title = {Teaching & testing information literacy skills}, + pages = {138}, + publisher = {Linworth Books}, + abstract = {Regardless of what educators maintain, the general public believes test scores accurately reflect student performance and school success. This situation places enormous pressure on schools to improve, and it offers opportunities for library media specialists to help students learn valuable information literacy skills that in turn will improve test scores. By joining forces with educators, media specialists can demonstrate how information literacy skills strengthen student performance as well as instruct teachers on teaching and testing information skills within the context of classroom content. Teaching and Testing Information Literacy Skills will help library media specialists educate teachers on information literacy skills and increase collaboration for effective test-taking preparation.}, + keywords = {instruction concepts, information literacy, learning success tracking}, + year = {2005}, +} + +@Article{, + author = {Snavely, Loanne and Cooper, Natasha}, + title = {The information literacy debate}, + pages = {9-14}, + volume = {23}, + abstract = {The issues surrounding the term and the meaning of the phrase information literacy have propelled academic librarians into a debate over their role in meeting the educational mission of an institution of higher education and over what they should be calling what they are doing.}, + year = {1997}, +} + +@Book{, + author = {Stark, Birgit}, + title = {Die Googleisierung der Informationssuche}, + pages = {327}, + publisher = {De Gruyter}, + volume = {10}, + year = {2014}, +} + +@Book{, + author = {Staw, Jane}, + title = {Unstuck}, + publisher = {St. Martin's Griffin}, + abstract = {None of us is immune to writer's block. From well-known novelists to students, associates in business and law firms, and even those who struggle to sit down to write personal correspondence or journal entries -- everyone who writes has experienced either brief moments or longer periods when the words simply won't come. In Unstuck, poet, author and writing coach Jane Anne Staw uncovers the reasons we get blocked - from practical to emotional, and many in between - and offers powerful ways to get writing again. Based on her experiences working with writers as well as her own struggle with writer's block, Staw provides comfort and encouragement, along with effective strategies for working through this common yet vexing problem. Topics include: understanding what's behind the block * handling anxiety and fear * carving out time and space to write * clearing out old beliefs and doubts * techniques to relax and begin * managing your expectations as well as those of family and friends * experimenting with genre, voice, and subject matter * defusing the emotional traps that sabotage progress and success * ending the struggle and regaining confidence and freedom by finding your true voice - and using it. Writers of all levels will find solace, support, and help in this book, leading them to an even deeper connection with their work and more productivity on the page.}, + year = {2005}, +} + +@Article{, + author = {Strong, Diane and Lee, Yang and Wang, Richard}, + title = {10 Potholes in the Road to Information Quality}, + pages = {38-46}, + volume = {30}, + keywords = {information quality}, + year = {1997}, +} + +@Article{, + author = {Swiss Academic Software GmbH}, + title = {Citavi}, + abstract = {Citavi supports the entire research process: from searching for sources to finishing your paper.}, + keywords = {Citavi, reference management}, + year = {2015}, +} + +@Book{, + author = {Thompson, Kim and Jaeger, Paul and Taylor, Natalie and Bertot, John}, + title = {Digital Literacy and Digital Inclusion}, + pages = {200}, + publisher = {Rowman & Littlefield}, + abstract = {Digital Literacy and Digital Inclusion: Information Policy and the Public Library examines the interrelationships between digital literacy, digital inclusion, and public policy, emphasizing the impacts of these policy decisions on the ability of individuals and communities to successfully participate in the information society. This book is the first detailed consideration of digital literacy and digital inclusion as policy problems and as core issues in information policy and libraries. The unique features of this book include drawing together the key themes and findings from the discourse on digital literacy and digital inclusion widely spread among many fields; analyzing digital literacy and digital inclusion as policy issues, both being driven and regulated by policy; building on a wealth of original research conducted by the authors using different quantitative and qualitative data collection approaches on four different