Search (244 results, page 1 of 13)

  • × theme_ss:"Ausbildung"
  1. Das, S.; Bagchi, M.; Hussey, P.: How to teach domain ontology-based knowledge graph construction? : an Irish experiment (2023) 0.12 
    0.119535774 = product of:
  0.15938103 = sum of:
    0.008582841 = weight(_text_:information in 1126) [ClassicSimilarity], result of:
      0.008582841 = score(doc=1126,freq=2.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.09697737 = fieldWeight in 1126, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1126)
    0.0553244 = weight(_text_:standards in 1126) [ClassicSimilarity], result of:
      0.0553244 = score(doc=1126,freq=2.0), product of:
        0.22470023 = queryWeight, product of:
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.050415643 = queryNorm
        0.24621427 = fieldWeight in 1126, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1126)
    0.09547379 = sum of:
      0.06132067 = weight(_text_:organization in 1126) [ClassicSimilarity], result of:
        0.06132067 = score(doc=1126,freq=6.0), product of:
          0.17974974 = queryWeight, product of:
            3.5653565 = idf(docFreq=3399, maxDocs=44218)
            0.050415643 = queryNorm
          0.34114468 = fieldWeight in 1126, product of:
            2.4494898 = tf(freq=6.0), with freq of:
              6.0 = termFreq=6.0
            3.5653565 = idf(docFreq=3399, maxDocs=44218)
            0.0390625 = fieldNorm(doc=1126)
      0.03415312 = weight(_text_:22 in 1126) [ClassicSimilarity], result of:
        0.03415312 = score(doc=1126,freq=2.0), product of:
          0.17654699 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.050415643 = queryNorm
          0.19345059 = fieldWeight in 1126, 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=1126)
  0.75 = coord(3/4)
    Abstract
    Domains represent concepts which belong to specific parts of the world. The particularized meaning of words linguistically encoding such domain concepts are provided by domain specific resources. The explicit meaning of such words are increasingly captured computationally using domain-specific ontologies, which, even for the same reference domain, are most often than not semantically incompatible. As information systems that rely on domain ontologies expand, there is a growing need to not only design domain ontologies and domain ontology-grounded Knowl­edge Graphs (KGs) but also to align them to general standards and conventions for interoperability. This often presents an insurmountable challenge to domain experts who have to additionally learn the construction of domain ontologies and KGs. Until now, several research methodologies have been proposed by different research groups using different technical approaches and based on scenarios of different domains of application. However, no methodology has been proposed which not only facilitates designing conceptually well-founded ontologies, but is also, equally, grounded in the general pedagogical principles of knowl­edge organization and, thereby, flexible enough to teach, and reproduce vis-à-vis domain experts. The purpose of this paper is to provide such a general, pedagogically flexible semantic knowl­edge modelling methodology. We exemplify the methodology by examples and illustrations from a professional-level digital healthcare course, and conclude with an evaluation grounded in technological parameters as well as user experience design principles.
    Content
    Vgl.: https://www.nomos-elibrary.de/10.5771/0943-7444-2023-3/ko-knowledge-organization-jahrgang-50-2023-heft-3.
