-
Normore, L.F.: "Here be dragons" : a wayfinding approach to teaching cataloguing (2012)
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- Abstract
- Teaching cataloguing requires the instructor to make strategic decisions about how to approach the variety and complexity of the field and to provide an adequate theoretical foundation while preparing students for their entry into the world of practice. Accompanying these challenges are the tactical demands of providing this instruction in a distance education environment. Rather than focusing on ways to support learners in catalogue record production, instructors may use a problem solving and decision making approach to instruction. In this paper, a way to conceptualize a decision making approach that builds on a foundation provided by theories of information navigation is described. This approach, which is called "wayfinding", teaches by having students learn to find their way in the sets of rules that are commonly used. The method focuses on instruction about the structural features of rule sets, providing basic definitions of what each of the "places" in the rule sets contain (e.g., "formatting personal names" in Chapter 22 of AACR2R) and about ways to navigate those structures, enabling students to learn not only about common rules but also about less well known cataloguing practices ("dragons"). It provides both pragmatic and pedagogical benefits and helps develop links between cataloguing practices and their theoretical foundations.
- Source
- Cataloging and classification quarterly. 50(2012) no.2/3, S.172-188
-
Ekstrand, M.D.; Wright, K.L.; Pera, M.S.: Enhancing classroom instruction with online news (2020)
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- Date
- 20. 1.2015 18:30:22
- Source
- Aslib journal of information management. 72(2020) no.5, S.725-744
-
Barité, M.; Parentelli, V.; Rodríguez Casaballe, N.; Suárez, M.V.: Interdisciplinarity and postgraduate teaching of knowledge organization (KO) : elements for a necessary dialogue (2023)
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- Abstract
- Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowledge organization systems with interdisciplinary visions, and in the expressions through which information is sought.
- Source
- Knowledge organization. 50(2023) no.3, S.227 - 241
-
Library instruction revisited : bibliographic instruction comes of age (1995)
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- Content
- Enthält u.a. die Beiträge: MARTIN, L.M. u. T.E. JACOBSON: Reflections on maturity: introduction to 'Library instruction revisited: bibliographic instruction comes of age'; BOBER, C., S. POULIN u. L. VILENO: Evaluating library instruction in academic libraries: a critical review of the literature, 1980-1993; SALONY, M.F.: The history of bibliographic instruction: changing trends from books to the electronic world; ALLEN, E.E.: Active learning and teaching: improving postsecondary library instruction; KLAVANO, A.M. u. E.R. KULLESEID: Bibliographic instruction: renewal and transformation in one academic library; HANSON, M.G.: Joining the conversation: collaborative learning and bibliographic instruction; OSBORNE, N.S. u. C. POON: Serving diverse library populations through the specialized instructional services concept; Whitehead, A. u. M.M. LONG: Providing off campus bibliographic instruction: when off campus means someone else's campus; MOECKEL, N. u. J. PRESNELL: Recognizing, understanding and responding: a program model of library instruction services for international students; HELMS, C.M.: Reaching out to the international students through bibliographic instruction; HULTS, P.: Noodling down the Internet: or, one foot in the last lane, the other stuck in the trenches; HUGHES, G.J.F., P.V. HOFFMANN u. C. DEMETRACOPOULOS: Cartobibliographic instruction: another path in the library instruction program; PIETTE, M.I.: Library instruction: principles, theories, connections and challenges; DOTY, P.: How index learning turns no student pale: an essay on rhetoric and bibliographic instruction; BLANDY, S.G.: Keeping library instruction alive; TURNER, D.J. u. M.E. GROTZKY: They teach too: a role for paraprofessionals in library instruction; RIELLY, L.J. u. G.A. BROWNING: Point of use instruction: the evolving role of stacks support staff and student assistants in an academic library; STRIFE, M.L.: Special libraries and instruction: one to one public relations
- Footnote
- Rez. in: Journal of education for library and information science 37(1996) no.3, S.300-301 (C. Peterson); Journal of academic librarianship 22(1996) no.5, S.399-400 (P.S. Thomas)
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- 482 S
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- s
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Education for library cataloging : international perspectives (2006)
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- Classification
- 025.3/071 22
- DDC
- 025.3/071 22
- Footnote
