-
Rehman, S.U.; Chaudhry, A.S.: KM education in LIS programs (2005)
0.05
0.053464748 = product of:
0.1871266 = sum of:
0.15659094 = weight(_text_:industry in 4357) [ClassicSimilarity], result of:
0.15659094 = score(doc=4357,freq=6.0), product of:
0.2351482 = queryWeight, product of:
5.799733 = idf(docFreq=363, maxDocs=44218)
0.04054466 = queryNorm
0.66592443 = fieldWeight in 4357, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.799733 = idf(docFreq=363, maxDocs=44218)
0.046875 = fieldNorm(doc=4357)
0.030535674 = weight(_text_:management in 4357) [ClassicSimilarity], result of:
0.030535674 = score(doc=4357,freq=2.0), product of:
0.13666032 = queryWeight, product of:
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.04054466 = queryNorm
0.22344214 = fieldWeight in 4357, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.046875 = fieldNorm(doc=4357)
0.2857143 = coord(2/7)
- Abstract
- This paper investigates the perceptions of the heads of 12 LIS schools about KM education. The heads from North America, Europe and Pacific region who consented to participate in this study had either been offering KM courses or had an apparent interest in these programs. Data about perceptions were gathered around the nature of their KM coursework, KM positions their graduates might target, interdisciplinary partnerships, strategic partnerships with industry, and practical difficulties in the introduction of KM courses. They were asked to pinpoint difficulties in the areas of faculty availability, student enrollment, resource availability, creation of partnerships, working with professional associations, and interactions with industry. There existed a strong interest in offering KM courses, cultivating collaborations with business and computing schools, and developing strategic partnerships with industry. These heads identified those problems that hindered their progress.
- Series
- 81 SI - Knowledge Management ; 112-E
-
Harcourt, K.; Neumeister, S.M.: Online distance learning with cataloging mentors : the mentor's viewpoint (2002)
0.04
0.041780755 = product of:
0.14623263 = sum of:
0.09869153 = weight(_text_:united in 5467) [ClassicSimilarity], result of:
0.09869153 = score(doc=5467,freq=2.0), product of:
0.2274601 = queryWeight, product of:
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.04054466 = queryNorm
0.433885 = fieldWeight in 5467, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.0546875 = fieldNorm(doc=5467)
0.04754111 = product of:
0.09508222 = sum of:
0.09508222 = weight(_text_:states in 5467) [ClassicSimilarity], result of:
0.09508222 = score(doc=5467,freq=2.0), product of:
0.22326207 = queryWeight, product of:
5.506572 = idf(docFreq=487, maxDocs=44218)
0.04054466 = queryNorm
0.42587718 = fieldWeight in 5467, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.506572 = idf(docFreq=487, maxDocs=44218)
0.0546875 = fieldNorm(doc=5467)
0.5 = coord(1/2)
0.2857143 = coord(2/7)
- Abstract
- Cataloging experts from across the United States were asked to critique assignments from students enrolled in Professor Gertrude Koh's classes at the Graduate School of Library and Information Science at the Dominican University in River Forest, Illinois through the use of an Internet bulletin board (WebBoardTM, O'Reilly&Associates, Inc.). This paper examines the mentors' perspective on teaching cataloging and their experience in teaching future colleagues via the WebBoard.
-
Joudrey, D.N.: Another look at graduate education for cataloging and the organization of information (2008)
0.04
0.041780755 = product of:
0.14623263 = sum of:
0.09869153 = weight(_text_:united in 804) [ClassicSimilarity], result of:
0.09869153 = score(doc=804,freq=2.0), product of:
0.2274601 = queryWeight, product of:
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.04054466 = queryNorm
0.433885 = fieldWeight in 804, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.0546875 = fieldNorm(doc=804)
0.04754111 = product of:
0.09508222 = sum of:
0.09508222 = weight(_text_:states in 804) [ClassicSimilarity], result of:
0.09508222 = score(doc=804,freq=2.0), product of:
0.22326207 = queryWeight, product of:
5.506572 = idf(docFreq=487, maxDocs=44218)
0.04054466 = queryNorm
0.42587718 = fieldWeight in 804, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.506572 = idf(docFreq=487, maxDocs=44218)
0.0546875 = fieldNorm(doc=804)
0.5 = coord(1/2)
0.2857143 = coord(2/7)
- Abstract
- Education for library cataloging and the organization of information (OI) continues to evolve. The current condition of graduate courses in these areas is examined through a review of the curricula of the 56 ALA-accredited graduate schools of library and information sciences (LIS) in the United States and Canada. This article, the second installment of a longitudinal study that began in 2000 to examine the state of cataloging education, contains a snapshot of this component of LIS education from the 2005-2006 academic year. It examines the types of OI courses being offered, the number of these courses actually being taught, and current trends and developments in cataloging education based on comparisons with earlier studies.