    Date
    20.11.2023 17:19:22
    Source
    Knowledge organization. 50(2023) no.3, S.182 - 201
  2. Jeng, L.H.: From cataloging to organization of information : a paradigm for the core curriculum (1993) 0.11 
    0.10858972 = product of:
  0.1447863 = sum of:
    0.030898228 = weight(_text_:information in 7379) [ClassicSimilarity], result of:
      0.030898228 = score(doc=7379,freq=18.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.34911853 = fieldWeight in 7379, product of:
          4.2426405 = tf(freq=18.0), with freq of:
            18.0 = termFreq=18.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=7379)
    0.066389285 = weight(_text_:standards in 7379) [ClassicSimilarity], result of:
      0.066389285 = score(doc=7379,freq=2.0), product of:
        0.22470023 = queryWeight, product of:
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.050415643 = queryNorm
        0.29545712 = fieldWeight in 7379, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.046875 = fieldNorm(doc=7379)
    0.047498792 = product of:
      0.094997585 = sum of:
        0.094997585 = weight(_text_:organization in 7379) [ClassicSimilarity], result of:
          0.094997585 = score(doc=7379,freq=10.0), product of:
            0.17974974 = queryWeight, product of:
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.050415643 = queryNorm
            0.5284991 = fieldWeight in 7379, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.046875 = fieldNorm(doc=7379)
      0.5 = coord(1/2)
  0.75 = coord(3/4)
    Abstract
    The traditional library and information science (LIS) curriculum for organization of information assumes a cataloging paradigm that is built on the concepts and theories developed throughout the history of library cataloging as well as practical knowledge and skills of applying current standards and systems developed specifically for practice in cataloging. Advocates for LIS curriculum reform point out, however, that this cataloging paradigm must be replaced by knowledge of resources and systems management in order to equip LIS graduates with the knowledge and skills needed for an information society. By comparing the traditional and nontraditional curricula in the area of organization of information, this paper proposes a paradigm for organization of information in which information is defined in the context of five attributes and cataloging is perceived as a mode of organizational behavior. Some implications of this paradigm on the core curriculum for organization of information are suggested
    Source
    Journal of education for library and information science. 34(1993) no.2, S.113-126
  3. Hill, J.S.: Analog people for digital dreams : staffing and educational considerations for cataloging and metadata professionals (2005) 0.10 
    0.09718057 = product of:
  0.12957409 = sum of:
    0.013732546 = weight(_text_:information in 126) [ClassicSimilarity], result of:
      0.013732546 = score(doc=126,freq=2.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.1551638 = fieldWeight in 126, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=126)
    0.088519044 = weight(_text_:standards in 126) [ClassicSimilarity], result of:
      0.088519044 = score(doc=126,freq=2.0), product of:
        0.22470023 = queryWeight, product of:
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.050415643 = queryNorm
        0.39394283 = fieldWeight in 126, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.0625 = fieldNorm(doc=126)
    0.027322493 = product of:
      0.054644987 = sum of:
        0.054644987 = weight(_text_:22 in 126) [ClassicSimilarity], result of:
          0.054644987 = score(doc=126,freq=2.0), product of:
            0.17654699 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050415643 = queryNorm
            0.30952093 = fieldWeight in 126, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=126)
      0.5 = coord(1/2)
  0.75 = coord(3/4)
    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
  4. Soergel, D.: Knowledge organization for learning (2014) 0.09 
    0.08938276 = product of:
  0.17876552 = sum of:
    0.012015978 = weight(_text_:information in 1400) [ClassicSimilarity], result of:
      0.012015978 = score(doc=1400,freq=2.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.13576832 = fieldWeight in 1400, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1400)
    0.16674954 = sum of:
      0.09912981 = weight(_text_:organization in 1400) [ClassicSimilarity], result of:
        0.09912981 = score(doc=1400,freq=8.0), product of:
          0.17974974 = queryWeight, product of:
            3.5653565 = idf(docFreq=3399, maxDocs=44218)
            0.050415643 = queryNorm
          0.5514879 = fieldWeight in 1400, product of:
            2.828427 = tf(freq=8.0), with freq of:
              8.0 = termFreq=8.0
            3.5653565 = idf(docFreq=3399, maxDocs=44218)
            0.0546875 = fieldNorm(doc=1400)
      0.067619726 = weight(_text_:22 in 1400) [ClassicSimilarity], result of:
        0.067619726 = score(doc=1400,freq=4.0), product of:
          0.17654699 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.050415643 = queryNorm
          0.38301262 = fieldWeight in 1400, product of:
            2.0 = tf(freq=4.0), with freq of:
              4.0 = termFreq=4.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.0546875 = fieldNorm(doc=1400)
