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  1. Jörs, B.: ¬Die Dringlichkeit von Reformen in der Aus- und Weiterbildung hat sich noch einmal beschleunigt : Was die Studierenden der Informationswissenschaft an Zukunftsfähigem lernen. Und was in der Informationswissenschaft alles nicht geht (2018) 0.01 
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  2. Methodisch-didaktische Probleme des Lehrfachs Alphabetische Katalogisierung : 5 Vorträge (1976) 0.01 
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    Series
    Schriftenreihe der Bibliothekar-Lehrinstitute: Reihe B Dozentenschriften; H.4
  3. Kovacs, B.; Dayton, N.: "If I knew then what I know now" : UNCG LIS graduates' perspectives on cataloging education (2002) 0.01 
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  4. Hertenstein, L.: Current state of special collections and rare books cataloging education at LIS programs (2023) 0.01 
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    Abstract
    There is a need for highly trained special collections and rare books catalogers as found in recent job postings. Where will these catalogers learn the unique skills needed for them to succeed in their careers? This paper is an environmental survey of courses offered by the 68 Library and Information Science programs accredited by the American Library Association. It evaluates what course offerings in cataloging and special collections are available. These findings suggest LIS programs currently do not offer sufficient numbers of courses to train special collections and rare books catalogers. Additional skills, from extra languages to knowledge of DCRM(B), need to be acquired in other ways, before, during, and after traditional LIS degree work.
  5. Hare, C.E.; McLeaod, J.; King, L.A.: Continuing professional development for the information discipline of records management : pt.1: context and initial indications of current activities (1996) 0.01 
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    Source
    Librarian career development. 4(1996) no.2, S.22-27
  6. Kramp, S.-S.; Hölzenbein, D.: Konzipieren, Recherchieren, online gehen : Der Bachelor-Studiengang Online-Redakteur an der Fachhochschule Köln (2005) 0.01 
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    Date
    22. 5.2005 12:02:42
  7. Letarte, K.M.; Turvey, M.R.; Bornemann, D.; Adams, D.L.: Practitioner perspectives on cataloging education for entry-level academic Librarians (2002) 0.01 
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    Date
    10. 9.2000 17:38:22
  8. Poulter, A.; Brunt, R.: On reading "Information storage and retrieval in the professional curriculum" by Rodney Brunt (2007) 0.01 
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    Date
    23.12.2007 18:40:22
  9. Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015) 0.01 
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    Date
    10. 9.2000 17:38:22
  10. Krüger, N.; Pianos, T.: Lernmaterialien für junge Forschende in den Wirtschaftswissenschaften als Open Educational Resources (OER) (2021) 0.01 
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    Date
    22. 5.2021 12:43:05
  11. Hauke, P.; Grünewald, J.; Kaden, B.; Kaufmann, A.; Kindling, M.: Library Science - quo vadis? : (Re)Discovering "Bibliothekswissenschaft" (2005) 0.01 
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  12. Furlong, K.; Roberts, F.D.: If you teach it, will they learn? : Information literacy and reference services in a college library (1998) 0.01 
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    Source
    Computers in libraries. 18(1998) no.5, S.22-25
  13. Yee, R.; Beaubien, R.: ¬A preliminary crosswalk from METS to IMS content packaging (2004) 0.01 
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    Source
    Library hi tech. 22(2004) no.1, S.69-81
  14. Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014) 0.01 
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    Source
    Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
  15. Kaminska, A.; Pulak, I.: Knowledge organization in a digital learning environment in the experiences of pedagogy students (2014) 0.01 
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    Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
  16. Chua, A.Y.K.: ¬The design and implementation of a simulation game for teaching knowledge management (2005) 0.01 
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    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.
  17. Markey, K.; Swanson, F.; Jenkins, A.; Jennings, B.J.; St. Jean, B.; Rosenberg, V.; Yao, X.; Frost, R.L.: Designing and testing a web-based board game for teaching information literacy skills and concepts (2008) 0.01 
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  18. Wu, D.; Xu, H.; Sun, Y.; Lv, S.: What should we teach? : A human-centered data science graduate curriculum model design for iField schools (2023) 0.01 
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    Abstract
    The information schools, also referred to as iField schools, are leaders in data science education. This study aims to develop a data science graduate curriculum model from an information science perspective to support iField schools in developing data science graduate education. In June 2020, information about 96 data science graduate programs from iField schools worldwide was collected and analyzed using a mixed research method based on inductive content analysis. A wide range of data science competencies and skills development and 12 knowledge topics covered by the curriculum were obtained. The humanistic model is further taken as the theoretical and methodological basis for course model construction, and 12 course knowledge topics are reconstructed into 4 course modules, including (a) data-driven methods and techniques; (b) domain knowledge; (c) legal, moral, and ethical aspects of data; and (d) shaping and developing personal traits, and human-centered data science graduate curriculum model is formed. At the end of the study, the wide application prospect of this model is discussed.
  19. Hjoerland, B.: Education in knowledge organization (KO) (2023) 0.01 
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  20. AI-Hawamdeh, S.: Designing an interdisciplinary graduate program in knowledge management (2005) 0.01 
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    Abstract
    Designing an interdisciplinary graduate program in knowledge management requires a good understanding of knowledge processes and the ability to differentiate between information management and knowledge management. Given the complexity of knowledge and the nature of its existence, there is a need for graduate programs to go beyond information management and include in the curriculum disciplines that deal with social, cultural, and economic issues such as communication, cognitive science, and business. An understanding of the interdisciplinary nature of knowledge management is necessary for a more balanced and practical approach to the development of a knowledge management curriculum. In this article, the design and development of an interdisciplinary graduate program in knowledge management at Nanyang Technological University in Singapore is reported. The initiation of the program was influenced by the strong demand from the public sector in Singapore for knowledge management professionals. It was developed in close association with the information studies program at Nanyang Technological University. In the first year, the program attracted 230 applicants, of which 45 were selected-22 students came from the public sector and 23 students came from the private sector.

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