-
Ghosh, S.B.: ¬A new paradigm of education system for reaching the unreached through open and distance education with special reference to the Indian initiative (2006)
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- Abstract
- In the process of transition towards Knowledge Society, development of educated citizens is of prime concern Ihr all nations of the world, The problem becomes acute for those with sizeable population with diversified culture, background and economic condition. Methodologies for provision of education are undergoing a sea change and are in a transitory phase of development with technology acting as an agent for change. It is in this context that a new method of education - Open and Distance Education (ODE) plays a vital role. The various methods followed in ODE system and the initiatives taken in India are discussed here, with particular reference to the role of the Indira Gandhi National Open University (IGNOU).
- Date
- 29. 2.2008 18:03:09
-
Brandt, D.S.: What does 'teaching the Internet' mean? (1995)
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- Abstract
- The Internet is a complex system and the machanics of Internet software and the information seeking process can not be taught in isolation. Information skills should be taught in the context of teaching about the software and hardware. Gives examples of how trainers can weave these skills together
-
Taylor, A.G.: Teaching the Dewey Decimal Classification System (2006)
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- Abstract
- The Dewey Decimal Classification (DDC) system is a logical approach to a hierarchical categorization of recorded knowledge that makes sense to many people. It both illustrates classification theory and provides a practical way to organize information. It is taught in several different settings with content relying upon the purpose of the education or training. With reference to communications from colleagues, the author identifies some problems in teaching DDC, followed by some of the content covered and some methodologies used to overcome the problems. Several examples of teaching tools are included as appendices.
- Footnote
- Beitrag in einem Themenheft "Moving beyond the presentation layer: content and context in the Dewey Decimal Classification (DDC) System"
-
Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005)
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- Abstract
- K3, work in progress, is an acronym for Kollaboration (collaboration), Kommunikation (communication), and Kompetenz (competence). K3 provides a platform in the context of knowledge management to support collaborative knowledge production in learning environments. The underlying hypothesis states that collaborative discourse conciliates information as well as communication competence in learning contexts. The collaborative, communicative paradigm of K3 is implemented by asynchronous communication tools as a means of constructivist learning methodology. In this paper we will describe a K3 course. The lecture was organized and carried out at two places in two different countries (Germany and Switzerland) with students from different universities in the context of Library and Information Science. The paper informs about the management of the lecture and about the problems we had to run the lecture at two places. The circumstances in coordinating the presentations, the exercises, the examinations and evaluation, and the time schedule are presented. The conclusions of the lecturers and the results of a questionnaire for the students are explained in detail.
- Content
- K3 helps organizing a course with constructivist and instructional elements. It is used to run complex discussions and group work as presenting knowledge in a controlled environment. Besides basic functionalities like acting as a file server to exchange teaching materials and providing asynchronous communication, K3 offers: 1. A sophisticated system of intellectual, semi-automatic and automatic performance parameters as a means of permanent feedback and transparent gratification. 2. A MyK3 version to personalize the system for each user, be it a student or a lecturer. 3. Extended retrieval facilities. 4. A report generator to assemble a single student's or a group's contributions. 5. An elaborated administrator sub-system to enable the lecturers to organize their courses. 6. A visualization component, K3VIS to get a graphical, semistructured overview about a discourse. 7. A role system (moderator, presenter, researcher, and summarizer) to classify the responsibilities of students during a group work. 8. Typed discourse objects to organize and structure a discourse and allow ease of proximate actions, like retrieval and navigation.
-
Seadle, M.: Education for twenty-first century librarians (2004)
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- Abstract
- Humboldt University invited experts to Berlin recently to offer advice about its library science program. While the education of librarians for the twenty-first century needs to include practical training, those who plan to work in a research environment, or who want a research degree like a PhD, need to acquire a methodology that grounds their work in an established scholarly context.
- Source
- Library hi tech. 22(2004) no.4, S.337-339
-
Mason, J.: Communities, networks, and education (1998)
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- Abstract
- Investigates evolving notions and expressions of community and networks, in the context of educational culture which is engaged in the process of discovering the opportunities and challenges presented by communications and information technologies. Parallel to this is the task of identifying key elements or threads that might be common to a wide diversity of educational electronic communities
- Date
- 1. 8.1996 22:08:06
-
Holley, R.P.: Cataloging : an exciting subject for exciting times (2002)
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- 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.