  0.5 = coord(2/4)
    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
    Series
    Advances in knowledge organization; vol. 14
    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
  5. Arsenault, C.; Leide, J.E.: Format integration and the design of cataloging and classification curricula (2002) 0.07 
    0.0734481 = product of:
  0.0979308 = sum of:
    0.01029941 = weight(_text_:information in 5456) [ClassicSimilarity], result of:
      0.01029941 = score(doc=5456,freq=2.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.116372846 = fieldWeight in 5456, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=5456)
    0.066389285 = weight(_text_:standards in 5456) [ClassicSimilarity], result of:
      0.066389285 = score(doc=5456,freq=2.0), product of:
        0.22470023 = queryWeight, product of:
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.050415643 = queryNorm
        0.29545712 = fieldWeight in 5456, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.046875 = fieldNorm(doc=5456)
    0.021242103 = product of:
      0.042484205 = sum of:
        0.042484205 = weight(_text_:organization in 5456) [ClassicSimilarity], result of:
          0.042484205 = score(doc=5456,freq=2.0), product of:
            0.17974974 = queryWeight, product of:
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.050415643 = queryNorm
            0.23635197 = fieldWeight in 5456, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.046875 = fieldNorm(doc=5456)
      0.5 = coord(1/2)
  0.75 = coord(3/4)
    Abstract
    Cataloging is a dynamic and ever changing activity. Developments in codes and standards create a need for continuing reconsideration of the design of our curricula. Format integration, in particular, raises questions about the structure of curricula for cataloging and classification. The issues relating to differing formats of materials are not new, but the process of standardization of treatment, which was begun quite tentatively in the development of the Anglo-American Cataloging Rules (AACR) has blossomed to the fore in the ensuing years. This paper examines the historical context of the integration of formats before addressing the continuing arguments that maintain that all types of materials should be treated in an introductory course as opposed to those that assert that format issues should not be covered in any depth in an introductory course. A design for an integrated, but not exhaustive, treatment of formats in an introductory course with more detailed coverage included in advanced courses is proposed.
    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
  6. Kaminska, A.; Pulak, I.: Knowledge organization in a digital learning environment in the experiences of pedagogy students (2014) 0.07 
    0.066203825 = product of:
  0.13240765 = sum of:
    0.017839102 = weight(_text_:information in 1469) [ClassicSimilarity], result of:
      0.017839102 = score(doc=1469,freq=6.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.20156369 = fieldWeight in 1469, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=1469)
    0.11456855 = sum of:
      0.07358481 = weight(_text_:organization in 1469) [ClassicSimilarity], result of:
        0.07358481 = score(doc=1469,freq=6.0), product of:
          0.17974974 = queryWeight, product of:
            3.5653565 = idf(docFreq=3399, maxDocs=44218)
            0.050415643 = queryNorm
          0.40937364 = fieldWeight in 1469, product of:
            2.4494898 = tf(freq=6.0), with freq of:
              6.0 = termFreq=6.0
            3.5653565 = idf(docFreq=3399, maxDocs=44218)
            0.046875 = fieldNorm(doc=1469)
      0.04098374 = weight(_text_:22 in 1469) [ClassicSimilarity], result of:
        0.04098374 = score(doc=1469,freq=2.0), product of:
          0.17654699 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.050415643 = 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(2/4)
    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.
    Series
    Advances in knowledge organization; vol. 14
    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
  7. Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014) 0.06 
    0.062433977 = product of:
  0.12486795 = sum of:
    0.01029941 = weight(_text_:information in 1468) [ClassicSimilarity], result of:
      0.01029941 = score(doc=1468,freq=2.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.116372846 = fieldWeight in 1468, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=1468)
    0.11456855 = sum of:
      0.07358481 = weight(_text_:organization in 1468) [ClassicSimilarity], result of:
        0.07358481 = score(doc=1468,freq=6.0), product of:
          0.17974974 = queryWeight, product of:
            3.5653565 = idf(docFreq=3399, maxDocs=44218)
            0.050415643 = queryNorm
          0.40937364 = fieldWeight in 1468, product of:
            2.4494898 = tf(freq=6.0), with freq of:
              6.0 = termFreq=6.0
            3.5653565 = idf(docFreq=3399, maxDocs=44218)
            0.046875 = fieldNorm(doc=1468)
      0.04098374 = weight(_text_:22 in 1468) [ClassicSimilarity], result of:
        0.04098374 = score(doc=1468,freq=2.0), product of:
          0.17654699 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.050415643 = 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(2/4)
    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.
