-
Tell, B.V.: Cataloging rules and database production : implications for manpower training in a developing country (1989)
0.02
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- Source
- International forum on information and documentation. 14(1989), S.22-27
-
Fowell, S.P.; Levy, P.: Computer-mediated communication in the information curriculum : an initiative in computer-supported collaborative learning (1995)
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- Abstract
- Describes an innovative new library and information science course for undergraduates, at Sheffield University, Department of Information Studies, involving computer mediated communication and employing the Internet as the learning environment for courses, providing both the technologies for communication between participants, and a key information resource. Students gain practical experience of a variety of communication technologies, such as the use of UseNet newsgroups to support project group conferencing
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Clayden, J.: Theory versus practice in cataloging education (1995)
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- Abstract
- Illustrates how education for cataloguing and cataloguers has developed in Australia by describing 3 alternative approaches exemplified by specific course of study: the Registration Examination of the Library Association of Australia; the undergraduate course at Curtin University of Technology; and that offered by Sydney University of Technology, Kuring-gai Campus. Reports the responses from small groups of librarians, library students and educators, in Western Australia, when asked via Nominal Group Technique sessions, to defines the mixture of theoretical knowledge, practical skills and personal attributes necessary for current professional cataloguers
-
Jorna, K.: Educating information professionals in a multicultural information society (2002)
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- Abstract
- LIS departments in English speaking countries frequently neglect the study of foreign languages. Argues that this is short-sighted. Information professionals will be increasingly required to analyse and organise information from different cultural backgrounds, and to disseminate their own materials to an international and hence culturally diverse user group. The first section demonstrates the extent to which the English language dominates international communication. The second section shows that this problem is largely ignored by English language publications regarding the future of the LIS profession. Section three makes six positive suggestions of how to integrate new modules into current LIS courses to overcome the Anglo-American bias and thus to educate students to become true experts in the multicultural information.
-
Saye, J.D.: ¬The cataloging experience in library and information science education : an educator's perspective (1987)
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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.
-
Hudson, J.: On-the-job training for cataloging and classification (1987)
0.01
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- Abstract
- Training for cataloging and classification within the Cataloging Department is discussed for two levels of staff, copy catalogers and original catalogers. A general pattern which moves from learning to catalog straightforward materials which require minimal editing to processing materials which are progressively more complex is described for copy catalogers. A survey of heads of cataloging departments reveals that there is a general feeling that cataloging and classification are being shortchanged in library school training and recommendations for such training are made. Training programs for original catalogers also follow a pattern, from working with LC copy to preparing original cataloging records. Some variations to the training patterns for each group are noted. The article concludes with a discussion of continuing education for both groups.
-
Mugridge, R.L.; Furniss, K.A.: Education for authority control : whose responsibility is it? (2002)
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- Abstract
- Educating librarians to perform authority work and catalog maintenance involves formal education in library school and both on-the-job and in-service training. However, the path from library school graduate to authority control librarian is neither direct nor self-evident. The authors surveyed the membership of the AUTOCAT electronic discussion group to determine how librarians learn the theory and practice of authority control and catalog maintenance; strategies that would make authority control easier to learn; levels of educational responsibility involved for the library schools, individual librarians and their employers; and how librarians value authority control. The survey results show that an ongoing collaboration among librarians, employers and educators is needed to refine and simplify the process of authority control education.
-
Hallam, G.: Beyond our expectations : a review of an independent learning module in descriptive cataloguing at the Queensland University of Technology (2005)
0.01
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- Abstract
- This paper discusses an innovative approach to teaching cataloguing. At Queensland University of Technology (QUT), students enrolled in the Graduate Diploma of Library and Information Studies were involved in an independent learning activity which aimed to develop LIS students' foundation knowledge of descriptive cataloguing, while simultaneously encouraging students to think critically about broader issues that would inevitably impact on their role as information professionals. In the self-study program, learning activities included an interactive multimedia CD-ROM and a printed workbook with exercises, augmented by the opportunity for group discussion in weekly tutorials to enable students to share key aspects of their independent learning. Students were asked to critically evaluate the CD-ROM and the workbook and also to develop their own professional views about the arguments for and against the inclusion of cataloguing in the LIS curriculum. The paper presents the outcomes of this pilot project.
