Search (31 results, page 2 of 2)

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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

Source

Cataloging and classification quarterly. 34(2002) nos.1/2, S.59-101

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Abstract

This is a critical descriptive study of the situation of Cataloging as an academic discipline within Library and Information Science studies in Spain. Material and methods: The descriptive analysis of the sectional contents of the General and Specific Guidelines of the degreees of Diplomado (three-year degree) and Licenciado (five-year degree) in LIS and the Curricular Programs of the Spanish University schools or departments. Variables analyzed: the denomination and content descriptors of the course offerings and credit hours. The test-retest method was used, with a qualitative processing of data. Results: General data is given about the studies in LIS: their introduction, the universities that offer them, and the degrees awarded. Cataloging is considered an obligatory core subject matter, and is represented by several courses that present important differences insofar as their denominations, their credits and their character from one curricular program to the next. The average credit requisite for obligatory courses in cataloging in Spain is 14 (1 credit= 10 class hours), and 19.7 if we also consider the electives. At present, this discipline is undergoing a reform that will produce important changes as a result of the adaptation of university studies to the common framework of the European Union.

Footnote

Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part II"

Source

Cataloging and classification quarterly. 41(2005) nos.3/4, S.291-307

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Abstract

The issue of integrating both theory and practice into the graduate cataloging curriculum has been widely recognized as a long-standing obstacle for educators and practitioners alike. One way students can gain practical cataloging experience is through a practicum. In order to gauge cataloger attitudes about practica, an online survey was distributed to entry-level catalogers with less than ten years of experience and who were currently employed at an Association of Research Libraries (ARL) member institution. Although the experiences ranged widely, the majority of respondents felt the practicum was a valuable experience that should be formally required within the library science curriculum.

Source

Cataloging and classification quarterly. 45(2008) no.4, S.43-64

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Footnote

Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part II"

Source

Cataloging and classification quarterly. 41(2005) nos.3/4, S.193-225

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Footnote

Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part II"

Source

Cataloging and classification quarterly. 41(2005) nos.3/4, S.227-267

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Abstract

This paper traces the development of a mentoring program for aspiring catalogers, sponsored and administered by the ALCTS CCS Committee on Education, Training, and Recruitment for Cataloging (CETRC). Background is given on the reasons for establishing the program, as well as the two pilot programs that preceded the current, ongoing mentoring service. Results of the assessment of the second pilot are shared. Though CETRC still faces challenges in sustaining the program on an ongoing basis, the Committee feels it is a valuable endeavor worth continuing.

Source

Cataloging and classification quarterly. 43(2006) no.2, S.19-35

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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

Source

Cataloging and classification quarterly. 34(2002) nos.1/2, S.103-120

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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.

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Footnote

Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part II"

Source

Cataloging and classification quarterly. 41(2005) nos.3/4, S.149-171

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Source

Cataloging and classification quarterly. 45(2008) no.4, S.25-42

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Source

Cataloging and classification quarterly. 38(2004) nos.3/4, S.xx-xx