    Series
    Advances in knowledge organization; vol. 14
    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
  8. Hsieh-Yee, I.: Cataloging and metatdata education in North American LIS programs (2004) 0.06 
    0.060737852 = product of:
  0.0809838 = sum of:
    0.008582841 = weight(_text_:information in 138) [ClassicSimilarity], result of:
      0.008582841 = score(doc=138,freq=2.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.09697737 = fieldWeight in 138, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=138)
    0.0553244 = weight(_text_:standards in 138) [ClassicSimilarity], result of:
      0.0553244 = score(doc=138,freq=2.0), product of:
        0.22470023 = queryWeight, product of:
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.050415643 = queryNorm
        0.24621427 = fieldWeight in 138, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.0390625 = fieldNorm(doc=138)
    0.01707656 = product of:
      0.03415312 = sum of:
        0.03415312 = weight(_text_:22 in 138) [ClassicSimilarity], result of:
          0.03415312 = score(doc=138,freq=2.0), product of:
            0.17654699 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050415643 = 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)
  0.75 = coord(3/4)
    Abstract
    This paper presents findings of a survey an the state of cataloging and metadata education. in ALA-accredited library and information science progranis in North America. The survey was conducted in response to Action Item 5.1 of the "Bibliographic Control of Web Resources: A Library of Congress Action Plan," which focuses an providing metadata education to new LIS professionals. The study found LIS programs increased their reliance an introductory courses to cover cataloging and metadata, but fewer programs than before had a cataloging course requirement. The knowledge of cataloging delivered in introductory courses was basic, and the coverage of metadata was limited to an overview. Cataloging courses showed similarity in coverage and practice and focused an print mater!als. Few cataloging educators provided exercises in metadata record creation using non-AACR standards. Advanced cataloging courses provided in-depth coverage of subject cataloging and the cataloging of nonbook resources, but offered very limited coverage of metadata. Few programs offered full courses an metadata, and even fewer offered advanced metadata courses. Metadata topics were well integrated into LIS curricula, but coverage of metadata courses varied from program to program, depending an the interests of instructors. Educators were forward-looking and agreed an the inclusion of specific knowledge and skills in metadata instruction. A series of actions were proposed to assist educators in providing students with competencies in cataloging and metadata.
    Date
    10. 9.2000 17:38:22
  9. Barité, M.; Parentelli, V.; Rodríguez Casaballe, N.; Suárez, M.V.: Interdisciplinarity and postgraduate teaching of knowledge organization (KO) : elements for a necessary dialogue (2023) 0.06 
    0.056771483 = product of:
  0.11354297 = sum of:
    0.008582841 = weight(_text_:information in 1125) [ClassicSimilarity], result of:
      0.008582841 = score(doc=1125,freq=2.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.09697737 = fieldWeight in 1125, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1125)
    0.10496013 = sum of:
      0.07080701 = weight(_text_:organization in 1125) [ClassicSimilarity], result of:
        0.07080701 = score(doc=1125,freq=8.0), product of:
          0.17974974 = queryWeight, product of:
            3.5653565 = idf(docFreq=3399, maxDocs=44218)
            0.050415643 = queryNorm
          0.39391994 = fieldWeight in 1125, product of:
            2.828427 = tf(freq=8.0), with freq of:
              8.0 = termFreq=8.0
            3.5653565 = idf(docFreq=3399, maxDocs=44218)
            0.0390625 = fieldNorm(doc=1125)
      0.03415312 = weight(_text_:22 in 1125) [ClassicSimilarity], result of:
        0.03415312 = score(doc=1125,freq=2.0), product of:
          0.17654699 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.050415643 = 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(2/4)
    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.
