Search (105 results, page 1 of 6)

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Abstract

traditionally, librarianship, archives management, and records management have functioned largely as autonomous disciplines. However, economic, technological and higher education trends conspire against continued, possibly self defeating, claims to uniqueness. Areas of convergence include the information life cycle concept, gatekeepers, information storage and retrieval, information representation, assistive and instructional roles, ethics, and custodial and preservation concerns. Suggests implications for education and research in an emerging field of 'information management' or information studies

Date

27. 1.1996 18:29:24

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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.

Date

20.11.2023 17:29:13

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Abstract

This paper desctibes a study of undergraduate student search behavlour, examines the results through the lens of various disciplines, and provides now insights that will increase our understanding and facilitate the development of mom effetive instructional programmes Perspectives and research results drawn from multiple disciplines are used to explore the role of mental modele, reference groups and habits, and IntelIectual development in the search behaviour demonstrated by the undergraduate students. During interviews conducted as part of the study, many students were able to articulate the importance of source evaluation and describe electronically-appropriate methods for assessing the authority and reliability of Weh based information resources. In practice, however, these students frequently abandoned source evaluation altogether and, following the path of Ieast resistance, relied exclusively on basic Google searching, This approach both compromiscd the quality of their search results and contributed to frustration with the research process. This may not be extraordinarily unusual behaviour, but it is cause for considerable concern among Information literacy programme planners and Instructors. Discussion of the study results and related research is followed by pragmatic suggestions for modifylng ineffective search behaviour through emhanced instructional programmes

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Abstract

Discusses the course content and instructional sequence for teaching knowledge organization in universities as an interdisciplinary subject. Covers the interdisciplinary background and vocabulary; the representation-retrieval chain; and practice of information retrieval from a semantic-cognitve point of view. This should be followed by classification, indexing and abstracting. When enough practical experience has been acquired, students should be taught the creation, adaptation and maintenance of documentary languages. Finally, students should be introduced to automatic representation and organization of knowledge

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Abstract

Considers the recognition-reduction-representation process as a methodological guide for teaching indexing languages. The process provides a standard for students. Discusses training in this process at undergraduate level

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Footnote

Übers. des Titels: Analysis, languages and representation for audio-visual documents retrieval: a doctorate course

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Footnote

Übers. des Titels: Methodology for knowledge representation systems education

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Footnote

Übers. des Titels: Relationships between document analysis and cataloguing: its representation in the curriculum of the University of Salamanca

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Classification

025.3/071 22

DDC

025.3/071 22

Footnote

The eternal debate in the teaching of cataloging over theory versus practice emerges in this volume. As Li Si suggests in describing cataloging education in the People's Republic of China, the matter might be laid at the door of the faculty, stating, "Although the majority of teaching faculty members in the library and information science programs have a solid theoretical foundation from their school education and training, they do not normally possess practical work experience in their field of specialty and they are not familiar with the application of technologies in the field. In order to enhance their practical skills, these faculty members should be given the opportunity to work in libraries... This way, they would be able to put theory into practice and gain rich, practical field experience, thus improving the relevance and quality of their teaching (p. 97)." One wonders how warmly faculty members would welcome that kind of opportunity! On the other hand, in many places, onthe-job training is weak, as Shoichi Taniguchi describes it in Japan, "on the job training and continuing education are neither encouraged nor promoted (p. 132)." Among the most interesting and important aspects of this book are the tables of hard data it presents. Almost every chapter reports on surveys done by the authors on the state of library education in general and/or the kinds of offerings in cataloging and classification available within their countries. Some authors also include statistics on the numbers of persons receiving certificates, diplomas, and/or master's degrees, which is useful in understanding the different levels of expertise being developed over time. While one could argue that there are gaps in coverage, with large, influential countries such as France and Italy in Europe, Brazil, Bolivia, and Chile in South America, and Thailand and Myanmar in Asia, left out of the book, for the most part there is good representation from different parts of the globe. Education for Library Cataloging is a good choice as a textbook for coursework in International Librarianship as well as a primer in what to expect if one's information center is affiliated with partners outside the United States and Canada. This book should be seen as an important "must read" for all library students and practitioners concerned about issues of increasing globalization in bibliographic control. It is highly recommended."