continents when analyzing these issues, providing unique examples, case studies, and perspectives; using information behavior theory to provide important insights about these issues at individual, community, and political levels; providing recommendations to inform practice in libraries and help libraries to frame their advocacy for public policies that support literacy and inclusion; and providing policy recommendations to improve the creation and implementation of policy instruments that promote digital literacy and digital inclusion. The authors of this book have been involved in this research for many years, and their experience provides a broad view across the literature, inherent problems, and national perspectives. This breadth allows this book to offer comprehensive policy recommendations, solutions, and best practices for an area that is fragmented in discourse, practice, and policy.}, + year = {2014}, +} + +@Book{, + author = {Townsend, Kevin and Cufí, Carles and Akiba and Davidson, Robert}, + title = {Getting started with Bluetooth Low Energy}, + pages = {164}, + publisher = {O'Reilly}, + keywords = {Bluetooth technology}, + year = {2014}, +} + +@Article{, + author = {Trauth, Eileen}, + title = {A college curriculum for information literacy}, + pages = {251-258}, + volume = {2}, + abstract = {Educators are currently being challenged to develop curricula which will prepare students for life in an information-based society. Given the computer literacy efforts at the elementary and secondary levels, a college-level curriculum should build upon those skills by focusing on information literacy. Information literacy is the ability to acquire, process, use and communicate the information which is needed in one's personal and work life, regardless of the technology involved. There are three components of this information literacy curriculum. The Information Environment provides the motivation for understanding about technology and its uses. The Components of an Information System considers the acquisition and proper use of computer-based tools. Information Management is concerned with ensuring that relevant information is available, accurate and in a useful format. The intended students for this course are the end users, the non-computer science majors.}, + keywords = {computer literacy, curriculum, information literacy}, + year = {1986}, +} + +@Book{, + author = {University of Chicago Press}, + title = {The Chicago manual of style}, + pages = {XVII, 956}, + publisher = {University of Chicago Press}, + year = {2008}, +} + +@Article{, + author = {Urquhart, Christine and Thomas, Rhian and Spink, Siân and Fenton, Roger and Yeoman, Alison and Lonsdale, Ray and Armstrong, Chris and Banwell, Linda and Ray, Kathryn and Coulson, Graham and Rowley, Jennifer}, + title = {Student use of electronic information services in further education}, + pages = {347-362}, + volume = {25}, + abstract = {This paper presents a profile of user behaviour in relation to the use of electronic information services (EIS), information skills, and the role of training and wider learning experiences in UK further education colleges. The research was conducted under the JISC User Behaviour Monitoring and Evaluation Framework. Work was conducted in two strands, by two project teams, JUSTEIS and JUBILEE. JUSTEIS profiled the use of EIS and assessed the availability of EIS. JUBILEE objectives focussed on understanding the barriers and enablers, with a view to developing success criteria. JUSTEIS used a multi-stage stratified sampling process, and collected data from 270 respondents from 17 departments in the baseline survey (2001/2002). JUBILEE conducted in-depth fieldwork in five institutions and snapshot fieldwork in 10 institutions, collecting data from 528 respondents. Information skills and experience develop across work, home and study. There is a growing use of EIS in curriculum, but practice varies between institutions and disciplines. Tutors express concern about student's ability to evaluate and use the information that they find. Assignments can promote EIS use. The main categories of EIS used by students are search engines and organisational web sites. Search engines are the preferred search tools and search strategies are basic. Information skills are acquired through a variety of routes, with peer instruction, surfing and personal experience, instruction from tutors, and LIS induction and training all making an important contribution. The solutions to improving students’ information skills may include use of the Virtual Training Suites, but librarians need to adopt different roles in promoting and evaluating use of such tools.