    Content
    Vgl.: https://www.nomos-elibrary.de/10.5771/0943-7444-2023-3/ko-knowledge-organization-jahrgang-50-2023-heft-3.
    Source
    Knowledge organization. 50(2023) no.3, S.227 - 241
  10. Letarte, K.M.; Turvey, M.R.; Bornemann, D.; Adams, D.L.: Practitioner perspectives on cataloging education for entry-level academic Librarians (2002) 0.05 
    0.05469762 = product of:
  0.10939524 = sum of:
    0.012015978 = weight(_text_:information in 158) [ClassicSimilarity], result of:
      0.012015978 = score(doc=158,freq=2.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.13576832 = fieldWeight in 158, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=158)
    0.09737927 = sum of:
      0.049564905 = weight(_text_:organization in 158) [ClassicSimilarity], result of:
        0.049564905 = score(doc=158,freq=2.0), product of:
          0.17974974 = queryWeight, product of:
            3.5653565 = idf(docFreq=3399, maxDocs=44218)
            0.050415643 = queryNorm
          0.27574396 = fieldWeight in 158, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5653565 = idf(docFreq=3399, maxDocs=44218)
            0.0546875 = fieldNorm(doc=158)
      0.047814365 = weight(_text_:22 in 158) [ClassicSimilarity], result of:
        0.047814365 = score(doc=158,freq=2.0), product of:
          0.17654699 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.050415643 = queryNorm
          0.2708308 = fieldWeight in 158, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.0546875 = fieldNorm(doc=158)
  0.5 = coord(2/4)
    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
  11. Corcoran, C.K.: Educom '97 embraces the changing learning environment : Part 2 (1998) 0.05 
    0.051125795 = product of:
  0.10225159 = sum of:
    0.013732546 = weight(_text_:information in 1909) [ClassicSimilarity], result of:
      0.013732546 = score(doc=1909,freq=2.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.1551638 = fieldWeight in 1909, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=1909)
    0.088519044 = weight(_text_:standards in 1909) [ClassicSimilarity], result of:
      0.088519044 = score(doc=1909,freq=2.0), product of:
        0.22470023 = queryWeight, product of:
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.050415643 = queryNorm
        0.39394283 = fieldWeight in 1909, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.0625 = fieldNorm(doc=1909)
  0.5 = coord(2/4)
    Abstract
    Topics covered include: teaching and learning on the Net; Web based computing competence education; how the network is changing universities and redefining distance learning; creating and managing interactive Web based learning; teaching assistant Web projects; standards for networked information; publishing on the Web; leadership challenges; power browsing on the Web; evaluating Web tools for course management; assisting faculty with IT; and laptop computing for faculty
  12. Hjoerland, B.: Education in knowledge organization (KO) (2023) 0.05 
    0.05107942 = product of:
  0.10215884 = sum of:
    0.0553244 = weight(_text_:standards in 1124) [ClassicSimilarity], result of:
      0.0553244 = score(doc=1124,freq=2.0), product of:
        0.22470023 = queryWeight, product of:
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.050415643 = queryNorm
        0.24621427 = fieldWeight in 1124, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1124)
    0.046834435 = product of:
      0.09366887 = sum of:
        0.09366887 = weight(_text_:organization in 1124) [ClassicSimilarity], result of:
          0.09366887 = score(doc=1124,freq=14.0), product of:
            0.17974974 = queryWeight, product of:
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.050415643 = queryNorm
            0.52110714 = fieldWeight in 1124, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1124)
      0.5 = coord(1/2)
  0.5 = coord(2/4)
    Abstract
    This article provides analyses, describes dilemmas, and suggests way forwards in the teaching of knowl­edge organization (KO). The general assumption of the article is that theoretical problems in KO must be the point of departure for teaching KO. Section 2 addresses the teaching of practical, applied and professional KO, focusing on learning about specific knowl­edge organization systems (KOS), specific standards, and specific methods for organizing knowl­edge, but provides arguments for not isolating these aspects from theoretical issues. Section 3 is about teaching theoretical and academic KO, in which the focus is on examining the bases on which KOSs and knowl­edge organization processes such as classifying and indexing are founded. This basically concerns concepts and conceptual relations and should not be based on prejudices about the superiority of either humans or computers for KO. Section 4 is about the study of education in KO, which is considered important because it is about how the field is monitoring itself and about how it should be shaping its own future. Section 5 is about the role of the ISKO Encyclopedia of Knowl­edge Organization in education of KO, emphasizing the need for an interdisciplinary source that may help improve the conceptual clarity in the field. The conclusion suggests some specific recommendations for curricula in KO based on the author's view of KO.