- Rez. in: KO 33(2006) no.2, S.119-20 (S.S. Intner): "This survey of cataloging education around the world offers readers a rich menu of experiences, educational offerings, and approaches to the subject of cataloging education as it is currently practiced in 24 countries of the world, excluding the United States and Canada. The exclusion does not mean that English-speaking countries are entirely absent from the book, however. Two nations outside North America, South Africa (in one chapter) and Australia (in two chapters), are covered. The chapters are organized geographically, beginning with the African continent, and followed by several each under headings for Asia, Australia (two chapters), Europe, Latin America, and the Middle East. Nations whose cataloging education programs are described include (in order of presentation) Botswana, Nigeria, South Africa, China (both the People's Republic of China and Taiwan), India, Japan, South Korea, Australia, Austria and Germany (described together in one chapter), Poland, Slovenia, Spain, the British Isles (England, Scotland, and Wales), Argentina, Mexico, Peru, Egypt, Iran, Israel, and Saudi Arabia. As readers might expect, many chapters reflect common experiences among the countries, particularly regarding the proliferation of subjects in competition with cataloging and classification in library school curricula. There are also some common problems, such as dealing with the changes in education and training prompted by automation. Generally, computer-based cataloging is not a new issue anywhere, although in some areas of the world, catalogers still work with manual systems. Describing cataloging education in Nigeria, J. I. Iwe states: "... the card catalogue is still being used in all libraries, including the University of Calabar library where the only library school in the state exists (p. 33)." In other places, computer infrastructure has developed to a level that supports coursework online. As Linda M. Cloete writes, "The ultimate goal of the training resource program is to develop an online, fully interactive course: an online virtual cataloging classroom (p. 66)."
- Pages
- 492 S
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Coates, S.: Teaching of book indexing (2002)
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- Source
- Indexer. 23(2002) no.1, S.15-17
-
Education and training for catalogers and classifiers (1991)
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- Pages
- 195 S
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Transforming libraries and educating librarians : essays in memory of Peter Harvard-Williams (1997)
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- Footnote
- Rez. in: Education for information 16(1998) no.3, S.266-268 (P.G. Underwood)
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Tejomurty, A.: Restructuring of library and information science curriculum (1994)
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- Footnote
- Rez. in: Australian library review 13(1996) no.2, S.215 (J. Evans)
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Römer, G.: Classification teaching for students of librarianship : Reflections and proposals (1979)
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- Source
- International classification. 6(1979), S.104-108
-
Kovacs, B.: ¬An educational challenge : teaching cataloging and classification (1989)
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- Source
- Library resources and technical services. 33(1989), S.374-381
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Schauder, C.: Faster than a speeding bullet : Cataloguing education in the age of computers (1990)
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- Source
- International cataloguing and bibliographic control. 19(1990), S.41-45
-
Mulvany, J.D.: Teaching book indexing : a curriculum (2002)
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- Source
- Indexer. 23(2002) no.1, S.2-7
-
Recruiting, educating, and training cataloging librarians : solving the problems (1989)
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- s
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Brittain, M.: Implications for LIS education of recent developments in expert systems (1987)
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- Source
- Information processing and management. 23(1987), S.139-152
-
Greiner, G.: Some reflections on teaching subject analysis in the field of documentation (1984)
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- Source
- International classification. 11(1984), S.66-68
-
Morris, A.: Expert systems teaching : the needs of information professionals (1992)
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- Source
- Library hi tech. 10(1992), S.127-132
-
Gopinath, M.A.: Teaching of classifying documents in a library (1991)
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- Library science with a slant to documentation. 28(1991) no.1, S.1-4
-
Gorman, M.: How cataloging and classification should be taught (1992)
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- Source
- American libraries. 23(1992) no.8, S.694-697
-
Kranch, D.A.: Teaching artificial intelligence and expert systems : concepts in library curricula (1992)
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- Source
- Journal of education for library and information science. 33(1992), S.18-34
