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Content

Enthält u.a. die Beiträge: MARTIN, L.M. u. T.E. JACOBSON: Reflections on maturity: introduction to 'Library instruction revisited: bibliographic instruction comes of age'; BOBER, C., S. POULIN u. L. VILENO: Evaluating library instruction in academic libraries: a critical review of the literature, 1980-1993; SALONY, M.F.: The history of bibliographic instruction: changing trends from books to the electronic world; ALLEN, E.E.: Active learning and teaching: improving postsecondary library instruction; KLAVANO, A.M. u. E.R. KULLESEID: Bibliographic instruction: renewal and transformation in one academic library; HANSON, M.G.: Joining the conversation: collaborative learning and bibliographic instruction; OSBORNE, N.S. u. C. POON: Serving diverse library populations through the specialized instructional services concept; Whitehead, A. u. M.M. LONG: Providing off campus bibliographic instruction: when off campus means someone else's campus; MOECKEL, N. u. J. PRESNELL: Recognizing, understanding and responding: a program model of library instruction services for international students; HELMS, C.M.: Reaching out to the international students through bibliographic instruction; HULTS, P.: Noodling down the Internet: or, one foot in the last lane, the other stuck in the trenches; HUGHES, G.J.F., P.V. HOFFMANN u. C. DEMETRACOPOULOS: Cartobibliographic instruction: another path in the library instruction program; PIETTE, M.I.: Library instruction: principles, theories, connections and challenges; DOTY, P.: How index learning turns no student pale: an essay on rhetoric and bibliographic instruction; BLANDY, S.G.: Keeping library instruction alive; TURNER, D.J. u. M.E. GROTZKY: They teach too: a role for paraprofessionals in library instruction; RIELLY, L.J. u. G.A. BROWNING: Point of use instruction: the evolving role of stacks support staff and student assistants in an academic library; STRIFE, M.L.: Special libraries and instruction: one to one public relations

Footnote

Rez. in: Journal of education for library and information science 37(1996) no.3, S.300-301 (C. Peterson); Journal of academic librarianship 22(1996) no.5, S.399-400 (P.S. Thomas)

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Content

Enthält die Beiträge: SILVESTRI, G.: Klassifikationsausbildung in Österreich (Stand Herbst 1978); RÖMER, G.: Grundsätzliche Überlegungen zur theoretisch-systematischen Ausbildung im Fach Sacherschließung; LEWE, B.: Lernziele und Lerninhalte des Faches Sacherschließung für Diplom-Bibliothekare an Öffentlichen Bibliotheken; FISCHER, F.: Lernziele und Lerninhalte im Fach Sacherschließung für Diplom-Bibliothekare an wissenschaftlichen Bibliotheken; HEINRICH, G.: Lehrmethoden und Lernmittel im Fach Sacherschließung an bibliothekarischen Ausbildungsstätten; ERPF, C.: Anforderungen der Öffentlichen Bibliotheken an die Ausbildung im Fach Sacherschließung

Series

Arbeiten aus dem Bibliothekar-Lehrinstitut des Landes Nordrhein-Westfalen; H.50

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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 ...

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Series

Schriftenreihe der Bibliothekar-Lehrinstitute: Reihe B Dozentenschriften; H.1

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Classification

025.3/071 22

DDC

025.3/071 22

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Schriftenreihe der Bibliothekar-Lehrinstitute: Reihe B Dozentenschriften; H.4