Search (29 results, page 1 of 2)

0.031817 = product of:
  0.0477255 = sum of:
    0.023044726 = weight(_text_:to in 126) [ClassicSimilarity], result of:
      0.023044726 = score(doc=126,freq=6.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.2783311 = fieldWeight in 126, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0625 = fieldNorm(doc=126)
    0.024680775 = product of:
      0.04936155 = sum of:
        0.04936155 = weight(_text_:22 in 126) [ClassicSimilarity], result of:
          0.04936155 = score(doc=126,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.6666667 = coord(2/3)

Abstract

As libraries attempt to incorporate increasing amounts of electronic resources into their catalogs, utilizing a growing variety of metadata standards, library and information science programs are grappling with how to educate catalogers to meet these challenges. In this paper, an employer considers the characteristics and skills that catalogers will need and how they might acquire them.

Date

10. 9.2000 17:38:22

0.023862889 = product of:
  0.035794333 = sum of:
    0.02036885 = weight(_text_:to in 138) [ClassicSimilarity], result of:
      0.02036885 = score(doc=138,freq=12.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.24601223 = fieldWeight in 138, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0390625 = fieldNorm(doc=138)
    0.015425485 = product of:
      0.03085097 = sum of:
        0.03085097 = weight(_text_:22 in 138) [ClassicSimilarity], result of:
          0.03085097 = score(doc=138,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.6666667 = coord(2/3)

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

0.022158299 = product of:
  0.033237446 = sum of:
    0.011641769 = weight(_text_:to in 158) [ClassicSimilarity], result of:
      0.011641769 = score(doc=158,freq=2.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.14060771 = fieldWeight in 158, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0546875 = fieldNorm(doc=158)
    0.021595677 = product of:
      0.043191355 = sum of:
        0.043191355 = weight(_text_:22 in 158) [ClassicSimilarity], result of:
          0.043191355 = score(doc=158,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.6666667 = coord(2/3)

Abstract

The role of cataloging education within the library profession is a topic of considerable interest and debate. Fifty-five heads of reference and sixty-five heads of cataloging in Association of Research Librarians institutions responded to a survey based upon the Association for Library Collections and Technical Services Educational Policy Statement, Appendix: Knowledge and Skills, Intellectual Access and Information Organization, concerning the importance of cataloging competencies for all entry-level academic librarians. The survey found that practitioners agreed upon a definite set of core cataloging competencies that all entry-level academic librarians should possess. This finding holds larger implications for library education for academic librarians and for the profession as a whole.

Date

10. 9.2000 17:38:22

0.014605268 = product of:
  0.021907901 = sum of:
    0.011000437 = weight(_text_:to in 207) [ClassicSimilarity], result of:
      0.011000437 = score(doc=207,freq=14.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.1328618 = fieldWeight in 207, product of:
          3.7416575 = tf(freq=14.0), with freq of:
            14.0 = termFreq=14.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.01953125 = fieldNorm(doc=207)
    0.010907465 = product of:
      0.02181493 = sum of:
        0.02181493 = weight(_text_:22 in 207) [ClassicSimilarity], result of:
          0.02181493 = score(doc=207,freq=4.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.6666667 = coord(2/3)

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)."
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."

0.009505464 = product of:
  0.028516391 = sum of:
    0.028516391 = weight(_text_:to in 5663) [ClassicSimilarity], result of:
      0.028516391 = score(doc=5663,freq=12.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.34441712 = fieldWeight in 5663, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5663)
  0.33333334 = coord(1/3)

Abstract

The teaching of authority control in schools of library and information science has been given little attention until recently. A 2002 article reported that only a little over a third of respondents to a questionnaire believed they had learned about authority control in school. This paper reports a survey of teachers to determine how much authority control is taught in school. Respondents all emphasized the importance of trying to teach authority control to all students of library science and enthusiastically shared their methodologies, while admitting that it is a difficult concept to get across to students. Teachers also face non-understanding from colleagues, lack of course time, and competition from technology courses.

0.00880035 = product of:
  0.026401049 = sum of:
    0.026401049 = weight(_text_:to in 5754) [ClassicSimilarity], result of:
      0.026401049 = score(doc=5754,freq=14.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.3188683 = fieldWeight in 5754, product of:
          3.7416575 = tf(freq=14.0), with freq of:
            14.0 = termFreq=14.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.046875 = fieldNorm(doc=5754)
  0.33333334 = coord(1/3)

Abstract

This paper discusses an innovative approach to teaching cataloguing. At Queensland University of Technology (QUT), students enrolled in the Graduate Diploma of Library and Information Studies were involved in an independent learning activity which aimed to develop LIS students' foundation knowledge of descriptive cataloguing, while simultaneously encouraging students to think critically about broader issues that would inevitably impact on their role as information professionals. In the self-study program, learning activities included an interactive multimedia CD-ROM and a printed workbook with exercises, augmented by the opportunity for group discussion in weekly tutorials to enable students to share key aspects of their independent learning. Students were asked to critically evaluate the CD-ROM and the workbook and also to develop their own professional views about the arguments for and against the inclusion of cataloguing in the LIS curriculum. The paper presents the outcomes of this pilot project.