- Date
- 29. 7.2006 15:04:09
-
Hare, C.E.; McLeaod, J.; King, L.A.: Continuing professional development for the information discipline of records management : pt.1: context and initial indications of current activities (1996)
0.03
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- Source
- Librarian career development. 4(1996) no.2, S.22-27
-
Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015)
0.03
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- Abstract
- This paper presents the results of a research study, a survey of library and information science master's degree holders who have taken a beginning cataloging course, to identify the elements of a beginning cataloging course that help students to learn cataloging concepts and skills. The results suggest that cataloging practice (the hands-on creation of bibliographic records or catalog cards), the effectiveness of the instructor, a balance of theory and practice, and placing cataloging in a real-world context contribute to effective learning. However, more research is needed to determine how, and to what the extent, each element should be incorporated into beginning cataloging courses.
- Date
- 10. 9.2000 17:38:22
-
Arsenault, C.; Leide, J.E.: Format integration and the design of cataloging and classification curricula (2002)
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- Abstract
- Cataloging is a dynamic and ever changing activity. Developments in codes and standards create a need for continuing reconsideration of the design of our curricula. Format integration, in particular, raises questions about the structure of curricula for cataloging and classification. The issues relating to differing formats of materials are not new, but the process of standardization of treatment, which was begun quite tentatively in the development of the Anglo-American Cataloging Rules (AACR) has blossomed to the fore in the ensuing years. This paper examines the historical context of the integration of formats before addressing the continuing arguments that maintain that all types of materials should be treated in an introductory course as opposed to those that assert that format issues should not be covered in any depth in an introductory course. A design for an integrated, but not exhaustive, treatment of formats in an introductory course with more detailed coverage included in advanced courses is proposed.
- Date
- 29. 7.2006 17:54:43
-
Sitarska, A.: Education and training on the nature and description of documents : Polish university studies and professional librarianship schools (2005)
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- Abstract
- This article describes the education system for librarians and information professionals in Poland and includes a discussion of change agents. The international bibliographic standardization has brought considerable change to this education. Another change factor has been Poland's openess to broader international connections as a result of the country's political and social transformation beginning in 1989. Technological development (computer system applications in libraries and references services) is a third key factor for change in Polish library education. Additionally, the article includes a survey of recent events and the most important institutions. The quality of teaching is examined and suggestions made for future changes.
- Date
- 29. 9.2008 18:56:32
-
Mann, T.: Teaching Library of Congress Subject Headings (2000)
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- Abstract
- An understanding of the workings of Library of Congress Subject Headings (LCSH) is one of the most valuable conceptual tools a researcher can have. The subject heading system is by no means obvious or self-evident, however; it must be taught, explained, and exemplified by librarians. Several points must be covered explicitly. The cross-reference notation of UF, BT, RT, SA, and NT has to be explained; the importance of choosing the most specific heading available, rather than a general term, must also be emphasized. There are four ways to find the most specific LCSH terms for a particular topic; two of them come from using the red books, two from using the online catalog itself. All four ways are important; none is obvious. Each must be taught
- Series
- Cataloging and classification quarterly; vol.29, nos.1/2
- Source
- The LCSH century: one hundred years with the Library of Congress Subject Headings system. Ed.: A.T.Stone
-
Iwe, J.I.: ¬The relevance of cataloguing in library science curriculum in Cross River State of Nigeria in this technological age (2005)
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- Abstract
- Since Library Science Education started in Nigeria about half a century ago, cataloguing has been regarded as a core subject in the curriculum. With the diversification of subjects, some core subjects were made electives. This did not affect cataloguing. Nigerian Libraries have not gone far in electronic data processing in their storage of data and information and as a result, libraries are still manual-oriented. Even though some libraries in Cross River State of Nigeria have taken their first steps towards automation, the library schools still find it necessary to continue to drill students in traditional cataloguing. The question of the relevance of cataloguing in an automated library system arises and this researcher investigates the hypothesis that cataloguing is still relevant in the library school curriculum using the descriptive survey methodology. The finding is that the manual system will continue to be used for a long time and so cataloguing will continue to be relevant even with the computer-produced catalogue.
