-
Mason, J.: Communities, networks, and education (1998)
0.05
0.050061855 = product of:
0.10012371 = sum of:
0.10012371 = sum of:
0.043561947 = weight(_text_:systems in 3523) [ClassicSimilarity], result of:
0.043561947 = score(doc=3523,freq=2.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.2716328 = fieldWeight in 3523, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.0625 = fieldNorm(doc=3523)
0.056561764 = weight(_text_:22 in 3523) [ClassicSimilarity], result of:
0.056561764 = score(doc=3523,freq=2.0), product of:
0.1827397 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052184064 = queryNorm
0.30952093 = fieldWeight in 3523, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0625 = fieldNorm(doc=3523)
0.5 = coord(1/2)
- Date
- 1. 8.1996 22:08:06
- Source
- Computer networks and ISDN systems. 30(1998) nos.1/7, S.583-586
-
Yee, R.; Beaubien, R.: ¬A preliminary crosswalk from METS to IMS content packaging (2004)
0.04
0.03754639 = product of:
0.07509278 = sum of:
0.07509278 = sum of:
0.03267146 = weight(_text_:systems in 4752) [ClassicSimilarity], result of:
0.03267146 = score(doc=4752,freq=2.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.2037246 = fieldWeight in 4752, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.046875 = fieldNorm(doc=4752)
0.042421322 = weight(_text_:22 in 4752) [ClassicSimilarity], result of:
0.042421322 = score(doc=4752,freq=2.0), product of:
0.1827397 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052184064 = queryNorm
0.23214069 = fieldWeight in 4752, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.046875 = fieldNorm(doc=4752)
0.5 = coord(1/2)
- Abstract
- As educational technology becomes pervasive, demand will grow for library content to be incorporated into courseware. Among the barriers impeding interoperability between libraries and educational tools is the difference in specifications commonly used for the exchange of digital objects and metadata. Among libraries, Metadata Encoding and Transmission Standard (METS) is a new but increasingly popular standard; the IMS content-package (IMS-CP) plays a parallel role in educational technology. This article describes how METS-encoded library content can be converted into digital objects for IMS-compliant systems through an XSLT-based crosswalk. The conceptual models behind METS and IMS-CP are compared, the design and limitations of an XSLT-based translation are described, and the crosswalks are related to other techniques to enhance interoperability.
- Source
- Library hi tech. 22(2004) no.1, S.69-81
-
Barité, M.; Parentelli, V.; Rodríguez Casaballe, N.; Suárez, M.V.: Interdisciplinarity and postgraduate teaching of knowledge organization (KO) : elements for a necessary dialogue (2023)
0.03
0.03128866 = product of:
0.06257732 = sum of:
0.06257732 = sum of:
0.027226217 = weight(_text_:systems in 1125) [ClassicSimilarity], result of:
0.027226217 = score(doc=1125,freq=2.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.1697705 = fieldWeight in 1125, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.0390625 = fieldNorm(doc=1125)
0.0353511 = weight(_text_:22 in 1125) [ClassicSimilarity], result of:
0.0353511 = score(doc=1125,freq=2.0), product of:
0.1827397 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052184064 = queryNorm
0.19345059 = fieldWeight in 1125, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0390625 = fieldNorm(doc=1125)
0.5 = coord(1/2)
- 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.
-
Das, S.; Bagchi, M.; Hussey, P.: How to teach domain ontology-based knowledge graph construction? : an Irish experiment (2023)
0.03
0.03128866 = product of:
0.06257732 = sum of:
0.06257732 = sum of:
0.027226217 = weight(_text_:systems in 1126) [ClassicSimilarity], result of:
0.027226217 = score(doc=1126,freq=2.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.1697705 = fieldWeight in 1126, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.0390625 = fieldNorm(doc=1126)
0.0353511 = weight(_text_:22 in 1126) [ClassicSimilarity], result of:
0.0353511 = score(doc=1126,freq=2.0), product of:
0.1827397 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052184064 = queryNorm
0.19345059 = fieldWeight in 1126, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0390625 = fieldNorm(doc=1126)
0.5 = coord(1/2)
- Abstract
- Domains represent concepts which belong to specific parts of the world. The particularized meaning of words linguistically encoding such domain concepts are provided by domain specific resources. The explicit meaning of such words are increasingly captured computationally using domain-specific ontologies, which, even for the same reference domain, are most often than not semantically incompatible. As information systems that rely on domain ontologies expand, there is a growing need to not only design domain ontologies and domain ontology-grounded Knowledge Graphs (KGs) but also to align them to general standards and conventions for interoperability. This often presents an insurmountable challenge to domain experts who have to additionally learn the construction of domain ontologies and KGs. Until now, several research methodologies have been proposed by different research groups using different technical approaches and based on scenarios of different domains of application. However, no methodology has been proposed which not only facilitates designing conceptually well-founded ontologies, but is also, equally, grounded in the general pedagogical principles of knowledge organization and, thereby, flexible enough to teach, and reproduce vis-à-vis domain experts. The purpose of this paper is to provide such a general, pedagogically flexible semantic knowledge modelling methodology. We exemplify the methodology by examples and illustrations from a professional-level digital healthcare course, and conclude with an evaluation grounded in technological parameters as well as user experience design principles.
