Search (21 results, page 1 of 2)

0.16421406 = product of:
  0.21895207 = sum of:
    0.03490599 = weight(_text_:web in 5955) [ClassicSimilarity], result of:
      0.03490599 = score(doc=5955,freq=2.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.21634221 = fieldWeight in 5955, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=5955)
    0.13715115 = weight(_text_:search in 5955) [ClassicSimilarity], result of:
      0.13715115 = score(doc=5955,freq=24.0), product of:
        0.17183559 = queryWeight, product of:
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.049439456 = queryNorm
        0.79815334 = fieldWeight in 5955, product of:
          4.8989797 = tf(freq=24.0), with freq of:
            24.0 = termFreq=24.0
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.046875 = fieldNorm(doc=5955)
    0.04689494 = product of:
      0.09378988 = sum of:
        0.09378988 = weight(_text_:engine in 5955) [ClassicSimilarity], result of:
          0.09378988 = score(doc=5955,freq=2.0), product of:
            0.26447627 = queryWeight, product of:
              5.349498 = idf(docFreq=570, maxDocs=44218)
              0.049439456 = queryNorm
            0.35462496 = fieldWeight in 5955, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.349498 = idf(docFreq=570, maxDocs=44218)
              0.046875 = fieldNorm(doc=5955)
      0.5 = coord(1/2)
  0.75 = coord(3/4)

Abstract

Online searching was once the province of professional search intermediaries who had received formal training in information retrieval (IR). Today's searchers no longer fit a standard profile, ranging from school-age children to retirees, the majority of whom have received no training in search. While entering a simple query to a commercial Web search engine may not require any specialized skills, a basic understanding of the search process and successful search techniques and strategies, particularly for nontrivial queries, can result in more productive searches and a more enjoyable search experience. Despite recognition of the growing need for search training that supports the cognitive processes and learning styles of individual searchers, there has been relatively little response from the academic community to date. In this chapter, we review the existing literature on search training. We also propose the development of a search training framework based on models of the search process, research on search errors, and models, methods and approaches gathered from research on training and learning within other, related disciplines.

0.022917118 = product of:
  0.045834236 = sum of:
    0.029088326 = weight(_text_:web in 138) [ClassicSimilarity], result of:
      0.029088326 = score(doc=138,freq=2.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.18028519 = fieldWeight in 138, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0390625 = fieldNorm(doc=138)
    0.01674591 = product of:
      0.03349182 = sum of:
        0.03349182 = weight(_text_:22 in 138) [ClassicSimilarity], result of:
          0.03349182 = score(doc=138,freq=2.0), product of:
            0.17312855 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.049439456 = queryNorm
            0.19345059 = fieldWeight in 138, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=138)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Abstract

This paper presents findings of a survey an the state of cataloging and metadata education. in ALA-accredited library and information science progranis in North America. The survey was conducted in response to Action Item 5.1 of the "Bibliographic Control of Web Resources: A Library of Congress Action Plan," which focuses an providing metadata education to new LIS professionals. The study found LIS programs increased their reliance an introductory courses to cover cataloging and metadata, but fewer programs than before had a cataloging course requirement. The knowledge of cataloging delivered in introductory courses was basic, and the coverage of metadata was limited to an overview. Cataloging courses showed similarity in coverage and practice and focused an print mater!als. Few cataloging educators provided exercises in metadata record creation using non-AACR standards. Advanced cataloging courses provided in-depth coverage of subject cataloging and the cataloging of nonbook resources, but offered very limited coverage of metadata. Few programs offered full courses an metadata, and even fewer offered advanced metadata courses. Metadata topics were well integrated into LIS curricula, but coverage of metadata courses varied from program to program, depending an the interests of instructors. Educators were forward-looking and agreed an the inclusion of specific knowledge and skills in metadata instruction. A series of actions were proposed to assist educators in providing students with competencies in cataloging and metadata.

