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  • × author_ss:"Taylor, A.G."
  • × theme_ss:"Ausbildung"
  1. Taylor, A.G.: ¬A quarter century of cataloging education (1996) 0.00 
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    Source
    Technical services management: 1965-1990. A quarter of a century of change and a look into the future. Festschrift for Kathryn Luther Henderson. Ed.: L.C. Smith et al
    Type
    a
  2. Taylor, A.G.: Teaching authority control (2004) 0.00 
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    Abstract
    The teaching of authority control in schools of library and information science has been given little attention until recently. A 2002 article reported that only a little over a third of respondents to a questionnaire believed they had learned about authority control in school. This paper reports a survey of teachers to determine how much authority control is taught in school. Respondents all emphasized the importance of trying to teach authority control to all students of library science and enthusiastically shared their methodologies, while admitting that it is a difficult concept to get across to students. Teachers also face non-understanding from colleagues, lack of course time, and competition from technology courses.
    Type
    a
  3. Taylor, A.G.: Teaching the Dewey Decimal Classification System (2006) 0.00 
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    Abstract
    The Dewey Decimal Classification (DDC) system is a logical approach to a hierarchical categorization of recorded knowledge that makes sense to many people. It both illustrates classification theory and provides a practical way to organize information. It is taught in several different settings with content relying upon the purpose of the education or training. With reference to communications from colleagues, the author identifies some problems in teaching DDC, followed by some of the content covered and some methodologies used to overcome the problems. Several examples of teaching tools are included as appendices.
    Type
    a
  4. Taylor, A.G.; Joudrey, D.N.: On teaching subject cataloging (2002) 0.00 
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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.
    Type
    a

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