Search (47 results, page 1 of 3)

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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

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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.

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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.

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Abstract

This article depicts the status quo of cataloging and classification education in China, including the library science programs, their curricula, the degrees offered, the contents of courses, and the selection of textbooks. It also analyzes the current problems in library science programs and projects the possible improvements and progress in the teaching in the next five to ten years.

Date

29. 9.2008 19:01:22

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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.

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Abstract

This article considers the current state in Australia of education for cataloguing and classification (considered broadly and encompassing descriptive cataloguing, subject access, classification, metadata, knowledge organisation, bibliographic control and other related areas for all formats of library resources). Data comes from subject and course descriptions located in the handbook entries and web sites of Australian programs in library and information studies, and from an informal survey of practising cataloguers and library educators. Conclusions are drawn about the range of subjects taught, their focus, and their levels.

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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

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Abstract

The education of cataloguing and classification in China includes university education, continuing education, professional training and is provided at basic training, junior college, undergraduate, and graduate levels. Cataloging, classification, and subject analysis are generally the core courses in the university curricula and offered with other required courses. Recent changes in the curricula have been the adjustment and integration of courses, the application of computer technology, the increase of practice, the update of course contents, and the improvement of teaching methods. The future trends of cataloguing and classification education in China may include: constant improvement of the teaching system, standardization of library science programs, introduction to new topics, promotion of graduate education, enhancement of continuing education and training, and development of online courses.

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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.

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Abstract

Seit dem Sommersemester 2003 bietet die Fachhochschule Köln den Bachelor-Studiengang Online-Redakteur an. Die Regelstudienzeit beträgt sechs Semester, nach erfolgreichem Abschluss wird den Studierenden der Bachelor of Arts (B.A.) verliehen. Der Studiengang kombiniert die Bereiche Journalistik, Informationswissenschaft, Öffentlichkeitsarbeit und Web-Design. Im Februar 2005 ging die Website www.koeln-sued-stadt.de online, ein umfangreiches Content-Projekt das die 30 Studierenden im vierten Semester gemeinsam durchführten. Hier zeigte sich, dass Online Redakteure zur Realisierung einer Website unterschiedliche Fähigkeiten in den Bereichen Konzeption, Visualisierung, technische Umsetzung und inhaltliche Gestaltung anwenden und kombinieren müssen. Der Schwerpunkt des Südstadt-Projektes lag dabei auf der Erstellung von Content, also der Recherche und der journalistischen Aufbereitung von Informationen für das Web.

Date

22. 5.2005 12:02:42

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Abstract

Designing an interdisciplinary graduate program in knowledge management requires a good understanding of knowledge processes and the ability to differentiate between information management and knowledge management. Given the complexity of knowledge and the nature of its existence, there is a need for graduate programs to go beyond information management and include in the curriculum disciplines that deal with social, cultural, and economic issues such as communication, cognitive science, and business. An understanding of the interdisciplinary nature of knowledge management is necessary for a more balanced and practical approach to the development of a knowledge management curriculum. In this article, the design and development of an interdisciplinary graduate program in knowledge management at Nanyang Technological University in Singapore is reported. The initiation of the program was influenced by the strong demand from the public sector in Singapore for knowledge management professionals. It was developed in close association with the information studies program at Nanyang Technological University. In the first year, the program attracted 230 applicants, of which 45 were selected-22 students came from the public sector and 23 students came from the private sector.