- Date
- 20.11.2023 17:19:22
-
Tell, B.V.: Cataloging rules and database production : implications for manpower training in a developing country (1989)
0.03
0.028280882 = product of:
0.056561764 = sum of:
0.056561764 = product of:
0.11312353 = sum of:
0.11312353 = weight(_text_:22 in 435) [ClassicSimilarity], result of:
0.11312353 = score(doc=435,freq=2.0), product of:
0.1827397 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052184064 = queryNorm
0.61904186 = fieldWeight in 435, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.125 = fieldNorm(doc=435)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Source
- International forum on information and documentation. 14(1989), S.22-27
-
Brittain, M.: Implications for LIS education of recent developments in expert systems (1987)
0.02
0.021780973 = product of:
0.043561947 = sum of:
0.043561947 = product of:
0.08712389 = sum of:
0.08712389 = weight(_text_:systems in 1093) [ClassicSimilarity], result of:
0.08712389 = score(doc=1093,freq=2.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.5432656 = fieldWeight in 1093, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.125 = fieldNorm(doc=1093)
0.5 = coord(1/2)
0.5 = coord(1/2)
-
Morris, A.: Expert systems teaching : the needs of information professionals (1992)
0.02
0.021780973 = product of:
0.043561947 = sum of:
0.043561947 = product of:
0.08712389 = sum of:
0.08712389 = weight(_text_:systems in 4658) [ClassicSimilarity], result of:
0.08712389 = score(doc=4658,freq=2.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.5432656 = fieldWeight in 4658, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.125 = fieldNorm(doc=4658)
0.5 = coord(1/2)
0.5 = coord(1/2)
-
Kranch, D.A.: Teaching artificial intelligence and expert systems : concepts in library curricula (1992)
0.02
0.021780973 = product of:
0.043561947 = sum of:
0.043561947 = product of:
0.08712389 = sum of:
0.08712389 = weight(_text_:systems in 5384) [ClassicSimilarity], result of:
0.08712389 = score(doc=5384,freq=2.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.5432656 = fieldWeight in 5384, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.125 = fieldNorm(doc=5384)
0.5 = coord(1/2)
0.5 = coord(1/2)
-
Yakel, E.: Educating archival professionals in the twenty-first century (2004)
0.02
0.021780973 = product of:
0.043561947 = sum of:
0.043561947 = product of:
0.08712389 = sum of:
0.08712389 = weight(_text_:systems in 4204) [ClassicSimilarity], result of:
0.08712389 = score(doc=4204,freq=2.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.5432656 = fieldWeight in 4204, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.125 = fieldNorm(doc=4204)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Source
- OCLC systems and services. 20(2004) no.4, S.152-154
-
Education for library cataloging : international perspectives (2006)
0.02
0.019305056 = product of:
0.038610112 = sum of:
0.038610112 = sum of:
0.013613109 = weight(_text_:systems in 207) [ClassicSimilarity], result of:
0.013613109 = score(doc=207,freq=2.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.08488525 = fieldWeight in 207, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.01953125 = fieldNorm(doc=207)
0.024997003 = weight(_text_:22 in 207) [ClassicSimilarity], result of:
0.024997003 = score(doc=207,freq=4.0), product of:
0.1827397 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052184064 = queryNorm
0.13679022 = fieldWeight in 207, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.01953125 = fieldNorm(doc=207)
0.5 = coord(1/2)
- Classification
- 025.3/071 22
- DDC
- 025.3/071 22
- Footnote
- Rez. in: KO 33(2006) no.2, S.119-20 (S.S. Intner): "This survey of cataloging education around the world offers readers a rich menu of experiences, educational offerings, and approaches to the subject of cataloging education as it is currently practiced in 24 countries of the world, excluding the United States and Canada. The exclusion does not mean that English-speaking countries are entirely absent from the book, however. Two nations outside North America, South Africa (in one chapter) and Australia (in two chapters), are covered. The chapters are organized geographically, beginning with the African continent, and followed by several each under headings for Asia, Australia (two chapters), Europe, Latin America, and the Middle East. Nations whose cataloging education programs are described include (in order of presentation) Botswana, Nigeria, South Africa, China (both the People's Republic of China and Taiwan), India, Japan, South Korea, Australia, Austria and Germany (described together in one chapter), Poland, Slovenia, Spain, the British Isles (England, Scotland, and Wales), Argentina, Mexico, Peru, Egypt, Iran, Israel, and Saudi Arabia. As readers might expect, many chapters reflect common experiences among the countries, particularly regarding the proliferation of subjects in competition with cataloging and classification in library school curricula. There are also some common problems, such as dealing with the changes in education and training prompted by automation. Generally, computer-based cataloging is not a new issue anywhere, although in some areas of the world, catalogers still work with manual systems. Describing cataloging education in Nigeria, J. I. Iwe states: "... the card catalogue is still being used in all libraries, including the University of Calabar library where the only library school in the state exists (p. 33)." In other places, computer infrastructure has developed to a level that supports coursework online. As Linda M. Cloete writes, "The ultimate goal of the training resource program is to develop an online, fully interactive course: an online virtual cataloging classroom (p. 66)."
