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  1. Tell, B.V.: Cataloging rules and database production : implications for manpower training in a developing country (1989) 0.06 
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    Source
    International forum on information and documentation. 14(1989), S.22-27
    Type
    a
  2. Kennedy, M.L.: Innovation in information : making a difference in education (2009) 0.04 
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    Date
    22. 8.2009 19:51:28
    Type
    a
  3. Soergel, D.: Knowledge organization for learning (2014) 0.03 
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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
    Type
    a
  4. Seadle, M.: Education for twenty-first century librarians (2004) 0.03 
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    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
    Type
    a
  5. Mason, J.: Communities, networks, and education (1998) 0.03 
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    Abstract
    Investigates evolving notions and expressions of community and networks, in the context of educational culture which is engaged in the process of discovering the opportunities and challenges presented by communications and information technologies. Parallel to this is the task of identifying key elements or threads that might be common to a wide diversity of educational electronic communities
    Date
    1. 8.1996 22:08:06
    Footnote
    Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
    Type
    a
  6. Spillane, J.L.: Comparison of required introductory cataloging courses, 1986 to 1998 (1999) 0.03 
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    Abstract
    Cataloging is an important part of library education. Concerns about the declining number of required introductory cataloging courses led to this study in which data collected from library school bulletins were compared to data gathered in a similar 1986 study. Results indicate that the number of required iniroductory cataloging courses has dropped.
    Date
    10. 9.2000 17:38:22
    Type
    a
  7. Hill, J.S.: Analog people for digital dreams : staffing and educational considerations for cataloging and metadata professionals (2005) 0.03 
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    Abstract
    As libraries attempt to incorporate increasing amounts of electronic resources into their catalogs, utilizing a growing variety of metadata standards, library and information science programs are grappling with how to educate catalogers to meet these challenges. In this paper, an employer considers the characteristics and skills that catalogers will need and how they might acquire them.
    Date
    10. 9.2000 17:38:22
    Type
    a
  8. Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015) 0.03 
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    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
    Type
    a
  9. Si, L.: ¬The status quo and future development of cataloging and classification education in China (2005) 0.03 
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    Date
    29. 9.2008 19:01:22
    Type
    a
  10. Roughton, K.G.: Educating the dinosaur : the evolution of catalog management at the Iowa State University Library (1985) 0.03 
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    Date
    7. 1.2007 13:22:11
    Type
    a
  11. Letarte, K.M.; Turvey, M.R.; Bornemann, D.; Adams, D.L.: Practitioner perspectives on cataloging education for entry-level academic Librarians (2002) 0.03 
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    Abstract
    The role of cataloging education within the library profession is a topic of considerable interest and debate. Fifty-five heads of reference and sixty-five heads of cataloging in Association of Research Librarians institutions responded to a survey based upon the Association for Library Collections and Technical Services Educational Policy Statement, Appendix: Knowledge and Skills, Intellectual Access and Information Organization, concerning the importance of cataloging competencies for all entry-level academic librarians. The survey found that practitioners agreed upon a definite set of core cataloging competencies that all entry-level academic librarians should possess. This finding holds larger implications for library education for academic librarians and for the profession as a whole.
    Date
    10. 9.2000 17:38:22
    Type
    a
  12. Poulter, A.; Brunt, R.: On reading "Information storage and retrieval in the professional curriculum" by Rodney Brunt (2007) 0.03 
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    Abstract
    Purpose - Reflects on a paper extolling teaching cataloguing and indexing at library school written for Library Review in 1980. Design/methodology/approach - Reflective debate on the content of the original paper. Findings - The sentiments of the original paper were supported, with the added proviso that nowadays the ability to organise information is a basic skill everyone needs. Practical implications - May be of interest to practitioners and library educators interested in this long standing debate. Originality/value - Paper carries a response by the original author to the reflections on his paper.
    Date
    23.12.2007 18:40:22
    Type
    a
  13. Hare, C.E.; McLeaod, J.; King, L.A.: Continuing professional development for the information discipline of records management : pt.1: context and initial indications of current activities (1996) 0.03 
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    Abstract
    Explores the newly emerging information discipline of records management, focusing on its current status in the UK where it is represented by a range of sector specific and general organizations for information professionals. While records management involves some skills and knowledge which are different from those already mastered by library and information professionals, there are significant overlaps in terms of cataloguing, classification, indexing, identifying and meeting user needs and the challenge of dealing with information in electronic form. Concludes that, in the changing and sometimes shrinking market of of some of the more traditional library sectors, records management may offer the opportunity for information professionals to develop or shift their career path while remaining within the discipline of information management
    Source
    Librarian career development. 4(1996) no.2, S.22-27
    Type
    a
  14. Kaminska, A.; Pulak, I.: Knowledge organization in a digital learning environment in the experiences of pedagogy students (2014) 0.02 
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    Abstract
    The results of diagnostic survey showing the way in which the students of pedagogy create and organize their digital personal environment, used in individual learning process were presented in the paper. 272 students of Cracow schools were covered by the survey. It has been analyzed the sources of information they mostly used, ways of storage, organizing and aggregating of information and the tools used for this purpose. The ability to design and build a digital personal learning environment (PLE) is in today's world a very important element of lifelong learning and enables efficient functioning in the information society.
