Search (9 results, page 1 of 1)

0.012335198 = product of:
  0.024670396 = sum of:
    0.024670396 = sum of:
      0.002605046 = weight(_text_:s in 207) [ClassicSimilarity], result of:
        0.002605046 = score(doc=207,freq=6.0), product of:
          0.05008241 = queryWeight, product of:
            1.0872376 = idf(docFreq=40523, maxDocs=44218)
            0.046063907 = queryNorm
          0.052015185 = fieldWeight in 207, product of:
            2.4494898 = tf(freq=6.0), with freq of:
              6.0 = termFreq=6.0
            1.0872376 = idf(docFreq=40523, maxDocs=44218)
            0.01953125 = fieldNorm(doc=207)
      0.02206535 = weight(_text_:22 in 207) [ClassicSimilarity], result of:
        0.02206535 = score(doc=207,freq=4.0), product of:
          0.16130796 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046063907 = queryNorm
          0.13679022 = fieldWeight in 207, product of:
            2.0 = tf(freq=4.0), with freq of:
              4.0 = termFreq=4.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.01953125 = fieldNorm(doc=207)
  0.5 = coord(1/2)

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)."

Pages

492 S

Type

s

0.0025524131 = product of:
  0.0051048263 = sum of:
    0.0051048263 = product of:
      0.010209653 = sum of:
        0.010209653 = weight(_text_:s in 5714) [ClassicSimilarity], result of:
          0.010209653 = score(doc=5714,freq=4.0), product of:
            0.05008241 = queryWeight, product of:
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.046063907 = queryNorm
            0.20385705 = fieldWeight in 5714, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.09375 = fieldNorm(doc=5714)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Footnote

Rez. in: Australian library review 13(1996) no.2, S.215 (J. Evans)

Pages

188 S

0.0025524131 = product of:
  0.0051048263 = sum of:
    0.0051048263 = product of:
      0.010209653 = sum of:
        0.010209653 = weight(_text_:s in 1802) [ClassicSimilarity], result of:
          0.010209653 = score(doc=1802,freq=4.0), product of:
            0.05008241 = queryWeight, product of:
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.046063907 = queryNorm
            0.20385705 = fieldWeight in 1802, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.09375 = fieldNorm(doc=1802)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Pages

35 S

Type

s

0.0021270108 = product of:
  0.0042540217 = sum of:
    0.0042540217 = product of:
      0.008508043 = sum of:
        0.008508043 = weight(_text_:s in 3641) [ClassicSimilarity], result of:
          0.008508043 = score(doc=3641,freq=4.0), product of:
            0.05008241 = queryWeight, product of:
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.046063907 = queryNorm
            0.16988087 = fieldWeight in 3641, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.078125 = fieldNorm(doc=3641)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Footnote

Rez. in: IfB 3(1995) H.4, S.830-832 (B. Hoffmann)

Pages

XIII,585 S

0.0021056333 = product of:
  0.0042112665 = sum of:
    0.0042112665 = product of:
      0.008422533 = sum of:
        0.008422533 = weight(_text_:s in 6145) [ClassicSimilarity], result of:
          0.008422533 = score(doc=6145,freq=2.0), product of:
            0.05008241 = queryWeight, product of:
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.046063907 = queryNorm
            0.16817348 = fieldWeight in 6145, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.109375 = fieldNorm(doc=6145)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Pages

VI, 258 S

0.0015040238 = product of:
  0.0030080476 = sum of:
    0.0030080476 = product of:
      0.006016095 = sum of:
        0.006016095 = weight(_text_:s in 1454) [ClassicSimilarity], result of:
          0.006016095 = score(doc=1454,freq=2.0), product of:
            0.05008241 = queryWeight, product of:
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.046063907 = queryNorm
            0.120123915 = fieldWeight in 1454, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.078125 = fieldNorm(doc=1454)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Footnote

Rez. in: International Classification 13(1986) S.105 (I. Dahlberg)

