-
Seadle, M.: Education for twenty-first century librarians (2004)
0.08
0.082230695 = product of:
0.109640926 = sum of:
0.030948812 = weight(_text_:science in 2998) [ClassicSimilarity], result of:
0.030948812 = score(doc=2998,freq=2.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.23282544 = fieldWeight in 2998, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0625 = fieldNorm(doc=2998)
0.051343642 = weight(_text_:research in 2998) [ClassicSimilarity], result of:
0.051343642 = score(doc=2998,freq=4.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.35662293 = fieldWeight in 2998, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0625 = fieldNorm(doc=2998)
0.027348477 = product of:
0.054696955 = sum of:
0.054696955 = weight(_text_:22 in 2998) [ClassicSimilarity], result of:
0.054696955 = score(doc=2998,freq=2.0), product of:
0.17671488 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.050463587 = queryNorm
0.30952093 = fieldWeight in 2998, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0625 = fieldNorm(doc=2998)
0.5 = coord(1/2)
0.75 = coord(3/4)
- Abstract
- Humboldt University invited experts to Berlin recently to offer advice about its library science program. While the education of librarians for the twenty-first century needs to include practical training, those who plan to work in a research environment, or who want a research degree like a PhD, need to acquire a methodology that grounds their work in an established scholarly context.
- Source
- Library hi tech. 22(2004) no.4, S.337-339
-
Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015)
0.07
0.07195186 = product of:
0.095935814 = sum of:
0.027080212 = weight(_text_:science in 2609) [ClassicSimilarity], result of:
0.027080212 = score(doc=2609,freq=2.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.20372227 = fieldWeight in 2609, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0546875 = fieldNorm(doc=2609)
0.044925686 = weight(_text_:research in 2609) [ClassicSimilarity], result of:
0.044925686 = score(doc=2609,freq=4.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.31204507 = fieldWeight in 2609, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0546875 = fieldNorm(doc=2609)
0.023929918 = product of:
0.047859836 = sum of:
0.047859836 = weight(_text_:22 in 2609) [ClassicSimilarity], result of:
0.047859836 = score(doc=2609,freq=2.0), product of:
0.17671488 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.050463587 = queryNorm
0.2708308 = fieldWeight in 2609, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0546875 = fieldNorm(doc=2609)
0.5 = coord(1/2)
0.75 = coord(3/4)
- Abstract
- This paper presents the results of a research study, a survey of library and information science master's degree holders who have taken a beginning cataloging course, to identify the elements of a beginning cataloging course that help students to learn cataloging concepts and skills. The results suggest that cataloging practice (the hands-on creation of bibliographic records or catalog cards), the effectiveness of the instructor, a balance of theory and practice, and placing cataloging in a real-world context contribute to effective learning. However, more research is needed to determine how, and to what the extent, each element should be incorporated into beginning cataloging courses.
- Date
- 10. 9.2000 17:38:22
-
Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014)
0.05
0.053214032 = product of:
0.07095204 = sum of:
0.023211608 = weight(_text_:science in 1468) [ClassicSimilarity], result of:
0.023211608 = score(doc=1468,freq=2.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.17461908 = fieldWeight in 1468, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.046875 = fieldNorm(doc=1468)
0.027229078 = weight(_text_:research in 1468) [ClassicSimilarity], result of:
0.027229078 = score(doc=1468,freq=2.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.18912788 = fieldWeight in 1468, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.046875 = fieldNorm(doc=1468)
0.020511357 = product of:
0.041022714 = sum of:
0.041022714 = weight(_text_:22 in 1468) [ClassicSimilarity], result of:
0.041022714 = score(doc=1468,freq=2.0), product of:
0.17671488 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.050463587 = queryNorm
0.23214069 = fieldWeight in 1468, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.046875 = fieldNorm(doc=1468)
0.5 = coord(1/2)
0.75 = coord(3/4)
- Abstract
- In a research project focusing on knowledge organization and classification education, 407 learning objectives proposed in courses entirely or partially dedicated to these subjects in North American Library and Information Science programs were categorized with the help of the Benjamin Bloom's Taxonomy of cognitive objectives. The analysis reveals that the vast majority of course objectives remain at the lower levels of the Taxonomy. These results tend to reinforce observations made over the past 30 years in relation to KO and classification education. While KO and classification educators recognize the necessity for students to develop high-level analytic and evaluative skills, there are few references to those skills in current course objectives.
