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  • × theme_ss:"Ausbildung"
  1. Martínez Arellano, F.F.: Education for cataloging and classification in Mexico (2005) 0.04 
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    Abstract
    The main objective of this paper is to provide an overview about education for cataloguing and classification in Mexico. Mexican Library and Information Science (LIS) schools have traditionally been featured by a strong emphasis in cataloging and classification learning, which continues being an important part of their curricula. Additionally, like in other countries, education for cataloging and classification in México has been influenced by the changes that libraries and Library Science have experienced from new technological developments. General trends in education for cataloging and classification in Mexico are seen by comparing the different Mexican LIS schools and their program curricula.
    Footnote
    Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part II"
    Source
    Cataloging and classification quarterly. 41(2005) nos.3/4, S.353-388
  2. Shoham, S.: Cataloging instruction in Israel (2005) 0.04 
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    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.
    Footnote
    Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part II"
    Source
    Cataloging and classification quarterly. 41(2005) nos.3/4, S.443-460
  3. Osmus, L.L.; Boydston, J.M.K.: ¬A tale of two serials catalogers : their education and training (1987) 0.04 
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    Abstract
    Learning to be a serials cataloger can be very challenging due to the changing nature of serials. However, the foundations of serials cataloging are basically the same as for cataloging in general. In this article, two serials catalogers discuss their experiences in library school and on the job as they were initiated into the mysteries of serials cataloging.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.95-108
  4. Saye, J.D.: ¬The cataloging experience in library and information science education : an educator's perspective (1987) 0.04 
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    Abstract
    This paper presents one approach to the teaching of both the basic and advanced courses in cataloging. In addressing the basic course, short-term and long-term objectives of the course are identified for four categories of students-Cataloging Specialists, General/Special Librarians, Non-Cataloging Specialists and Non-Library Information Specialists. The philosophy underlying this mode of instruction places emphasis upon group interaction and making the course enjoyable for the student, thus increasing interest while imparting more information and better preparing the four groups of students for work in organizing information. Stress is placed upon student participation and the use of realistic situations to instruct and evaluate student performance.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.27-45
  5. Kovacs, B.; Dayton, N.: "If I knew then what I know now" : UNCG LIS graduates' perspectives on cataloging education (2002) 0.04 
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    Abstract
    The debate over whether cataloging courses should be required has continued for many years between faculties in various 'library' schools. To gauge the value of the required UNCG cataloging course and its impact on their professional duties, graduates of the UNCG MLIS program were surveyed during the last quarter of 2001. Of the 191 respondents, whether they had positions as catalogers or not, the overwhelming majority (89%) felt that such a course is essential and should be required.
    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
    Source
    Cataloging and classification quarterly. 34(2002) nos.1/2, S.145-163
  6. Hill, J.S.: What else do you need to know? : practical skills for catalogers and managers (2002) 0.04 
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    Abstract
    Catalogers and those who manage cataloging operations need a broader practical knowledge base than can be reasonably acquired in library schools, especially since the availability of cataloging coursework in library schools has decreased over time. This paper is written from the perspective of a manager of cataloging operations, and considers the kinds of skills, education and training needed for both catalogers and managers. It concentrates primarily on library specific education, computer, and communication skills, and suggests how such skills can be acquired and maintained.
    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
    Source
    Cataloging and classification quarterly. 34(2002) nos.1/2, S.245-
  7. Jeng, L.H.: From cataloging to organization of information : a paradigm for the core curriculum (1993) 0.04 
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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
    Source
    Journal of education for library and information science. 34(1993) no.2, S.113-126
  8. Arsenault, C.; Leide, J.E.: Format integration and the design of cataloging and classification curricula (2002) 0.04 
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    Abstract
    Cataloging is a dynamic and ever changing activity. Developments in codes and standards create a need for continuing reconsideration of the design of our curricula. Format integration, in particular, raises questions about the structure of curricula for cataloging and classification. The issues relating to differing formats of materials are not new, but the process of standardization of treatment, which was begun quite tentatively in the development of the Anglo-American Cataloging Rules (AACR) has blossomed to the fore in the ensuing years. This paper examines the historical context of the integration of formats before addressing the continuing arguments that maintain that all types of materials should be treated in an introductory course as opposed to those that assert that format issues should not be covered in any depth in an introductory course. A design for an integrated, but not exhaustive, treatment of formats in an introductory course with more detailed coverage included in advanced courses is proposed.
    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
    Source
    Cataloging and classification quarterly. 34(2002) nos.1/2, S.189-201
  9. Evans, A.F.: ¬The education of catalogers : the view of the practitioner/educator (1993) 0.04 
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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.
    Source
    Cataloging and classification quarterly. 16(1993) no.3, S.49-57
  10. Vellucci, S.L.: Cataloging across the curriculum : a syndetic structure for teaching cataloging (1997) 0.04 
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    Abstract
    Examines the necessary competencies for future cataloguers suggested by the cataloguing community. 52 ALA accredited library school programmes were analyzed to determine the strength of cataloguing within the curriculum and the degree to which the competencies are ddressed. Adequate education of future cataloguers requires an expanded view beyond traditional cataloguing courses. Recommends a curricular syndetic structure that identifies relationships among courses and links courses with the concepts and competencies necessary for organizing information
    Footnote
    Beitrag eines Themenheftes "Cataloging and classification: trends, transformations, teaching, and training."