0.00880035 = product of:
  0.026401049 = sum of:
    0.026401049 = weight(_text_:to in 806) [ClassicSimilarity], result of:
      0.026401049 = score(doc=806,freq=14.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.3188683 = fieldWeight in 806, product of:
          3.7416575 = tf(freq=14.0), with freq of:
            14.0 = termFreq=14.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.046875 = fieldNorm(doc=806)
  0.33333334 = coord(1/3)

Abstract

In recent years a number of surveys of cataloging education have been conducted, and each of those surveys has suggested changes in library education. This survey reviews the current state of cataloging education by evaluating courses taught by 47 ALA accredited programs and compares the results to previous studies. This study examined the types of cataloging courses offered in LIS programs to determine if the type of course taught has changed over time. Additionally, this study examined course offering frequencies to determine if LIS programs are making the kind of courses needed to train cataloging librarians available to their students. It is concluded that although LIS programs are continuing to offer and require introductory courses in cataloging and bibliographic control, they are relying more heavily on these introductory courses to provide the bulk of cataloging education.

0.0077611795 = product of:
  0.023283537 = sum of:
    0.023283537 = weight(_text_:to in 5449) [ClassicSimilarity], result of:
      0.023283537 = score(doc=5449,freq=8.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.28121543 = fieldWeight in 5449, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5449)
  0.33333334 = coord(1/3)

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.

0.0077611795 = product of:
  0.023283537 = sum of:
    0.023283537 = weight(_text_:to in 5757) [ClassicSimilarity], result of:
      0.023283537 = score(doc=5757,freq=8.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.28121543 = fieldWeight in 5757, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5757)
  0.33333334 = coord(1/3)

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.

0.006789617 = product of:
  0.02036885 = sum of:
    0.02036885 = weight(_text_:to in 2014) [ClassicSimilarity], result of:
      0.02036885 = score(doc=2014,freq=12.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.24601223 = fieldWeight in 2014, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0390625 = fieldNorm(doc=2014)
  0.33333334 = coord(1/3)

Abstract

Purpose - This paper aims to examine the effectiveness of a series of in-house training offered to cataloguers and para-professional cataloguing staff at the University of the West Indies, St Augustine, Trinidad and Tobago. Design/methodology/approach - The instrument used for the survey was a questionnaire which sought to evaluate the effectiveness of the training over a two-year period. Through the application of a five-point Likert scale respondents were required to indicate their levels of satisfaction or dissatisfaction with the training sessions. Findings - The paper reveals the relevance and effectiveness of a structured approach to cataloguing training and highlights the need for cataloguing staff to keep abreast of current trends through continuing education. It also demonstrates a dire need for greater collaboration between library schools and libraries in the development of proficiencies for entry level cataloguers. Research limitations/implications - The collective evaluation of professionals and para-professionals with varying levels of cataloguing knowledge and competencies impacted on the reliability of the data. Originality/value - The paper serves as a model for future cataloguing training at the St Augustine Campus Libraries and can be adapted by other libraries for meeting their training needs in cataloguing.

0.006652439 = product of:
  0.019957317 = sum of:
    0.019957317 = weight(_text_:to in 2278) [ClassicSimilarity], result of:
      0.019957317 = score(doc=2278,freq=8.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.24104178 = fieldWeight in 2278, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.046875 = fieldNorm(doc=2278)
  0.33333334 = coord(1/3)

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.

0.006652439 = product of:
  0.019957317 = sum of:
    0.019957317 = weight(_text_:to in 5762) [ClassicSimilarity], result of:
      0.019957317 = score(doc=5762,freq=8.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.24104178 = fieldWeight in 5762, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.046875 = fieldNorm(doc=5762)
  0.33333334 = coord(1/3)

Abstract

Despite its young age compared to similar programs in the United States, cataloging instruction in Israel has also been transformed to reflect the changes in the work done in libraries based on technological innovations and conceptions held by those involved in academia. Cataloging instruction in Israel is marked by a number of factors: * There has always been a division, carried through to today, between distinct and independent courses on various aspects of cataloging: A course on classification, a course on descriptive cataloging and a course on indexing. Even today, these courses are requirements in all of the instructional frameworks, though the length of the course has been reduced over the years * Over the years additional courses have been introduced as a reflection of the technological developments and work in the field * The majority of courses are now taught in computer labs * Switch to instruction by academics and not by librarians, workers in the field, as was customary for many decades * Focus of instruction in university departments on theory and understanding of concepts.