- 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
-
Wiggins, G.: New directions in the education of chemistry librarians and information specialists (1998)
0.05
0.04755594 = product of:
0.09511188 = sum of:
0.04376823 = weight(_text_:science in 2976) [ClassicSimilarity], result of:
0.04376823 = score(doc=2976,freq=4.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.3292649 = fieldWeight in 2976, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0625 = fieldNorm(doc=2976)
0.051343642 = weight(_text_:research in 2976) [ClassicSimilarity], result of:
0.051343642 = score(doc=2976,freq=4.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.35662293 = fieldWeight in 2976, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0625 = fieldNorm(doc=2976)
0.5 = coord(2/4)
- Abstract
- Computers are having a tremendous impact on chemical research and the teaching of chemistry. This situation in turn is fostering advances in chemical information science and technology (chemical informatics). Technological changes have caused re-examination of the programme to train chemical information specialists at Indiana University, resulting in the modification of existing courses and the creation of new courses and degree options. Describes plans for their implementation and for the establishment of joint industry-academic research projects
- Source
- Science and technology libraries. 17(1998) no.2, S.45-58
-
Kracker, J.: Research anxiety and students' perceptions of research : An experiment. Part I. Effect of teaching Kuhlthau's ISP model (2002)
0.04
0.043707848 = product of:
0.087415695 = sum of:
0.019343007 = weight(_text_:science in 306) [ClassicSimilarity], result of:
0.019343007 = score(doc=306,freq=2.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.1455159 = fieldWeight in 306, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0390625 = fieldNorm(doc=306)
0.06807269 = weight(_text_:research in 306) [ClassicSimilarity], result of:
0.06807269 = score(doc=306,freq=18.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.47281966 = fieldWeight in 306, product of:
4.2426405 = tf(freq=18.0), with freq of:
18.0 = termFreq=18.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0390625 = fieldNorm(doc=306)
0.5 = coord(2/4)
- Abstract
- This two-part study investigates the effect of a 30minute presentation of Carol Kuhlthau's Information Search Process (ISP) model on students' perceptions of research and research paper anxiety. An experiment was designed to collect both quantitative and qualitative data during a semester. An upper division undergraduate course, Technical and Professional Writing, with four sections participated in the experiment in fall 1999. A survey instrument, the Research Process Survey (RPS), was developed to collect data about students' feelings and thoughts at the onset of their course research project (pretest) and at the completion of the project (posttest). A standard anxiety test (STAI Y-1) was adopted to measure anxiety levels during pretest and posttest sessions and at two additional points between. Two of the four sections heard a guest presentation of the ISP model as treatment after the pretest; the other two sections heard a different guest speak about career experiences as a technical writer (a placebo talk). The results of this experiment are reported in two articles according to the nature of the collected data. This article reports on results of the quantitative analysis. Four hypotheses were proposed to examine the effects on awareness of cognitive aspects, awareness of affective aspects, level of anxiety, and satisfaction with research. One hypothesis was supported. A significant change in anxiety levels was measured (p = 0.5). Although statistical tests did not reject three null hypotheses, positive trends in change as a result of the ISP model were identified. A second article reports on results of qualitative analysis of the texts that participants wrote about a memorable past research experience and about the current research experience.