Date

10. 9.2000 17:38:22

0.02213267 = product of:
  0.08853068 = sum of:
    0.08853068 = weight(_text_:search in 2383) [ClassicSimilarity], result of:
      0.08853068 = score(doc=2383,freq=10.0), product of:
        0.17183559 = queryWeight, product of:
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.049439456 = queryNorm
        0.51520574 = fieldWeight in 2383, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.046875 = fieldNorm(doc=2383)
  0.25 = coord(1/4)

Abstract

This paper desctibes a study of undergraduate student search behavlour, examines the results through the lens of various disciplines, and provides now insights that will increase our understanding and facilitate the development of mom effetive instructional programmes Perspectives and research results drawn from multiple disciplines are used to explore the role of mental modele, reference groups and habits, and IntelIectual development in the search behaviour demonstrated by the undergraduate students. During interviews conducted as part of the study, many students were able to articulate the importance of source evaluation and describe electronically-appropriate methods for assessing the authority and reliability of Weh based information resources. In practice, however, these students frequently abandoned source evaluation altogether and, following the path of Ieast resistance, relied exclusively on basic Google searching, This approach both compromiscd the quality of their search results and contributed to frustration with the research process. This may not be extraordinarily unusual behaviour, but it is cause for considerable concern among Information literacy programme planners and Instructors. Discussion of the study results and related research is followed by pragmatic suggestions for modifylng ineffective search behaviour through emhanced instructional programmes

0.012595614 = product of:
  0.050382458 = sum of:
    0.050382458 = weight(_text_:web in 2609) [ClassicSimilarity], result of:
      0.050382458 = score(doc=2609,freq=6.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.3122631 = fieldWeight in 2609, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0390625 = fieldNorm(doc=2609)
  0.25 = coord(1/4)

Abstract

Purpose - This paper seeks to focus on the design and testing of a web-based online board game for teaching undergraduate students information literacy skills and concepts. Design/methodology/approach - Project team members with expertise in game play, creative writing, programming, library research, graphic design and information seeking developed a web-based board game in which students used digital library resources to answer substantive questions on a scholarly topic. The project team hosted game play in a class of 75 undergraduate students. The instructor offered an extra-credit incentive to boost participation resulting in 49 students on 13 teams playing the game. Post-game focus group interviews revealed problematic features and redesign priorities. Findings - A total of six teams were successful meeting the criteria for the instructor's grade incentive achieving a 53.1 percent accuracy rate on their answers to substantive questions about the black death; 35.7 percent was the accuracy rate for the seven unsuccessful teams. Discussed in detail are needed improvements to problematic game features such as offline tasks, feedback, challenge functionality, and the game's black death theme. Originality/value - Information literacy games test what players already know. Because this project's successful teams answered substantive questions about the black death at accuracy rates 20 points higher than the estimated probability of guessing, students did the research during game play which demonstrates that games have merit for teaching students information literacy skills and concepts.

0.011547703 = product of:
  0.046190813 = sum of:
    0.046190813 = weight(_text_:search in 5449) [ClassicSimilarity], result of:
      0.046190813 = score(doc=5449,freq=2.0), product of:
        0.17183559 = queryWeight, product of:
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.049439456 = queryNorm
        0.2688082 = fieldWeight in 5449, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.475677 = idf(docFreq=3718, 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.

0.010284277 = product of:
  0.041137107 = sum of:
    0.041137107 = weight(_text_:web in 5453) [ClassicSimilarity], result of:
      0.041137107 = score(doc=5453,freq=4.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.25496176 = fieldWeight in 5453, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2635105 = idf(docFreq=4597, 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.

0.010284277 = product of:
  0.041137107 = sum of:
    0.041137107 = weight(_text_:web in 2874) [ClassicSimilarity], result of:
      0.041137107 = score(doc=2874,freq=4.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.25496176 = fieldWeight in 2874, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0390625 = fieldNorm(doc=2874)
  0.25 = coord(1/4)

Abstract

Purpose - The aim of this article is to estimate the impact of faceted classification and the faceted analytical method on the development of various information retrieval tools over the latter part of the twentieth and early twenty-first centuries. Design/methodology/approach - The article presents an examination of various subject access tools intended for retrieval of both print and digital materials to determine whether they exhibit features of faceted systems. Some attention is paid to use of the faceted approach as a means of structuring information on commercial web sites. The secondary and research literature is also surveyed for commentary on and evaluation of facet analysis as a basis for the building of vocabulary and conceptual tools. Findings - The study finds that faceted systems are now very common, with a major increase in their use over the last 15 years. Most LIS subject indexing tools (classifications, subject heading lists and thesauri) now demonstrate features of facet analysis to a greater or lesser degree. A faceted approach is frequently taken to the presentation of product information on commercial web sites, and there is an independent strand of theory and documentation related to this application. There is some significant research on semi-automatic indexing and retrieval (query expansion and query formulation) using facet analytical techniques. Originality/value - This article provides an overview of an important conceptual approach to information retrieval, and compares different understandings and applications of this methodology.