- Date
- 29. 9.2008 19:03:03
-
Zhang, Y.; Wu, D.; Hagen, L.; Song, I.-Y.; Mostafa, J.; Oh, S.; Anderson, T.; Shah, C.; Bishop, B.W.; Hopfgartner, F.; Eckert, K.; Federer, L.; Saltz, J.S.: Data science curriculum in the iField (2023)
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- Abstract
- Many disciplines, including the broad Field of Information (iField), offer Data Science (DS) programs. There have been significant efforts exploring an individual discipline's identity and unique contributions to the broader DS education landscape. To advance DS education in the iField, the iSchool Data Science Curriculum Committee (iDSCC) was formed and charged with building and recommending a DS education framework for iSchools. This paper reports on the research process and findings of a series of studies to address important questions: What is the iField identity in the multidisciplinary DS education landscape? What is the status of DS education in iField schools? What knowledge and skills should be included in the core curriculum for iField DS education? What are the jobs available for DS graduates from the iField? What are the differences between graduate-level and undergraduate-level DS education? Answers to these questions will not only distinguish an iField approach to DS education but also define critical components of DS curriculum. The results will inform individual DS programs in the iField to develop curriculum to support undergraduate and graduate DS education in their local context.
- Date
- 12. 5.2023 14:29:42
-
Ekstrand, M.D.; Wright, K.L.; Pera, M.S.: Enhancing classroom instruction with online news (2020)
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- Abstract
- Purpose This paper investigates how school teachers look for informational texts for their classrooms. Access to current, varied and authentic informational texts improves learning outcomes for K-12 students, but many teachers lack resources to expand and update readings. The Web offers freely available resources, but finding suitable ones is time-consuming. This research lays the groundwork for building tools to ease that burden. Design/methodology/approach This paper reports qualitative findings from a study in two stages: (1) a set of semistructured interviews, based on the critical incident technique, eliciting teachers' information-seeking practices and challenges; and (2) observations of teachers using a prototype teaching-oriented news search tool under a think-aloud protocol. Findings Teachers articulated different objectives and ways of using readings in their classrooms, goals and self-reported practices varied by experience level. Teachers struggled to formulate queries that are likely to return readings on specific course topics, instead searching directly for abstract topics. Experience differences did not translate into observable differences in search skill or success in the lab study. Originality/value There is limited work on teachers' information-seeking practices, particularly on how teachers look for texts for classroom use. This paper describes how teachers look for information in this context, setting the stage for future development and research on how to support this use case. Understanding and supporting teachers looking for information is a rich area for future research, due to the complexity of the information need and the fact that teachers are not looking for information for themselves.
- Date
- 20. 1.2015 18:30:22
-
Sever, I.: Educating librarians for the 21st century (1996)
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- Abstract
- Discusses the training of future librarians in the context of electronic information and the information superhighway
-
Zhanghua, M.: ¬The education of cataloging and classification in China (2005)
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- Abstract
- The education of cataloguing and classification in China includes university education, continuing education, professional training and is provided at basic training, junior college, undergraduate, and graduate levels. Cataloging, classification, and subject analysis are generally the core courses in the university curricula and offered with other required courses. Recent changes in the curricula have been the adjustment and integration of courses, the application of computer technology, the increase of practice, the update of course contents, and the improvement of teaching methods. The future trends of cataloguing and classification education in China may include: constant improvement of the teaching system, standardization of library science programs, introduction to new topics, promotion of graduate education, enhancement of continuing education and training, and development of online courses.
- Date
- 29. 9.2008 19:04:03
-
Pozzi de Sousa, B.; Ortega, C.D.: Aspects regarding the notion of subject in the context of different theoretical trends : teaching approaches in Brazil (2018)
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-
Manley, S.; Harwood, N.: Bringing it home : learning to index books by correspondence (1997)
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-
Si, L.: ¬The status quo and future development of cataloging and classification education in China (2005)
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- Date
- 29. 9.2008 19:01:22