- Source
- Journal of the American Society for Information Science and technology. 53(2002) no.4, S.282-294
-
Kracker, J.; Wang, P.: Research anxiety and students' perceptions of research : An experiment. Part II. Content analysis of their writings on two experiences (2002)
0.04
0.043707848 = product of:
0.087415695 = sum of:
0.019343007 = weight(_text_:science in 4075) [ClassicSimilarity], result of:
0.019343007 = score(doc=4075,freq=2.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.1455159 = fieldWeight in 4075, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0390625 = fieldNorm(doc=4075)
0.06807269 = weight(_text_:research in 4075) [ClassicSimilarity], result of:
0.06807269 = score(doc=4075,freq=18.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.47281966 = fieldWeight in 4075, product of:
4.2426405 = tf(freq=18.0), with freq of:
18.0 = termFreq=18.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0390625 = fieldNorm(doc=4075)
0.5 = coord(2/4)
- Abstract
- This is Part II of an experimental study investigating students' perceptions of research and research paper anxiety. The study integrates quantitative and qualitative designs to collect complimentary data. The participants were students in four sections of an upper division undergraduate course on technical and professional writing during the fall of 1999. A survey instrument used the Critical Incident Technique to solicit writings in students' own words about a memorable past research and writing experience at the beginning of the semester and the current research and writing at the end of the semester. The quantitative part of the survey measured students' perceptions about research using a questionnaire with five-point Likert scale, and students' anxiety levels using a standard state anxiety test (STAI Y-1). The first article, Part 1, provides a detailed description of the experimental design and reports on quantitative results. This article reports on content analysis of students' writings about their experiences of the two research projects. Analysis of the data confirmed Kuhlthau's Information Search Process (ISP) model and revealed additional affective and cognitive aspects related to research and writing.
- Source
- Journal of the American Society for Information Science and technology. 53(2002) no.4, S.295-307
-
Tedd, L.A.: Use of library and information science journals by Master's students in their dissertations : experiences at the University of Wales Aberystwyth (2006)
0.04
0.043642163 = product of:
0.08728433 = sum of:
0.032826174 = weight(_text_:science in 4895) [ClassicSimilarity], result of:
0.032826174 = score(doc=4895,freq=4.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.24694869 = fieldWeight in 4895, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.046875 = fieldNorm(doc=4895)
0.054458156 = weight(_text_:research in 4895) [ClassicSimilarity], result of:
0.054458156 = score(doc=4895,freq=8.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.37825575 = fieldWeight in 4895, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.046875 = fieldNorm(doc=4895)
0.5 = coord(2/4)
- Abstract
- Purpose - The purpose of this research is to report on research undertaken into the use made of library and information science (LIS) journals in dissertations written by students undertaking the Master's course in Information and Library Studies at the University of Wales Aberystwyth. Design/methodology/approach - Analysis of the citations of 100 (post 2000) dissertations submitted gives an indication of the range of material used in dissertations. In addition, responses to questionnaires from students provide information about how relevant papers are found from LIS journals. Findings - Journals with a practical bias were cited more than research-oriented journals. Lists of the most "popular" journal titles are included. Originality/value - The research provides a "snapshot" of the use made of LIS journals by Master's students in their dissertations.
-
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)
0.04
0.04192943 = product of:
0.08385886 = sum of:
0.061167963 = weight(_text_:science in 961) [ClassicSimilarity], result of:
0.061167963 = score(doc=961,freq=20.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.46016172 = fieldWeight in 961, product of:
4.472136 = tf(freq=20.0), with freq of:
20.0 = termFreq=20.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0390625 = fieldNorm(doc=961)
0.0226909 = weight(_text_:research in 961) [ClassicSimilarity], result of:
0.0226909 = score(doc=961,freq=2.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.15760657 = fieldWeight in 961, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0390625 = fieldNorm(doc=961)
0.5 = coord(2/4)
- 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.
- Footnote
- Beitrag in einem Special issue on "Data Science in the iField".
