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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.

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

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Abstract

Education is a culturally and politically branded domain of knowledge and practice, and education specialists have traditionally remained somewhat isolated, communicating mainly on the general level of "basic educational principles." The expansion of the World Wide Web could change this situation; there exist on the Web a substantial number of education-related resources which have become accessible to international audiences. In this paper, the authors look at how these resources are organized with a view to answering two questions: (1) In a context of global exchanges, are education-related resources available on the Web organized in such a way as to maximize efficiency of identification and retrieval? (2) In virtual libraries with specialized collections on education, do categorization schemes and terminology reflect anything other than local perspectives and systems?

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Abstract

Introduction to various classificatory structures currently used to organize and make collections of Web-based resources in education more accessible to educators, education specialists, and the general public. Presentation of other models which could also be useful.

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Abstract

Cataloging and classification education has been a recurring topic in the library and information science literature since the creation of the first library school toward the end of the nineteenth century. This article examines the literature of the past 20 years, in an era of major changes in the way documents and information transit from their creators to their ultimate users. It concludes by suggesting several aspects of classification education that need to be investigated further, in light of these new circumstances.

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Abstract

Results of a project focusing on six Web-based collections in education. Our analysis of homegrown classification structures considers three dimensions. "Structure" is described through quantitative data (e.g. Number of main categories, Number of hierarchical levels, etc.). "Logic" concentrates on two aspects of the subdividing process: division principle, and type of hierarchical relation. "Semantics" relates to concepts and their representation in the form of terms. In our sample, the classification structures are hierarchical, not overly complex and not very specific. The choice, arrangement and sequence of classes are logical. Conceptual and terminological inconsistencies are due to significant gaps in conceptual coverage and lack of terminological control.