-
Si, L.: ¬The status quo and future development of cataloging and classification education in China (2005)
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- Date
- 29. 9.2008 19:01:22
- Footnote
- Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part I"
-
Education for library cataloging : international perspectives (2006)
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- Classification
- 025.3/071 22
- DDC
- 025.3/071 22
- Footnote
- Rez. in: KO 33(2006) no.2, S.119-20 (S.S. Intner): "This survey of cataloging education around the world offers readers a rich menu of experiences, educational offerings, and approaches to the subject of cataloging education as it is currently practiced in 24 countries of the world, excluding the United States and Canada. The exclusion does not mean that English-speaking countries are entirely absent from the book, however. Two nations outside North America, South Africa (in one chapter) and Australia (in two chapters), are covered. The chapters are organized geographically, beginning with the African continent, and followed by several each under headings for Asia, Australia (two chapters), Europe, Latin America, and the Middle East. Nations whose cataloging education programs are described include (in order of presentation) Botswana, Nigeria, South Africa, China (both the People's Republic of China and Taiwan), India, Japan, South Korea, Australia, Austria and Germany (described together in one chapter), Poland, Slovenia, Spain, the British Isles (England, Scotland, and Wales), Argentina, Mexico, Peru, Egypt, Iran, Israel, and Saudi Arabia. As readers might expect, many chapters reflect common experiences among the countries, particularly regarding the proliferation of subjects in competition with cataloging and classification in library school curricula. There are also some common problems, such as dealing with the changes in education and training prompted by automation. Generally, computer-based cataloging is not a new issue anywhere, although in some areas of the world, catalogers still work with manual systems. Describing cataloging education in Nigeria, J. I. Iwe states: "... the card catalogue is still being used in all libraries, including the University of Calabar library where the only library school in the state exists (p. 33)." In other places, computer infrastructure has developed to a level that supports coursework online. As Linda M. Cloete writes, "The ultimate goal of the training resource program is to develop an online, fully interactive course: an online virtual cataloging classroom (p. 66)."
The eternal debate in the teaching of cataloging over theory versus practice emerges in this volume. As Li Si suggests in describing cataloging education in the People's Republic of China, the matter might be laid at the door of the faculty, stating, "Although the majority of teaching faculty members in the library and information science programs have a solid theoretical foundation from their school education and training, they do not normally possess practical work experience in their field of specialty and they are not familiar with the application of technologies in the field. In order to enhance their practical skills, these faculty members should be given the opportunity to work in libraries... This way, they would be able to put theory into practice and gain rich, practical field experience, thus improving the relevance and quality of their teaching (p. 97)." One wonders how warmly faculty members would welcome that kind of opportunity! On the other hand, in many places, onthe-job training is weak, as Shoichi Taniguchi describes it in Japan, "on the job training and continuing education are neither encouraged nor promoted (p. 132)." Among the most interesting and important aspects of this book are the tables of hard data it presents. Almost every chapter reports on surveys done by the authors on the state of library education in general and/or the kinds of offerings in cataloging and classification available within their countries. Some authors also include statistics on the numbers of persons receiving certificates, diplomas, and/or master's degrees, which is useful in understanding the different levels of expertise being developed over time. While one could argue that there are gaps in coverage, with large, influential countries such as France and Italy in Europe, Brazil, Bolivia, and Chile in South America, and Thailand and Myanmar in Asia, left out of the book, for the most part there is good representation from different parts of the globe. Education for Library Cataloging is a good choice as a textbook for coursework in International Librarianship as well as a primer in what to expect if one's information center is affiliated with partners outside the United States and Canada. This book should be seen as an important "must read" for all library students and practitioners concerned about issues of increasing globalization in bibliographic control. It is highly recommended."
-
Soergel, D.: Knowledge organization for learning (2014)
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- Abstract
- This paper discusses and illustrates through examples how meaningful or deep learning can be supported through well-structured presentation of material, through giving learners schemas they can use to organize knowledge in their minds, and through helping learners to understand knowledge organization principles they can use to construct their own schemas. It is a call to all authors, educators and information designers to pay attention to meaningful presentation that expresses the internal structure of the domain and facilitates the learner's assimilation of concepts and their relationships.