-
Education for library cataloging : international perspectives (2006)
0.04
0.03659576 = product of:
0.12808517 = sum of:
0.04984675 = weight(_text_:united in 207) [ClassicSimilarity], result of:
0.04984675 = score(doc=207,freq=4.0), product of:
0.2274601 = queryWeight, product of:
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.04054466 = queryNorm
0.21914503 = fieldWeight in 207, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.01953125 = fieldNorm(doc=207)
0.07823841 = sum of:
0.058816876 = weight(_text_:states in 207) [ClassicSimilarity], result of:
0.058816876 = score(doc=207,freq=6.0), product of:
0.22326207 = queryWeight, product of:
5.506572 = idf(docFreq=487, maxDocs=44218)
0.04054466 = queryNorm
0.2634432 = fieldWeight in 207, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
5.506572 = idf(docFreq=487, maxDocs=44218)
0.01953125 = fieldNorm(doc=207)
0.01942154 = weight(_text_:22 in 207) [ClassicSimilarity], result of:
0.01942154 = score(doc=207,freq=4.0), product of:
0.14198048 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.04054466 = 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)
0.2857143 = coord(2/7)
- Classification
- 025.3/071 22
- DDC
- 025.3/071 22
- Footnote
- Rez. in: KO 33(2006) no.2, S.119-20 (S.S. Intner): "This survey of cataloging education around the world offers readers a rich menu of experiences, educational offerings, and approaches to the subject of cataloging education as it is currently practiced in 24 countries of the world, excluding the United States and Canada. The exclusion does not mean that English-speaking countries are entirely absent from the book, however. Two nations outside North America, South Africa (in one chapter) and Australia (in two chapters), are covered. The chapters are organized geographically, beginning with the African continent, and followed by several each under headings for Asia, Australia (two chapters), Europe, Latin America, and the Middle East. Nations whose cataloging education programs are described include (in order of presentation) Botswana, Nigeria, South Africa, China (both the People's Republic of China and Taiwan), India, Japan, South Korea, Australia, Austria and Germany (described together in one chapter), Poland, Slovenia, Spain, the British Isles (England, Scotland, and Wales), Argentina, Mexico, Peru, Egypt, Iran, Israel, and Saudi Arabia. As readers might expect, many chapters reflect common experiences among the countries, particularly regarding the proliferation of subjects in competition with cataloging and classification in library school curricula. There are also some common problems, such as dealing with the changes in education and training prompted by automation. Generally, computer-based cataloging is not a new issue anywhere, although in some areas of the world, catalogers still work with manual systems. Describing cataloging education in Nigeria, J. I. Iwe states: "... the card catalogue is still being used in all libraries, including the University of Calabar library where the only library school in the state exists (p. 33)." In other places, computer infrastructure has developed to a level that supports coursework online. As Linda M. Cloete writes, "The ultimate goal of the training resource program is to develop an online, fully interactive course: an online virtual cataloging classroom (p. 66)."
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."
-
Joudrey, D.N.: ¬A new look at US graduate courses in bibliographic control (2002)
0.04
0.035812076 = product of:
0.12534226 = sum of:
0.084592745 = weight(_text_:united in 5452) [ClassicSimilarity], result of:
0.084592745 = score(doc=5452,freq=2.0), product of:
0.2274601 = queryWeight, product of:
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.04054466 = queryNorm
0.37190145 = fieldWeight in 5452, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.046875 = fieldNorm(doc=5452)
0.040749524 = product of:
0.08149905 = sum of:
0.08149905 = weight(_text_:states in 5452) [ClassicSimilarity], result of:
0.08149905 = score(doc=5452,freq=2.0), product of:
0.22326207 = queryWeight, product of:
5.506572 = idf(docFreq=487, maxDocs=44218)
0.04054466 = queryNorm
0.3650376 = fieldWeight in 5452, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.506572 = idf(docFreq=487, maxDocs=44218)
0.046875 = fieldNorm(doc=5452)
0.5 = coord(1/2)
0.2857143 = coord(2/7)
- 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.