- Source
- Journal of the Association for Information Science and Technology. 74(2023) no.6, S.623-640
-
Loughridge, B.: Information technology, the humanities and the library (1989)
0.04
0.041146226 = product of:
0.08229245 = sum of:
0.030948812 = weight(_text_:science in 2499) [ClassicSimilarity], result of:
0.030948812 = score(doc=2499,freq=2.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.23282544 = fieldWeight in 2499, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0625 = fieldNorm(doc=2499)
0.051343642 = weight(_text_:research in 2499) [ClassicSimilarity], result of:
0.051343642 = score(doc=2499,freq=4.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.35662293 = fieldWeight in 2499, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0625 = fieldNorm(doc=2499)
0.5 = coord(2/4)
- Abstract
- Some current computer-based projects in humanities research and teaching are reviewed and the implications for the future development of library and information services to humanities scholars and for the penetration of information technology into humanities research and teaching activities justify increased emphasis on information technology, particularly on-line searching and familiarisation with a range of the software packages currently being used by researchers and teachers in the humanities, in the professional education of academic librarians.
- Source
- Journal of information science. 15(1989) no.4/5, S.277-286
-
Morris, A.: Research methods teaching in information science : UK experiences (2005)
0.04
0.041146226 = product of:
0.08229245 = sum of:
0.030948812 = weight(_text_:science in 4363) [ClassicSimilarity], result of:
0.030948812 = score(doc=4363,freq=8.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.23282544 = fieldWeight in 4363, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.03125 = fieldNorm(doc=4363)
0.051343642 = weight(_text_:research in 4363) [ClassicSimilarity], result of:
0.051343642 = score(doc=4363,freq=16.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.35662293 = fieldWeight in 4363, product of:
4.0 = tf(freq=16.0), with freq of:
16.0 = termFreq=16.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.03125 = fieldNorm(doc=4363)
0.5 = coord(2/4)
- Abstract
- Library and information Science (LIS) educators have a responsibility to prepare their graduates for the challenging world of work. Programmes of study for future information professionals differ in content across the world but most contain a module in research methods. The aim of this paper is to review the teaching of research methods at postgraduate level in the departments of Information Science in the United Kingdom to determine current and best practice. There are 17 institutions that teach professionally accredited Information Science related courses at postgraduate level and each provide research methods teaching as preparation for the dissertation component and future employment. The methods of teaching, depth and coverage vary considerably and now is an opportune time to review practices. The last few years has seen many changes. Departments have been diversifying away from purely library and information studies. This has attracted students from a wider range of backgrounds, having a mix of different first degrees, different experiences of research methods training and different levels of IT skills. There has also been a rapid increase in the number of overseas students. At the same time, the use of virtual learning environments and other technologies has increased, and there has been changes, in some departments, towards short fat modules taught in one, two or three weeks as opposed the long thin modules taught over a much longer period of time. Semesterisation has also resulted in the dissertation component of some postgraduate programmes being downgraded in terms of time spent on research and word length. All these factors may impinge on the way research methods should be taught. Are we meeting this challenge?
- Series
- 108 Education and Training with Library Theory and Research ; 184-E
-
Bhattacharyya, G.: Project on study of subjects (1975)
0.04
0.040036835 = product of:
0.08007367 = sum of:
0.04376823 = weight(_text_:science in 1593) [ClassicSimilarity], result of:
0.04376823 = score(doc=1593,freq=4.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.3292649 = fieldWeight in 1593, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0625 = fieldNorm(doc=1593)
0.03630544 = weight(_text_:research in 1593) [ClassicSimilarity], result of:
0.03630544 = score(doc=1593,freq=2.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.2521705 = fieldWeight in 1593, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0625 = fieldNorm(doc=1593)
0.5 = coord(2/4)
- Abstract
- Argues for the inclusion of a project on study of subjects in courses in library and information science. Suggests contents of the project and provides proforma for the collection and organisation of information about subjects. Lists types of information sources / reference books for study about subjects and suggests proforma for collecting information about various types of reference books, about primary periodicals, on on-going research, on institutional sources of information, and about experts, consultants etc
- Source