    Content
    Vgl.: https://www.nomos-elibrary.de/10.5771/0943-7444-2023-3/ko-knowledge-organization-jahrgang-50-2023-heft-3.
    Source
    Knowledge organization. 50(2023) no.3, S.160 - 181
  13. Montoya, J.A.F.: ¬Las relaciones entre analisis documental y catalogacion : su representacion en el plan de estudios de la Universidad de Salamanca (1995) 0.05 
    0.049133226 = product of:
  0.09826645 = sum of:
    0.020812286 = weight(_text_:information in 5432) [ClassicSimilarity], result of:
      0.020812286 = score(doc=5432,freq=6.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.23515764 = fieldWeight in 5432, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5432)
    0.077454165 = weight(_text_:standards in 5432) [ClassicSimilarity], result of:
      0.077454165 = score(doc=5432,freq=2.0), product of:
        0.22470023 = queryWeight, product of:
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.050415643 = queryNorm
        0.34469998 = fieldWeight in 5432, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4569545 = idf(docFreq=1393, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5432)
  0.5 = coord(2/4)
    Abstract
    Analyzes the terms used for the technical oeprations of information retrieval in Spanish legislation in university level library and information studies. Considers 'documentary analysis' and 'cataloguing' to be unsuitable for representing the standards proposed by the Council of Universities and the most recent professional literature. Discusses the library and information studies curriculum of the University of Salamanca
  14. Tell, B.V.: Cataloging rules and database production : implications for manpower training in a developing country (1989) 0.04 
    0.04105504 = product of:
  0.08211008 = sum of:
    0.027465092 = weight(_text_:information in 435) [ClassicSimilarity], result of:
      0.027465092 = score(doc=435,freq=2.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.3103276 = fieldWeight in 435, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.125 = fieldNorm(doc=435)
    0.054644987 = product of:
      0.109289974 = sum of:
        0.109289974 = weight(_text_:22 in 435) [ClassicSimilarity], result of:
          0.109289974 = score(doc=435,freq=2.0), product of:
            0.17654699 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050415643 = queryNorm
            0.61904186 = fieldWeight in 435, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.125 = fieldNorm(doc=435)
      0.5 = coord(1/2)
  0.5 = coord(2/4)
    Source
    International forum on information and documentation. 14(1989), S.22-27
  15. Pestana, O.: Foundations and methods for knowledge organization in European iSchools courses (2018) 0.04 
    0.035189077 = product of:
  0.070378155 = sum of:
    0.013732546 = weight(_text_:information in 4743) [ClassicSimilarity], result of:
      0.013732546 = score(doc=4743,freq=2.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.1551638 = fieldWeight in 4743, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=4743)
    0.056645606 = product of:
      0.11329121 = sum of:
        0.11329121 = weight(_text_:organization in 4743) [ClassicSimilarity], result of:
          0.11329121 = score(doc=4743,freq=8.0), product of:
            0.17974974 = queryWeight, product of:
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.050415643 = queryNorm
            0.6302719 = fieldWeight in 4743, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.0625 = fieldNorm(doc=4743)
      0.5 = coord(1/2)
  0.5 = coord(2/4)
    Series
    Advances in knowledge organization; vol.16
    Source
    Challenges and opportunities for knowledge organization in the digital age: proceedings of the Fifteenth International ISKO Conference, 9-11 July 2018, Porto, Portugal / organized by: International Society for Knowledge Organization (ISKO), ISKO Spain and Portugal Chapter, University of Porto - Faculty of Arts and Humanities, Research Centre in Communication, Information and Digital Culture (CIC.digital) - Porto. Eds.: F. Ribeiro u. M.E. Cerveira
  16. Hsieh-Yee, I.: Cataloging and metadata education : asserting a central role in information organization (2002) 0.03 
    0.03154151 = product of:
  0.06308302 = sum of:
    0.02059882 = weight(_text_:information in 5457) [ClassicSimilarity], result of:
      0.02059882 = score(doc=5457,freq=8.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.23274569 = fieldWeight in 5457, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=5457)
