Search (87 results, page 2 of 5)

  • × theme_ss:"Ausbildung"
  • × year_i:[1990 TO 2000}
  1. Gödert, W.: Formale und inhaltliche Medienerschließung in der theoretischen Ausbildung der wissenschaftlichen Bibliothekare (1991) 0.01 
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    Source
    Die theoretische Ausbildung der Bibliotheksreferendare. Die Umsetzung der Empfehlungen für die Ausbildung des Höheren Bibliotheksdienstes an den Ausbildungseinrichtungen. Referate und Diskussionsergebnisse ... 22. und 23.11.1990 in Frankfurt/M. Hrsg.: J. Tehnzen
  2. Herring, J.E.: Seeking convergence : educating the information manager (1994) 0.01 
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    Abstract
    The BA Honours in Information Management course at Queen Margaret College, Edinburgh is a recently validated course which becomes an addition to the range of courses which can provide information professionals with a suitable academic background before entering the profession. The course is accredited by the Library Association. Outlines the course in terms of its aims, structure, direct professional links, and the contribution which graduates will be able to make to the information profession
    Source
    Managing information. 1(1994) no.9, S.30-32
    Theme
    Information Resources Management
  3. Johnson, I.M.: Challenges in developing professionals for the 'information society' : and some responses by the British schools of librarianship and information studies (1998) 0.01 
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    Abstract
    This paper identifies six major challenges facing the information profession as the "information society" emerges: assisting users to deal with information overload; the high level of technical skills required to manage the new information and communication technologies; the competition with other professions for the management positions in converged library, information, and computing services; the need to incorporate a broader range of knowledge and skills, drawn from those traditionally seen as separate sectors of the information industry such as publishing; the need to develop a higher level of skills in teaching and facilitating the use of information; and the need for a greater ability to work with other people. It points to some solutions which have been adopted by schools of librarianship in the UK, many of them involving collaboration with other disciplines to produce the required depth of knowledge. It also calls for changes in the schools' approach to teaching, learning, and research, and in the practitioner community's support for education in general and continuing professional development in particular. Finally, it points to the dangers of inertia.
  4. Fowell, S.P.; Levy, P.: Computer-mediated communication in the information curriculum : an initiative in computer-supported collaborative learning (1995) 0.01 
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    Abstract
    Describes an innovative new library and information science course for undergraduates, at Sheffield University, Department of Information Studies, involving computer mediated communication and employing the Internet as the learning environment for courses, providing both the technologies for communication between participants, and a key information resource. Students gain practical experience of a variety of communication technologies, such as the use of UseNet newsgroups to support project group conferencing
    Source
    Education for information. 13(1995) no.3, S.193-210
  5. Burn, J.M.; Ma, L.C.K.: Innovation in IT education : practising what we preach (1997) 0.01 
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    Abstract
    Describes the development of an innovative programme to cultivate the hybrid business and information systems manager who can play a major role in strategy formulation for effective use of information technology. Uses an action research approach which allows the students to build up case portfolios through an organizational cultural audit. These cases have initiated and supported considerable research work from faculty and provide a longitudinal study of information systems development, application and growth
    Source
    Information resources management journal. 10(1997) no.4, S.16-24
    Theme
    Information Resources Management
  6. Hallmark, J.: Education for the successful geoscience information specialist (1998) 0.01 
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    Abstract
    In lengthy interviews geoscience information specialists from government, academic institutions, and the corporate world discussed their views of the ideal education for practitioners in their field. They shared opinions and experiences concerning subject specialization, specific competencies and services, users and their information needs, management and administrative skills, and preparation for teaching and research. Common themes were those of new technologies, changing paradigms for libraries and information services, funding priorities, increasing and often competing demands on the information specialist's time, and the necessity for marketing and value-added services
  7. Holland, M.P.: Modeling the engineering information professional (1998) 0.01 
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    Abstract
    Proposes a basic model for educating an information professional. Its premise is that the requirements that underlie all information service are: academic preparation in digital librarianship, education and practice to cultivate management of change and interpersonal skills, and a practicum to develop technological perspective and to provide a future orientation. Builds on the basic model to lay out a design for educating the engineering information professional. These additional elements include coursework in: the engineering literature and user community, the physical library systems and virtual information services, and systems which underlie the practice of engineering
