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  • × theme_ss:"Ausbildung"
  1. Carter, C.A.: On-the-job training for catalog librarians : a case history of a formal approach to training (1987) 0.00 
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    Abstract
    A training program for new catalogers is described which uses class sessions and a training manual in addition to actual cataloging. The exercises in the manual are designed to stimulate discussion, with the ultimate aim of developing judgment and an ability to analyze, as well as ensuring the mastery of cataloging principles. Classes were held over a period of twelve to thirteen weeks; some were attended by a few experienced paraprofessional and clerical staff members as well as by new librarians. The primary benefit of a formal training program is that, ideally, it provides not only a structured learning situation but also promotes the understanding of cataloging as a structured system.
    Type
    a
  2. Visser, A.: Case based learning : towards a computer tool for learning with cases (1997) 0.00 
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    Abstract
    In the last 15 years social work teaching in the Netherlands has made a significant shift from concentrating on learning social, political and economic theories, towards more field practice and more learning from client cases. Describes work so far on a project to develop a model for working more systematically with client cases, to build a database with client cases and to use information and communication technology in the learning process for direct communication with field practice
    Type
    a
  3. Gopinath, M.A.: Curricula in teaching classification and indexing in advanced courses in library and information science : a case study (1999) 0.00 
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    Source
    Library science with a slant to documentation and information studies. 36(1999) no.1, S.3-9
    Type
    a
  4. Slavic, A.: Teaching classification to fit a modern and sustainable LIS curriculum : the case of Croatia (2002) 0.00 
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  5. Yakel, E.: Information literacy for primary sources : creating a new paradigm for archival researcher education (2004) 0.00 
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  6. Cloete, L.M.; Snyman, R.; Cronjé, J.C.: Training cataloguing students using a mix of media and technologies (2003) 0.00 
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    Abstract
    The appropriateness of utilising a training resource programme consisting of a mix of media and technologies for the training of cataloguing students is evaluated. The findings from reported research and evaluation of the training resource programme made it possible to identify advantages and disadvantages of using such a programme. The results of the research enabled the researcher to derive guidelines for the design and development of a training resource programme consisting of a mix of media and technologies. The use of media and technologies, in a training research programme for cataloguing training, can be utilised in training cataloguing students in contact classes, distance education as well as in-service training.
    Type
    a
  7. Fourie, I.: How can we take a socio-cognitive approach in teaching indexing and abstracting? (2002) 0.00 
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    a
  8. Main, L.: Web-based virtual classrooms : a model for LIS education (1998) 0.00 
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    Abstract
    Suggests that it is vital that all library and information science (LIS) students should be trained to think and work in a virtual networked environment by taking at least one class in a web based virtual classroom. Discusses the components of such a classroom and outline a model class
    Type
    a
  9. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.00 
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    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.
    Type
    a
  10. Moreira dos Santos Macula, B.C.: ¬The Universal Decimal Classification in the organization of knowledge : representing the concept of ethics (2023) 0.00 
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    Abstract
    Training in knowl­edge organization (KO) involves an understanding of theories for the construction, maintenance, use, and evaluation of logical documentary languages. Teaching these KO concepts in LIS programs are related basically to accessing documents and retrieving their intellectual content. This study focuses on access to documents and exploring the ethical theme in all its dimensions as applied to the teaching of an undergraduate discipline as part of a Bachelor of Library Science degree offered at the Federal University of Minas Gerais (UFMG). As a methodology, a Project-based Pedagogy strategy is used in the teaching of a discipline called "Classification Systems: UDC" for students to classify a documentary resource from a collection on ethics. The teaching of bibliographic classification requires students to learn how to use the mechanisms available to form a notation as well as to use a syntax schema (tables) appropriately. Students also learn to determine a place for the document in the collection, considering the knowl­edge represented in the collection as a whole. Altogether, such a practice can help students to understand the theory underlying a classification system. The results show that the students were able to understand the basic concepts of knowl­edge organization. The students were also able to observe that the elements of the different tables of a classification tool are essential mechanisms for the organization of knowl­edge in other contexts, especially for specific purposes.
    Type
    a
  11. Taylor, A.G.: Teaching authority control (2004) 0.00 
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    Abstract
    The teaching of authority control in schools of library and information science has been given little attention until recently. A 2002 article reported that only a little over a third of respondents to a questionnaire believed they had learned about authority control in school. This paper reports a survey of teachers to determine how much authority control is taught in school. Respondents all emphasized the importance of trying to teach authority control to all students of library science and enthusiastically shared their methodologies, while admitting that it is a difficult concept to get across to students. Teachers also face non-understanding from colleagues, lack of course time, and competition from technology courses.