-
Shoham, S.: Cataloging instruction in Israel (2005)
0.04
0.035812076 = product of:
0.12534226 = sum of:
0.084592745 = weight(_text_:united in 5762) [ClassicSimilarity], result of:
0.084592745 = score(doc=5762,freq=2.0), product of:
0.2274601 = queryWeight, product of:
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.04054466 = queryNorm
0.37190145 = fieldWeight in 5762, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.046875 = fieldNorm(doc=5762)
0.040749524 = product of:
0.08149905 = sum of:
0.08149905 = weight(_text_:states in 5762) [ClassicSimilarity], result of:
0.08149905 = score(doc=5762,freq=2.0), product of:
0.22326207 = queryWeight, product of:
5.506572 = idf(docFreq=487, maxDocs=44218)
0.04054466 = queryNorm
0.3650376 = fieldWeight in 5762, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.506572 = idf(docFreq=487, maxDocs=44218)
0.046875 = fieldNorm(doc=5762)
0.5 = coord(1/2)
0.2857143 = coord(2/7)
- Abstract
- Despite its young age compared to similar programs in the United States, cataloging instruction in Israel has also been transformed to reflect the changes in the work done in libraries based on technological innovations and conceptions held by those involved in academia. Cataloging instruction in Israel is marked by a number of factors: * There has always been a division, carried through to today, between distinct and independent courses on various aspects of cataloging: A course on classification, a course on descriptive cataloging and a course on indexing. Even today, these courses are requirements in all of the instructional frameworks, though the length of the course has been reduced over the years * Over the years additional courses have been introduced as a reflection of the technological developments and work in the field * The majority of courses are now taught in computer labs * Switch to instruction by academics and not by librarians, workers in the field, as was customary for many decades * Focus of instruction in university departments on theory and understanding of concepts.
-
Miller, S.J.; Fox, M.J.; Lee, H.L.; Hope, H.A.: Great expectations : professionals' perceptions and knowledge organization curricula (2006)
0.04
0.035812076 = product of:
0.12534226 = sum of:
0.084592745 = weight(_text_:united in 253) [ClassicSimilarity], result of:
0.084592745 = score(doc=253,freq=2.0), product of:
0.2274601 = queryWeight, product of:
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.04054466 = queryNorm
0.37190145 = fieldWeight in 253, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.046875 = fieldNorm(doc=253)
0.040749524 = product of:
0.08149905 = sum of:
0.08149905 = weight(_text_:states in 253) [ClassicSimilarity], result of:
0.08149905 = score(doc=253,freq=2.0), product of:
0.22326207 = queryWeight, product of:
5.506572 = idf(docFreq=487, maxDocs=44218)
0.04054466 = queryNorm
0.3650376 = fieldWeight in 253, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.506572 = idf(docFreq=487, maxDocs=44218)
0.046875 = fieldNorm(doc=253)
0.5 = coord(1/2)
0.2857143 = coord(2/7)
- Abstract
- A disparity seems to exist between the expectations that librarians have of education for the knowledge organization (KO) and what is taught in accredited master's programs across the United States and Canada. Analysis of official competencies, AUTOCAT discussion list postings, previous studies, and LIS curricula suggests that although many practitioners express this mismatch, the data reveal that KO competencies are hardly marginalized in curricula, and there is a large degree of consensus on what educators should and do offer. The analysis also indicates that there may be a "mismatch" in perception about the state of KO education and curricular offerings today within both the practitioner and educator communities.