    0.042484205 = product of:
      0.08496841 = sum of:
        0.08496841 = weight(_text_:organization in 5457) [ClassicSimilarity], result of:
          0.08496841 = score(doc=5457,freq=8.0), product of:
            0.17974974 = queryWeight, product of:
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.050415643 = queryNorm
            0.47270393 = fieldWeight in 5457, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.046875 = fieldNorm(doc=5457)
      0.5 = coord(1/2)
  0.5 = coord(2/4)
    Abstract
    This paper describes challenges in organizing digital resources, the role of cataloging in such an effort, forces that threaten the future of cataloging, and responses from the field. It identifies ten issues for consideration when one designs a future cataloging education program. A model program providing four levels of expertise is presented to illustrate that future cataloging education will have a broader scope, incorporating metadata and various aspects of information organization. The program shows that LIS programs can meet different market demands to cover cataloging and metadata topics adequately to help students and ensure the central role of the profession in future information organization.
    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
  17. Pozzi de Sousa, B.; Ortega, C.D.: Aspects regarding the notion of subject in the context of different theoretical trends : teaching approaches in Brazil (2018) 0.03 
    0.03139454 = product of:
  0.06278908 = sum of:
    0.013732546 = weight(_text_:information in 4707) [ClassicSimilarity], result of:
      0.013732546 = score(doc=4707,freq=2.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.1551638 = fieldWeight in 4707, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=4707)
    0.049056537 = product of:
      0.098113075 = sum of:
        0.098113075 = weight(_text_:organization in 4707) [ClassicSimilarity], result of:
          0.098113075 = score(doc=4707,freq=6.0), product of:
            0.17974974 = queryWeight, product of:
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.050415643 = queryNorm
            0.5458315 = fieldWeight in 4707, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.0625 = fieldNorm(doc=4707)
      0.5 = coord(1/2)
  0.5 = coord(2/4)
    Series
    Advances in knowledge organization; vol.16
    Source
    Challenges and opportunities for knowledge organization in the digital age: proceedings of the Fifteenth International ISKO Conference, 9-11 July 2018, Porto, Portugal / organized by: International Society for Knowledge Organization (ISKO), ISKO Spain and Portugal Chapter, University of Porto - Faculty of Arts and Humanities, Research Centre in Communication, Information and Digital Culture (CIC.digital) - Porto. Eds.: F. Ribeiro u. M.E. Cerveira
  18. Gödert, W.: Knowledge organization and information retrieval in times of change : concepts for education in Germany (2001) 0.03 
    0.029539818 = product of:
  0.059079636 = sum of:
    0.024031956 = weight(_text_:information in 3413) [ClassicSimilarity], result of:
      0.024031956 = score(doc=3413,freq=8.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.27153665 = fieldWeight in 3413, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=3413)
    0.03504768 = product of:
      0.07009536 = sum of:
        0.07009536 = weight(_text_:organization in 3413) [ClassicSimilarity], result of:
          0.07009536 = score(doc=3413,freq=4.0), product of:
            0.17974974 = queryWeight, product of:
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.050415643 = queryNorm
            0.38996086 = fieldWeight in 3413, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.0546875 = fieldNorm(doc=3413)
      0.5 = coord(1/2)
  0.5 = coord(2/4)
    Abstract
    A survey is given, how modifications in the field of the information processing and technology have influenced the concepts for teaching and studying the subjects of knowledge organization and information retrieval in German universities for library and information science. The discussion will distinguish between fields of modifications and fields of stability. The fields of the modifications are characterised by procedures and applications in libraries. The fields of stability are characterised by theory and methods
  19. Zhang, L.: ¬The knowledge organization education within and beyond the master of library and information science (2023) 0.03 
