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  • × theme_ss:"Ausbildung"
  • × theme_ss:"Formalerschließung"
  1. Hyland, M.; Mortimer, M.; Higgins, N.: ¬The development of CatSkill and its potential for training in libraries (1997) 0.00 
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    Abstract
    Traces the background and development of CatSkill, the computer assisted learning (VAL) CD-ROM which proveds a complete course on the AACR2, 188 revision and 4 MARC coding schemes: ABN MARC, CanMARC, UKMARC and USMARC. This product was developed through a partnership of 2 Australian companies, DocMatrix Pty Ltd and Learning Curve Pty Ltd. Discusses the potential of CatSkill for paraprofessional and professional library training in library schools and for inhouse training. Outlines the future of CAL for both library technical training and for educating users to utilise library resources effectively
    Source
    Serials librarian. 32(1997) nos.3/4, S.107-115
    Type
    a
  2. Khurshid, Z.: Continuing education for catalogers in Saudi Arabia (2005) 0.00 
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    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.
    Source
    Cataloging and classification quarterly. 41(2005) nos.3/4, S.461-470
    Type
    a
  3. Haider, S.J.: Teaching of cataloging and classification in Pakistan (2006) 0.00 
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    Abstract
    Cataloging and classification has been regarded as a required course in the curricula at all levels of library education in Pakistan. An analysis of the contents of cataloging and classification courses and teaching methodologies of six of the country's eight LIS Departments reveals that cataloging practices of the 1960s and 1970s dominate, a wide scale absence of newer technologies, non-availability of competent teachers, and poor lab facilities both in terms of equipment and library materials. Suggestions include: revision of curricula, arrangements to train cataloging and classification teachers in developed countries, improvement of laboratories, and the organization of continuing education programs.
    Source
    Cataloging and classification quarterly. 43(2006) no.1, S.53-65
    Type
    a
  4. Arsenault, C.; Leide, J.E.: Format integration and the design of cataloging and classification curricula (2002) 0.00 
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    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.
    Source
    Cataloging and classification quarterly. 34(2002) nos.1/2, S.189-201
    Type
    a
  5. Soper, M.E.: Descriptive cataloging education in library schools, using the University of Washington as a specific example (1987) 0.00 
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    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.47-56
    Type
    a
  6. Saye, J.D.: Where are we and how did we get here? : place of cataloging in the library and information curriculum: causes and consequences (2002) 0.00 
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    Abstract
    Explores factors that have influenced library and information science education over the past two decades. Emphasis is placed on cataloging instruction and particularly cataloging as a required course. Identifies the introduction of new areas of study, corresponding curricular changes, and the nature of LIS faculty as influencing the role of cataloging in the professional education of librarians. An analysis is provided of the changing perception of the importance of cataloging in professional library education programs.
    Source
    Cataloging and classification quarterly. 34(2002) nos.1/2, S.121-143
    Type
    a
  7. Kovacs, B.; Dayton, N.: "If I knew then what I know now" : UNCG LIS graduates' perspectives on cataloging education (2002) 0.00 
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    Abstract
    The debate over whether cataloging courses should be required has continued for many years between faculties in various 'library' schools. To gauge the value of the required UNCG cataloging course and its impact on their professional duties, graduates of the UNCG MLIS program were surveyed during the last quarter of 2001. Of the 191 respondents, whether they had positions as catalogers or not, the overwhelming majority (89%) felt that such a course is essential and should be required.
    Source
    Cataloging and classification quarterly. 34(2002) nos.1/2, S.145-163
    Type
    a
  8. Turvey, M.R.; Letarte, K.M.: Cataloging or knowledge management : perspectives of library educators on cataloging education for entry-level academic librarians (2002) 0.00 
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    Abstract
    The topic of cataloging education for catalogers and non-catalogers alike has been a perennial topic for practitioners. This follow-up study explores the views of library educators with regard to cataloging education. Twenty-three educators with primary teaching duties in reference, twenty-nine educators with primary teaching duties in cataloging and seventy educators whose primary teaching duties were in neither reference nor cataloging in ALA-accredited master's degree programs responded to a survey based on the ALCTS 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 library educators, in general, agreed with practitioners on the listed cataloging competencies for all entry-level academic librarians.
    Source
    Cataloging and classification quarterly. 34(2002) nos.1/2, S.165-187
    Type
    a
  9. Hallam, G.: Beyond our expectations : a review of an independent learning module in descriptive cataloguing at the Queensland University of Technology (2005) 0.00 
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    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.
    Source
    Cataloging and classification quarterly. 41(2005) nos.3/4, S.149-171
    Type
    a
  10. Davis, J.M.: ¬A survey of cataloging education : are library schools listening? (2008) 0.00 
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    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.
    Source
    Cataloging and classification quarterly. 46(2008) no.2, S.182-200
    Type
    a
  11. Clayden, J.: Theory versus practice in cataloging education (1995) 0.00 
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    Source
    Journal of education for library and information science. 36(1995) no.3, S.230-238
    Type
    a
  12. Callahan, D.; MacLeod, J.: Management issues and the challenge for cataloging education (1996) 0.00 
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    Source
    Technical services quarterly. 13(1996) no.2, S.15-24
    Type
    a
  13. Hoerman, H.L.: Why does everybody hate cataloging? (2002) 0.00 
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    Source
    Cataloging and classification quarterly. 34(2002) nos.1/2, S.31-42
    Type
    a
  14. Chan, L.M.: Instructional materials used in teaching cataloging and classification (1987) 0.00 
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    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.131-144
    Type
    a
  15. Joudrey, D.N.: Textbooks Used in Bibliographic Control Education Courses (2002) 0.00 
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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.
    Source
    Cataloging and classification quarterly. 34(2002) nos.1/2, S.103-120
    Type
    a
  16. Intner, S.S.: Persistent issues in cataloging education : considering the past and looking toward the future (2002) 0.00 
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    Abstract
    Describes and analyzes the following three issues which elicit strong but divergent views among cataloging faculty, students, and practitioners, and seem to have done so for as long as people have been writing about cataloging education: (1) practice versus theory in cataloging education; (2) dividing book and nonbook cataloging into separate classes versus teaching the cataloging of all materials in a single class; and (3) what setting is best for teaching cataloging-formal graduate school courses, on the job training, or continuing education offerings. Speculates on how these issues may play out in the future as cataloging education continues to evolve in the 21st century.
    Source
    Cataloging and classification quarterly. 34(2002) nos.1/2, S.15-29
    Type
    a
  17. Joudrey, D.N.: ¬A new look at US graduate courses in bibliographic control (2002) 0.00 
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    Source
    Cataloging and classification quarterly. 34(2002) nos.1/2, S.59-101
    Type
    a
  18. McAllister-Harper, D.: ¬An analysis of courses in cataloging and classification and related areas offered in sixteen graduate library schools and their relationship to present and future trends in cataloging and classification and to cognitive needs of professional academic catalogers (1993) 0.00 
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    Source
    Cataloging and classification quarterly. 16(1993) no.3, S.99-123
    Type
    a
  19. Saye, J.D.: ¬The cataloging experience in library and information science education : an educator's perspective (1987) 0.00 
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    Cataloging and classification quarterly. 7(1987) no.4, S.27-45
    Type
    a
  20. Taylor, A.G.: Teaching authority control (2004) 0.00 
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    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.
    Type
    a

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