-
Joudrey, D.N.: Textbooks Used in Bibliographic Control Education Courses (2002)
0.03
0.029843397 = product of:
0.10445189 = sum of:
0.07049395 = weight(_text_:united in 5453) [ClassicSimilarity], result of:
0.07049395 = score(doc=5453,freq=2.0), product of:
0.2274601 = queryWeight, product of:
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.04054466 = queryNorm
0.30991787 = fieldWeight in 5453, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.0390625 = fieldNorm(doc=5453)
0.033957936 = product of:
0.06791587 = sum of:
0.06791587 = weight(_text_:states in 5453) [ClassicSimilarity], result of:
0.06791587 = score(doc=5453,freq=2.0), product of:
0.22326207 = queryWeight, product of:
5.506572 = idf(docFreq=487, maxDocs=44218)
0.04054466 = queryNorm
0.304198 = fieldWeight in 5453, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.506572 = idf(docFreq=487, maxDocs=44218)
0.0390625 = fieldNorm(doc=5453)
0.5 = coord(1/2)
0.2857143 = coord(2/7)
- Abstract
- As part of the study reported in this paper, the usage of textbooks in bibliographic control education was also examined. This information, which is presented in the following sixteen tables, was obtained by analyzing the Web sites of the 48 ALA-accredited LIS schools in the United States, excluding only the program at the University of Puerto Rico. The course description and the syllabus for each course were examined to determine the textbooks used. If a current syllabus was not available on the Web, the school's cataloging faculty was contacted by e-mail. In a few cases, telephone interviews were conducte to obtain the needed information. Data collection occurred between September 14, 2000 and February 12, 2001. From the 48 schools in this survey, it was found that 92 individual textbook titles were being used in ALA-accredited US graduate schools in the area of bibliographic control education. The total number of textbooks required for all the courses was 422 (a figure that is made up of these 92 individual titles). This averages to 8.79 bibliographic control textbooks per school or 2.12 textbooks per course.
-
AI-Hawamdeh, S.: Designing an interdisciplinary graduate program in knowledge management (2005)
0.03
0.026914766 = product of:
0.09420168 = sum of:
0.08046857 = weight(_text_:management in 4236) [ClassicSimilarity], result of:
0.08046857 = score(doc=4236,freq=20.0), product of:
0.13666032 = queryWeight, product of:
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.04054466 = queryNorm
0.58882177 = fieldWeight in 4236, product of:
4.472136 = tf(freq=20.0), with freq of:
20.0 = termFreq=20.0
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.0390625 = fieldNorm(doc=4236)
0.013733104 = product of:
0.027466208 = sum of:
0.027466208 = weight(_text_:22 in 4236) [ClassicSimilarity], result of:
0.027466208 = score(doc=4236,freq=2.0), product of:
0.14198048 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.04054466 = 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)
0.5 = coord(1/2)
0.2857143 = coord(2/7)
- 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.
- Footnote
- Teil eines Themenschwerpunktes: Knowledge Management in Asia
-
Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005)
0.02
0.015987333 = product of:
0.055955663 = sum of:
0.028789312 = weight(_text_:management in 4356) [ClassicSimilarity], result of:
0.028789312 = score(doc=4356,freq=4.0), product of:
0.13666032 = queryWeight, product of:
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.04054466 = queryNorm
0.21066327 = fieldWeight in 4356, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.03125 = fieldNorm(doc=4356)
0.02716635 = product of:
0.0543327 = sum of:
0.0543327 = weight(_text_:states in 4356) [ClassicSimilarity], result of:
0.0543327 = score(doc=4356,freq=2.0), product of:
0.22326207 = queryWeight, product of:
5.506572 = idf(docFreq=487, maxDocs=44218)
0.04054466 = queryNorm
0.24335839 = fieldWeight in 4356, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.506572 = idf(docFreq=487, maxDocs=44218)
0.03125 = fieldNorm(doc=4356)
0.5 = coord(1/2)
0.2857143 = coord(2/7)
- 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.
