Search (109 results, page 2 of 6)

  • × theme_ss:"Ausbildung"
  • × year_i:[2000 TO 2010}
  1. Joudrey, D.N.: ¬A new look at US graduate courses in bibliographic control (2002) 0.00 
    0.0047185393 = product of:
  0.033029772 = sum of:
    0.020922182 = weight(_text_:web in 5452) [ClassicSimilarity], result of:
      0.020922182 = score(doc=5452,freq=2.0), product of:
        0.09670874 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.029633347 = queryNorm
        0.21634221 = fieldWeight in 5452, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=5452)
    0.012107591 = weight(_text_:information in 5452) [ClassicSimilarity], result of:
      0.012107591 = score(doc=5452,freq=8.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.23274569 = fieldWeight in 5452, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=5452)
  0.14285715 = coord(2/14)
    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.
    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
  2. Harvey, R.; Reynolds, S.: MARCup to markup : education for cataloguing and classification in Australia (2005) 0.00 
    0.0044959965 = product of:
  0.031471975 = sum of:
    0.024409214 = weight(_text_:web in 169) [ClassicSimilarity], result of:
      0.024409214 = score(doc=169,freq=2.0), product of:
        0.09670874 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.029633347 = queryNorm
        0.25239927 = fieldWeight in 169, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=169)
    0.0070627616 = weight(_text_:information in 169) [ClassicSimilarity], result of:
      0.0070627616 = score(doc=169,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.13576832 = fieldWeight in 169, 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=169)
  0.14285715 = coord(2/14)
    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.
  3. Khurshid, Z.: Continuing education for catalogers in Saudi Arabia (2005) 0.00 
    0.0044959965 = product of:
  0.031471975 = sum of:
    0.024409214 = weight(_text_:web in 5757) [ClassicSimilarity], result of:
      0.024409214 = score(doc=5757,freq=2.0), product of:
        0.09670874 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.029633347 = queryNorm
        0.25239927 = fieldWeight in 5757, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5757)
    0.0070627616 = weight(_text_:information in 5757) [ClassicSimilarity], result of:
      0.0070627616 = score(doc=5757,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.13576832 = fieldWeight in 5757, 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=5757)
  0.14285715 = coord(2/14)
    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.
  4. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.00 
    0.0041181725 = product of:
  0.028827205 = sum of:
    0.008071727 = weight(_text_:information in 4356) [ClassicSimilarity], result of:
      0.008071727 = score(doc=4356,freq=8.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.1551638 = fieldWeight in 4356, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.03125 = fieldNorm(doc=4356)
    0.020755477 = weight(_text_:retrieval in 4356) [ClassicSimilarity], result of:
      0.020755477 = score(doc=4356,freq=6.0), product of:
        0.08963835 = queryWeight, product of:
          3.024915 = idf(docFreq=5836, maxDocs=44218)
          0.029633347 = queryNorm
        0.23154683 = fieldWeight in 4356, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.024915 = idf(docFreq=5836, maxDocs=44218)
          0.03125 = fieldNorm(doc=4356)
  0.14285715 = coord(2/14)
    Abstract
    K3, work in progress, is an acronym for Kollaboration (collaboration), Kommunikation (communication), and Kompetenz (competence). K3 provides a platform in the context of knowledge management to support collaborative knowledge production in learning environments. The underlying hypothesis states that collaborative discourse conciliates information as well as communication competence in learning contexts. The collaborative, communicative paradigm of K3 is implemented by asynchronous communication tools as a means of constructivist learning methodology. In this paper we will describe a K3 course. The lecture was organized and carried out at two places in two different countries (Germany and Switzerland) with students from different universities in the context of Library and Information Science. The paper informs about the management of the lecture and about the problems we had to run the lecture at two places. The circumstances in coordinating the presentations, the exercises, the examinations and evaluation, and the time schedule are presented. The conclusions of the lecturers and the results of a questionnaire for the students are explained in detail.
