-
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
-
Gonzales, J.A.M.: ¬La ensenanza de los lenguajes documentales en las diplomaturas de biblioteconomia y documentacion : problematica y tendencias (1995)
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- Source
- Organizaçion del Conocimiento en Sistemas de Informaçion y Documentaçion: Actas del I Encuentro de ISKO-España, Madrid, 4 y 5 Nov. de 1993. Ed.: F.J. Garcia Marco
-
Espelt, C.: Bases teoricas an la ensenanza de lenguajes documentales (1995)
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- Source
- Organizaçion del Conocimiento en Sistemas de Informaçion y Documentaçion: Actas del I Encuentro de ISKO-España, Madrid, 4 y 5 Nov. de 1993. Ed.: F.J. Garcia Marco
-
Garcia Marco, F.J.: ¬Los contendios y la secuencia docente de la organizacion y representacion del conocimiento : una propuesta interdisciplinar (1995)
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- Organizaçion del Conocimiento en Sistemas de Informaçion y Documentaçion: Actas del I Encuentro de ISKO-España, Madrid, 4 y 5 Nov. de 1993. Ed.: F.J. Garcia Marco
-
Valle Gastaminza, F.del: Curso de doctorado : analisi y lenguajes documentales aplicados a la documentacion audiovisual (1995)
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- Organizaçion del Conocimiento en Sistemas de Informaçion y Documentaçion: Actas del I Encuentro de ISKO-España, Madrid, 4 y 5 Nov. de 1993. Ed.: F.J. Garcia Marco
-
Garcia Marco, F.J.: Planteamiento docente de los sistemas de indizacion precoordinados y postcoordinados : una propuesta interdisciplinar (1995)
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- Organizaçion del Conocimiento en Sistemas de Informaçion y Documentaçion: Actas del I Encuentro de ISKO-España, Madrid, 4 y 5 Nov. de 1993. Ed.: F.J. Garcia Marco
-
Perez, M.J.L.-H.: Metodologia para la ensenanze de la CDU a estudiantes de biblioteconomia y documentacion (1995)
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- Organizaçion del Conocimiento en Sistemas de Informaçion y Documentaçion: Actas del I Encuentro de ISKO-España, Madrid, 4 y 5 Nov. de 1993. Ed.: F.J. Garcia Marco
-
Montoya, J.A.F.: ¬Las relaciones entre analisis documental y catalogacion : su representacion en el plan de estudios de la Universidad de Salamanca (1995)
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- Organizaçion del Conocimiento en Sistemas de Informaçion y Documentaçion: Actas del I Encuentro de ISKO-España, Madrid, 4 y 5 Nov. de 1993. Ed.: F.J. Garcia Marco
-
Vega, A.M.; Rodriguez Bravo, B.: ¬La ensenanza de los lenguajes documentales en la universidad de Leon (1995)
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- Organizaçion del Conocimiento en Sistemas de Informaçion y Documentaçion: Actas del I Encuentro de ISKO-España, Madrid, 4 y 5 Nov. de 1993. Ed.: F.J. Garcia Marco
-
Esteban Navarro, M.A.: Aplicaciones de la terminologia para la docencia de la gestion de lenguajes documentales (1995)
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- Organizaçion del Conocimiento en Sistemas de Informaçion y Documentaçion: Actas del I Encuentro de ISKO-España, Madrid, 4 y 5 Nov. de 1993. Ed.: F.J. Garcia Marco
-
San Segundo, R.: Metodologia de la ensenanza de sistemas de representacion del conocimiento : una propuesta interdisciplinar (1995)
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- Organizaçion del Conocimiento en Sistemas de Informaçion y Documentaçion: Actas del I Encuentro de ISKO-España, Madrid, 4 y 5 Nov. de 1993. Ed.: F.J. Garcia Marco
-
Garcia Marco, F.J.: ¬La ensenanza de los lenguajes documentales de estructura jerarquica : el ejemplo de la CDU (1995)
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- Organizaçion del Conocimiento en Sistemas de Informaçion y Documentaçion: Actas del I Encuentro de ISKO-España, Madrid, 4 y 5 Nov. de 1993. Ed.: F.J. Garcia Marco
-
Diez Diez, Á.; Blanes Peiro, J.J.; Rodríguez Sedano, F.J.: Diseño e implementación de un sistema de gestión de la actividad docente (2007)
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- Source
- ¬La interdisciplinariedad y la transdisciplinariedad en la organización del conocimiento científico : actas del VIII Congreso ISKO-España, León, 18, 19 y 20 de Abril de 2007 : Interdisciplinarity and transdisciplinarity in the organization of scientific knowledge. Ed.: B. Rodriguez Bravo u. M.L Alvite Diez
-
Santiago Bufrem, L.; Breda, S.M.; Viana Sorribas, T.: ¬The presence of logic in the domain of knowledge organization : interdisciplinary aspects of college curricula (2007)
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- Source
- ¬La interdisciplinariedad y la transdisciplinariedad en la organización del conocimiento científico : actas del VIII Congreso ISKO-España, León, 18, 19 y 20 de Abril de 2007 : Interdisciplinarity and transdisciplinarity in the organization of scientific knowledge. Ed.: B. Rodriguez Bravo u. M.L Alvite Diez
-
Pluzhenskaia, M.: Research collaboration of Library and Information Science (LIS) schools' faculty members with LIS and non-LIS advanced degrees : multidisciplinary and interdisciplinary trends (2007)
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- Source
- ¬La interdisciplinariedad y la transdisciplinariedad en la organización del conocimiento científico : actas del VIII Congreso ISKO-España, León, 18, 19 y 20 de Abril de 2007 : Interdisciplinarity and transdisciplinarity in the organization of scientific knowledge. Ed.: B. Rodriguez Bravo u. M.L Alvite Diez
-
Barber, E.E.; Pisano, S.L.: ¬The teaching of information processing in the University of Buenos Aires, Argentina (2005)
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- Abstract
- The article describes broadly the current curriculum in the Departamento de Bibliotecología y Ciencia de la Información at the Facultad de Filosofía y Letras of the Universidad de Buenos Aires. It introduces the Information Processing Area, included cataloging and classification: its composition, theoretical background, strategies and teaching techniques used in the teaching process - learning, relationship with other areas in the curriculum, the mode of connection between theory and practice, as well as the main existing research areas.
-
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.
-
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
-
Zhang, Y.; Wu, D.; Hagen, L.; Song, I.-Y.; Mostafa, J.; Oh, S.; Anderson, T.; Shah, C.; Bishop, B.W.; Hopfgartner, F.; Eckert, K.; Federer, L.; Saltz, J.S.: Data science curriculum in the iField (2023)
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-
Education for library cataloging : international perspectives (2006)
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- Classification
- 025.3/071 22
- DDC
- 025.3/071 22
- Footnote
- 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."
