Search (132 results, page 2 of 7)

  • × theme_ss:"Ausbildung"
  1. Esteban Navarro, M.A.: Aplicaciones de la terminologia para la docencia de la gestion de lenguajes documentales (1995) 0.01 
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    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
    Footnote
    Übers. des Titels: Applications of terminology to documentary languages management education
  2. Callahan, D.; MacLeod, J.: Management issues and the challenge for cataloging education (1996) 0.01 
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    Abstract
    Cataloguing departments have faced enourmous transitions during the last 20 years due to technolgical advances, changing administrative goals, and shrinking budgets. The responsibilities of professional cataloguers have greatly expanded and now include management, budgeting, and planning. Research indicates that entry-level cataloguers feel unprepared for managerial responsibilities by their graduate education. Educators and practitioners should examine the need for potential cataloguing managers and consider changing library school curricula in an effective and realistic manner to support this trend
  3. Burn, J.M.; Ma, L.C.K.: Innovation in IT education : practising what we preach (1997) 0.01 
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    Source
    Information resources management journal. 10(1997) no.4, S.16-24
    Theme
    Information Resources Management
  4. Ingwersen, P.: ¬The human approach to information science and management : the framework and prospects underlying the new Danish MSc programme (1994) 0.01 
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    Abstract
    This paper analyzes the conceptual background of the two-year MSC programme in Information Science and Management offered by the Royal School of Librarianship, Denmark, on top of the traditional course in Librarianship. The present state of library and information science (LIS) education is briefly analysed. Within this context, the programme structure and contents are outlined. The conception of information science which forms the background and framework for the programme structure is analysed and discussed. This conception of LIS emphasises a more profound human-driven approach to the domains of the discipline, and views information, technology, people, and the management aspects involved from a global perspective. The anticipated epistemological consequences of the human dimension are challenged. The major experiences gained from developing the Master's programme are analysed and the current syllabus described
  5. Sträter, H.: Informationsmanagement : Über das Finden von relativen Goldkörnern (2000) 0.01 
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    Theme
    Information Resources Management
  6. Breen, C.; Farragher, A.; McQuaid, M.; Callanan, M.; Burke, M.A.: New information management opportunities in a changing world (2002) 0.01 
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    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.
  7. Kmuche, W.: Chancenreiches und zukunftsrelevantes Tätigkeitsfeld mit neuen Anforderungen an die Ausbildung (1997) 0.01 
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    Theme
    Information Resources Management
  8. Nieuwenhuysen, P.; Vanouplines, P.: International training courses on the retrieval and management of information in science and technology (1997) 0.01 
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  9. Corcoran, C.K.: Educom '97 embraces the changing learning environment : Part 2 (1998) 0.01 
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    Abstract
    Topics covered include: teaching and learning on the Net; Web based computing competence education; how the network is changing universities and redefining distance learning; creating and managing interactive Web based learning; teaching assistant Web projects; standards for networked information; publishing on the Web; leadership challenges; power browsing on the Web; evaluating Web tools for course management; assisting faculty with IT; and laptop computing for faculty
  10. Davis, C.K.: So what about tele-education anyway (1996) 0.01 
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    Source
    Information management. 9(1996) nos.3/4, S.17-18,22
  11. Hallmark, J.: Education for the successful geoscience information specialist (1998) 0.01 
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    Abstract
    In lengthy interviews geoscience information specialists from government, academic institutions, and the corporate world discussed their views of the ideal education for practitioners in their field. They shared opinions and experiences concerning subject specialization, specific competencies and services, users and their information needs, management and administrative skills, and preparation for teaching and research. Common themes were those of new technologies, changing paradigms for libraries and information services, funding priorities, increasing and often competing demands on the information specialist's time, and the necessity for marketing and value-added services
  12. Holland, M.P.: Modeling the engineering information professional (1998) 0.01 
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    Abstract
    Proposes a basic model for educating an information professional. Its premise is that the requirements that underlie all information service are: academic preparation in digital librarianship, education and practice to cultivate management of change and interpersonal skills, and a practicum to develop technological perspective and to provide a future orientation. Builds on the basic model to lay out a design for educating the engineering information professional. These additional elements include coursework in: the engineering literature and user community, the physical library systems and virtual information services, and systems which underlie the practice of engineering
  13. Gennis, M.: Schriftgutverwaltung und Langzeitarchivierung : Records Management (k)ein Thema an informationswissenschaftlichen Ausbildungsstätten in Deutschland? (2009) 0.01 
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  14. Barité, M.; Parentelli, V.; Rodríguez Casaballe, N.; Suárez, M.V.: Interdisciplinarity and postgraduate teaching of knowledge organization (KO) : elements for a necessary dialogue (2023) 0.01 
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    Abstract
    Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowl­edge organization systems with interdisciplinary visions, and in the expressions through which information is sought.
    Date
    20.11.2023 17:29:13
  15. Olson, H.A.: Thinking professionals : teaching critical cataloguing (1997) 0.01 
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    Abstract
    Cataloguing education has been the focus of definition and ebate for over a century. Moving beyond cataloguing theory and the creation of records, to the management and process of producing catalogues, increases the complexity of demands placed on professionals and educators. Graduates need to understand their catalogues and integrated systems holistically. This requires a knowledge of each element, of standards governing the creation and maintenance of records, and of the relationship between the record and the catalogue and/or its constituent network. Moreover, the professional must know these things critically, and beyond mere acceptance of standards, so that the catalogue can effectively perform its mediating function between the collection and users
  16. Hyldegaard, J.; Lund, H.; Seiden, P.: LIS meets the EIP (2002) 0.01 
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    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.
  17. Pircher, R.: Qualifikationen für Wissensmanager/-innen durch postgraduale Weiterbildung (2001) 0.01 
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    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
  18. Jeng, L.H.: From cataloging to organization of information : a paradigm for the core curriculum (1993) 0.01 
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    Abstract
    The traditional library and information science (LIS) curriculum for organization of information assumes a cataloging paradigm that is built on the concepts and theories developed throughout the history of library cataloging as well as practical knowledge and skills of applying current standards and systems developed specifically for practice in cataloging. Advocates for LIS curriculum reform point out, however, that this cataloging paradigm must be replaced by knowledge of resources and systems management in order to equip LIS graduates with the knowledge and skills needed for an information society. By comparing the traditional and nontraditional curricula in the area of organization of information, this paper proposes a paradigm for organization of information in which information is defined in the context of five attributes and cataloging is perceived as a mode of organizational behavior. Some implications of this paradigm on the core curriculum for organization of information are suggested
  19. Hauke, P.; Grünewald, J.; Kaden, B.; Kaufmann, A.; Kindling, M.: Library Science - quo vadis? : (Re)Discovering "Bibliothekswissenschaft" (2005) 0.01 
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    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.
  20. Rehman, S.U.; Chaudhry, A.S.: KM education in LIS programs (2005) 0.01 
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    Series
    81 SI - Knowledge Management ; 112-E

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