    0.029486202 = product of:
  0.058972403 = sum of:
    0.01213797 = weight(_text_:information in 1127) [ClassicSimilarity], result of:
      0.01213797 = score(doc=1127,freq=4.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.13714671 = fieldWeight in 1127, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1127)
    0.046834435 = product of:
      0.09366887 = sum of:
        0.09366887 = weight(_text_:organization in 1127) [ClassicSimilarity], result of:
          0.09366887 = score(doc=1127,freq=14.0), product of:
            0.17974974 = queryWeight, product of:
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.050415643 = queryNorm
            0.52110714 = fieldWeight in 1127, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1127)
      0.5 = coord(1/2)
  0.5 = coord(2/4)
    Abstract
    By analyzing 63 English-speaking institutions that offer ALA-accredited master's programs in library and information studies, this research aims to explore the education for knowl­edge organization (KO) at different levels and across fields. This research examines the KO courses that are the required courses and elective courses in the MLIS programs, that are offered in other master's programs and graduate certificate programs, that are adapted to the undergraduate degree and certificate programs, and that are particularly developed for programs other than MLIS. The findings indicate that the great majority of MLIS programs still have a focus on or a significant component of knowl­edge organization as their required course and include the knowl­edge organization elective courses, particularly library cataloging and classification, on their curriculum. However, there is a variety of the offerings of KO related courses across the programs in an institution or in the same program across the institutions. It shows a promising trend that the traditional and new KO courses play an important role in many other programs, at different levels and across fields. With the conventional, adapted, or innovative content, these courses demonstrate that the principles and skills of knowl­edge organization are applicable to a wide variety of settings, can be integrated with other disciplinary knowl­edge and emerging technologies, and meet the needs of different career pathways and groups of learners.
    Content
    Vgl.: https://www.nomos-elibrary.de/10.5771/0943-7444-2023-3/ko-knowledge-organization-jahrgang-50-2023-heft-3.
    Source
    Knowledge organization. 50(2023) no.3, S.202 - 213
  20. Joudrey, D.N.: Another look at graduate education for cataloging and the organization of information (2008) 0.03 
    0.027929984 = product of:
  0.055859968 = sum of:
    0.020812286 = weight(_text_:information in 804) [ClassicSimilarity], result of:
      0.020812286 = score(doc=804,freq=6.0), product of:
        0.08850355 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.050415643 = queryNorm
        0.23515764 = fieldWeight in 804, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=804)
    0.03504768 = product of:
      0.07009536 = sum of:
        0.07009536 = weight(_text_:organization in 804) [ClassicSimilarity], result of:
          0.07009536 = score(doc=804,freq=4.0), product of:
            0.17974974 = queryWeight, product of:
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.050415643 = queryNorm
            0.38996086 = fieldWeight in 804, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5653565 = idf(docFreq=3399, maxDocs=44218)
              0.0546875 = fieldNorm(doc=804)
      0.5 = coord(1/2)
  0.5 = coord(2/4)
    Abstract
    Education for library cataloging and the organization of information (OI) continues to evolve. The current condition of graduate courses in these areas is examined through a review of the curricula of the 56 ALA-accredited graduate schools of library and information sciences (LIS) in the United States and Canada. This article, the second installment of a longitudinal study that began in 2000 to examine the state of cataloging education, contains a snapshot of this component of LIS education from the 2005-2006 academic year. It examines the types of OI courses being offered, the number of these courses actually being taught, and current trends and developments in cataloging education based on comparisons with earlier studies.

Authors

Years

Languages

Types

  • a 231
  • el 7
  • s 6
  • m 4
  • b 1
  • i 1
  • p 1
  • More… Less…

Themes

Subjects

Classifications