Search (44 results, page 1 of 3)

  • × language_ss:"e"
  • × theme_ss:"Ausbildung"
  1. Spillane, J.L.: Comparison of required introductory cataloging courses, 1986 to 1998 (1999) 0.06 
    0.060845338 = product of:
  0.121690676 = sum of:
    0.121690676 = sum of:
      0.06517155 = weight(_text_:data in 4946) [ClassicSimilarity], result of:
        0.06517155 = score(doc=4946,freq=4.0), product of:
          0.16488427 = queryWeight, product of:
            3.1620505 = idf(docFreq=5088, maxDocs=44218)
            0.052144732 = queryNorm
          0.3952563 = fieldWeight in 4946, product of:
            2.0 = tf(freq=4.0), with freq of:
              4.0 = termFreq=4.0
            3.1620505 = idf(docFreq=5088, maxDocs=44218)
            0.0625 = fieldNorm(doc=4946)
      0.056519132 = weight(_text_:22 in 4946) [ClassicSimilarity], result of:
        0.056519132 = score(doc=4946,freq=2.0), product of:
          0.18260197 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.052144732 = queryNorm
          0.30952093 = fieldWeight in 4946, 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=4946)
  0.5 = coord(1/2)
    Abstract
    Cataloging is an important part of library education. Concerns about the declining number of required introductory cataloging courses led to this study in which data collected from library school bulletins were compared to data gathered in a similar 1986 study. Results indicate that the number of required iniroductory cataloging courses has dropped.
    Date
    10. 9.2000 17:38:22
  2. Tell, B.V.: Cataloging rules and database production : implications for manpower training in a developing country (1989) 0.03 
    0.028259566 = product of:
  0.056519132 = sum of:
    0.056519132 = product of:
      0.113038264 = sum of:
        0.113038264 = weight(_text_:22 in 435) [ClassicSimilarity], result of:
          0.113038264 = score(doc=435,freq=2.0), product of:
            0.18260197 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.052144732 = queryNorm
            0.61904186 = fieldWeight in 435, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.125 = fieldNorm(doc=435)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Source
    International forum on information and documentation. 14(1989), S.22-27
  3. Wu, D.; Xu, H.; Sun, Y.; Lv, S.: What should we teach? : A human-centered data science graduate curriculum model design for iField schools (2023) 0.02 
    0.02277 = product of:
  0.04554 = sum of:
    0.04554 = product of:
      0.09108 = sum of:
        0.09108 = weight(_text_:data in 961) [ClassicSimilarity], result of:
          0.09108 = score(doc=961,freq=20.0), product of:
            0.16488427 = queryWeight, product of:
              3.1620505 = idf(docFreq=5088, maxDocs=44218)
              0.052144732 = queryNorm
            0.5523875 = fieldWeight in 961, product of:
              4.472136 = tf(freq=20.0), with freq of:
                20.0 = termFreq=20.0
              3.1620505 = idf(docFreq=5088, maxDocs=44218)
              0.0390625 = fieldNorm(doc=961)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    The information schools, also referred to as iField schools, are leaders in data science education. This study aims to develop a data science graduate curriculum model from an information science perspective to support iField schools in developing data science graduate education. In June 2020, information about 96 data science graduate programs from iField schools worldwide was collected and analyzed using a mixed research method based on inductive content analysis. A wide range of data science competencies and skills development and 12 knowledge topics covered by the curriculum were obtained. The humanistic model is further taken as the theoretical and methodological basis for course model construction, and 12 course knowledge topics are reconstructed into 4 course modules, including (a) data-driven methods and techniques; (b) domain knowledge; (c) legal, moral, and ethical aspects of data; and (d) shaping and developing personal traits, and human-centered data science graduate curriculum model is formed. At the end of the study, the wide application prospect of this model is discussed.
    Footnote
    Beitrag in einem Special issue on "Data Science in the iField".
  4. Urs, S.R.; Minhaj, M.: Evolution of data science and its education in iSchools : an impressionistic study using curriculum analysis (2023) 0.02 
    0.020366108 = product of:
  0.040732216 = sum of:
    0.040732216 = product of:
      0.08146443 = sum of:
        0.08146443 = weight(_text_:data in 960) [ClassicSimilarity], result of:
          0.08146443 = score(doc=960,freq=16.0), product of:
            0.16488427 = queryWeight, product of:
              3.1620505 = idf(docFreq=5088, maxDocs=44218)
              0.052144732 = queryNorm
            0.49407038 = fieldWeight in 960, product of:
              4.0 = tf(freq=16.0), with freq of:
                16.0 = termFreq=16.0
              3.1620505 = idf(docFreq=5088, maxDocs=44218)