-
Chua, A.Y.K.: ¬The design and implementation of a simulation game for teaching knowledge management (2005)
0.01
0.010281897 = product of:
0.07197328 = sum of:
0.07197328 = weight(_text_:management in 4237) [ClassicSimilarity], result of:
0.07197328 = score(doc=4237,freq=16.0), product of:
0.13666032 = queryWeight, product of:
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.04054466 = queryNorm
0.5266582 = fieldWeight in 4237, product of:
4.0 = tf(freq=16.0), with freq of:
16.0 = termFreq=16.0
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.0390625 = fieldNorm(doc=4237)
0.14285715 = coord(1/7)
- Abstract
- Knowledge management is a discipline that has rapidly gained attention from both practitioners and academics over the last decade. However, the number of simulation games designed for knowledge management education has been limited. This is largely due to the emerging nature of knowledge management, whose domain the established gaming and simulation community has yet to enter. For this reason, the value and relevance of knowledge management simulation games is highlighted in this article by detailing the design and implementation of a simulation game entitled The Chief Knowledge Officer (CKO). The study was intended to meet two objectives: (a) to provide a template for designing knowledge management simulation games, and (b) to determine the effectiveness of CKO through a pretest-posttest research design. An empirical study which involved 32 final-year Business Studies students reading an elective module entitled Knowledge Management Systems in an institute of higher education in Singapore was conducted. The findings confirmed that CKO was a viable and effective instructional tool for imparting knowledge to the participants. In addition, the scores obtained from CKO had a moderating effect an the participants' attitude towards the subject matter.
- Footnote
- Teil eines Themenschwerpunktes: Knowledge Management in Asia
-
Morris, A.: Research methods teaching in information science : UK experiences (2005)
0.01
0.0080564525 = product of:
0.056395162 = sum of:
0.056395162 = weight(_text_:united in 4363) [ClassicSimilarity], result of:
0.056395162 = score(doc=4363,freq=2.0), product of:
0.2274601 = queryWeight, product of:
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.04054466 = queryNorm
0.2479343 = fieldWeight in 4363, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.03125 = fieldNorm(doc=4363)
0.14285715 = coord(1/7)
- Abstract
- Library and information Science (LIS) educators have a responsibility to prepare their graduates for the challenging world of work. Programmes of study for future information professionals differ in content across the world but most contain a module in research methods. The aim of this paper is to review the teaching of research methods at postgraduate level in the departments of Information Science in the United Kingdom to determine current and best practice. There are 17 institutions that teach professionally accredited Information Science related courses at postgraduate level and each provide research methods teaching as preparation for the dissertation component and future employment. The methods of teaching, depth and coverage vary considerably and now is an opportune time to review practices. The last few years has seen many changes. Departments have been diversifying away from purely library and information studies. This has attracted students from a wider range of backgrounds, having a mix of different first degrees, different experiences of research methods training and different levels of IT skills. There has also been a rapid increase in the number of overseas students. At the same time, the use of virtual learning environments and other technologies has increased, and there has been changes, in some departments, towards short fat modules taught in one, two or three weeks as opposed the long thin modules taught over a much longer period of time. Semesterisation has also resulted in the dissertation component of some postgraduate programmes being downgraded in terms of time spent on research and word length. All these factors may impinge on the way research methods should be taught. Are we meeting this challenge?
-
Sträter, H.: Informationsmanagement : Über das Finden von relativen Goldkörnern (2000)
0.01
0.0072703995 = product of:
0.050892793 = sum of:
0.050892793 = weight(_text_:management in 4850) [ClassicSimilarity], result of:
0.050892793 = score(doc=4850,freq=2.0), product of:
0.13666032 = queryWeight, product of:
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.04054466 = queryNorm
0.37240356 = fieldWeight in 4850, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.078125 = fieldNorm(doc=4850)
0.14285715 = coord(1/7)
- Theme
- Information Resources Management
-
Breen, C.; Farragher, A.; McQuaid, M.; Callanan, M.; Burke, M.A.: New information management opportunities in a changing world (2002)
0.01
0.007197328 = product of:
0.05038129 = sum of:
0.05038129 = weight(_text_:management in 748) [ClassicSimilarity], result of:
0.05038129 = score(doc=748,freq=4.0), product of:
0.13666032 = queryWeight, product of:
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.04054466 = queryNorm
0.36866072 = fieldWeight in 748, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.0546875 = fieldNorm(doc=748)
0.14285715 = coord(1/7)
- Abstract
- Evaluates gap between traditional library and LIS and needs of the IT workplace. Includes literature review of characteristics which knowledge and information managers need in the private sector. Three surveys were carried out via questionnaires and compared with literature review. Surveys were of business needs, LIS courses content, and experience of LIS graduates. Results suggest that while LIS graduates are being equipped with the necessary skills, the view of "the librarian" is impeding entry of LIS graduates into the knowledge management employment sector. Graduates with LIS skills need to market themselves more effectively in the IT workplace.
