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Hill, J.S.: Analog people for digital dreams : staffing and educational considerations for cataloging and metadata professionals (2005)
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- Date
- 10. 9.2000 17:38:22
-
Kramp, S.-S.; Hölzenbein, D.: Konzipieren, Recherchieren, online gehen : Der Bachelor-Studiengang Online-Redakteur an der Fachhochschule Köln (2005)
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- Date
- 22. 5.2005 12:02:42
-
Letarte, K.M.; Turvey, M.R.; Bornemann, D.; Adams, D.L.: Practitioner perspectives on cataloging education for entry-level academic Librarians (2002)
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- 10. 9.2000 17:38:22
-
Poulter, A.; Brunt, R.: On reading "Information storage and retrieval in the professional curriculum" by Rodney Brunt (2007)
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- Date
- 23.12.2007 18:40:22
-
Intner, S.S.: Persistent issues in cataloging education : considering the past and looking toward the future (2002)
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- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
-
Joudrey, D.N.: ¬A new look at US graduate courses in bibliographic control (2002)
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- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
-
Turvey, M.R.; Letarte, K.M.: Cataloging or knowledge management : perspectives of library educators on cataloging education for entry-level academic librarians (2002)
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- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
-
Arsenault, C.; Leide, J.E.: Format integration and the design of cataloging and classification curricula (2002)
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- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
-
Mugridge, R.L.; Furniss, K.A.: Education for authority control : whose responsibility is it? (2002)
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- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
-
Kwak, C.-W.: ¬A study on the job training and self-training of the cataloging and classification librarians working in academic libraries (Korea) (2005)
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- Footnote
- Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part I"
-
Iwe, J.I.: ¬The relevance of cataloguing in library science curriculum in Cross River State of Nigeria in this technological age (2005)
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- Footnote
- Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part I"
-
Zhanghua, M.: ¬The education of cataloging and classification in China (2005)
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- Footnote
- Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part I"
-
Hjoerland, B.: ¬The special competency of information specialists (2002)
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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).
-
Yee, R.; Beaubien, R.: ¬A preliminary crosswalk from METS to IMS content packaging (2004)
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- Source
- Library hi tech. 22(2004) no.1, S.69-81
-
Kracker, J.: Research anxiety and students' perceptions of research : An experiment. Part I. Effect of teaching Kuhlthau's ISP model (2002)
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-
Joudrey, D.N.: Textbooks Used in Bibliographic Control Education Courses (2002)
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- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
-
Taylor, A.G.; Joudrey, D.N.: On teaching subject cataloging (2002)
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- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
-
Kgosiemang, R.T.: Education and training for cataloguing at the University of Botswana Library : an overview (2005)
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- Footnote
- Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part I"
-
AI-Hawamdeh, S.: Designing an interdisciplinary graduate program in knowledge management (2005)
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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.