              0.0390625 = fieldNorm(doc=960)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Data Science (DS) has emerged from the shadows of its parents-statistics and computer science-into an independent field since its origin nearly six decades ago. Its evolution and education have taken many sharp turns. We present an impressionistic study of the evolution of DS anchored to Kuhn's four stages of paradigm shifts. First, we construct the landscape of DS based on curriculum analysis of the 32 iSchools across the world offering graduate-level DS programs. Second, we paint the "field" as it emerges from the word frequency patterns, ranking, and clustering of course titles based on text mining. Third, we map the curriculum to the landscape of DS and project the same onto the Edison Data Science Framework (2017) and ACM Data Science Knowledge Areas (2021). Our study shows that the DS programs of iSchools align well with the field and correspond to the Knowledge Areas and skillsets. iSchool's DS curriculums exhibit a bias toward "data visualization" along with machine learning, data mining, natural language processing, and artificial intelligence; go light on statistics; slanted toward ontologies and health informatics; and surprisingly minimal thrust toward eScience/research data management, which we believe would add a distinctive iSchool flavor to the DS.
    Footnote
    Beitrag in einem Special issue on "Data Science in the iField".
  5. Education for library cataloging : international perspectives (2006) 0.02 
    0.019689588 = product of:
  0.039379176 = sum of:
    0.039379176 = sum of:
      0.014401014 = weight(_text_:data in 207) [ClassicSimilarity], result of:
        0.014401014 = score(doc=207,freq=2.0), product of:
          0.16488427 = queryWeight, product of:
            3.1620505 = idf(docFreq=5088, maxDocs=44218)
            0.052144732 = queryNorm
          0.08734013 = fieldWeight in 207, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.1620505 = idf(docFreq=5088, maxDocs=44218)
            0.01953125 = fieldNorm(doc=207)
      0.024978163 = weight(_text_:22 in 207) [ClassicSimilarity], result of:
        0.024978163 = score(doc=207,freq=4.0), product of:
          0.18260197 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.052144732 = queryNorm
          0.13679022 = fieldWeight in 207, product of:
            2.0 = tf(freq=4.0), with freq of:
              4.0 = termFreq=4.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.01953125 = fieldNorm(doc=207)
  0.5 = coord(1/2)
    Classification
    025.3/071 22
    DDC
    025.3/071 22
    Footnote
    The eternal debate in the teaching of cataloging over theory versus practice emerges in this volume. As Li Si suggests in describing cataloging education in the People's Republic of China, the matter might be laid at the door of the faculty, stating, "Although the majority of teaching faculty members in the library and information science programs have a solid theoretical foundation from their school education and training, they do not normally possess practical work experience in their field of specialty and they are not familiar with the application of technologies in the field. In order to enhance their practical skills, these faculty members should be given the opportunity to work in libraries... This way, they would be able to put theory into practice and gain rich, practical field experience, thus improving the relevance and quality of their teaching (p. 97)." One wonders how warmly faculty members would welcome that kind of opportunity! On the other hand, in many places, onthe-job training is weak, as Shoichi Taniguchi describes it in Japan, "on the job training and continuing education are neither encouraged nor promoted (p. 132)." Among the most interesting and important aspects of this book are the tables of hard data it presents. Almost every chapter reports on surveys done by the authors on the state of library education in general and/or the kinds of offerings in cataloging and classification available within their countries. Some authors also include statistics on the numbers of persons receiving certificates, diplomas, and/or master's degrees, which is useful in understanding the different levels of expertise being developed over time. While one could argue that there are gaps in coverage, with large, influential countries such as France and Italy in Europe, Brazil, Bolivia, and Chile in South America, and Thailand and Myanmar in Asia, left out of the book, for the most part there is good representation from different parts of the globe. Education for Library Cataloging is a good choice as a textbook for coursework in International Librarianship as well as a primer in what to expect if one's information center is affiliated with partners outside the United States and Canada. This book should be seen as an important "must read" for all library students and practitioners concerned about issues of increasing globalization in bibliographic control. It is highly recommended."
  6. Kennedy, M.L.: Innovation in information : making a difference in education (2009) 0.02 
    0.017662229 = product of:
  0.035324458 = sum of:
    0.035324458 = product of:
      0.070648916 = sum of:
        0.070648916 = weight(_text_:22 in 117) [ClassicSimilarity], result of:
          0.070648916 = score(doc=117,freq=2.0), product of:
            0.18260197 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.052144732 = 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)
  0.5 = coord(1/2)
    Date
    22. 8.2009 19:51:28
  7. Soergel, D.: Knowledge organization for learning (2014) 0.02 