    Content
    K3 helps organizing a course with constructivist and instructional elements. It is used to run complex discussions and group work as presenting knowledge in a controlled environment. Besides basic functionalities like acting as a file server to exchange teaching materials and providing asynchronous communication, K3 offers: 1. A sophisticated system of intellectual, semi-automatic and automatic performance parameters as a means of permanent feedback and transparent gratification. 2. A MyK3 version to personalize the system for each user, be it a student or a lecturer. 3. Extended retrieval facilities. 4. A report generator to assemble a single student's or a group's contributions. 5. An elaborated administrator sub-system to enable the lecturers to organize their courses. 6. A visualization component, K3VIS to get a graphical, semistructured overview about a discourse. 7. A role system (moderator, presenter, researcher, and summarizer) to classify the responsibilities of students during a group work. 8. Typed discourse objects to organize and structure a discourse and allow ease of proximate actions, like retrieval and navigation.
    Footnote
    Vortrag, World Library and Information Congress: 71th IFLA General Conference and Council "Libraries - A voyage of discovery", August 14th - 18th 2005, Oslo, Norway.
  5. Altenhöner, R.: Entwicklung und Erprobung einer neuen multimedial unterstützten Lehr- und Lernform : Bericht aus einem laufenden Projekt des Fachbreichs Wirtschaft und der Hochschulbibliothek der Fachhochschule Münster mit weiteren Partnern (2000) 0.00 
    0.003941815 = product of:
  0.055185407 = sum of:
    0.055185407 = weight(_text_:bibliothek in 4710) [ClassicSimilarity], result of:
      0.055185407 = score(doc=4710,freq=2.0), product of:
        0.121660605 = queryWeight, product of:
          4.1055303 = idf(docFreq=1980, maxDocs=44218)
          0.029633347 = queryNorm
        0.4536013 = fieldWeight in 4710, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.1055303 = idf(docFreq=1980, maxDocs=44218)
          0.078125 = fieldNorm(doc=4710)
  0.071428575 = coord(1/14)
    Source
    Wissenschaft online: Elektronisches Publizieren in Bibliothek und Hochschule. Hrsg. B. Tröger
  6. Kennedy, M.L.: Innovation in information : making a difference in education (2009) 0.00 
    0.003353242 = product of:
  0.023472693 = sum of:
    0.010089659 = weight(_text_:information in 117) [ClassicSimilarity], result of:
      0.010089659 = score(doc=117,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.19395474 = fieldWeight in 117, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.078125 = fieldNorm(doc=117)
    0.013383033 = product of:
      0.040149096 = sum of:
        0.040149096 = weight(_text_:22 in 117) [ClassicSimilarity], result of:
          0.040149096 = score(doc=117,freq=2.0), product of:
            0.103770934 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.029633347 = queryNorm
            0.38690117 = fieldWeight in 117, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.078125 = fieldNorm(doc=117)
      0.33333334 = coord(1/3)
  0.14285715 = coord(2/14)
    Date
    22. 8.2009 19:51:28
  7. Haider, S.J.: Teaching of cataloging and classification in Pakistan (2006) 0.00 
    0.0032137486 = product of:
  0.044992477 = sum of:
    0.044992477 = weight(_text_:wide in 228) [ClassicSimilarity], result of:
      0.044992477 = score(doc=228,freq=2.0), product of:
        0.1312982 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.029633347 = queryNorm
        0.342674 = fieldWeight in 228, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.0546875 = fieldNorm(doc=228)
  0.071428575 = coord(1/14)
    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.
