Search (21 results, page 1 of 2)

  • × year_i:[2000 TO 2010}
  • × theme_ss:"Ausbildung"
  1. Poulter, A.; Brunt, R.: On reading "Information storage and retrieval in the professional curriculum" by Rodney Brunt (2007) 0.09 
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    Content
    Bezugnahme auf Brunt, R.: Information storage and retrieval in the professional curriculum, Spring, 1980 [Wiederabdruck]: in: Library review. 56(2007) no.7, S.552-556.
    Date
    23.12.2007 18:40:22
    Source
    Library review. 56(2007) no.7, S.557-562
    Year
    2007
  2. Brunt, R.: Information storage and retrieval in the professional curriculum : Spring, 1980 [Wiederabdruck] (2007) 0.03 
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    Content
    Vgl.: in: Library review. 56(2007) no.7, S.557-562.
    Source
    Library review. 56(2007) no.7, S.552-556
    Year
    2007
  3. Seadle, M.: ¬The new mission of a new i-school (2007) 0.03 
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    Source
    Library hi tech. 25(2007) no.1, S.5-9
    Year
    2007
  4. Kells, K.: Indexing classes offered by the Graduate School (USDA) (2007) 0.03 
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    Source
    Information - Wissenschaft und Praxis. 58(2007) H.8, S.410-412
    Year
    2007
  5. Diez Diez, Á.; Blanes Peiro, J.J.; Rodríguez Sedano, F.J.: Diseño e implementación de un sistema de gestión de la actividad docente (2007) 0.03 
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    Source
    ¬La interdisciplinariedad y la transdisciplinariedad en la organización del conocimiento científico : actas del VIII Congreso ISKO-España, León, 18, 19 y 20 de Abril de 2007 : Interdisciplinarity and transdisciplinarity in the organization of scientific knowledge. Ed.: B. Rodriguez Bravo u. M.L Alvite Diez
    Year
    2007
  6. Santiago Bufrem, L.; Breda, S.M.; Viana Sorribas, T.: ¬The presence of logic in the domain of knowledge organization : interdisciplinary aspects of college curricula (2007) 0.03 
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    ¬La interdisciplinariedad y la transdisciplinariedad en la organización del conocimiento científico : actas del VIII Congreso ISKO-España, León, 18, 19 y 20 de Abril de 2007 : Interdisciplinarity and transdisciplinarity in the organization of scientific knowledge. Ed.: B. Rodriguez Bravo u. M.L Alvite Diez
    Year
    2007
  7. Pluzhenskaia, M.: Research collaboration of Library and Information Science (LIS) schools' faculty members with LIS and non-LIS advanced degrees : multidisciplinary and interdisciplinary trends (2007) 0.03 
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    Source
    ¬La interdisciplinariedad y la transdisciplinariedad en la organización del conocimiento científico : actas del VIII Congreso ISKO-España, León, 18, 19 y 20 de Abril de 2007 : Interdisciplinarity and transdisciplinarity in the organization of scientific knowledge. Ed.: B. Rodriguez Bravo u. M.L Alvite Diez
    Year
    2007
  8. Hudson, A.: Training in indexing : the Society of Indexers' course (2007) 0.03 
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    Source
    Information - Wissenschaft und Praxis. 58(2007) H.8, S.407-409
    Year
    2007
  9. Kennedy, M.L.: Innovation in information : making a difference in education (2009) 0.02 
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    Date
    22. 8.2009 19:51:28
  10. McGuinness, C.: Information skills training practices in Irish higher education (2009) 0.01 
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    Abstract
    Purpose - The purpose of this paper is to present the results of a national survey of information skills training (IST) practices in Irish higher education institutions, which was carried out during 2006-2007 with the aim of documenting current practice and identifying areas in which change or innovation may be warranted. Despite an emerging picture of information literacy (IL) practice worldwide, a lack of published research has made it difficult to gain an accurate overview of IL activity in the Republic of Ireland. This paper aims to partly fill this gap. Design/methodology/approach - An invitation to complete a 26-item questionnaire was sent out to librarians in all publicly-funded higher education institutions in the Irish Republic in November 2006. Out of 154 librarians, 77 responded, giving a response rate of 50 per cent. Findings - Results showed that, while librarians spend a significant portion of their time engaged in IST activities and are enthusiastic about developing and promoting their programmes, IST continues to be delivered in primarily standalone format, using non-integrated methods. Formal assessment of IS outcomes is not commonly carried out in Irish higher education institutions. Originality/value - This paper represents the first national survey of IST practices in higher education in the Irish Republic, and serves as a baseline for international comparison and future longitudinal studies.
  11. Si, L.: ¬The status quo and future development of cataloging and classification education in China (2005) 0.01 
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    Date
    29. 9.2008 19:01:22
  12. Seadle, M.: Education for twenty-first century librarians (2004) 0.01 
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    Source
    Library hi tech. 22(2004) no.4, S.337-339
  13. Loviscach, J.: ¬Die elektronische Uni : Neue Medien in der Lehre (2001) 0.01 
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    Date
    14. 2.2001 19:09:22
  14. Hill, J.S.: Analog people for digital dreams : staffing and educational considerations for cataloging and metadata professionals (2005) 0.01 
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    Date
    10. 9.2000 17:38:22
  15. Kramp, S.-S.; Hölzenbein, D.: Konzipieren, Recherchieren, online gehen : Der Bachelor-Studiengang Online-Redakteur an der Fachhochschule Köln (2005) 0.01 
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    Date
    22. 5.2005 12:02:42
  16. Letarte, K.M.; Turvey, M.R.; Bornemann, D.; Adams, D.L.: Practitioner perspectives on cataloging education for entry-level academic Librarians (2002) 0.01 
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    Date
    10. 9.2000 17:38:22
  17. Yee, R.; Beaubien, R.: ¬A preliminary crosswalk from METS to IMS content packaging (2004) 0.01 
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    Source
    Library hi tech. 22(2004) no.1, S.69-81
  18. AI-Hawamdeh, S.: Designing an interdisciplinary graduate program in knowledge management (2005) 0.01 
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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.
  19. Hsieh-Yee, I.: Cataloging and metatdata education in North American LIS programs (2004) 0.01 
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    Date
    10. 9.2000 17:38:22
  20. Benchmarks in distance education : the LIS experience (2003) 0.01 
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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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