-
Snyder, J.; Heckman, R.; Scialdone, M.J.: Information studios : Integrating arts-based learning into the education of information professionals (2009)
0.01
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- Abstract
- Successful professionals in technical disciplines require abilities beyond technical competence - to interpret complex and ambiguous situations, interact with experts from other specialties and disciplines, and constructively evaluate their own work and the work of others. In this article, we argue that experiences and interactions with the arts should play an important role in the education of a specific group of technical workers - information professionals - and that such interactions provide a useful and necessary complement to the more familiar rational, scientific model that currently informs technical professional education. We discuss the principles inherent in an arts-based approach to learning and show how the work done by information professionals is similar to the work done by creative and performing artists as well as those in the design professions. Finally, we describe three examples of complementary learning opportunities built on arts-based practices.
-
Gödert, W.: Formale und inhaltliche Medienerschließung in der theoretischen Ausbildung der wissenschaftlichen Bibliothekare (1991)
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- Source
- Die theoretische Ausbildung der Bibliotheksreferendare. Die Umsetzung der Empfehlungen für die Ausbildung des Höheren Bibliotheksdienstes an den Ausbildungseinrichtungen. Referate und Diskussionsergebnisse ... 22. und 23.11.1990 in Frankfurt/M. Hrsg.: J. Tehnzen
-
Kuhlen, R.; Rittberger, M.: Stand und Perspektiven der Informationswissenschaft unter besonderer Berücksichtigung der Erfahrungen in Konstanz (1998)
0.01
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- Source
- Information und Märkte: 50. Deutscher Dokumentartag 1998, Kongreß der Deutschen Gesellschaft für Dokumentation e.V. (DGD), Rheinische Friedrich-Wilhelms-Universität Bonn, 22.-24. September 1998. Hrsg. von Marlies Ockenfeld u. Gerhard J. Mantwill
-
Kirfel, G.: Methodisch-didaktische Überlegungen zum Fach "Alphabetische Katalogisierung" nach den "Preußischen Instruktionen" (1976)
0.01
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- Date
- 22. 3.2016 12:14:11
-
Kennedy, M.L.: Innovation in information : making a difference in education (2009)
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- Date
- 22. 8.2009 19:51:28
-
Soergel, D.: Knowledge organization for learning (2014)
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- Pages
- S.22-32
- 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
-
Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005)
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- 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.
-
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)
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- Abstract
- Purpose - This paper seeks to focus on the design and testing of a web-based online board game for teaching undergraduate students information literacy skills and concepts. Design/methodology/approach - Project team members with expertise in game play, creative writing, programming, library research, graphic design and information seeking developed a web-based board game in which students used digital library resources to answer substantive questions on a scholarly topic. The project team hosted game play in a class of 75 undergraduate students. The instructor offered an extra-credit incentive to boost participation resulting in 49 students on 13 teams playing the game. Post-game focus group interviews revealed problematic features and redesign priorities. Findings - A total of six teams were successful meeting the criteria for the instructor's grade incentive achieving a 53.1 percent accuracy rate on their answers to substantive questions about the black death; 35.7 percent was the accuracy rate for the seven unsuccessful teams. Discussed in detail are needed improvements to problematic game features such as offline tasks, feedback, challenge functionality, and the game's black death theme. Originality/value - Information literacy games test what players already know. Because this project's successful teams answered substantive questions about the black death at accuracy rates 20 points higher than the estimated probability of guessing, students did the research during game play which demonstrates that games have merit for teaching students information literacy skills and concepts.
-
Chau, M.; Wong, C.H.; Zhou, Y.; Qin, J.; Chen, H.: Evaluating the use of search engine development tools in IT education (2010)
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- Abstract
- It is important for education in computer science and information systems to keep up to date with the latest development in technology. With the rapid development of the Internet and the Web, many schools have included Internet-related technologies, such as Web search engines and e-commerce, as part of their curricula. Previous research has shown that it is effective to use search engine development tools to facilitate students' learning. However, the effectiveness of these tools in the classroom has not been evaluated. In this article, we review the design of three search engine development tools, SpidersRUs, Greenstone, and Alkaline, followed by an evaluation study that compared the three tools in the classroom. In the study, 33 students were divided into 13 groups and each group used the three tools to develop three independent search engines in a class project. Our evaluation results showed that SpidersRUs performed better than the two other tools in overall satisfaction and the level of knowledge gained in their learning experience when using the tools for a class project on Internet applications development.
-
Si, L.: ¬The status quo and future development of cataloging and classification education in China (2005)
0.01
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- Date
- 29. 9.2008 19:01:22
-
Seadle, M.: Education for twenty-first century librarians (2004)
0.01
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- Source
- Library hi tech. 22(2004) no.4, S.337-339
-
Mason, J.: Communities, networks, and education (1998)
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- Date
- 1. 8.1996 22:08:06