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Date

29. 9.2008 19:01:22

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Source

International forum on information and documentation. 14(1989), S.22-27

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Content

"In a new article published in Journal of Documentation, 2002, I claim that the special competency of information specialists and information scientists are related to "domain analysis." Information science grew out of special librarianship and documentation (cf. Williams, 1997), and implicit in its tradition has in my opinion been a focus an subject knowledge. Although domain analysis has earlier been introduced in JASIST (Hjoerland & Albrechtsen, 1995), the new article introduces 11 Specific approaches to domain analysis, which I Claim together define the Specific competencies of information specialists. The approaches are (I) Producing and evaluating literature guides and subject gateways, (2) Producing and evaluating special classifications and thesauri, (3) Research an and competencies in indexing and retrieving information specialties, (4) Knowledge about empirical user studies in subject areas, (5) Producing and interpreting bibliometrical studies, (6) Historical studies of information structures and Services in domains, (7) Studies of documents and genres in knowledge domains, (8) Epistemological and critical studies of different paradigms, assumptions, and interests in domains, (9) Knowledge about terminological studies, LSP (Languages for Special Purposes), and discourse analysis in knowledge fields, (10) Knowledge about and studies of structures and institutions in scientific and professional communication in a domain, (11) Knowledge about methods and results from domain analytic studies about professional cognition, knowledge representation in computer science and artificial intelligence. By bringing these approaches together, the paper advocates a view which may have been implicit in previous literature but which has not before been Set out systematically. The approaches presented here are neither exhaustive nor mutually exhaustve, but an attempt is made to present the state of the art. Specific examples and selective reviews of literature are provided, and the strength and drawback of each of these approaches are being discussed. It is my Claim that the information specialist who has worked with these 1 1 approaches in a given domain (e.g., music, sociology, or chemistry) has a special expertise that should not be mixed up with the kind of expertise taught at universities in corresponding subjects. Some of these 11 approaches are today well-known in schools of LIS. Bibliometrics is an example, Other approaches are new and represent a view of what should be introduced in the training of information professionals. First and foremost does the article advocates the view that these 1 1 approaches should be seen as supplementary. That the Professional identity is best maintained if Chose methods are applied to the same examples (same domain). Somebody would perhaps feel that this would make the education of information professionals too narrow. The Counter argument is that you can only understand and use these methods properly in a new domain, if you already have a deep knowledge of the Specific information problems in at least orte domain. It is a dangerous illusion to believe that one becomes more competent to work in any field if orte does not know anything about any domain. The special challenge in our science is to provide general background for use in Specific fields. This is what domain analysis is developed for. Study programs that allow the students to specialize and to work independent in the selected field (such as, for example, the Curriculum at the Royal School of LIS in Denmark) should fit well with the intentions in domain analysis. In this connection it should be emphasized that the 11 approaches are presented as general approaches that may be used in about any domain whatsoever. They should, however, be seen in connection. If this is not the case, then their relative strengths and weaknesses cannot be evaluated. The approaches do not have the same status. Some (e.g., empirical user studies) are dependent an others (e.g., epistemological studies).

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Date

29. 1.1997 18:49:05

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Date

12.12.1998 18:29:38

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Source

Library hi tech news. 1998, no.149, S.1-29

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Date

19. 3.2000 13:58:29

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Source

Die theoretische Ausbildung der Bibliotheksreferendare. Die Umsetzung der Empfehlungen für die Ausbildung des Höheren Bibliotheksdienstes an den Ausbildungseinrichtungen. Referate und Diskussionsergebnisse ... 22. und 23.11.1990 in Frankfurt/M. Hrsg.: J. Tehnzen

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Source

Information und Märkte: 50. Deutscher Dokumentartag 1998, Kongreß der Deutschen Gesellschaft für Dokumentation e.V. (DGD), Rheinische Friedrich-Wilhelms-Universität Bonn, 22.-24. September 1998. Hrsg. von Marlies Ockenfeld u. Gerhard J. Mantwill

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Date

22. 3.2016 12:14:11

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Date

22. 8.2009 19:51:28