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Content

"In a new article published in Journal of Documentation, 2002, I claim that the special competency of information specialists and information scientists are related to "domain analysis." Information science grew out of special librarianship and documentation (cf. Williams, 1997), and implicit in its tradition has in my opinion been a focus an subject knowledge. Although domain analysis has earlier been introduced in JASIST (Hjoerland & Albrechtsen, 1995), the new article introduces 11 Specific approaches to domain analysis, which I Claim together define the Specific competencies of information specialists. The approaches are (I) Producing and evaluating literature guides and subject gateways, (2) Producing and evaluating special classifications and thesauri, (3) Research an and competencies in indexing and retrieving information specialties, (4) Knowledge about empirical user studies in subject areas, (5) Producing and interpreting bibliometrical studies, (6) Historical studies of information structures and Services in domains, (7) Studies of documents and genres in knowledge domains, (8) Epistemological and critical studies of different paradigms, assumptions, and interests in domains, (9) Knowledge about terminological studies, LSP (Languages for Special Purposes), and discourse analysis in knowledge fields, (10) Knowledge about and studies of structures and institutions in scientific and professional communication in a domain, (11) Knowledge about methods and results from domain analytic studies about professional cognition, knowledge representation in computer science and artificial intelligence. By bringing these approaches together, the paper advocates a view which may have been implicit in previous literature but which has not before been Set out systematically. The approaches presented here are neither exhaustive nor mutually exhaustve, but an attempt is made to present the state of the art. Specific examples and selective reviews of literature are provided, and the strength and drawback of each of these approaches are being discussed. It is my Claim that the information specialist who has worked with these 1 1 approaches in a given domain (e.g., music, sociology, or chemistry) has a special expertise that should not be mixed up with the kind of expertise taught at universities in corresponding subjects. Some of these 11 approaches are today well-known in schools of LIS. Bibliometrics is an example, Other approaches are new and represent a view of what should be introduced in the training of information professionals. First and foremost does the article advocates the view that these 1 1 approaches should be seen as supplementary. That the Professional identity is best maintained if Chose methods are applied to the same examples (same domain). Somebody would perhaps feel that this would make the education of information professionals too narrow. The Counter argument is that you can only understand and use these methods properly in a new domain, if you already have a deep knowledge of the Specific information problems in at least orte domain. It is a dangerous illusion to believe that one becomes more competent to work in any field if orte does not know anything about any domain. The special challenge in our science is to provide general background for use in Specific fields. This is what domain analysis is developed for. Study programs that allow the students to specialize and to work independent in the selected field (such as, for example, the Curriculum at the Royal School of LIS in Denmark) should fit well with the intentions in domain analysis. In this connection it should be emphasized that the 11 approaches are presented as general approaches that may be used in about any domain whatsoever. They should, however, be seen in connection. If this is not the case, then their relative strengths and weaknesses cannot be evaluated. The approaches do not have the same status. Some (e.g., empirical user studies) are dependent an others (e.g., epistemological studies).
It is my hope that domain analysis may contribute to the strengthening of the professional and scientific identity of our discipline and provide more coherence and depth in information studies. The paper is an argument about what should be core teachings in our field, It should be both broad enough to cover the important parts of IS and Specific enough to maintain a special focus and identity compared to, for example, computer science and the cognitive sciences. It is not a narrow view of information science and an the other hand it does not Set forth an unrealistic utopia."

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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.

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Abstract

This paper investigates the perceptions of the heads of 12 LIS schools about KM education. The heads from North America, Europe and Pacific region who consented to participate in this study had either been offering KM courses or had an apparent interest in these programs. Data about perceptions were gathered around the nature of their KM coursework, KM positions their graduates might target, interdisciplinary partnerships, strategic partnerships with industry, and practical difficulties in the introduction of KM courses. They were asked to pinpoint difficulties in the areas of faculty availability, student enrollment, resource availability, creation of partnerships, working with professional associations, and interactions with industry. There existed a strong interest in offering KM courses, cultivating collaborations with business and computing schools, and developing strategic partnerships with industry. These heads identified those problems that hindered their progress.

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Abstract

This article discusses the training of catalog librarians in Germany and Austria. First, the various library careers and degrees are described; then the various types of library schools and the varying educational content of different degree programs are described, along with continuing education programs in both countries. Typical job categories in German and Austrian libraries are described in terms of the qualification levels required in each category. Since the question of whether to retain the current official cataloguing code is now a subject of intense debate (with a potentially significant impact on library education,) the main points of that debate are outlined here. Mention is made of the manuals and textbooks currently used in cataloguing courses.

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Abstract

This article explores the debates among library science educators in the decade prior to the publication of the Williamson Report in 1923. It explores the lives and work of three prominent California library administrators and educational pioneers: Everett Perry at the Los Angeles Public Library, Joseph Daniels at the Riverside Public Library, and James Gillis, California State Librarian. Perry, Daniels, and Gillis developed innovative and distinctive library training programs at their respective institutions, and in the process they engaged in vigorous, often contentious, correspondence over their educational philosophies and goals and how library education should develop in the future. Their debates reflected current issues in the emerging profession, while their actions prefigured many of the recommendations of the Williamson Report, most notably the transferal of library training to the university. While none of these pioneering library science programs in California have survived, they represent a critical stage in the professionalization and legitimization of library science as an academic discipline.

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Abstract

This paper examines the training programs developed by the Program for Cooperative Cataloging (PCC) and gives a historical overview. Future training activities and needs are also discussed.

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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.

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Abstract

Distance education-a mode of course delivery in which the teacher is geographically separated from the students and in which that separation is mediated by technology-is increasingly used in LIS programs. This paper covers advantages and drawbacks of distance education for cataloging, argues that the possibilities outweigh the disadvantages, summarizes current educational research on distance education, and offers a list of elements that may help educators and students to take full advantage of the possibilities.

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Abstract

This paper provides an overview of the current status of cataloging and classification (C&C) education in Japan and looks forward to the development in the near future. First, the current status of library and information science (LIS) education and its major issues are briefly reviewed. Second, the situation of C&C practice in Japanese libraries is briefly reviewed, since it affects C&C education. Third, the present situation and issues in C&C education are examined and described under two categories: education in LIS schools and education in LIS programs offered by other colleges and universities. Finally, on-the-job training and continuing education in the C&C domain are discussed.