  8. Martinéz, A.; Felipe, F.: Teaching of subject access and retrieval at Mexican LIS schools (2001) 0.00 
    0.002995795 = product of:
  0.04194113 = sum of:
    0.04194113 = weight(_text_:retrieval in 6904) [ClassicSimilarity], result of:
      0.04194113 = score(doc=6904,freq=2.0), product of:
        0.08963835 = queryWeight, product of:
          3.024915 = idf(docFreq=5836, maxDocs=44218)
          0.029633347 = queryNorm
        0.46789268 = fieldWeight in 6904, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.024915 = idf(docFreq=5836, maxDocs=44218)
          0.109375 = fieldNorm(doc=6904)
  0.071428575 = coord(1/14)
  9. Hill, J.S.: Analog people for digital dreams : staffing and educational considerations for cataloging and metadata professionals (2005) 0.00 
    0.0026825934 = product of:
  0.018778153 = sum of:
    0.008071727 = weight(_text_:information in 126) [ClassicSimilarity], result of:
      0.008071727 = score(doc=126,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.1551638 = fieldWeight in 126, 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=126)
    0.010706427 = product of:
      0.032119278 = sum of:
        0.032119278 = weight(_text_:22 in 126) [ClassicSimilarity], result of:
          0.032119278 = score(doc=126,freq=2.0), product of:
            0.103770934 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.029633347 = queryNorm
            0.30952093 = fieldWeight in 126, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=126)
      0.33333334 = coord(1/3)
  0.14285715 = coord(2/14)
    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
  10. AI-Hawamdeh, S.: Designing an interdisciplinary graduate program in knowledge management (2005) 0.00 
    0.002397311 = product of:
  0.016781176 = sum of:
    0.010089659 = weight(_text_:information in 4236) [ClassicSimilarity], result of:
      0.010089659 = score(doc=4236,freq=8.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.19395474 = fieldWeight in 4236, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=4236)
    0.0066915164 = product of:
      0.020074548 = sum of:
        0.020074548 = weight(_text_:22 in 4236) [ClassicSimilarity], result of:
          0.020074548 = score(doc=4236,freq=2.0), product of:
            0.103770934 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.029633347 = queryNorm
            0.19345059 = fieldWeight in 4236, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4236)
      0.33333334 = coord(1/3)
  0.14285715 = coord(2/14)
    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.
    Source
    Journal of the American Society for Information Science and Technology. 56(2005) no.11, S.1200-1206
  11. Letarte, K.M.; Turvey, M.R.; Bornemann, D.; Adams, D.L.: Practitioner perspectives on cataloging education for entry-level academic Librarians (2002) 0.00 
    0.0023472693 = product of:
  0.016430885 = sum of:
    0.0070627616 = weight(_text_:information in 158) [ClassicSimilarity], result of:
      0.0070627616 = score(doc=158,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.13576832 = fieldWeight in 158, 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=158)
    0.009368123 = product of:
      0.028104367 = sum of:
        0.028104367 = weight(_text_:22 in 158) [ClassicSimilarity], result of:
          0.028104367 = score(doc=158,freq=2.0), product of:
            0.103770934 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.029633347 = queryNorm
            0.2708308 = fieldWeight in 158, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=158)
      0.33333334 = coord(1/3)
  0.14285715 = coord(2/14)
    Abstract
    The role of cataloging education within the library profession is a topic of considerable interest and debate. Fifty-five heads of reference and sixty-five heads of cataloging in Association of Research Librarians institutions responded to a survey based upon the Association for Library Collections and Technical Services Educational Policy Statement, Appendix: Knowledge and Skills, Intellectual Access and Information Organization, concerning the importance of cataloging competencies for all entry-level academic librarians. The survey found that practitioners agreed upon a definite set of core cataloging competencies that all entry-level academic librarians should possess. This finding holds larger implications for library education for academic librarians and for the profession as a whole.
    Date
    10. 9.2000 17:38:22
  12. Mezick, E.M.; Koenig, M.E.D.: Education for information science (2008) 0.00 
    0.0016307352 = product of:
  0.022830293 = sum of:
    0.022830293 = weight(_text_:information in 3817) [ClassicSimilarity], result of:
      0.022830293 = score(doc=3817,freq=4.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.43886948 = fieldWeight in 3817, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.125 = fieldNorm(doc=3817)
  0.071428575 = coord(1/14)
    Source
    Annual review of information science and technology. 42(2008), S.xxx-xxx
  13. Duff, A.: ¬The status of information society studies in the information science curriculum (2002) 0.00 
    0.0016179449 = product of:
  0.022651227 = sum of:
    0.022651227 = weight(_text_:information in 749) [ClassicSimilarity], result of:
      0.022651227 = score(doc=749,freq=28.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.4354273 = fieldWeight in 749, product of:
          5.2915025 = tf(freq=28.0), with freq of:
            28.0 = termFreq=28.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=749)
  0.071428575 = coord(1/14)
    Abstract
    Argues for a central role for information society studies in degree programmes. Information society studies is an interdisciplinary specialism devoted to examination of the macrolevel role of information flows and technologies. The views of information science educators on information society studies are appraised. Reports the current status of information society instruction in the information science schools of the UK and Ireland. Investigation shows ten schools run modules on the information society, in some cases as options. The content, methods of instruction and assessment, and other relevant indicators of the condition of information society studies are reported and analysed. Features a discussion of the rationale for inclusion of this specialism in the information science curriculum, and concludes with a "civic" argument for core status, namely that information professionals have a duty to enter the public debate on important information society issues.