- Library science with a slant to documentation. 12(1975), S.65-79
-
Hauke, P.; Grünewald, J.; Kaden, B.; Kaufmann, A.; Kindling, M.: Library Science - quo vadis? : (Re)Discovering "Bibliothekswissenschaft" (2005)
0.04
0.039565906 = product of:
0.07913181 = sum of:
0.051902737 = weight(_text_:science in 4351) [ClassicSimilarity], result of:
0.051902737 = score(doc=4351,freq=10.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.39046016 = fieldWeight in 4351, product of:
3.1622777 = tf(freq=10.0), with freq of:
10.0 = termFreq=10.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.046875 = fieldNorm(doc=4351)
0.027229078 = weight(_text_:research in 4351) [ClassicSimilarity], result of:
0.027229078 = score(doc=4351,freq=2.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.18912788 = fieldWeight in 4351, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.046875 = fieldNorm(doc=4351)
0.5 = coord(2/4)
- Abstract
- This paper presents a seminar project held in the summer of 2004 at the Institute of Library Science at Humboldt University, Berlin. The result of the seminar was a book, compiled and edited by students, which contained a series of essays from professional librarians. Titled Library Science - quo vadis?, the book discusses the history, current position and the future of library science, not only in Germany, but also in other European countries and the USA. It shows that the discipline of library science is not limited to the physical aspects of managing books stacked on shelves, but that in the age of the information society, libraries play a key role in the distribution, protection, management and theories of information and knowledge.
- Series
- 108 Education and Training with Library Theory and Research ; 048-E
-
Urs, S.R.; Minhaj, M.: Evolution of data science and its education in iSchools : an impressionistic study using curriculum analysis (2023)
0.04
0.036933847 = product of:
0.07386769 = sum of:
0.05117679 = weight(_text_:science in 960) [ClassicSimilarity], result of:
0.05117679 = score(doc=960,freq=14.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.38499892 = fieldWeight in 960, product of:
3.7416575 = tf(freq=14.0), with freq of:
14.0 = termFreq=14.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0390625 = fieldNorm(doc=960)
0.0226909 = weight(_text_:research in 960) [ClassicSimilarity], result of:
0.0226909 = score(doc=960,freq=2.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.15760657 = fieldWeight in 960, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0390625 = fieldNorm(doc=960)
0.5 = coord(2/4)
- Abstract
- Data Science (DS) has emerged from the shadows of its parents-statistics and computer science-into an independent field since its origin nearly six decades ago. Its evolution and education have taken many sharp turns. We present an impressionistic study of the evolution of DS anchored to Kuhn's four stages of paradigm shifts. First, we construct the landscape of DS based on curriculum analysis of the 32 iSchools across the world offering graduate-level DS programs. Second, we paint the "field" as it emerges from the word frequency patterns, ranking, and clustering of course titles based on text mining. Third, we map the curriculum to the landscape of DS and project the same onto the Edison Data Science Framework (2017) and ACM Data Science Knowledge Areas (2021). Our study shows that the DS programs of iSchools align well with the field and correspond to the Knowledge Areas and skillsets. iSchool's DS curriculums exhibit a bias toward "data visualization" along with machine learning, data mining, natural language processing, and artificial intelligence; go light on statistics; slanted toward ontologies and health informatics; and surprisingly minimal thrust toward eScience/research data management, which we believe would add a distinctive iSchool flavor to the DS.
- Footnote
- Beitrag in einem Special issue on "Data Science in the iField".
- Source
- Journal of the Association for Information Science and Technology. 74(2023) no.6, S.606-622
-
Si, L.: ¬The status quo and future development of cataloging and classification education in China (2005)
0.04
0.035558354 = product of:
0.07111671 = sum of:
0.04376823 = weight(_text_:science in 3544) [ClassicSimilarity], result of:
0.04376823 = score(doc=3544,freq=4.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.3292649 = fieldWeight in 3544, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0625 = fieldNorm(doc=3544)
0.027348477 = product of:
0.054696955 = sum of:
0.054696955 = weight(_text_:22 in 3544) [ClassicSimilarity], result of:
0.054696955 = score(doc=3544,freq=2.0), product of:
0.17671488 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.050463587 = queryNorm
0.30952093 = fieldWeight in 3544, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0625 = fieldNorm(doc=3544)
0.5 = coord(1/2)
0.5 = coord(2/4)
- Abstract
- This article depicts the status quo of cataloging and classification education in China, including the library science programs, their curricula, the degrees offered, the contents of courses, and the selection of textbooks. It also analyzes the current problems in library science programs and projects the possible improvements and progress in the teaching in the next five to ten years.