0.005761182 = product of:
  0.017283546 = sum of:
    0.017283546 = weight(_text_:to in 5456) [ClassicSimilarity], result of:
      0.017283546 = score(doc=5456,freq=6.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.20874833 = fieldWeight in 5456, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.046875 = fieldNorm(doc=5456)
  0.33333334 = coord(1/3)

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.

0.005761182 = product of:
  0.017283546 = sum of:
    0.017283546 = weight(_text_:to in 5457) [ClassicSimilarity], result of:
      0.017283546 = score(doc=5457,freq=6.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.20874833 = fieldWeight in 5457, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.046875 = fieldNorm(doc=5457)
  0.33333334 = coord(1/3)

Abstract

This paper describes challenges in organizing digital resources, the role of cataloging in such an effort, forces that threaten the future of cataloging, and responses from the field. It identifies ten issues for consideration when one designs a future cataloging education program. A model program providing four levels of expertise is presented to illustrate that future cataloging education will have a broader scope, incorporating metadata and various aspects of information organization. The program shows that LIS programs can meet different market demands to cover cataloging and metadata topics adequately to help students and ensure the central role of the profession in future information organization.

0.005487982 = product of:
  0.016463947 = sum of:
    0.016463947 = weight(_text_:to in 5756) [ClassicSimilarity], result of:
      0.016463947 = score(doc=5756,freq=4.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.19884932 = fieldWeight in 5756, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5756)
  0.33333334 = coord(1/3)

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.

0.005487982 = product of:
  0.016463947 = sum of:
    0.016463947 = weight(_text_:to in 673) [ClassicSimilarity], result of:
      0.016463947 = score(doc=673,freq=4.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.19884932 = fieldWeight in 673, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0546875 = fieldNorm(doc=673)
  0.33333334 = coord(1/3)

Abstract

The appropriateness of utilising a training resource programme consisting of a mix of media and technologies for the training of cataloguing students is evaluated. The findings from reported research and evaluation of the training resource programme made it possible to identify advantages and disadvantages of using such a programme. The results of the research enabled the researcher to derive guidelines for the design and development of a training resource programme consisting of a mix of media and technologies. The use of media and technologies, in a training research programme for cataloguing training, can be utilised in training cataloguing students in contact classes, distance education as well as in-service training.

0.005487982 = product of:
  0.016463947 = sum of:
    0.016463947 = weight(_text_:to in 794) [ClassicSimilarity], result of:
      0.016463947 = score(doc=794,freq=4.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.19884932 = fieldWeight in 794, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0546875 = fieldNorm(doc=794)
  0.33333334 = coord(1/3)

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.

0.005487982 = product of:
  0.016463947 = sum of:
    0.016463947 = weight(_text_:to in 804) [ClassicSimilarity], result of:
      0.016463947 = score(doc=804,freq=4.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.19884932 = fieldWeight in 804, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0546875 = fieldNorm(doc=804)
  0.33333334 = coord(1/3)

Abstract

Education for library cataloging and the organization of information (OI) continues to evolve. The current condition of graduate courses in these areas is examined through a review of the curricula of the 56 ALA-accredited graduate schools of library and information sciences (LIS) in the United States and Canada. This article, the second installment of a longitudinal study that began in 2000 to examine the state of cataloging education, contains a snapshot of this component of LIS education from the 2005-2006 academic year. It examines the types of OI courses being offered, the number of these courses actually being taught, and current trends and developments in cataloging education based on comparisons with earlier studies.

0.005487982 = product of:
  0.016463947 = sum of:
    0.016463947 = weight(_text_:to in 805) [ClassicSimilarity], result of:
      0.016463947 = score(doc=805,freq=4.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.19884932 = fieldWeight in 805, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0546875 = fieldNorm(doc=805)
  0.33333334 = coord(1/3)

Abstract

This paper investigates an innovative approach to training non-traditional employees, particularly student workers, in a library cataloging department. The author presents guidelines and pedagogical aspects of using e-learning courseware for basic cataloging training, reviews the challenges and difficulties encountered in the project, and introduces the content and structure of prototype 2 of the courseware. This e-learning courseware for basic cataloging can be adapted to facilitate the training of other groups of new staff in the cataloging department.

0.0048009846 = product of:
  0.014402954 = sum of:
    0.014402954 = weight(_text_:to in 5453) [ClassicSimilarity], result of:
      0.014402954 = score(doc=5453,freq=6.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.17395693 = fieldWeight in 5453, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0390625 = fieldNorm(doc=5453)
  0.33333334 = coord(1/3)

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.