    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
    Type
    a
  15. Yee, R.; Beaubien, R.: ¬A preliminary crosswalk from METS to IMS content packaging (2004) 0.02 
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    Abstract
    As educational technology becomes pervasive, demand will grow for library content to be incorporated into courseware. Among the barriers impeding interoperability between libraries and educational tools is the difference in specifications commonly used for the exchange of digital objects and metadata. Among libraries, Metadata Encoding and Transmission Standard (METS) is a new but increasingly popular standard; the IMS content-package (IMS-CP) plays a parallel role in educational technology. This article describes how METS-encoded library content can be converted into digital objects for IMS-compliant systems through an XSLT-based crosswalk. The conceptual models behind METS and IMS-CP are compared, the design and limitations of an XSLT-based translation are described, and the crosswalks are related to other techniques to enhance interoperability.
    Source
    Library hi tech. 22(2004) no.1, S.69-81
    Type
    a
  16. Furlong, K.; Roberts, F.D.: If you teach it, will they learn? : Information literacy and reference services in a college library (1998) 0.02 
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    Abstract
    Describes the development, funding and staffing of the Information Literacy Program (ILP) at the Mantor Library at the University of Maine at Farmington (UMF). The programme aims at helping both UMF students and community patrons to understand better how and where to look for information. Instruction takes place in an electronic classroom equipped with 21 computers running campus-standard Web-browsers and word processing; the instructor's station can control all of the computers in the classroom, or the instructor may pass or share control with students. Discusses issues relating to campus politics, the positioning of the programme in the college experience, the necessity of teaching evaluation skills, and the programme's impact on reference services. gives advice to other libraries considering a similar project
    Source
    Computers in libraries. 18(1998) no.5, S.22-25
    Type
    a
  17. Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014) 0.02 
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    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
    Type
    a
  18. Normore, L.F.: "Here be dragons" : a wayfinding approach to teaching cataloguing (2012) 0.02 
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    Abstract
    Teaching cataloguing requires the instructor to make strategic decisions about how to approach the variety and complexity of the field and to provide an adequate theoretical foundation while preparing students for their entry into the world of practice. Accompanying these challenges are the tactical demands of providing this instruction in a distance education environment. Rather than focusing on ways to support learners in catalogue record production, instructors may use a problem solving and decision making approach to instruction. In this paper, a way to conceptualize a decision making approach that builds on a foundation provided by theories of information navigation is described. This approach, which is called "wayfinding", teaches by having students learn to find their way in the sets of rules that are commonly used. The method focuses on instruction about the structural features of rule sets, providing basic definitions of what each of the "places" in the rule sets contain (e.g., "formatting personal names" in Chapter 22 of AACR2R) and about ways to navigate those structures, enabling students to learn not only about common rules but also about less well known cataloguing practices ("dragons"). It provides both pragmatic and pedagogical benefits and helps develop links between cataloguing practices and their theoretical foundations.
    Type
    a
  19. Ekstrand, M.D.; Wright, K.L.; Pera, M.S.: Enhancing classroom instruction with online news (2020) 0.02 
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    Abstract
    Purpose This paper investigates how school teachers look for informational texts for their classrooms. Access to current, varied and authentic informational texts improves learning outcomes for K-12 students, but many teachers lack resources to expand and update readings. The Web offers freely available resources, but finding suitable ones is time-consuming. This research lays the groundwork for building tools to ease that burden. Design/methodology/approach This paper reports qualitative findings from a study in two stages: (1) a set of semistructured interviews, based on the critical incident technique, eliciting teachers' information-seeking practices and challenges; and (2) observations of teachers using a prototype teaching-oriented news search tool under a think-aloud protocol. Findings Teachers articulated different objectives and ways of using readings in their classrooms, goals and self-reported practices varied by experience level. Teachers struggled to formulate queries that are likely to return readings on specific course topics, instead searching directly for abstract topics. Experience differences did not translate into observable differences in search skill or success in the lab study. Originality/value There is limited work on teachers' information-seeking practices, particularly on how teachers look for texts for classroom use. This paper describes how teachers look for information in this context, setting the stage for future development and research on how to support this use case. Understanding and supporting teachers looking for information is a rich area for future research, due to the complexity of the information need and the fact that teachers are not looking for information for themselves.
    Date
    20. 1.2015 18:30:22
    Type
    a
  20. AI-Hawamdeh, S.: Designing an interdisciplinary graduate program in knowledge management (2005) 0.02 
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    Abstract
    Designing an interdisciplinary graduate program in knowledge management requires a good understanding of knowledge processes and the ability to differentiate between information management and knowledge management. Given the complexity of knowledge and the nature of its existence, there is a need for graduate programs to go beyond information management and include in the curriculum disciplines that deal with social, cultural, and economic issues such as communication, cognitive science, and business. An understanding of the interdisciplinary nature of knowledge management is necessary for a more balanced and practical approach to the development of a knowledge management curriculum. In this article, the design and development of an interdisciplinary graduate program in knowledge management at Nanyang Technological University in Singapore is reported. The initiation of the program was influenced by the strong demand from the public sector in Singapore for knowledge management professionals. It was developed in close association with the information studies program at Nanyang Technological University. In the first year, the program attracted 230 applicants, of which 45 were selected-22 students came from the public sector and 23 students came from the private sector.
    Type
    a

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  • a 256
  • m 4
  • el 3
  • s 3
  • b 1
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