}, + keywords = {digital libraries, electronic information services, information literacy, continuing education, digital information resources}, + year = {2005}, +} + +@Article{, + author = {van Acker, Frederik and Vermeulen, Marjan and Kreijns, Karel and Lutgerink, Jan and van Buuren, Hans}, + title = {The role of knowledge sharing self-efficacy in sharing Open Educational Resources}, + pages = {136-144}, + volume = {39}, + year = {2014}, +} + +@Article{, + author = {Virkus, Sirje}, + title = {Information literacy in Europe}, + volume = {8}, + abstract = {Examines the developments in information literacy in Europe and provides an overview of the concepts used and discussed by European authors. Some examples of information literacy initiatives in schools and the higher education sector, as well as of institutions and organizations, projects and conferences concerned with information literacy, are given. Some research initiatives are also introduced. The overview is based on literature reviews and personal observations and involvement and presents a selective review.}, + keywords = {standards, research methodology, information literacy, historical development}, + year = {2003}, +} + +@Article{, + author = {Warmkessel, Marjorie and McCade, Joseph}, + title = {Integrating information literacy into the curriculum}, + pages = {80-88}, + volume = {15}, + abstract = {This article describes a two-week graduate course on information literacy, developed and taught by a librarian and a professor of industry and technology, and intended for teachers and librarians in elementary and secondary schools. Information literacy is not only the content of the course but also the basis of its structure: active, student-centered learning with several group assignments helps students develop skills in finding information, analyzing and interpreting it, and putting it to practical use. Both pedagogical and evaluation methods reflect recent educational reforms, and the team teaching provides a model of collaboration between teachers and librarians.}, + keywords = {curriculum}, + year = {1997}, +} + +@Article{, + author = {Weaver, Kari and Rhodes, Lynne}, + title = {Tracking Information Literacy Competencies through Institutional Assessments}, + year = {2014}, +} + +@Article{, + author = {Weber, Max}, + title = {Max Weber-Studienausgabe}, + editor = {Mommsen, Wolfgang and Schluchter, Wolfgang}, + publisher = {Mohr}, + year = {1994}, +} + +@Article{, + author = {Weiner, Sharon and Wang, Li}, + title = {Preparing Librarians to be Campus Leaders through Mapping and Integrating Information Literacy into Curriculum}, + keywords = {curriculum mapping, librarians, curriculum, information literacy, institutional assessment}, +} + +@Book{, + author = {Weyers, Jonathan and McMillan, Kathleen}, + title = {How to cite, reference & avoid plagiarism at university}, + publisher = {Pearson}, + year = {2013}, +} + +@Article{, + author = {Williamson, Kirsty and Asla, Terryl}, + title = {Information behavior of people in the fourth age: Implications for the conceptualization of information literacy}, + pages = {76-83}, + volume = {31}, + year = {2009}, +} + +@Article{, + author = {Windham, Cary}, + title = {Getting Past Google}, + editor = {Oblinger, Diana}, + abstract = {Many Net Generation students understand how to find information and post their own content online. However, they may have only limited knowledge about how to effectively evaluate online resources and ethically use them. Likewise, large numbers seem unaware of the limited control they may have over the personal information they divulge online and the implications that holds for how their content is used, by whom, and for what purposes. This student perspective on information literacy uses anecdotes, personal examples, and statistics on Net Generation Web usage to highlight gaps in students’ net savviness. Also discussed is how faculty, librarians, administrators, and students must work together to close those gaps.}, +} + +@Article{, + author = {Yaminfirooz, Mousa and Siamian, Hasan and Shahrabi, Afsaneh}, + title = {Librarians' Role in Development and Achievement of Central Library Users' Information Literacy}, + pages = {238-241}, + volume = {25}, + abstract = {INTRODUCTION Due to the development of technologies, communications, databases and information resource varieties in today's information age, our various social, economic, cultural and political needs cannot be fulfilled by relying merely on past knowledge and skills as done previously. Information literacy (IL) as a set of necessary skills for all of us is an effective way of treating new technologies and their effective application in our lives. The study aimed to survey the library users' views in the Central Library of Babol University of Medical Sciences (The Library), Iran, on the role and influences of librarians on their IL development and improvement. METHODS This analytical survey used a researcher-made questionnaire for data collection. Research population consisted of all users referring Information Unit of The Library during 22 September - 20 December 2010. Of them, 150 users participating in at least 5 workshops held by The Library were selected as the study sample. RESULTS Based on the findings, 52.7 percent of the subjects rated the influence of the librarians on their IL development much and very much. 44.7 percent claimed that they more acquired IL skills from librarians rather than others. 