Search (54 results, page 3 of 3)

0.009247013 = product of:
  0.018494027 = sum of:
    0.018494027 = product of:
      0.036988053 = sum of:
        0.036988053 = weight(_text_:22 in 3880) [ClassicSimilarity], result of:
          0.036988053 = score(doc=3880,freq=2.0), product of:
            0.15933464 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045500398 = queryNorm
            0.23214069 = fieldWeight in 3880, 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=3880)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Source

Computers in libraries. 18(1998) no.5, S.22-25

0.009247013 = product of:
  0.018494027 = sum of:
    0.018494027 = product of:
      0.036988053 = sum of:
        0.036988053 = weight(_text_:22 in 4752) [ClassicSimilarity], result of:
          0.036988053 = score(doc=4752,freq=2.0), product of:
            0.15933464 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045500398 = queryNorm
            0.23214069 = fieldWeight in 4752, 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=4752)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Source

Library hi tech. 22(2004) no.1, S.69-81

0.009247013 = product of:
  0.018494027 = sum of:
    0.018494027 = product of:
      0.036988053 = sum of:
        0.036988053 = weight(_text_:22 in 1468) [ClassicSimilarity], result of:
          0.036988053 = score(doc=1468,freq=2.0), product of:
            0.15933464 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045500398 = 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)
  0.5 = coord(1/2)

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

0.009247013 = product of:
  0.018494027 = sum of:
    0.018494027 = product of:
      0.036988053 = sum of:
        0.036988053 = weight(_text_:22 in 1469) [ClassicSimilarity], result of:
          0.036988053 = score(doc=1469,freq=2.0), product of:
            0.15933464 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045500398 = queryNorm
            0.23214069 = fieldWeight in 1469, 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=1469)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

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

0.008442358 = product of:
  0.016884716 = sum of:
    0.016884716 = product of:
      0.033769432 = sum of:
        0.033769432 = weight(_text_:p in 4605) [ClassicSimilarity], result of:
          0.033769432 = score(doc=4605,freq=6.0), product of:
            0.16359726 = queryWeight, product of:
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.045500398 = queryNorm
            0.2064181 = fieldWeight in 4605, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.5955126 = idf(docFreq=3298, 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 ...

0.008123662 = product of:
  0.016247325 = sum of:
    0.016247325 = product of:
      0.03249465 = sum of:
        0.03249465 = weight(_text_:p in 306) [ClassicSimilarity], result of:
          0.03249465 = score(doc=306,freq=2.0), product of:
            0.16359726 = queryWeight, product of:
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.045500398 = queryNorm
            0.19862589 = fieldWeight in 306, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.0390625 = fieldNorm(doc=306)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

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.

0.008123662 = product of:
  0.016247325 = sum of:
    0.016247325 = product of:
      0.03249465 = sum of:
        0.03249465 = weight(_text_:p in 4075) [ClassicSimilarity], result of:
          0.03249465 = score(doc=4075,freq=2.0), product of:
            0.16359726 = queryWeight, product of:
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.045500398 = queryNorm
            0.19862589 = fieldWeight in 4075, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4075)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

0.008123662 = product of:
  0.016247325 = sum of:
    0.016247325 = product of:
      0.03249465 = sum of:
        0.03249465 = weight(_text_:p in 2014) [ClassicSimilarity], result of:
          0.03249465 = score(doc=2014,freq=2.0), product of:
            0.16359726 = queryWeight, product of:
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.045500398 = queryNorm
            0.19862589 = fieldWeight in 2014, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5955126 = idf(docFreq=3298, maxDocs=44218)
              0.0390625 = fieldNorm(doc=2014)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

0.007705845 = product of:
  0.01541169 = sum of:
    0.01541169 = product of:
      0.03082338 = sum of:
        0.03082338 = weight(_text_:22 in 4236) [ClassicSimilarity], result of:
          0.03082338 = score(doc=4236,freq=2.0), product of:
            0.15933464 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045500398 = queryNorm
            0.19345059 = fieldWeight in 4236, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4236)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

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.

0.007705845 = product of:
  0.01541169 = sum of:
    0.01541169 = product of:
      0.03082338 = sum of:
        0.03082338 = weight(_text_:22 in 138) [ClassicSimilarity], result of:
          0.03082338 = score(doc=138,freq=2.0), product of:
            0.15933464 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045500398 = queryNorm
            0.19345059 = fieldWeight in 138, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=138)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Date

10. 9.2000 17:38:22

0.007705845 = product of:
  0.01541169 = sum of:
    0.01541169 = product of:
      0.03082338 = sum of:
        0.03082338 = weight(_text_:22 in 1903) [ClassicSimilarity], result of:
          0.03082338 = score(doc=1903,freq=2.0), product of:
            0.15933464 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045500398 = queryNorm
            0.19345059 = fieldWeight in 1903, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1903)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

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.

0.007705845 = product of:
  0.01541169 = sum of:
    0.01541169 = product of:
      0.03082338 = sum of:
        0.03082338 = weight(_text_:22 in 5844) [ClassicSimilarity], result of:
          0.03082338 = score(doc=5844,freq=2.0), product of:
            0.15933464 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045500398 = queryNorm
            0.19345059 = fieldWeight in 5844, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=5844)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Date

20. 1.2015 18:30:22

0.007705845 = product of:
  0.01541169 = sum of:
    0.01541169 = product of:
      0.03082338 = sum of:
        0.03082338 = weight(_text_:22 in 1125) [ClassicSimilarity], result of:
          0.03082338 = score(doc=1125,freq=2.0), product of:
            0.15933464 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045500398 = queryNorm
            0.19345059 = fieldWeight in 1125, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1125)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

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.

0.0053940914 = product of:
  0.010788183 = sum of:
    0.010788183 = product of:
      0.021576365 = sum of:
        0.021576365 = weight(_text_:22 in 3451) [ClassicSimilarity], result of:
          0.021576365 = score(doc=3451,freq=2.0), product of:
            0.15933464 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045500398 = queryNorm
            0.1354154 = fieldWeight in 3451, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.02734375 = fieldNorm(doc=3451)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Date

22. 2.2017 17:14:47