  14. Latham, D.: Information architectures : notes toward a new curriculum (2002) 0.00 
    0.0014341549 = product of:
  0.020078167 = sum of:
    0.020078167 = weight(_text_:information in 1009) [ClassicSimilarity], result of:
      0.020078167 = score(doc=1009,freq=22.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.38596505 = fieldWeight in 1009, product of:
          4.690416 = tf(freq=22.0), with freq of:
            22.0 = termFreq=22.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=1009)
  0.071428575 = coord(1/14)
    Abstract
    There are signs that information architecture is coalescing into a field of professional practice. However, if it is to become a profession, it must develop a means of educating new information architects. Lessons from other fields suggest that professional education typically evolves along a predictable path, from apprenticeships to trade schools to college- and university-level education. Information architecture education may develop more quickly to meet the growing demands of the information society. Several pedagogical approaches employed in other fields may be adopted for information architecture education, as long as the resulting curricula provide an interdisciplinary approach and balance instruction in technical and design skills with consideration of theoretical concepts. Key content areas are information organization, graphic design, computer science, user and usability studies, and communication. Certain logistics must be worked out, including where information architecture studies should be housed and what kinds of degrees should be offered and at what levels. The successful information architecture curriculum will be flexible and adaptable in order to meet the changing needs of students and the marketplace.
    Footnote
    Teil eines Themenschwerpunktes Information architecture
    Source
    Journal of the American Society for Information Science and technology. 53(2002) no.10, S.824-830
  15. Bates, M.J.: Information science at the University of California at Berkeley in the 1960s : a memoir of student days (2004) 0.00 
    0.0014122581 = product of:
  0.019771613 = sum of:
    0.019771613 = weight(_text_:information in 7246) [ClassicSimilarity], result of:
      0.019771613 = score(doc=7246,freq=12.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.38007212 = fieldWeight in 7246, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=7246)
  0.071428575 = coord(1/14)
    Abstract
    The author's experiences as a master's and doctoral student at the University of California at Berkeley School of Library and Information Studies during a formative period in the history of information science, 1966-71, are described. The relationship between documentation and information science as experienced in that program is discussed, as well as the various influences, both social and intellectual, that shaped the author's understanding of information science at that time.
