Search (36 results, page 1 of 2)

0.004164351 = product of:
  0.016657405 = sum of:
    0.016657405 = weight(_text_:information in 665) [ClassicSimilarity], result of:
      0.016657405 = score(doc=665,freq=8.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.27153665 = fieldWeight in 665, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=665)
  0.25 = coord(1/4)

Abstract

The theory versus practice issue in library and information science education in general and in cataloguing education in particular has long been debated. Decreasing budgets, dependence on technology, the availability of bibliographic utilities, and the outsourcing of cataloguing may contribute to the debate and concern associated with cataloguing education. A new library and information services programme at University College of the University of Denver was designed to incorporate the research and scholarly thought and the practice of the library and information science discipline with other related disciplines. The cataloguing component developed for the programme utilizes active learning techniques supplemented by a theoretical core

0.004164351 = product of:
  0.016657405 = sum of:
    0.016657405 = weight(_text_:information in 387) [ClassicSimilarity], result of:
      0.016657405 = score(doc=387,freq=8.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.27153665 = fieldWeight in 387, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=387)
  0.25 = coord(1/4)

Abstract

This paper presents one approach to the teaching of both the basic and advanced courses in cataloging. In addressing the basic course, short-term and long-term objectives of the course are identified for four categories of students-Cataloging Specialists, General/Special Librarians, Non-Cataloging Specialists and Non-Library Information Specialists. The philosophy underlying this mode of instruction places emphasis upon group interaction and making the course enjoyable for the student, thus increasing interest while imparting more information and better preparing the four groups of students for work in organizing information. Stress is placed upon student participation and the use of realistic situations to instruct and evaluate student performance.

0.003606434 = product of:
  0.014425736 = sum of:
    0.014425736 = weight(_text_:information in 5447) [ClassicSimilarity], result of:
      0.014425736 = score(doc=5447,freq=6.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.23515764 = fieldWeight in 5447, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5447)
  0.25 = coord(1/4)

Abstract

Explores factors that have influenced library and information science education over the past two decades. Emphasis is placed on cataloging instruction and particularly cataloging as a required course. Identifies the introduction of new areas of study, corresponding curricular changes, and the nature of LIS faculty as influencing the role of cataloging in the professional education of librarians. An analysis is provided of the changing perception of the importance of cataloging in professional library education programs.

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I

0.003606434 = product of:
  0.014425736 = sum of:
    0.014425736 = weight(_text_:information in 5449) [ClassicSimilarity], result of:
      0.014425736 = score(doc=5449,freq=6.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.23515764 = fieldWeight in 5449, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5449)
  0.25 = coord(1/4)

Abstract

Cataloging remains a fundamental component of library and information science and has many lessons to teach the architects of the Internet age. All students can benefit from taking a cataloging course, especially if it stresses cataloging as one specific answer to the problems of managing information and places cataloging within a larger context that also includes indexing and Internet search engines. Students deserve cataloging courses that combine theory and practice, avoid memorization, and require them to show a mastery of core principles rather than picky details. This paper includes specific suggestions on how to make cataloging exciting.

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I

0.003606434 = product of:
  0.014425736 = sum of:
    0.014425736 = weight(_text_:information in 804) [ClassicSimilarity], result of:
      0.014425736 = score(doc=804,freq=6.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.23515764 = fieldWeight in 804, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=804)
  0.25 = coord(1/4)

Abstract

Education for library cataloging and the organization of information (OI) continues to evolve. The current condition of graduate courses in these areas is examined through a review of the curricula of the 56 ALA-accredited graduate schools of library and information sciences (LIS) in the United States and Canada. This article, the second installment of a longitudinal study that began in 2000 to examine the state of cataloging education, contains a snapshot of this component of LIS education from the 2005-2006 academic year. It examines the types of OI courses being offered, the number of these courses actually being taught, and current trends and developments in cataloging education based on comparisons with earlier studies.

0.003606434 = product of:
  0.014425736 = sum of:
    0.014425736 = weight(_text_:information in 1980) [ClassicSimilarity], result of:
      0.014425736 = score(doc=1980,freq=6.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.23515764 = fieldWeight in 1980, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1980)
  0.25 = coord(1/4)

Abstract

Discussions of cataloging and metadata education are popular in social media outlets, scholarly literature, conference meetings, and so on. This article, the third installment of a longitudinal study on the state of information organization (IO) education, analyzes the recent literature to identify new and continuing themes related to IO education. It provides an overview of the curricula of the 58 library and information science graduate programs in the United States and Canada accredited by the American Library Association (ALA). It examines the current conditions in 2012-2013 and compares them to data from earlier studies. It provides an overview of the types of IO courses available, program requirements, the number of schools offering IO courses, and the number of schools teaching those courses.