  8. Sever, I.: Educating librarians for the 21st century (1996) 0.01 
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    Abstract
    Discusses the training of future librarians in the context of electronic information and the information superhighway
    Source
    Electronic documents and information: from preservation to access; Festschrift in honor of Patricia Battin. 18th International Symposium, 23.-26.10.1995. Ed.: A.H. Helal et al
  9. Crowley, B.: ¬The control and direction of professional education (1999) 0.01 
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    Content
    Beitrag eines Themenheftes: The 50th Anniversary of the Journal of the American Society for Information Science. Pt.2: Paradigms, models, and models of information science
    Source
    Journal of the American Society for Information Science. 50(1999) no.12, S.1127-1136
  10. Schöhl, W.; Weigend, A.: Fachprofil: Medien- und Wirtschaftsinformation (1995) 0.01 
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    Source
    Aspekte der Professionalisierung des Berufsfeldes Information: Beiträge zu Ausbildung und Beruf in der Informationslandschaft anläßlich des 10jährigen Bestehens des Fachbereichs Information und Dokumentation der Fachhochschule Darmstadt. Hrsg.: T. Seeger
  11. Löns, K.: Fachprofil: Technik der Informationssysteme (1995) 0.01 
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    Source
    Aspekte der Professionalisierung des Berufsfeldes Information: Beiträge zu Ausbildung und Beruf in der Informationslandschaft anläßlich des 10jährigen Bestehens des Fachbereichs Information und Dokumentation der Fachhochschule Darmstadt. Hrsg.: T. Seeger
  12. Göbel, J.W.; Seeger, T.: Fachprofil: Informationswissenschaft (1995) 0.01 
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    Source
    Aspekte der Professionalisierung des Berufsfeldes Information: Beiträge zu Ausbildung und Beruf in der Informationslandschaft anläßlich des 10jährigen Bestehens des Fachbereichs Information und Dokumentation der Fachhochschule Darmstadt. Hrsg.: T. Seeger
  13. Xie, H.I.; Cool, C.: Online searching in transition : the importance of teaching 'interaction' in library and information science education (1998) 0.01 
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    Source
    Journal of education for library and information science. 39(1998) no.4, S.323-331
  14. Gopinath, M.A.: Curricula in teaching classification and indexing in advanced courses in library and information science : a case study (1999) 0.01 
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    Source
    Library science with a slant to documentation and information studies. 36(1999) no.1, S.3-9
  15. San Segundo, R.: Metodologia de la ensenanza de sistemas de representacion del conocimiento : una propuesta interdisciplinar (1995) 0.01 
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    Abstract
    Proposes a methodology for teaching knowledge organization that overcomes the barriers of space and time and the intrinsic determinism of classification structures. Establishes the foundations of the main system and discusses existing tools for classfying documents from a critical, open and creative perspective
  16. Morris, A.: Expert systems teaching : the needs of information professionals (1992) 0.01 
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  17. Kranch, D.A.: Teaching artificial intelligence and expert systems : concepts in library curricula (1992) 0.01 
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    Source
    Journal of education for library and information science. 33(1992), S.18-34
  18. Nieuwenhuysen, P.; Vanouplines, P.: International training courses on the retrieval and management of information in science and technology (1997) 0.01 
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    Abstract
    Details the training courses on information retrieval in science and technology for information professionals from developing countries, offered by the Free University of Brussels, Belgium. The course was slanted towards the subject area of water and the environment as well as the application of computers and networks. Discusses the aims of the courses, subjects treated, teachers and contributors, participants, costs and financial aspects, sponsors, methods used to announce the courses, problems encountered and lessons learned. Mentions possible future programmes
    Source
    Information development. 13(1997) no.1, S.23-26
  19. Garrod, P.; Sidgreaves, I.: From Ranganathan to Negroponte : the changing skills of information professionals. SKIP: Skills for New Information Professionals, a JICS funded project in the Training and Awareness Section of the eLib programme (1997) 0.01 
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    Abstract
    Summarizes the aims and objectives of the SKIP project, funded as part of the eLib Electronic Libraries Programme, Training and Awareness Section, which addresses the need to define the nature of information technology (IT) skills required by library staff and information professionals, produce a framework of definitions to assist with the appointment and training of new staff, and explore the impact of IT on the traditional divisions between computing and library work
  20. Dick, L.: Current trends and issues in information science education (1998) 0.01 
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    Abstract
    Provides an overview of major developments in information science education in Europe and the USA and poses key questions concerning their impact on information science education in South Africa. These questions deal specifically with issues relating to the general orientation of information science education, the core content of the curriculum and the composition of its compilers

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