    Footnote
    Beitrag in einem Themenheft: Pioneers in library and information science
  16. Education for library cataloging : international perspectives (2006) 0.00 
    0.0013000811 = product of:
  0.009100568 = sum of:
    0.004368951 = weight(_text_:information in 207) [ClassicSimilarity], result of:
      0.004368951 = score(doc=207,freq=6.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.083984874 = fieldWeight in 207, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.01953125 = fieldNorm(doc=207)
    0.004731616 = product of:
      0.014194848 = sum of:
        0.014194848 = weight(_text_:22 in 207) [ClassicSimilarity], result of:
          0.014194848 = score(doc=207,freq=4.0), product of:
            0.103770934 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.029633347 = queryNorm
            0.13679022 = fieldWeight in 207, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.01953125 = fieldNorm(doc=207)
      0.33333334 = coord(1/3)
  0.14285715 = coord(2/14)
    Classification
    025.3/071 22
    Content
    Inhalt: Education and training for cataloguing at the University of Botswana Library : an overview / Rose Tiny Kgosiemang -- The relevance of cataloguing in library science curriculum in Cross River State of Nigeria in this technological age / J.I. Iwe -- The education and training of cataloguing students in South Africa through distance education / Linda M. Cloete -- Education of cataloging and classification in China / Zhanghua Ma -- The status quo and future development of cataloging and classification education in China / Li Si -- Education for knowledge organization : the Indian scene / K.S. Raghavan -- Current status of cataloging and classification education in Japan / Shoichi Taniguchi -- A study on the job training and self-training of the cataloging and classification librarians working in South Korean academic libraries / Chul-Wan Kwak -- Beyond our expectations : a review of an independent learning module in descriptive cataloguing at the Queensland University of for cataloguing and classification in Australia / Ross Harvey, Susan Reynolds -- Education for cataloging and classification in Austria and Germany / Monika Münnich, Heidi Zotter-Straka, Petra Hauke -- Education and training on studies and professional librarianship schools / Anna Sitarska -- Cataloging education on the sunny side of the Alps / Jerry D. Saye, Alenka ^Sauperl -- Education for cataloging in Spanish universities : a descriptive and López-Cózar -- Education and training for cataloguing and classification in the British Isles / J.H. Bowman -- The teaching of information processing in the University of Buenos Aires, Argentina / Elsa E. Barber, Silvia L. Pisano -- Education for cataloging and classification in Mexico / Filiberto Felipe Martínez Arellano -- Education for cataloging and related areas in Peru / Ana María Talavera Ibarra -- Cataloging and classification education in Egypt : stressing the fundamentals while moving toward automated applications / Mohammed Fat'hy Abdel Hady, Ali Kamal Shaker -- An account of cataloging and classification education in Iranian universities / Mortaza Kokabi -- Cataloging instruction in Israel / Snunith Shoham -- Continuing education for catalogers in Saudi Arabia / Zahiruddin Khurshid.
    DDC
    025.3/071 22
    Footnote
    The eternal debate in the teaching of cataloging over theory versus practice emerges in this volume. As Li Si suggests in describing cataloging education in the People's Republic of China, the matter might be laid at the door of the faculty, stating, "Although the majority of teaching faculty members in the library and information science programs have a solid theoretical foundation from their school education and training, they do not normally possess practical work experience in their field of specialty and they are not familiar with the application of technologies in the field. In order to enhance their practical skills, these faculty members should be given the opportunity to work in libraries... This way, they would be able to put theory into practice and gain rich, practical field experience, thus improving the relevance and quality of their teaching (p. 97)." One wonders how warmly faculty members would welcome that kind of opportunity! On the other hand, in many places, onthe-job training is weak, as Shoichi Taniguchi describes it in Japan, "on the job training and continuing education are neither encouraged nor promoted (p. 132)." Among the most interesting and important aspects of this book are the tables of hard data it presents. Almost every chapter reports on surveys done by the authors on the state of library education in general and/or the kinds of offerings in cataloging and classification available within their countries. Some authors also include statistics on the numbers of persons receiving certificates, diplomas, and/or master's degrees, which is useful in understanding the different levels of expertise being developed over time. While one could argue that there are gaps in coverage, with large, influential countries such as France and Italy in Europe, Brazil, Bolivia, and Chile in South America, and Thailand and Myanmar in Asia, left out of the book, for the most part there is good representation from different parts of the globe. Education for Library Cataloging is a good choice as a textbook for coursework in International Librarianship as well as a primer in what to expect if one's information center is affiliated with partners outside the United States and Canada. This book should be seen as an important "must read" for all library students and practitioners concerned about issues of increasing globalization in bibliographic control. It is highly recommended."