0.0035694437 = product of:
  0.014277775 = sum of:
    0.014277775 = weight(_text_:information in 2365) [ClassicSimilarity], result of:
      0.014277775 = score(doc=2365,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.23274569 = fieldWeight in 2365, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.09375 = fieldNorm(doc=2365)
  0.25 = coord(1/4)

Source

Journal of education for library and information science. 39(1998) no.1, S.2-13

0.0035694437 = product of:
  0.014277775 = sum of:
    0.014277775 = weight(_text_:information in 5452) [ClassicSimilarity], result of:
      0.014277775 = score(doc=5452,freq=8.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.23274569 = fieldWeight in 5452, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=5452)
  0.25 = coord(1/4)

Abstract

The current state of graduate bibliographic control education in the United States is examined through reviewing the literature, analyzing Web sites for 48 LIS programs, and corresponding with and interviewing bibliographic control educators. In reviewing the recent bibliographic control education literature, six primary themes were identified: background/contextual information, theory versus practice, responsibilities and skills needed by catalogers, relations between educators and practitioners, the universality of cataloging, and curricular issues. Each of these areas is examined in depth. The study conducted examined the number and types of bibliographic control education available in LIS programs in the US. It also collected information on which textbooks were being used in each course. It appears from the study that some courses are increasing in number. The primary areas of bibliographic control education examined include organizing information, technical services, classification theory, indexing, thesaurus construction, cataloging technology, and basic, advanced, descriptive, subject, non-book, Internet resources, and music cataloging courses.

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I

0.0035694437 = product of:
  0.014277775 = sum of:
    0.014277775 = weight(_text_:information in 5457) [ClassicSimilarity], result of:
      0.014277775 = score(doc=5457,freq=8.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.23274569 = fieldWeight in 5457, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=5457)
  0.25 = coord(1/4)

Abstract

This paper describes challenges in organizing digital resources, the role of cataloging in such an effort, forces that threaten the future of cataloging, and responses from the field. It identifies ten issues for consideration when one designs a future cataloging education program. A model program providing four levels of expertise is presented to illustrate that future cataloging education will have a broader scope, incorporating metadata and various aspects of information organization. The program shows that LIS programs can meet different market demands to cover cataloging and metadata topics adequately to help students and ensure the central role of the profession in future information organization.

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I

0.0033653039 = product of:
  0.013461215 = sum of:
    0.013461215 = weight(_text_:information in 530) [ClassicSimilarity], result of:
      0.013461215 = score(doc=530,freq=4.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.21943474 = fieldWeight in 530, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=530)
  0.25 = coord(1/4)

Abstract

Describes the status of library and information science education in Slovenia with emphasis on cataloging and classification courses. The program in the Department of Library and Information Science and Book Studies, Faculty of Arts, University of Ljubljana is reported in detail at both the undergraduate and master's level. Also addressed are requirements to be employed as a librarian in Slovenia and continuing educations opportunities for catalogers.

0.0033653039 = product of:
  0.013461215 = sum of:
    0.013461215 = weight(_text_:information in 268) [ClassicSimilarity], result of:
      0.013461215 = score(doc=268,freq=4.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.21943474 = fieldWeight in 268, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=268)
  0.25 = coord(1/4)

Abstract

In 2005 Croatian higher education curricula underwent a significant reform in order to comply with requirements of the Bologna Process. This paper examines the ways that reform affected cataloguing instruction at the Department of Library and Information Sciences, Faculty of Philosophy, University J. Juraj Strossmayer in Osijek, Croatia.

0.003091229 = product of:
  0.012364916 = sum of:
    0.012364916 = weight(_text_:information in 2278) [ClassicSimilarity], result of:
      0.012364916 = score(doc=2278,freq=6.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.20156369 = fieldWeight in 2278, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=2278)
  0.25 = coord(1/4)

Abstract

This article describes the development and application of the Cat with Moose courseware in the cataloging curricula at Temasek Polytechnic, Singapore, which offers diploma-level, paraprofessional training in library and information service (LIS). The aim of Cat with Mouse is to provide students with practice in cataloging a range of materials, both print and nonprint, in an online environment. The courseware checks the entries as students progress through the record template and allows them to simultaneously consult windows containing the relevant sources of information. The product is designed to be used as a revision tool and is accessible to students through the Internet. The development team revised a prototype version after feedback was collected by means of a questionnaire. Most students found the courseware useful and that it made revision easier. It is argued that, as an assessment tool, Cat with Mouse is also reliable and valid, and that the distinctive benefits the courseware offers has made the investment in the project worthwhile.

Source

Journal of education for library and information science. 41(2000) no.3, S.187-196

0.0029446408 = product of:
  0.011778563 = sum of:
    0.011778563 = weight(_text_:information in 1946) [ClassicSimilarity], result of:
      0.011778563 = score(doc=1946,freq=4.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.1920054 = fieldWeight in 1946, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1946)
  0.25 = coord(1/4)

Abstract

The implementation of Resource Description and Access (RDA) in 2013 or after will have a powerful impact on the skill set required of new library and information science professionals. This article chronicles the development of an RDA "boot camp" at UNC-Chapel Hill's School of Information and Library Science. Curriculum for the three-hour camp included a review of relevant theoretical frameworks and a hands-on exercise creating RDA records. Findings from a post-boot camp survey point to areas for further growth in cataloging and metadata course development and suggest that students are eager for more practical experience with emerging schema.

