Search (27 results, page 1 of 2)

Letarte, K.M.; Turvey, M.R.; Bornemann, D.; Adams, D.L.: Practitioner perspectives on cataloging education for entry-level academic Librarians (2002) 0.08

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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

Howelss, K.: Connecting the learning society (1997) 0.03

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Source: Information technology and public policy. 15(1997) no.3, S.180-181

Tell, B.V.: Cataloging rules and database production : implications for manpower training in a developing country (1989) 0.03

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

Turvey, M.R.; Letarte, K.M.: Cataloging or knowledge management : perspectives of library educators on cataloging education for entry-level academic librarians (2002) 0.02
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Abstract

The topic of cataloging education for catalogers and non-catalogers alike has been a perennial topic for practitioners. This follow-up study explores the views of library educators with regard to cataloging education. Twenty-three educators with primary teaching duties in reference, twenty-nine educators with primary teaching duties in cataloging and seventy educators whose primary teaching duties were in neither reference nor cataloging in ALA-accredited master's degree programs responded to a survey based on the ALCTS 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 library educators, in general, agreed with practitioners on the listed cataloging competencies for all entry-level academic librarians.

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

Soergel, D.: Knowledge organization for learning (2014) 0.02

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Pages: S.22-32
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

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

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

Mason, J.: Communities, networks, and education (1998) 0.01

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Date: 1. 8.1996 22:08:06

Spillane, J.L.: Comparison of required introductory cataloging courses, 1986 to 1998 (1999) 0.01

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Date: 10. 9.2000 17:38:22

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

Roughton, K.G.: Educating the dinosaur : the evolution of catalog management at the Iowa State University Library (1985) 0.01

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Date: 7. 1.2007 13:22:11

Hare, C.E.; McLeaod, J.; King, L.A.: Continuing professional development for the information discipline of records management : pt.1: context and initial indications of current activities (1996) 0.01

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Source: Librarian career development. 4(1996) no.2, S.22-27

Poulter, A.; Brunt, R.: On reading "Information storage and retrieval in the professional curriculum" by Rodney Brunt (2007) 0.01

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Date: 23.12.2007 18:40:22

Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015) 0.01

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Date: 10. 9.2000 17:38:22

Furlong, K.; Roberts, F.D.: If you teach it, will they learn? : Information literacy and reference services in a college library (1998) 0.01

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Source: Computers in libraries. 18(1998) no.5, S.22-25

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

Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014) 0.01

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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

Kaminska, A.; Pulak, I.: Knowledge organization in a digital learning environment in the experiences of pedagogy students (2014) 0.01

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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

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.

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