- Date
- 29. 9.2008 19:01:22
-
Connaway, L.S.: ¬A model curriculum for cataloging education : the library and information services program ath the University of Denver (1997)
0.04
0.035032228 = product of:
0.070064455 = sum of:
0.038297202 = weight(_text_:science in 665) [ClassicSimilarity], result of:
0.038297202 = score(doc=665,freq=4.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.2881068 = fieldWeight in 665, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0546875 = fieldNorm(doc=665)
0.031767257 = weight(_text_:research in 665) [ClassicSimilarity], result of:
0.031767257 = score(doc=665,freq=2.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.22064918 = fieldWeight in 665, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0546875 = fieldNorm(doc=665)
0.5 = coord(2/4)
- Abstract
- The theory versus practice issue in library and information science education in general and in cataloguing education in particular has long been debated. Decreasing budgets, dependence on technology, the availability of bibliographic utilities, and the outsourcing of cataloguing may contribute to the debate and concern associated with cataloguing education. A new library and information services programme at University College of the University of Denver was designed to incorporate the research and scholarly thought and the practice of the library and information science discipline with other related disciplines. The cataloguing component developed for the programme utilizes active learning techniques supplemented by a theoretical core
-
Pemberton, M.; Nugent, C.R.: Information studies : emergent field, convergent curriculum (1995)
0.03
0.033627126 = product of:
0.06725425 = sum of:
0.030948812 = weight(_text_:science in 3064) [ClassicSimilarity], result of:
0.030948812 = score(doc=3064,freq=2.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.23282544 = fieldWeight in 3064, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0625 = fieldNorm(doc=3064)
0.03630544 = weight(_text_:research in 3064) [ClassicSimilarity], result of:
0.03630544 = score(doc=3064,freq=2.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.2521705 = fieldWeight in 3064, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0625 = fieldNorm(doc=3064)
0.5 = coord(2/4)
- Abstract
- traditionally, librarianship, archives management, and records management have functioned largely as autonomous disciplines. However, economic, technological and higher education trends conspire against continued, possibly self defeating, claims to uniqueness. Areas of convergence include the information life cycle concept, gatekeepers, information storage and retrieval, information representation, assistive and instructional roles, ethics, and custodial and preservation concerns. Suggests implications for education and research in an emerging field of 'information management' or information studies
- Source
- Journal of education for library and information science. 36(1995) no.2, S.126-138
-
Hallmark, J.: Education for the successful geoscience information specialist (1998)
0.03
0.033627126 = product of:
0.06725425 = sum of:
0.030948812 = weight(_text_:science in 2977) [ClassicSimilarity], result of:
0.030948812 = score(doc=2977,freq=2.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.23282544 = fieldWeight in 2977, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0625 = fieldNorm(doc=2977)
0.03630544 = weight(_text_:research in 2977) [ClassicSimilarity], result of:
0.03630544 = score(doc=2977,freq=2.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.2521705 = fieldWeight in 2977, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0625 = fieldNorm(doc=2977)
0.5 = coord(2/4)
- Abstract
- In lengthy interviews geoscience information specialists from government, academic institutions, and the corporate world discussed their views of the ideal education for practitioners in their field. They shared opinions and experiences concerning subject specialization, specific competencies and services, users and their information needs, management and administrative skills, and preparation for teaching and research. Common themes were those of new technologies, changing paradigms for libraries and information services, funding priorities, increasing and often competing demands on the information specialist's time, and the necessity for marketing and value-added services
- Source
- Science and technology libraries. 17(1998) no.2, S.81-91
-
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)
0.03
0.033627126 = product of:
0.06725425 = sum of:
0.030948812 = weight(_text_:science in 1148) [ClassicSimilarity], result of:
0.030948812 = score(doc=1148,freq=2.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.23282544 = fieldWeight in 1148, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0625 = fieldNorm(doc=1148)
0.03630544 = weight(_text_:research in 1148) [ClassicSimilarity], result of:
0.03630544 = score(doc=1148,freq=2.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.2521705 = fieldWeight in 1148, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0625 = fieldNorm(doc=1148)
0.5 = coord(2/4)
-
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)
0.03
0.03297159 = product of:
0.06594318 = sum of:
0.043252286 = weight(_text_:science in 964) [ClassicSimilarity], result of:
0.043252286 = score(doc=964,freq=10.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.32538348 = fieldWeight in 964, product of:
3.1622777 = tf(freq=10.0), with freq of:
10.0 = termFreq=10.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0390625 = fieldNorm(doc=964)
0.0226909 = weight(_text_:research in 964) [ClassicSimilarity], result of:
0.0226909 = score(doc=964,freq=2.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.15760657 = fieldWeight in 964, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.0390625 = fieldNorm(doc=964)
0.5 = coord(2/4)
- Abstract
- Many disciplines, including the broad Field of Information (iField), offer Data Science (DS) programs. There have been significant efforts exploring an individual discipline's identity and unique contributions to the broader DS education landscape. To advance DS education in the iField, the iSchool Data Science Curriculum Committee (iDSCC) was formed and charged with building and recommending a DS education framework for iSchools. This paper reports on the research process and findings of a series of studies to address important questions: What is the iField identity in the multidisciplinary DS education landscape? What is the status of DS education in iField schools? What knowledge and skills should be included in the core curriculum for iField DS education? What are the jobs available for DS graduates from the iField? What are the differences between graduate-level and undergraduate-level DS education? Answers to these questions will not only distinguish an iField approach to DS education but also define critical components of DS curriculum. The results will inform individual DS programs in the iField to develop curriculum to support undergraduate and graduate DS education in their local context.
- Footnote
- Beitrag in einem Special issue on "Data Science in the iField".
- Source
- Journal of the Association for Information Science and Technology. 74(2023) no.6, S.641-662
-
Jensen, P.E.: Three methods of teaching basic subject cataloging (1985)
0.03
0.030027626 = product of:
0.060055252 = sum of:
0.032826174 = weight(_text_:science in 1739) [ClassicSimilarity], result of:
0.032826174 = score(doc=1739,freq=4.0), product of:
0.1329271 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.050463587 = queryNorm
0.24694869 = fieldWeight in 1739, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.046875 = fieldNorm(doc=1739)
0.027229078 = weight(_text_:research in 1739) [ClassicSimilarity], result of:
0.027229078 = score(doc=1739,freq=2.0), product of:
0.14397179 = queryWeight, product of:
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.050463587 = queryNorm
0.18912788 = fieldWeight in 1739, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.8529835 = idf(docFreq=6931, maxDocs=44218)
0.046875 = fieldNorm(doc=1739)
0.5 = coord(2/4)
- Abstract
- The objective of the study was to examine the effectiveness of three methods of instruction in the teaching of basic subject cataloging. Following the administration of a pretest, the sample population was assigned randomly to one of three modes of instruction. Upon completion of the instruction the students completed a posttest which measured overall achievement as well as achievement on factual knowledge and ability to solve problems. A retest was administered two weeks later. A one-way analysis of covariance was used to analyze the data from each test. The analyses determined that microcomputer programmed instruction differed significantly from television lecture and printed text in terms of each of the three scores. None of the instructional modes was significantly different in terms of retention. The findings of this study have implications for instructional programs and strategies designed to teach graduate library science students as well as implications for future instructional effectiveness research
- Source
- Journal of education for library and information science. 25(1985), S.190-199