0.010180915 = product of:
  0.04072366 = sum of:
    0.04072366 = weight(_text_:web in 169) [ClassicSimilarity], result of:
      0.04072366 = score(doc=169,freq=2.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.25239927 = fieldWeight in 169, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=169)
  0.25 = coord(1/4)

Abstract

This article considers the current state in Australia of education for cataloguing and classification (considered broadly and encompassing descriptive cataloguing, subject access, classification, metadata, knowledge organisation, bibliographic control and other related areas for all formats of library resources). Data comes from subject and course descriptions located in the handbook entries and web sites of Australian programs in library and information studies, and from an informal survey of practising cataloguers and library educators. Conclusions are drawn about the range of subjects taught, their focus, and their levels.

0.010180915 = product of:
  0.04072366 = sum of:
    0.04072366 = weight(_text_:web in 5757) [ClassicSimilarity], result of:
      0.04072366 = score(doc=5757,freq=2.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.25239927 = fieldWeight in 5757, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5757)
  0.25 = coord(1/4)

Abstract

Studies have revealed that LIS programs of the four library schools in Saudi Arabia are traditional and their cataloging courses do not cover new trends and issues in the organization of information. As a result, graduates of these schools lack the required skills for various cataloging positions, especially in an electronic library environment. Once hired, they need to embark on a continuing education program to develop these skills. The paper aims to review continuing education programs for catalogers offered by various library schools, human resource development institutions, automation vendors, and professional associations in Saudi Arabia. Several other continuing education opportunities available to catalogers, such as Web-based training, professional reading, and electronic discussions lists, are also discussed.

0.008726497 = product of:
  0.03490599 = sum of:
    0.03490599 = weight(_text_:web in 5452) [ClassicSimilarity], result of:
      0.03490599 = score(doc=5452,freq=2.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.21634221 = fieldWeight in 5452, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, 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.

0.008372955 = product of:
  0.03349182 = sum of:
    0.03349182 = product of:
      0.06698364 = sum of:
        0.06698364 = weight(_text_:22 in 117) [ClassicSimilarity], result of:
          0.06698364 = score(doc=117,freq=2.0), product of:
            0.17312855 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.049439456 = queryNorm
            0.38690117 = fieldWeight in 117, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.078125 = fieldNorm(doc=117)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

22. 8.2009 19:51:28

0.008248359 = product of:
  0.032993436 = sum of:
    0.032993436 = weight(_text_:search in 306) [ClassicSimilarity], result of:
      0.032993436 = score(doc=306,freq=2.0), product of:
        0.17183559 = queryWeight, product of:
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.049439456 = queryNorm
        0.19200584 = fieldWeight in 306, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.0390625 = fieldNorm(doc=306)
  0.25 = coord(1/4)

Abstract

This two-part study investigates the effect of a 30minute presentation of Carol Kuhlthau's Information Search Process (ISP) model on students' perceptions of research and research paper anxiety. An experiment was designed to collect both quantitative and qualitative data during a semester. An upper division undergraduate course, Technical and Professional Writing, with four sections participated in the experiment in fall 1999. A survey instrument, the Research Process Survey (RPS), was developed to collect data about students' feelings and thoughts at the onset of their course research project (pretest) and at the completion of the project (posttest). A standard anxiety test (STAI Y-1) was adopted to measure anxiety levels during pretest and posttest sessions and at two additional points between. Two of the four sections heard a guest presentation of the ISP model as treatment after the pretest; the other two sections heard a different guest speak about career experiences as a technical writer (a placebo talk). The results of this experiment are reported in two articles according to the nature of the collected data. This article reports on results of the quantitative analysis. Four hypotheses were proposed to examine the effects on awareness of cognitive aspects, awareness of affective aspects, level of anxiety, and satisfaction with research. One hypothesis was supported. A significant change in anxiety levels was measured (p = 0.5). Although statistical tests did not reject three null hypotheses, positive trends in change as a result of the ISP model were identified. A second article reports on results of qualitative analysis of the texts that participants wrote about a memorable past research experience and about the current research experience.