    Source
    Cataloging and classification quarterly. 24(1997) nos.1/2, S.35-59
  11. Chan, L.M.: Instructional materials used in teaching cataloging and classification (1987) 0.04 
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    Abstract
    An informal survey was conducted for the purpose of identifying instructional materials used in teaching cataloging and classification in library and information science programs in the United States and Canada. Based on responses from instructors in these areas, three groups of instructional materials were identified: cataloging and classification tools, textbooks, and background and supplementary reading materials.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.131-144
  12. Kwak, C.-W.: ¬A study on the job training and self-training of the cataloging and classification librarians working in academic libraries (Korea) (2005) 0.04 
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    Abstract
    This study surveys the current status of job training and self-training provided for the cataloging and classification librarians in Korean academic libraries to actively deal with the rapidly changing library environment. Cataloging librarians from 98 universities in South Korea responded to the survey. As a result, 64.3% of the librarians reported that they were trained, and about 43% of them indicated that they had a short training of less than a week. However, all of them emphasized the necessity of job training. The materials used for training were mainly in print. Only 10% of the academic libraries subscribed journals relating to the library work. An overwhelming majority of the academic libraries surveyed provided financial support for staff training. The use of foreign languages and metadata, and job-related library school courses were preferred by the cataloging librarians. In academic libraries, more organized job-training programs and more support for librarians' self-training were needed.
    Footnote
    Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part I"
    Source
    Cataloging and classification quarterly. 41(2005) no.2, S.135-147
  13. Harcourt, K.; Neumeister, S.M.: Online distance learning with cataloging mentors : the mentor's viewpoint (2002) 0.04 
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    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.
    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part II
    Source
    Cataloging and classification quarterly. 34(2002) no.3, S.293-298
  14. Normore, L.F.: "Here be dragons" : a wayfinding approach to teaching cataloguing (2012) 0.04 
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    Abstract
    Teaching cataloguing requires the instructor to make strategic decisions about how to approach the variety and complexity of the field and to provide an adequate theoretical foundation while preparing students for their entry into the world of practice. Accompanying these challenges are the tactical demands of providing this instruction in a distance education environment. Rather than focusing on ways to support learners in catalogue record production, instructors may use a problem solving and decision making approach to instruction. In this paper, a way to conceptualize a decision making approach that builds on a foundation provided by theories of information navigation is described. This approach, which is called "wayfinding", teaches by having students learn to find their way in the sets of rules that are commonly used. The method focuses on instruction about the structural features of rule sets, providing basic definitions of what each of the "places" in the rule sets contain (e.g., "formatting personal names" in Chapter 22 of AACR2R) and about ways to navigate those structures, enabling students to learn not only about common rules but also about less well known cataloguing practices ("dragons"). It provides both pragmatic and pedagogical benefits and helps develop links between cataloguing practices and their theoretical foundations.
    Footnote
    Beitrag innerhalb eines special issue "Online delivery of cataloging and classification education and instruction"
    Source
    Cataloging and classification quarterly. 50(2012) no.2/3, S.172-188
  15. Hixson, C.G.; Garrison, W.A.: ¬The program for cooperative cataloging and training for catalogers (2002) 0.04 
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    Abstract
    This paper examines the training programs developed by the Program for Cooperative Cataloging (PCC) and gives a historical overview. Future training activities and needs are also discussed.
    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part II
    Source
    Cataloging and classification quarterly. 34(2002) no.3, S.355-365
  16. Carter, C.A.: On-the-job training for catalog librarians : a case history of a formal approach to training (1987) 0.04 
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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.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.79-93
  17. Yontz, E.: When donkeys fly : distance education for cataloging (2002) 0.04 
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    Abstract
    Distance education-a mode of course delivery in which the teacher is geographically separated from the students and in which that separation is mediated by technology-is increasingly used in LIS programs. This paper covers advantages and drawbacks of distance education for cataloging, argues that the possibilities outweigh the disadvantages, summarizes current educational research on distance education, and offers a list of elements that may help educators and students to take full advantage of the possibilities.
    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part II
    Source
    Cataloging and classification quarterly. 34(2002) no.3, S.299-309
  18. Taniguchi, S.: Current status of cataloging and classification education in Japan (2005) 0.04 
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    Abstract
    This paper provides an overview of the current status of cataloging and classification (C&C) education in Japan and looks forward to the development in the near future. First, the current status of library and information science (LIS) education and its major issues are briefly reviewed. Second, the situation of C&C practice in Japanese libraries is briefly reviewed, since it affects C&C education. Third, the present situation and issues in C&C education are examined and described under two categories: education in LIS schools and education in LIS programs offered by other colleges and universities. Finally, on-the-job training and continuing education in the C&C domain are discussed.
    Footnote
    Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part I"
    Source
    Cataloging and classification quarterly. 41(2005) no.2, S.121-133
  19. Henderson, K.L.: Some persistent issues in the education of catalogers and classifiers (1987) 0.03 
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    Abstract
    As librarians approach the second century of formal education for their professionals, some persistent issues in the education of librarians in general and of catalogers and classifiers in particular are idetified. Among the issues discussed are: (1) should catalogers be trained or educated? (2) should practice or theory prevail? (3) should the cataloging faculty be teachers, practitioners, or researchers (or all three)? (4) who shall enroll in cataloging courses? (5) how important do librarians feel that cataloging and classification are for new employees? (6) who is responsible for recruiting and retaining catalogers and for their continuing education?
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.5-26
  20. Clark, D.H.: Educating for cataloging : a symposium paper (1993) 0.03 
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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
    Source
    Cataloging and classification quarterly. 16(1993) no.3, S.27-37

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