0.0025760243 = product of:
  0.010304097 = sum of:
    0.010304097 = weight(_text_:information in 5453) [ClassicSimilarity], result of:
      0.010304097 = score(doc=5453,freq=6.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.16796975 = fieldWeight in 5453, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=5453)
  0.25 = coord(1/4)

Abstract

As part of the study reported in this paper, the usage of textbooks in bibliographic control education was also examined. This information, which is presented in the following sixteen tables, was obtained by analyzing the Web sites of the 48 ALA-accredited LIS schools in the United States, excluding only the program at the University of Puerto Rico. The course description and the syllabus for each course were examined to determine the textbooks used. If a current syllabus was not available on the Web, the school's cataloging faculty was contacted by e-mail. In a few cases, telephone interviews were conducte to obtain the needed information. Data collection occurred between September 14, 2000 and February 12, 2001. From the 48 schools in this survey, it was found that 92 individual textbook titles were being used in ALA-accredited US graduate schools in the area of bibliographic control education. The total number of textbooks required for all the courses was 422 (a figure that is made up of these 92 individual titles). This averages to 8.79 bibliographic control textbooks per school or 2.12 textbooks per course.

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I

0.0025239778 = product of:
  0.010095911 = sum of:
    0.010095911 = weight(_text_:information in 5455) [ClassicSimilarity], result of:
      0.010095911 = score(doc=5455,freq=4.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.16457605 = fieldWeight in 5455, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=5455)
  0.25 = coord(1/4)

Abstract

The topic of cataloging education for catalogers and non-catalogers alike has been a perennial topic for practitioners. This follow-up study explores the views of library educators with regard to cataloging education. Twenty-three educators with primary teaching duties in reference, twenty-nine educators with primary teaching duties in cataloging and seventy educators whose primary teaching duties were in neither reference nor cataloging in ALA-accredited master's degree programs responded to a survey based on the ALCTS Educational Policy Statement, Appendix: Knowledge and Skills, Intellectual Access and Information Organization concerning the importance of cataloging competencies for all entry-level academic librarians. The survey found library educators, in general, agreed with practitioners on the listed cataloging competencies for all entry-level academic librarians.

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I

0.0025239778 = product of:
  0.010095911 = sum of:
    0.010095911 = weight(_text_:information in 5754) [ClassicSimilarity], result of:
      0.010095911 = score(doc=5754,freq=4.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.16457605 = fieldWeight in 5754, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=5754)
  0.25 = coord(1/4)

Abstract

This paper discusses an innovative approach to teaching cataloguing. At Queensland University of Technology (QUT), students enrolled in the Graduate Diploma of Library and Information Studies were involved in an independent learning activity which aimed to develop LIS students' foundation knowledge of descriptive cataloguing, while simultaneously encouraging students to think critically about broader issues that would inevitably impact on their role as information professionals. In the self-study program, learning activities included an interactive multimedia CD-ROM and a printed workbook with exercises, augmented by the opportunity for group discussion in weekly tutorials to enable students to share key aspects of their independent learning. Students were asked to critically evaluate the CD-ROM and the workbook and also to develop their own professional views about the arguments for and against the inclusion of cataloguing in the LIS curriculum. The paper presents the outcomes of this pilot project.

0.002379629 = product of:
  0.009518516 = sum of:
    0.009518516 = weight(_text_:information in 6872) [ClassicSimilarity], result of:
      0.009518516 = score(doc=6872,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.1551638 = fieldWeight in 6872, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=6872)
  0.25 = coord(1/4)

Source

Journal of education for library and information science. 36(1995) no.3, S.230-238

0.002379629 = product of:
  0.009518516 = sum of:
    0.009518516 = weight(_text_:information in 7381) [ClassicSimilarity], result of:
      0.009518516 = score(doc=7381,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.1551638 = fieldWeight in 7381, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=7381)
  0.25 = coord(1/4)

Abstract

Examines the necessary competencies for future cataloguers suggested by the cataloguing community. 52 ALA accredited library school programmes were analyzed to determine the strength of cataloguing within the curriculum and the degree to which the competencies are ddressed. Adequate education of future cataloguers requires an expanded view beyond traditional cataloguing courses. Recommends a curricular syndetic structure that identifies relationships among courses and links courses with the concepts and competencies necessary for organizing information

0.002379629 = product of:
  0.009518516 = sum of:
    0.009518516 = weight(_text_:information in 5476) [ClassicSimilarity], result of:
      0.009518516 = score(doc=5476,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.1551638 = fieldWeight in 5476, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=5476)
  0.25 = coord(1/4)

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I

0.002379629 = product of:
  0.009518516 = sum of:
    0.009518516 = weight(_text_:information in 126) [ClassicSimilarity], result of:
      0.009518516 = score(doc=126,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.1551638 = fieldWeight in 126, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=126)
  0.25 = coord(1/4)

Abstract

As libraries attempt to incorporate increasing amounts of electronic resources into their catalogs, utilizing a growing variety of metadata standards, library and information science programs are grappling with how to educate catalogers to meet these challenges. In this paper, an employer considers the characteristics and skills that catalogers will need and how they might acquire them.