0.008248359 = product of:
  0.032993436 = sum of:
    0.032993436 = weight(_text_:search in 4075) [ClassicSimilarity], result of:
      0.032993436 = score(doc=4075,freq=2.0), product of:
        0.17183559 = queryWeight, product of:
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.049439456 = queryNorm
        0.19200584 = fieldWeight in 4075, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.0390625 = fieldNorm(doc=4075)
  0.25 = coord(1/4)

Abstract

This is Part II of an experimental study investigating students' perceptions of research and research paper anxiety. The study integrates quantitative and qualitative designs to collect complimentary data. The participants were students in four sections of an upper division undergraduate course on technical and professional writing during the fall of 1999. A survey instrument used the Critical Incident Technique to solicit writings in students' own words about a memorable past research and writing experience at the beginning of the semester and the current research and writing at the end of the semester. The quantitative part of the survey measured students' perceptions about research using a questionnaire with five-point Likert scale, and students' anxiety levels using a standard state anxiety test (STAI Y-1). The first article, Part 1, provides a detailed description of the experimental design and reports on quantitative results. This article reports on content analysis of students' writings about their experiences of the two research projects. Analysis of the data confirmed Kuhlthau's Information Search Process (ISP) model and revealed additional affective and cognitive aspects related to research and writing.

0.0066983635 = product of:
  0.026793454 = sum of:
    0.026793454 = product of:
      0.053586908 = sum of:
        0.053586908 = weight(_text_:22 in 3544) [ClassicSimilarity], result of:
          0.053586908 = score(doc=3544,freq=2.0), product of:
            0.17312855 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.049439456 = queryNorm
            0.30952093 = fieldWeight in 3544, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=3544)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

29. 9.2008 19:01:22

0.0066983635 = product of:
  0.026793454 = sum of:
    0.026793454 = product of:
      0.053586908 = sum of:
        0.053586908 = weight(_text_:22 in 2998) [ClassicSimilarity], result of:
          0.053586908 = score(doc=2998,freq=2.0), product of:
            0.17312855 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.049439456 = queryNorm
            0.30952093 = fieldWeight in 2998, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=2998)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Source

Library hi tech. 22(2004) no.4, S.337-339

0.0066983635 = product of:
  0.026793454 = sum of:
    0.026793454 = product of:
      0.053586908 = sum of:
        0.053586908 = weight(_text_:22 in 126) [ClassicSimilarity], result of:
          0.053586908 = score(doc=126,freq=2.0), product of:
            0.17312855 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.049439456 = queryNorm
            0.30952093 = fieldWeight in 126, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=126)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

10. 9.2000 17:38:22

0.005861068 = product of:
  0.023444273 = sum of:
    0.023444273 = product of:
      0.046888545 = sum of:
        0.046888545 = weight(_text_:22 in 158) [ClassicSimilarity], result of:
          0.046888545 = score(doc=158,freq=2.0), product of:
            0.17312855 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.049439456 = queryNorm
            0.2708308 = fieldWeight in 158, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=158)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

10. 9.2000 17:38:22

0.005861068 = product of:
  0.023444273 = sum of:
    0.023444273 = product of:
      0.046888545 = sum of:
        0.046888545 = weight(_text_:22 in 870) [ClassicSimilarity], result of:
          0.046888545 = score(doc=870,freq=2.0), product of:
            0.17312855 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.049439456 = queryNorm
            0.2708308 = fieldWeight in 870, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=870)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

23.12.2007 18:40:22

0.0050237724 = product of:
  0.02009509 = sum of:
    0.02009509 = product of:
      0.04019018 = sum of:
        0.04019018 = weight(_text_:22 in 4752) [ClassicSimilarity], result of:
          0.04019018 = score(doc=4752,freq=2.0), product of:
            0.17312855 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.049439456 = queryNorm
            0.23214069 = fieldWeight in 4752, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=4752)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Source

Library hi tech. 22(2004) no.1, S.69-81

0.0041864775 = product of:
  0.01674591 = sum of:
    0.01674591 = product of:
      0.03349182 = sum of:
        0.03349182 = weight(_text_:22 in 4236) [ClassicSimilarity], result of:
          0.03349182 = score(doc=4236,freq=2.0), product of:
            0.17312855 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.049439456 = queryNorm
            0.19345059 = fieldWeight in 4236, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4236)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Designing an interdisciplinary graduate program in knowledge management requires a good understanding of knowledge processes and the ability to differentiate between information management and knowledge management. Given the complexity of knowledge and the nature of its existence, there is a need for graduate programs to go beyond information management and include in the curriculum disciplines that deal with social, cultural, and economic issues such as communication, cognitive science, and business. An understanding of the interdisciplinary nature of knowledge management is necessary for a more balanced and practical approach to the development of a knowledge management curriculum. In this article, the design and development of an interdisciplinary graduate program in knowledge management at Nanyang Technological University in Singapore is reported. The initiation of the program was influenced by the strong demand from the public sector in Singapore for knowledge management professionals. It was developed in close association with the information studies program at Nanyang Technological University. In the first year, the program attracted 230 applicants, of which 45 were selected-22 students came from the public sector and 23 students came from the private sector.