Search (91 results, page 5 of 5)

  • × theme_ss:"Ausbildung"
  • × year_i:[1990 TO 2000}
  1. Esteban Navarro, M.A.: Aplicaciones de la terminologia para la docencia de la gestion de lenguajes documentales (1995) 0.00 
    5.7655195E-4 = product of:
  0.008071727 = sum of:
    0.008071727 = weight(_text_:information in 5429) [ClassicSimilarity], result of:
      0.008071727 = score(doc=5429,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.1551638 = fieldWeight in 5429, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=5429)
  0.071428575 = coord(1/14)
    Abstract
    Describes a teaching methodology for training information science students in the techniques of management of documentary languages. Discusses the need for applying the principles and methods of terminology. Considers teaching aims, theoretical content and practical exercises for knowledge acquisition
  2. Gonzales, J.A.M.: ¬La ensenanza de los lenguajes documentales en las diplomaturas de biblioteconomia y documentacion : problematica y tendencias (1995) 0.00 
    5.7655195E-4 = product of:
  0.008071727 = sum of:
    0.008071727 = weight(_text_:information in 5430) [ClassicSimilarity], result of:
      0.008071727 = score(doc=5430,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.1551638 = fieldWeight in 5430, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=5430)
  0.071428575 = coord(1/14)
    Footnote
    Übers. des Titels: Teaching documentary languages in library and information sciences studies: problems and trends
  3. Clayden, J.: Theory versus practice in cataloging education (1995) 0.00 
    5.7655195E-4 = product of:
  0.008071727 = sum of:
    0.008071727 = weight(_text_:information in 6872) [ClassicSimilarity], result of:
      0.008071727 = score(doc=6872,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.1551638 = fieldWeight in 6872, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=6872)
  0.071428575 = coord(1/14)
    Source
    Journal of education for library and information science. 36(1995) no.3, S.230-238
  4. Vellucci, S.L.: Cataloging across the curriculum : a syndetic structure for teaching cataloging (1997) 0.00 
    5.7655195E-4 = product of:
  0.008071727 = sum of:
    0.008071727 = weight(_text_:information in 7381) [ClassicSimilarity], result of:
      0.008071727 = score(doc=7381,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.1551638 = fieldWeight in 7381, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=7381)
  0.071428575 = coord(1/14)
    Abstract
    Examines the necessary competencies for future cataloguers suggested by the cataloguing community. 52 ALA accredited library school programmes were analyzed to determine the strength of cataloguing within the curriculum and the degree to which the competencies are ddressed. Adequate education of future cataloguers requires an expanded view beyond traditional cataloguing courses. Recommends a curricular syndetic structure that identifies relationships among courses and links courses with the concepts and competencies necessary for organizing information
  5. Visser, A.: Case based learning : towards a computer tool for learning with cases (1997) 0.00 
    5.7655195E-4 = product of:
  0.008071727 = sum of:
    0.008071727 = weight(_text_:information in 1906) [ClassicSimilarity], result of:
      0.008071727 = score(doc=1906,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.1551638 = fieldWeight in 1906, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=1906)
  0.071428575 = coord(1/14)
    Abstract
    In the last 15 years social work teaching in the Netherlands has made a significant shift from concentrating on learning social, political and economic theories, towards more field practice and more learning from client cases. Describes work so far on a project to develop a model for working more systematically with client cases, to build a database with client cases and to use information and communication technology in the learning process for direct communication with field practice
  6. Davis, C.K.: So what about tele-education anyway (1996) 0.00 
    5.7655195E-4 = product of:
  0.008071727 = sum of:
    0.008071727 = weight(_text_:information in 1911) [ClassicSimilarity], result of:
      0.008071727 = score(doc=1911,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.1551638 = fieldWeight in 1911, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=1911)
  0.071428575 = coord(1/14)
    Source
    Information management. 9(1996) nos.3/4, S.17-18,22
  7. Strunck, K.: ¬Die Anwendung der 'Functional Requirements for Bibliographic Records' im Katalogisierungsunterricht (1999) 0.00 
    5.7655195E-4 = product of:
  0.008071727 = sum of:
    0.008071727 = weight(_text_:information in 4181) [ClassicSimilarity], result of:
      0.008071727 = score(doc=4181,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.1551638 = fieldWeight in 4181, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=4181)
  0.071428575 = coord(1/14)
    Abstract
    Der im Titel genannte Bericht der gleichnamigen Arbeitsgruppe der IFLA wird als theoretische Grundlage für den Katalogisierungsunterricht verwendet. Dieser Vortrag schildert, wie wir die Ideen des Berichts im Katalogisierungsunterricht der Royal School of Library and Information Science, Kopenhagen umgesetzt haben. Unsere Erfahrungen sind befriedigend und wir werden unseren Lehrplan auf dieses Basis weiterentwickeln
  8. O'Connor, D.; Mulvaney, J.P.: LIS faculty research and expectations of the academic culture versus the needs of the practitioner (1996) 0.00 
    5.0960475E-4 = product of:
  0.0071344664 = sum of:
    0.0071344664 = weight(_text_:information in 500) [ClassicSimilarity], result of:
      0.0071344664 = score(doc=500,freq=4.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.13714671 = fieldWeight in 500, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=500)
  0.071428575 = coord(1/14)
    Abstract
    Library and information studies (LIS) education may be misreading the academic community's expectations. A programme's viability may hinge on a counterintuitive premise, where the academic culture allows each discipline to create its own criteria for its own evaluation. LIS programmes may have unwittingly assumed that adopting the scientific mode might gain the currency in the academic realm; yet there is little evidence that LIS programmes has the prerequisite infrastructure to compete with a science discipline in terms of sustained funded research, teaching assistant and postdoctoral assistant services, laboratory equipment, and other resources. Many LIS students and faculty do not come from the scientific disciplines, and this further inhibits their ability to compete in that arena. LIS programme and faculty evaluators have used criteria from the sciences to measure LIS progress and to determine individuals' suitability for promotion. Contends that this application of inappropriate criteria has done unnecessary harm to LIS and the individual involved. An examination of selected Committee on Accreditation (COA) self study responses and other sources indicates the LIS may misread the academic culture because LIS does not appear to be central to university governance. The waning of LIS's affiliation with libraries may do LIS irreparable harm and the focus may need to be recentred on educating librarians
    Source
    Journal of education for library and information science. 37(1996) no.4, S.306-316
  9. Etkin, C.: Creating a core knowledge for electronic reference services (1995/96) 0.00 
    5.04483E-4 = product of:
  0.0070627616 = sum of:
    0.0070627616 = weight(_text_:information in 5464) [ClassicSimilarity], result of:
      0.0070627616 = score(doc=5464,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.13576832 = fieldWeight in 5464, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5464)
  0.071428575 = coord(1/14)
    Abstract
    Organizational restructuring at Western Kentucky University's Helm-Cravens Library resulted in the consolidation of the service points of the Science Library, Government Documents, and Reference into one centralized Reference Center. This created an environment of information overload and technostress for reference librarians. To help remedy this situation, a core knowledge for electronic reference services for all reference desk personnel was established and a new training programme was implemented. All staff who serve at the reference desk were surveyed to determine which electronic resources should become part of the core electronic knowledge. The results of this survey are tabulated. Describes the intensive training programme undertaken once the core item list was established. The programme has enbaled all reference librarians to lead patrons to pertinent resources
  10. Timmer, B.: Eerste lichting integraal document management (1998) 0.00 
    5.04483E-4 = product of:
  0.0070627616 = sum of:
    0.0070627616 = weight(_text_:information in 3877) [ClassicSimilarity], result of:
      0.0070627616 = score(doc=3877,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.13576832 = fieldWeight in 3877, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=3877)
  0.071428575 = coord(1/14)
    Abstract
    In the Netherlands the 1st students following the postdoctoral course on integrated document management at Rotterdam's Erasmus University graduated in September 1998. The course lasts for 10 months, including 3 months' practical experience and covers 3 dosciplines: general administration, information management, and archive administration. The aim of the practical experience is to provide students with organisational problems for which they should offer a practical solution. Course leader, Annetsietske Stapel, comments that documentation managers frequently lack funding to put such recommendations into practice, thereby losing long term savings
  11. Liebscher, P.: Quantity with quality? : Teaching quantitative and qualitative methods in an LIS Master's program (1998) 0.00 
    4.32414E-4 = product of:
  0.0060537956 = sum of:
    0.0060537956 = weight(_text_:information in 2979) [ClassicSimilarity], result of:
      0.0060537956 = score(doc=2979,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.116372846 = fieldWeight in 2979, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=2979)
  0.071428575 = coord(1/14)
    Abstract
    To prepare future information professionals for the rapidly changing environment in which they will work, LIS educators have an obligation to ensure that their graduates enderstand, conceptually and pragmatically, the major methodological paradigms of research. Most LIS programmes offer only a single course in research methods. Within that constraint, an important question is whether or not both qualitative and quantitative methods can be taught adequately. Suggests that, by integrating the teaching of both quantitative and qualitative methods through 'between methods' triangulation, an adequate learning experience can be achieved. Such an approach allows students to explore research problems from multiple perspectives and to evaluate critically the strengths and weaknesses of each methodology. discusses the need for such an integrated approach and suggests a scenario for applying it within the realm of a single semester course

Authors

Languages

  • e 66
  • d 16
  • sp 7
  • i 1
  • nl 1
  • More… Less…

Types

  • a 85
  • m 2
  • s 2
  • el 1
  • i 1
  • p 1
  • More… Less…

Themes