    0.017484715 = product of:
  0.03496943 = sum of:
    0.03496943 = product of:
      0.06993886 = sum of:
        0.06993886 = weight(_text_:22 in 1400) [ClassicSimilarity], result of:
          0.06993886 = score(doc=1400,freq=4.0), product of:
            0.18260197 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.052144732 = queryNorm
            0.38301262 = fieldWeight in 1400, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1400)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Pages
    S.22-32
    Source
    Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
  8. 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) 0.01 
    0.014401014 = product of:
  0.028802028 = sum of:
    0.028802028 = product of:
      0.057604056 = sum of:
        0.057604056 = weight(_text_:data in 964) [ClassicSimilarity], result of:
          0.057604056 = score(doc=964,freq=8.0), product of:
            0.16488427 = queryWeight, product of:
              3.1620505 = idf(docFreq=5088, maxDocs=44218)
              0.052144732 = queryNorm
            0.34936053 = fieldWeight in 964, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              3.1620505 = idf(docFreq=5088, maxDocs=44218)
              0.0390625 = fieldNorm(doc=964)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    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.
    Footnote
    Beitrag in einem Special issue on "Data Science in the iField".
  9. Si, L.: ¬The status quo and future development of cataloging and classification education in China (2005) 0.01 
    0.014129783 = product of:
  0.028259566 = sum of:
    0.028259566 = product of:
      0.056519132 = sum of:
        0.056519132 = weight(_text_:22 in 3544) [ClassicSimilarity], result of:
          0.056519132 = score(doc=3544,freq=2.0), product of:
            0.18260197 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.052144732 = 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)
  0.5 = coord(1/2)
    Date
    29. 9.2008 19:01:22
  10. Seadle, M.: Education for twenty-first century librarians (2004) 0.01 
    0.014129783 = product of:
  0.028259566 = sum of:
    0.028259566 = product of:
      0.056519132 = sum of:
        0.056519132 = weight(_text_:22 in 2998) [ClassicSimilarity], result of:
          0.056519132 = score(doc=2998,freq=2.0), product of:
            0.18260197 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.052144732 = 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)
  0.5 = coord(1/2)
    Source
    Library hi tech. 22(2004) no.4, S.337-339
  11. Mason, J.: Communities, networks, and education (1998) 0.01 
    0.014129783 = product of:
  0.028259566 = sum of:
    0.028259566 = product of:
      0.056519132 = sum of:
        0.056519132 = weight(_text_:22 in 3523) [ClassicSimilarity], result of:
          0.056519132 = score(doc=3523,freq=2.0), product of:
            0.18260197 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.052144732 = queryNorm
            0.30952093 = fieldWeight in 3523, 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=3523)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Date
    1. 8.1996 22:08:06
  12. Hill, J.S.: Analog people for digital dreams : staffing and educational considerations for cataloging and metadata professionals (2005) 0.01 
    0.014129783 = product of:
  0.028259566 = sum of:
    0.028259566 = product of:
      0.056519132 = sum of:
        0.056519132 = weight(_text_:22 in 126) [ClassicSimilarity], result of:
          0.056519132 = score(doc=126,freq=2.0), product of:
            0.18260197 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.052144732 = 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)
  0.5 = coord(1/2)
    Date
    10. 9.2000 17:38:22
  13. Roughton, K.G.: Educating the dinosaur : the evolution of catalog management at the Iowa State University Library (1985) 0.01 
    0.014129783 = product of:
  0.028259566 = sum of:
    0.028259566 = product of:
      0.056519132 = sum of:
        0.056519132 = weight(_text_:22 in 364) [ClassicSimilarity], result of:
          0.056519132 = score(doc=364,freq=2.0), product of:
            0.18260197 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.052144732 = queryNorm
            0.30952093 = fieldWeight in 364, 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=364)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Date
    7. 1.2007 13:22:11
  14. Kracker, J.: Research anxiety and students' perceptions of research : An experiment. Part I. Effect of teaching Kuhlthau's ISP model (2002) 0.01 
    0.012471643 = product of:
  0.024943287 = sum of:
    0.024943287 = product of:
      0.049886573 = sum of:
        0.049886573 = weight(_text_:data in 306) [ClassicSimilarity], result of:
          0.049886573 = score(doc=306,freq=6.0), product of:
            0.16488427 = queryWeight, product of:
              3.1620505 = idf(docFreq=5088, maxDocs=44218)
              0.052144732 = queryNorm
            0.30255508 = fieldWeight in 306, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.1620505 = idf(docFreq=5088, maxDocs=44218)
              0.0390625 = fieldNorm(doc=306)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    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.