-
Gennis, M.: Schriftgutverwaltung und Langzeitarchivierung : Records Management (k)ein Thema an informationswissenschaftlichen Ausbildungsstätten in Deutschland? (2009)
0.01
0.0058163195 = product of:
0.040714234 = sum of:
0.040714234 = weight(_text_:management in 3129) [ClassicSimilarity], result of:
0.040714234 = score(doc=3129,freq=2.0), product of:
0.13666032 = queryWeight, product of:
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.04054466 = queryNorm
0.29792285 = fieldWeight in 3129, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.0625 = fieldNorm(doc=3129)
0.14285715 = coord(1/7)
-
Mandl, H.; Reinmann-Rothmeier, G.: Lernen mit neuen Medien (2001)
0.01
0.0050892793 = product of:
0.035624955 = sum of:
0.035624955 = weight(_text_:management in 6741) [ClassicSimilarity], result of:
0.035624955 = score(doc=6741,freq=2.0), product of:
0.13666032 = queryWeight, product of:
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.04054466 = queryNorm
0.2606825 = fieldWeight in 6741, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.0546875 = fieldNorm(doc=6741)
0.14285715 = coord(1/7)
- Theme
- Information Resources Management
-
Hyldegaard, J.; Lund, H.; Seiden, P.: LIS meets the EIP (2002)
0.01
0.0050892793 = product of:
0.035624955 = sum of:
0.035624955 = weight(_text_:management in 750) [ClassicSimilarity], result of:
0.035624955 = score(doc=750,freq=2.0), product of:
0.13666032 = queryWeight, product of:
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.04054466 = queryNorm
0.2606825 = fieldWeight in 750, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.0546875 = fieldNorm(doc=750)
0.14285715 = coord(1/7)
- Abstract
- To meet a perceived need for information professionals engaging in projects on document and knowledge management, a new course on enterprise information portals (EIP) and intranets has been established at the Royal School of Library and Information Science (RSLIS). The aim of the course has been to provide the graduates with a better understanding of fundamental theoretical, methodological and practical aspects of developing and implementing an EIP. This paper addresses the theoretical, methodological and pedagogical aspects of developing the course and how or whether the expected learning outcome has been reached.
-
Pircher, R.: Qualifikationen für Wissensmanager/-innen durch postgraduale Weiterbildung (2001)
0.01
0.0050370805 = product of:
0.035259563 = sum of:
0.035259563 = weight(_text_:management in 5865) [ClassicSimilarity], result of:
0.035259563 = score(doc=5865,freq=6.0), product of:
0.13666032 = queryWeight, product of:
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.04054466 = queryNorm
0.25800878 = fieldWeight in 5865, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.03125 = fieldNorm(doc=5865)
0.14285715 = coord(1/7)
- Abstract
- Die Zielsetzung des Managements der Ressource Wissen stößt auf zahlreiche Problemstellungen unterschiedlichster Art: mangelnde Vertrauensbasis und -kultur, psychosoziale Widerstände, inadäquate Infra- oder Organisationsstruktur, fehlende »Soft Skills« der Mitarbeiter, beschränkt taugliche Controlling-Instrumente und vieles mehr. Der/ die Wissensmanager/-in bzw. Top-Manager/-in, der/die die Herausforderung der bewussten »Bewirtschaftung« des verfügbaren Know-hows aktiv annimmt, findet sich vor einer vielschichtigen, transdisziplinären Problemstellung wieder. Ein postgradualer Lehrgang Wissensmanagement muss die Grundlagen zur Lösung dieser Problemstellungen beinhalten. Er soll Personen im mittleren und Top-Management und (zukünftigen) Wissensmanager/-innen wissenschaftlich und empirisch fundierte Kenntnisse für die erfolgreiche Planung, Umsetzung und Evaluierung von Wissensmanagementprojekten vermitteln. Für den neuen Universitätslehrgang Wissensmanagement (http://www.tim.donau-uni.ac.avIgwm/) an der Donau-Universität Krems wurde mit Unterstützung eines internationalen Expertenkreises ein Curriculum entwickelt, das die als wesentlich erachteten Disziplinen umfasst. Er wird im Sinne eines Monitoring empirisch begleitet durch die Befragung von