    Type
    a
  12. Evans, A.F.: ¬The education of catalogers : the view of the practitioner/educator (1993) 0.00 
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    Abstract
    Educators and practitioners usually have very different views on what should be included in cataloging courses. The educators believe that a good theoretical foundation in bibliographic control and subject analysis will prepare graduates to work as catalog librarians. The practitioners usually believe that the person who completes a cataloging class in library school is qualified to begin a training program. I have been asked to present my views on education for cataloging from the perspective of a practicing cataloger who spends a portion of her time as a library science educator devoted to teaching cataloging.
    Type
    a
  13. Kracker, J.: Research anxiety and students' perceptions of research : An experiment. Part I. Effect of teaching Kuhlthau's ISP model (2002) 0.00 
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    Abstract
    This two-part study investigates the effect of a 30minute presentation of Carol Kuhlthau's Information Search Process (ISP) model on students' perceptions of research and research paper anxiety. An experiment was designed to collect both quantitative and qualitative data during a semester. An upper division undergraduate course, Technical and Professional Writing, with four sections participated in the experiment in fall 1999. A survey instrument, the Research Process Survey (RPS), was developed to collect data about students' feelings and thoughts at the onset of their course research project (pretest) and at the completion of the project (posttest). A standard anxiety test (STAI Y-1) was adopted to measure anxiety levels during pretest and posttest sessions and at two additional points between. Two of the four sections heard a guest presentation of the ISP model as treatment after the pretest; the other two sections heard a different guest speak about career experiences as a technical writer (a placebo talk). The results of this experiment are reported in two articles according to the nature of the collected data. This article reports on results of the quantitative analysis. Four hypotheses were proposed to examine the effects on awareness of cognitive aspects, awareness of affective aspects, level of anxiety, and satisfaction with research. One hypothesis was supported. A significant change in anxiety levels was measured (p = 0.5). Although statistical tests did not reject three null hypotheses, positive trends in change as a result of the ISP model were identified. A second article reports on results of qualitative analysis of the texts that participants wrote about a memorable past research experience and about the current research experience.
    Type
    a
  14. Clark, D.H.: Educating for cataloging : a symposium paper (1993) 0.00 
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    Abstract
    Educating catalogers to an ever changing society is a challenge that the profession must be prepared to face. This symposium serves as a revelation to the real importance of cataloging in the profession of librarianship. By sensitizing both library administration and educators to the usefulness of catalogers to the profession, hopefully, will make it a priority
    Type
    a
  15. Riemer, J.J.: ¬A practitioner's view of the education of catalogers (1993) 0.00 
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    Abstract
    Future production of qualified first-time catalogers depends on the amount of cooperation between educator/practitioner. Collectively, both educator and practitioner must find common ground in education and preparation for the library student to be fully competent as a cataloger. The proposition of implementing laboratories, curriculum improvement for catalogers, and creation of internships gives the library student a mixture of theory and application, assuring proficiency as a first-time cataloger.
    Type
    a
  16. Wittig, C.; Wolfram, D.: ¬A survey of networking education in North American library schools (1994) 0.00 
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    Abstract
    Reports results of a survey of US library schools to investigate the adoption, impact, and role of networking concepts and resources, such as the Internet, in the library and information science curriculum. Findings indicate that, to a large degree, educators have kept up with recent trends and tools in networking in a variety of courses. There was overwhelming consensus on the importance of networked information resources and access tools but less agreement on their places in the library and information science curriculum
    Type
    a
  17. Weissinger, N.J.; Edwards, J.P.: Online resources for Internet trainers (1995) 0.00 
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    Abstract
    Provides a selective bibliography of training materials available on the Internet as a guide to the Internet itself. The Coalition for Networked Information (CNI) and ACRL's Instruction Section (ACRL-IS) are locating a site to house a virtual collection of Internet user education and training materials. Describes course materials; online courses and tutorials; guides; subject guides; and newsgroups and listserves
    Type
    a
  18. Perez, M.J.L.-H.: Metodologia para la ensenanze de la CDU a estudiantes de biblioteconomia y documentacion (1995) 0.00 
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    Abstract
    Identifies those skills required by a library and information science graduate. Describes a method for teaching UDC based on an analytic-synthetic approach to classification structure and function. This method reduces the practical time needed for learning UDC
    Footnote
    Übers. des Titels: A methodology for teaching UDC to undergraduate students in library and information science
    Type
    a
  19. Holland, M.P.: Modeling the engineering information professional (1998) 0.00 
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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
    Type
    a
  20. Goethem, J.V.: Education for serials : a practitioner's view (1993) 0.00 
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    Abstract
    The future creation of serial librarians prepared to meet the many challenges of serial control, management, automation, and database management requires a solid background in AACR2 rules, MARC tagging, OCLC conventions, classification and subject analysis. The future profile of a serial librarian will require determination, patience, an eye for detail and common sense to tackle the unpredictable world of serials. Continuing education is inevitable to assure the survival of a serial librarian involved in management and serial crisis.
    Type
    a

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