- 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
-
Kaminska, A.; Pulak, I.: Knowledge organization in a digital learning environment in the experiences of pedagogy students (2014)
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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
-
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.
- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
-
Taylor, A.G.; Joudrey, D.N.: On teaching subject cataloging (2002)
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- Abstract
- The authors, Professor Arlene G. Taylor and her doctoral student, Daniel N. Joudrey, discuss their approach to teaching subject cataloging in the graduate library and information sciences (LIS) program at the University of Pittsburgh's School of Information Sciences. This essay discusses the authors' thoughts on the importance of subject cataloging in graduate LIS education, the theory versus practice debate, goals, class work, grading, making it concrete to the students, ordering topics in the courses, separating subject analysis from descriptive cataloging, and concerns for the future. In the not too distant past, library schools considered the teaching of Dewey Decimal Classification and Library of Congress Subject Headings to be totally adequate preparation for graduates to function subject-wise in their chosen profession. As time has moved on we have gone through periods in which even these were considered unnecessary "because keyword searching is better than subject headings" and "classification is only a location device." The complexities of the current world of subject access (or lack thereof), however, demand that a more complex and thorough approach be taken.
- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
-
Hsieh-Yee, I.: Cataloging and metatdata education in North American LIS programs (2004)
0.04
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- Date
- 10. 9.2000 17:38:22
-
Jacobson, T.E.; Mark, B.L.: Teaching in the information age : active learning techniques to empower students (1995)
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- Abstract
- Considers student apprehension when encountering new information technologies and proposess a variety of active learning exercises within the framework of 4 questions that it is suggested researchers in the virtual library should be taught when learning how to search electronic sources: where am I? How do I do it? What am I trying to do? and What do I do with it?. Also details the use of student journals as an effective tool for gauging student learning and encouraging critical thinking
-
Barité, M.; Parentelli, V.; Rodríguez Casaballe, N.; Suárez, M.V.: Interdisciplinarity and postgraduate teaching of knowledge organization (KO) : elements for a necessary dialogue (2023)
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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.
-
Gödert, W.: Gedanken zu Ausbildungsinhalten im Fach bibliothekarische Sacherschließung (1986)
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- Source
- Klassifikation als Werkzeug der Lehre und Forschung. Hrsg.: I. Dahlberg
-
Greiner, G.: Sachliche Erschließung und Ordnung als Unterrichtsinhalt bei der dokumentarischen Aus- und Fortbildung (1986)
0.03
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- Source
- Klassifikation als Werkzeug der Lehre und Forschung. Hrsg.: I. Dahlberg
-
Fourie, I.: How can we take a socio-cognitive approach in teaching indexing and abstracting? (2002)
0.03
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-
Seadle, M.: ¬The new mission of a new i-school (2007)
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- Abstract
- Purpose - To discuss the mission statement for the Institute of Library and Information Sciences at Humboldt University in Berlin. Design/methodology/approach - The article examines other i-school mission statements to find the key common elements. Findings - Connections between people, technology, and information represent common themes of i-school missions. Originality/value - The Institute's mission statement is still being discussed. This analysis offers one viewpoint for the final conception.
-
Tell, B.V.: Cataloging rules and database production : implications for manpower training in a developing country (1989)
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- Source
- International forum on information and documentation. 14(1989), S.22-27
-
Kovacs, B.; Dayton, N.: "If I knew then what I know now" : UNCG LIS graduates' perspectives on cataloging education (2002)
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- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
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Poulsen, C.: Godin-projektet : problemorienteret undervisning i informationssogning (2000)
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Diella, L.: Formare al reference in una biblioteca di facolta (1998)
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- Language
- i
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- I
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Weinberg, B.H.; Dombeck, L.: Education and training in indexing and abstracting : a directory of courses and workshops offered in the United States and Canada, with a bibliography of textbooks used in indexing and abstracting services (1985)
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- Footnote
- Rez. in: International Classification 13(1986) S.105 (I. Dahlberg)
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World guide to library, archive and information science education (1995)
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Sever, I.: Educating librarians for the 21st century (1996)
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