  15. Kousha, K.; Thelwall, M.: ¬An automatic method for assessing the teaching impact of books from online academic syllabi (2016) 0.01 
    0.012471643 = product of:
  0.024943287 = sum of:
    0.024943287 = product of:
      0.049886573 = sum of:
        0.049886573 = weight(_text_:data in 3226) [ClassicSimilarity], result of:
          0.049886573 = score(doc=3226,freq=6.0), product of:
            0.16488427 = queryWeight, product of:
              3.1620505 = idf(docFreq=5088, maxDocs=44218)
              0.052144732 = queryNorm
            0.30255508 = fieldWeight in 3226, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.1620505 = idf(docFreq=5088, maxDocs=44218)
              0.0390625 = fieldNorm(doc=3226)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Scholars writing books that are widely used to support teaching in higher education may be undervalued because of a lack of evidence of teaching value. Although sales data may give credible evidence for textbooks, these data may poorly reflect educational uses of other types of books. As an alternative, this article proposes a method to search automatically for mentions of books in online academic course syllabi based on Bing searches for syllabi mentioning a given book, filtering out false matches through an extensive set of rules. The method had an accuracy of over 90% based on manual checks of a sample of 2,600 results from the initial Bing searches. Over one third of about 14,000 monographs checked had one or more academic syllabus mention, with more in the arts and humanities (56%) and social sciences (52%). Low but significant correlations between syllabus mentions and citations across most fields, except the social sciences, suggest that books tend to have different levels of impact for teaching and research. In conclusion, the automatic syllabus search method gives a new way to estimate the educational utility of books in a way that sales data and citation counts cannot.
  16. 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) 0.01 
    0.0123635605 = product of:
  0.024727121 = sum of:
    0.024727121 = product of:
      0.049454242 = sum of:
        0.049454242 = weight(_text_:22 in 5049) [ClassicSimilarity], result of:
          0.049454242 = score(doc=5049,freq=2.0), product of:
            0.18260197 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.052144732 = queryNorm
            0.2708308 = fieldWeight in 5049, 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=5049)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Source
    Librarian career development. 4(1996) no.2, S.22-27
  17. Letarte, K.M.; Turvey, M.R.; Bornemann, D.; Adams, D.L.: Practitioner perspectives on cataloging education for entry-level academic Librarians (2002) 0.01 
    0.0123635605 = product of:
  0.024727121 = sum of:
    0.024727121 = product of:
      0.049454242 = sum of:
        0.049454242 = weight(_text_:22 in 158) [ClassicSimilarity], result of:
          0.049454242 = score(doc=158,freq=2.0), product of:
            0.18260197 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.052144732 = 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)
  0.5 = coord(1/2)
    Date
    10. 9.2000 17:38:22
  18. Poulter, A.; Brunt, R.: On reading "Information storage and retrieval in the professional curriculum" by Rodney Brunt (2007) 0.01 
    0.0123635605 = product of:
  0.024727121 = sum of:
    0.024727121 = product of:
      0.049454242 = sum of:
        0.049454242 = weight(_text_:22 in 870) [ClassicSimilarity], result of:
          0.049454242 = score(doc=870,freq=2.0), product of:
            0.18260197 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.052144732 = 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)
  0.5 = coord(1/2)
    Date
    23.12.2007 18:40:22
  19. Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015) 0.01 
    0.0123635605 = product of:
  0.024727121 = sum of:
    0.024727121 = product of:
      0.049454242 = sum of:
        0.049454242 = weight(_text_:22 in 2609) [ClassicSimilarity], result of:
          0.049454242 = score(doc=2609,freq=2.0), product of:
            0.18260197 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.052144732 = queryNorm
            0.2708308 = fieldWeight in 2609, 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=2609)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Date
    10. 9.2000 17:38:22
  20. Iwe, J.I.: ¬The relevance of cataloguing in library science curriculum in Cross River State of Nigeria in this technological age (2005) 0.01 
    0.012219666 = product of:
  0.024439331 = sum of:
    0.024439331 = product of:
      0.048878662 = sum of:
        0.048878662 = weight(_text_:data in 5749) [ClassicSimilarity], result of:
          0.048878662 = score(doc=5749,freq=4.0), product of:
            0.16488427 = queryWeight, product of:
              3.1620505 = idf(docFreq=5088, maxDocs=44218)
              0.052144732 = queryNorm
            0.29644224 = fieldWeight in 5749, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.1620505 = idf(docFreq=5088, maxDocs=44218)
              0.046875 = fieldNorm(doc=5749)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    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.

Authors

Years

Types

  • a 42
  • s 2
  • b 1
  • el 1
  • m 1
  • More… Less…

Themes

Subjects

Classifications