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  1. Joudrey, D.N.: ¬A new look at US graduate courses in bibliographic control (2002) 0.01 
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    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
  2. Turvey, M.R.; Letarte, K.M.: Cataloging or knowledge management : perspectives of library educators on cataloging education for entry-level academic librarians (2002) 0.01 
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    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
  3. Arsenault, C.; Leide, J.E.: Format integration and the design of cataloging and classification curricula (2002) 0.01 
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    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
  4. Mugridge, R.L.; Furniss, K.A.: Education for authority control : whose responsibility is it? (2002) 0.01 
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    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
  5. Kwak, C.-W.: ¬A study on the job training and self-training of the cataloging and classification librarians working in academic libraries (Korea) (2005) 0.01 
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    Footnote
    Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part I"
  6. Iwe, J.I.: ¬The relevance of cataloguing in library science curriculum in Cross River State of Nigeria in this technological age (2005) 0.01 
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    Footnote
    Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part I"
  7. Zhanghua, M.: ¬The education of cataloging and classification in China (2005) 0.01 
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    Footnote
    Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part I"
  8. Hjoerland, B.: ¬The special competency of information specialists (2002) 0.01 
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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).
  9. Furlong, K.; Roberts, F.D.: If you teach it, will they learn? : Information literacy and reference services in a college library (1998) 0.01 
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    Source
    Computers in libraries. 18(1998) no.5, S.22-25
  10. Yee, R.; Beaubien, R.: ¬A preliminary crosswalk from METS to IMS content packaging (2004) 0.01 
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    Source
    Library hi tech. 22(2004) no.1, S.69-81
  11. Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014) 0.01 
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    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
  12. Kracker, J.: Research anxiety and students' perceptions of research : An experiment. Part I. Effect of teaching Kuhlthau's ISP model (2002) 0.01 
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  13. Joudrey, D.N.: Textbooks Used in Bibliographic Control Education Courses (2002) 0.01 
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    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
  14. Taylor, A.G.; Joudrey, D.N.: On teaching subject cataloging (2002) 0.01 
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    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
  15. Kgosiemang, R.T.: Education and training for cataloguing at the University of Botswana Library : an overview (2005) 0.01 
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    Footnote
    Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part I"
  16. 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 
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  17. AI-Hawamdeh, S.: Designing an interdisciplinary graduate program in knowledge management (2005) 0.01 
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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.
  18. Normore, L.F.: "Here be dragons" : a wayfinding approach to teaching cataloguing (2012) 0.01 
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    Abstract
    Teaching cataloguing requires the instructor to make strategic decisions about how to approach the variety and complexity of the field and to provide an adequate theoretical foundation while preparing students for their entry into the world of practice. Accompanying these challenges are the tactical demands of providing this instruction in a distance education environment. Rather than focusing on ways to support learners in catalogue record production, instructors may use a problem solving and decision making approach to instruction. In this paper, a way to conceptualize a decision making approach that builds on a foundation provided by theories of information navigation is described. This approach, which is called "wayfinding", teaches by having students learn to find their way in the sets of rules that are commonly used. The method focuses on instruction about the structural features of rule sets, providing basic definitions of what each of the "places" in the rule sets contain (e.g., "formatting personal names" in Chapter 22 of AACR2R) and about ways to navigate those structures, enabling students to learn not only about common rules but also about less well known cataloguing practices ("dragons"). It provides both pragmatic and pedagogical benefits and helps develop links between cataloguing practices and their theoretical foundations.
  19. Ekstrand, M.D.; Wright, K.L.; Pera, M.S.: Enhancing classroom instruction with online news (2020) 0.01 
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    Date
    20. 1.2015 18:30:22
  20. Barité, M.; Parentelli, V.; Rodríguez Casaballe, N.; Suárez, M.V.: Interdisciplinarity and postgraduate teaching of knowledge organization (KO) : elements for a necessary dialogue (2023) 0.01 
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    Abstract
    Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowl­edge organization systems with interdisciplinary visions, and in the expressions through which information is sought.

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