100 (63.3%) subjects preferred workshops held by the librarian to other workshops. CONCLUSION The users of Information Unit of The Library perceived the training IL skills by librarians as a main influencing factor in their IL development and achievement. This emphasized the necessity of teaching IL to users and training the librarians in better teaching IL skills to library user.}, + year = {2013}, +} + +@Article{, + author = {Hohmann, Tina}, + title = {Long Term Evaluation of Information Literacy Programme}, + abstract = {The Technische Universität München library was the first university library in Germany to be certified by TÜV with respect to its ISO 9001:2001 quality management. One of the main objectives of our quality management policy is to measure customer satisfaction not only in the short-term, but also over longer periods of time, in order to constantly develop and improve our services. To this end, TUM library management have decided to conduct a long term evaluation of its information literacy (IL) programme. We regularly ask course participants for feedback immediately after the events and evaluate these yearly. Additionally, we have started to survey long term changes in awareness and sustainability of course content. The library’s IL programme has been in place for over three years, and has thus generated sufficient data for reliable evaluation. The main object of our investigation is the assessment of effectiveness of our IL programme and further guidance as to how we can improve our services. We have been evaluating about 100 IL events, which took place between 6 and 24 months ago. Our study includes the four main types of workshops, which comprise basic and advanced literature search, referencing, and reference management. An online survey contains questions regarding the significance and the application of the skills taught during the courses. We also ask about any identified lack of resources or learning goals, and our e-learning material. The first phase of the evaluation was conducted between February and March 2014. This paper presents our findings from the evaluation project, our conclusions, and recommendations for the further development of the IL programme.}, + keywords = {information literacy, long-term evaluation, quality management}, +} + +@Article{, + author = {Jackson, Brian and MacMillan, Margy and Sinotte, Michelle}, + title = {Great Expectations: Results from a Faculty Survey of Students’ Information Literacy Proficiency}, + year = {2014}, +} + +@Article{, + author = {Lewis, Karron}, + title = {The Process of Individual Consultation}, + pages = {59-73}, +} + +@Article{, + author = {Ragains, Patrick and Emmons, Mark}, + title = {Setting the Stage for Information Literacy Education}, + pages = {Chapter 1}, +} + +@Article{, + author = {Sorcinelli, Mary}, + title = {Ten Principles of Good Practice in Creating and Sustaining Teaching and Learning Centers}, + pages = {9-23}, +} + +@Article{, + author = {Tiberius, Richard}, + title = {Problem-Based Learning}, + pages = {180-194}, +} + +@Article{, + author = {Weber, Max}, + title = {Wissenschaft als Beruf [1919]}, + pages = {1–23}, +} diff --git a/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest3.ctv6bak b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest3.ctv6bak new file mode 100644 index 00000000000..28daa5b6625 Binary files /dev/null and b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest3.ctv6bak differ diff --git a/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest4.bib b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest4.bib new file mode 100644 index 00000000000..94e71322533 --- /dev/null +++ b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest4.bib @@ -0,0 +1,6 @@ +@Article{, + author = {Harris, Robert}, + title = {Evaluating Internet Research Sources}, + abstract = {Abstract}, + keywords = {CARS, information quality}, +} diff --git a/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest4.ctv6bak b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest4.ctv6bak new file mode 100644 index 00000000000..9d1c9f0224f Binary files /dev/null and b/src/test/resources/org/jabref/logic/importer/fileformat/CitaviXmlImporterTest4.ctv6bak differ