  17. Foster, A.E.: Information literacy for the information profession : experiences from Aberystwyth (2006) 0.00 
    0.0011440598 = product of:
  0.016016837 = sum of:
    0.016016837 = weight(_text_:information in 652) [ClassicSimilarity], result of:
      0.016016837 = score(doc=652,freq=14.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.3078936 = fieldWeight in 652, product of:
          3.7416575 = tf(freq=14.0), with freq of:
            14.0 = termFreq=14.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=652)
  0.071428575 = coord(1/14)
    Abstract
    Purpose - The purpose of this paper is to report on the rationale and key learning processes for students of librarianship and information studies (LIS) at the Department of Information Studies, University of Wales Aberystwyth. Its purpose is to raise awareness of the ways in which professional training can incorporate research, and ultimately inform professional practice, and to describe the way in which recent research can be used to shape the curriculum. Design/methodology/approach - A literature review, identification of key principles for curriculum development, and discussion of processes is provided. Key learning outcomes for the course are put forward and the approach taken to them described. Findings - The description and discussion offered outline key questions for the development of courses aimed at future professionals. Research limitations/implications - The paper describes the approach taken to address the needs of professional practice in one course, and from one perspective. Originality/value - This is one of few papers that describe the rationale of LIS courses for information literacy. Elsewhere the focus of papers is on teaching information literacy to non-LIS audiences.
    Footnote
    Beitrag in einem Themenheft: UK library and information school: Aberystwyth
  18. Jorna, K.: Educating information professionals in a multicultural information society (2002) 0.00 
    0.0011280583 = product of:
  0.015792815 = sum of:
    0.015792815 = weight(_text_:information in 4725) [ClassicSimilarity], result of:
      0.015792815 = score(doc=4725,freq=10.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.3035872 = fieldWeight in 4725, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=4725)
  0.071428575 = coord(1/14)
    Abstract
    LIS departments in English speaking countries frequently neglect the study of foreign languages. Argues that this is short-sighted. Information professionals will be increasingly required to analyse and organise information from different cultural backgrounds, and to disseminate their own materials to an international and hence culturally diverse user group. The first section demonstrates the extent to which the English language dominates international communication. The second section shows that this problem is largely ignored by English language publications regarding the future of the LIS profession. Section three makes six positive suggestions of how to integrate new modules into current LIS courses to overcome the Anglo-American bias and thus to educate students to become true experts in the multicultural information.
  19. Snyder, J.; Heckman, R.; Scialdone, M.J.: Information studios : Integrating arts-based learning into the education of information professionals (2009) 0.00 
    0.0010591936 = product of:
  0.01482871 = sum of:
    0.01482871 = weight(_text_:information in 3101) [ClassicSimilarity], result of:
      0.01482871 = score(doc=3101,freq=12.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.2850541 = fieldWeight in 3101, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=3101)
  0.071428575 = coord(1/14)
    Abstract
    Successful professionals in technical disciplines require abilities beyond technical competence - to interpret complex and ambiguous situations, interact with experts from other specialties and disciplines, and constructively evaluate their own work and the work of others. In this article, we argue that experiences and interactions with the arts should play an important role in the education of a specific group of technical workers - information professionals - and that such interactions provide a useful and necessary complement to the more familiar rational, scientific model that currently informs technical professional education. We discuss the principles inherent in an arts-based approach to learning and show how the work done by information professionals is similar to the work done by creative and performing artists as well as those in the design professions. Finally, we describe three examples of complementary learning opportunities built on arts-based practices.
    Footnote
    Beitrag im Schwerpunktthema "Perspectives on design: information technologies and creative practices"
    Source
    Journal of the American Society for Information Science and Technology. 60(2009) no.9, S.1923-1932
  20. Sträter, H.: Informationsmanagement : Über das Finden von relativen Goldkörnern (2000) 0.00 
    0.0010192095 = product of:
  0.014268933 = sum of:
    0.014268933 = weight(_text_:information in 4850) [ClassicSimilarity], result of:
      0.014268933 = score(doc=4850,freq=4.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.27429342 = fieldWeight in 4850, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.078125 = fieldNorm(doc=4850)
  0.071428575 = coord(1/14)
    Abstract
    Vermarktung von Informationsprodukten, Organisation der Informationssuche, Einschätzung der Qualität der jeweiligen Information in Relation zu den entstehenden Kosten spielt eine entscheidende Rolle im Studiengang Bibliotheks- und Informationsmanagement
    Theme
    Information Resources Management

Authors

Languages

  • e 90
  • d 18
  • dk 1
  • More… Less…

Types

  • a 104
  • el 3
  • m 2
  • s 2
  • b 1
  • More… Less…

Themes

Subjects

Classifications