Teilnehmern/-innen bzw. Managern/-innen, um die Praxistauglichkeit der angebotenen Inhalte sowohl vor als auch nach Beginn und Absolvierung des Lehrganges zu evaluieren. Ziele dieses Projektes sind (a) die Identifikation der Hürden für die Wissensgenerierung; (b) die Definition eines Spektrums daraus abgeleiteter Qualifikationen für Manager/-innen in Organisationen. Die daraus resultierende Studie wird aufbauend auf empirischen Ergebnissen und dem aktuellen Stand der Wissenschaft ein Spektrum von Kompetenzen und entsprechenden Qualifikationskriterien für Wissensmanager/-innen in mittleren und großen Unternehmen entworfen. Die ersten Ergebnisse dieses Projektes werden im Vortrag vorgestellt. Der Lehrgang berücksichtigt in einem ausgewogenen Verhältnis jene interdisziplinären Ebenen, die auf dem Weg zu einer wissensorientierten und lernenden Organisation zu berücksichtigen sind: Geschäftsund Wissensmanagementprozesse; Unternehmens- und Wissenskultur; Informations- und Kommunikationstechnik. Weiters wird das Management expliziter Information (information und Dokumentation, Informationswissenschaften) als Teilbereich des Wissensmanagements verstanden. Synergien und kreative Potenziale in Kombination mit dem Lehrgang Bibliotheks- und Informationsmanagernent werden in diesem Sinne durch die Lehrgangsleitung gezielt gefördert. Der Lehrgang umfasst folgende Themenbereiche: Konzepte und Grundlagen des Wissensmanagements; Mensch und Organisation (Instrumente und Praktiken des Wissensmanagements, Kommunikationsmanagement, Psychologie, Coaching, Messung und Controlling, etc.); Technologie (Wissensrepräsentation, Dokumentenmanagement, ) >Business Intelligence<, Competitive Intelligence etc.); Etablierung des Wissensmanagements (Projektmanagement, Case Studies); Master Thesis
- Source
- Information Research & Content Management: Orientierung, Ordnung und Organisation im Wissensmarkt; 23. DGI-Online-Tagung der DGI und 53. Jahrestagung der Deutschen Gesellschaft für Informationswissenschaft und Informationspraxis e.V. DGI, Frankfurt am Main, 8.-10.5.2001. Proceedings. Hrsg.: R. Schmidt
-
Hauke, P.; Grünewald, J.; Kaden, B.; Kaufmann, A.; Kindling, M.: Library Science - quo vadis? : (Re)Discovering "Bibliothekswissenschaft" (2005)
0.00
0.0043622395 = product of:
0.030535674 = sum of:
0.030535674 = weight(_text_:management in 4351) [ClassicSimilarity], result of:
0.030535674 = score(doc=4351,freq=2.0), product of:
0.13666032 = queryWeight, product of:
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.04054466 = queryNorm
0.22344214 = fieldWeight in 4351, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.046875 = fieldNorm(doc=4351)
0.14285715 = coord(1/7)
- Abstract
- This paper presents a seminar project held in the summer of 2004 at the Institute of Library Science at Humboldt University, Berlin. The result of the seminar was a book, compiled and edited by students, which contained a series of essays from professional librarians. Titled Library Science - quo vadis?, the book discusses the history, current position and the future of library science, not only in Germany, but also in other European countries and the USA. It shows that the discipline of library science is not limited to the physical aspects of managing books stacked on shelves, but that in the age of the information society, libraries play a key role in the distribution, protection, management and theories of information and knowledge.
-
Turvey, M.R.; Letarte, K.M.: Cataloging or knowledge management : perspectives of library educators on cataloging education for entry-level academic librarians (2002)
0.00
0.0043622395 = product of:
0.030535674 = sum of:
0.030535674 = weight(_text_:management in 5455) [ClassicSimilarity], result of:
0.030535674 = score(doc=5455,freq=2.0), product of:
0.13666032 = queryWeight, product of:
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.04054466 = queryNorm
0.22344214 = fieldWeight in 5455, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.3706124 = idf(docFreq=4130, maxDocs=44218)
0.046875 = fieldNorm(doc=5455)
0.14285715 = coord(1/7)