0.0014889077 = product of:
  0.0029778155 = sum of:
    0.0029778155 = product of:
      0.005955631 = sum of:
        0.005955631 = weight(_text_:s in 1806) [ClassicSimilarity], result of:
          0.005955631 = score(doc=1806,freq=4.0), product of:
            0.05008241 = queryWeight, product of:
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.046063907 = queryNorm
            0.118916616 = fieldWeight in 1806, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1806)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Pages

73 S

Type

s

0.001203219 = product of:
  0.002406438 = sum of:
    0.002406438 = product of:
      0.004812876 = sum of:
        0.004812876 = weight(_text_:s in 6743) [ClassicSimilarity], result of:
          0.004812876 = score(doc=6743,freq=2.0), product of:
            0.05008241 = queryWeight, product of:
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.046063907 = queryNorm
            0.09609913 = fieldWeight in 6743, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.0625 = fieldNorm(doc=6743)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Pages

320 S

7.8151375E-4 = product of:
  0.0015630275 = sum of:
    0.0015630275 = product of:
      0.003126055 = sum of:
        0.003126055 = weight(_text_:s in 4605) [ClassicSimilarity], result of:
          0.003126055 = score(doc=4605,freq=6.0), product of:
            0.05008241 = queryWeight, product of:
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.046063907 = queryNorm
            0.062418222 = fieldWeight in 4605, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.0872376 = idf(docFreq=40523, maxDocs=44218)
              0.0234375 = fieldNorm(doc=4605)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Footnote

Rez. in: JASIST 56(2005) no.6, S.658-659 (L..E. Harris): "The twenty-eight essays in Benchmarks in Distance Education chronicle the historically significant developments of library and information science's (LIS) tradition in distance education, also known as distributed learning. Twenty-seven programs are represented in the text, geographically ranging from C. Herbert Carson's "The University of Rhode Island Regional Program Distance Education in New England" to Leigh Estabrook's "Distance Education at the University of Illinois" to Violet H. Harada's "Distance Learning at the University of Hawai'i: Serving the Underserved in an Island State." There are discussions of programs for individual institutions, such as "A Tradition of Innovation: The Syracuse University Experience," by Ruth V. Small and Barbara Settel; for statewide programs, such as "OhioLEARN: Distributed Education in Library and Information Science at Kent State University," by Danny P. Wallace and Connie Van Fleet; for cross-state joint programs, such as Mary Wagner and Prudence Dalrymple's "Dominican University (River Forest, IL) and the College of St. Catherine (St. Paul, MN) Distance Learning Experience; and even discussions of separate programs within the same state, such as Jane Pearlmutter's "Distance Education at the University of Wisconsin-Madison School of Library and Information Studies" and "The Evolution of Distance Learning at the School of Information Studies, University of Wisconsin-Milwaukee" by Wilfred Fong, Judith Senkevitch, and Dietmar Wolfram. Each essay was independently written and varies widely in format, designation of key issues, and comprehensiveness. Some place the development of distance education in the context of the historical development of LIS in the specific institution. Others focus an the technology, while still others approach the discussion from a pedagogical perspective. Alma Dawson, in "The School of Library and Information Science at Louisiana State University: Distance Education Program," provides a chronological timetable of specific course offerings from 1947 and includes a projected listing of courses through 2007 in a set of appendices. Barron's "Introduction" provides a useful framework for approaching the benchmark cases. First, there is a synthesized definition of distance education "as the study and practice of education in environments where the learner and teacher are separated by time and distance but are connected by technology and commitmenC (p. xi). He goes an to clarify terminology: "Distance education can be argued to be a subset of a more comprehensive concept, distributed education, a term that is generally accepted as referring to all elements of the academic experience that is enhanced by information technology applications" (p. xi). The introduction is completed through an historical overview of early technological efforts in LIS distance education, including correspondence study, extension efforts, and telecommunication delivery. The volume concludes with an index useful to locating specific topical information located through the essays. Despite (or perhaps as a result of) the depth and breadth of the case studies, this reviewer found nine common threads, which are repeated in some shape or form within each essay: - Technology - Pedagogy - Faculty issues - Political/organization/institutional concerns - Student issues - Support services - Economic considerations - Research and evaluation - The future of LIS distance education ...

Pages

408 S

Type

s