Search (1 results, page 1 of 1)

0.0053541656 = product of:
  0.021416662 = sum of:
    0.021416662 = weight(_text_:information in 7379) [ClassicSimilarity], result of:
      0.021416662 = score(doc=7379,freq=18.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = 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)
  0.25 = coord(1/4)

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