-
Yakel, E.: Information literacy for primary sources : creating a new paradigm for archival researcher education (2004)
0.02
0.019058352 = product of:
0.038116705 = sum of:
0.038116705 = product of:
0.07623341 = sum of:
0.07623341 = weight(_text_:systems in 4201) [ClassicSimilarity], result of:
0.07623341 = score(doc=4201,freq=2.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.47535738 = fieldWeight in 4201, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.109375 = fieldNorm(doc=4201)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Source
- OCLC systems and services. 20(2004) no.2, S.61-64
-
Gödert, W.: Formale und inhaltliche Medienerschließung in der theoretischen Ausbildung der wissenschaftlichen Bibliothekare (1991)
0.02
0.01767555 = product of:
0.0353511 = sum of:
0.0353511 = product of:
0.0707022 = sum of:
0.0707022 = weight(_text_:22 in 175) [ClassicSimilarity], result of:
0.0707022 = score(doc=175,freq=2.0), product of:
0.1827397 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052184064 = queryNorm
0.38690117 = fieldWeight in 175, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.078125 = fieldNorm(doc=175)
0.5 = coord(1/2)
0.5 = coord(1/2)
- 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
-
Kuhlen, R.; Rittberger, M.: Stand und Perspektiven der Informationswissenschaft unter besonderer Berücksichtigung der Erfahrungen in Konstanz (1998)
0.02
0.01767555 = product of:
0.0353511 = sum of:
0.0353511 = product of:
0.0707022 = sum of:
0.0707022 = weight(_text_:22 in 4160) [ClassicSimilarity], result of:
0.0707022 = score(doc=4160,freq=2.0), product of:
0.1827397 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052184064 = queryNorm
0.38690117 = fieldWeight in 4160, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.078125 = fieldNorm(doc=4160)
0.5 = coord(1/2)
0.5 = coord(1/2)
- 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
-
Kirfel, G.: Methodisch-didaktische Überlegungen zum Fach "Alphabetische Katalogisierung" nach den "Preußischen Instruktionen" (1976)
0.02
0.01767555 = product of:
0.0353511 = sum of:
0.0353511 = product of:
0.0707022 = sum of:
0.0707022 = weight(_text_:22 in 6492) [ClassicSimilarity], result of:
0.0707022 = score(doc=6492,freq=2.0), product of:
0.1827397 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052184064 = queryNorm
0.38690117 = fieldWeight in 6492, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.078125 = fieldNorm(doc=6492)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Date
- 22. 3.2016 12:14:11
-
Kennedy, M.L.: Innovation in information : making a difference in education (2009)
0.02
0.01767555 = product of:
0.0353511 = sum of:
0.0353511 = product of:
0.0707022 = sum of:
0.0707022 = weight(_text_:22 in 117) [ClassicSimilarity], result of:
0.0707022 = score(doc=117,freq=2.0), product of:
0.1827397 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052184064 = queryNorm
0.38690117 = fieldWeight in 117, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.078125 = fieldNorm(doc=117)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Date
- 22. 8.2009 19:51:28
-
Soergel, D.: Knowledge organization for learning (2014)
0.02
0.017497903 = product of:
0.034995805 = sum of:
0.034995805 = product of:
0.06999161 = sum of:
0.06999161 = weight(_text_:22 in 1400) [ClassicSimilarity], result of:
0.06999161 = score(doc=1400,freq=4.0), product of:
0.1827397 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052184064 = queryNorm
0.38301262 = fieldWeight in 1400, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0546875 = fieldNorm(doc=1400)
0.5 = coord(1/2)
0.5 = coord(1/2)
- 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
-
Beghtol, C.: 'Itself an education' classification systems, theory, and research in the information studies curriculum (1997)
0.02
0.016505018 = product of:
0.033010036 = sum of:
0.033010036 = product of:
0.06602007 = sum of:
0.06602007 = weight(_text_:systems in 666) [ClassicSimilarity], result of:
0.06602007 = score(doc=666,freq=6.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.41167158 = fieldWeight in 666, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.0546875 = fieldNorm(doc=666)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Abstract
- The interdisciplinary field of information studies requires an eclectic and imaginative curriculum. Future information professionals need intellectual tools that will enable them to adapt to changed social and technological environments. In this situation, the study of classification, including both principles application for current bibliographic systems and principles of construction that could be used to develop new systems for bibliographic and non bibliographic materials, is one way to equip students with the balanced flexibility to adapt to changing needs. Knowledge of the organization of knowledge is basic to any kind of information work
-
Williamson, N.J.: ¬The importance of subject analysis in library and information science education (1997)
0.02
0.015401474 = product of:
0.030802948 = sum of:
0.030802948 = product of:
0.061605897 = sum of:
0.061605897 = weight(_text_:systems in 667) [ClassicSimilarity], result of:
0.061605897 = score(doc=667,freq=4.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.38414678 = fieldWeight in 667, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.0625 = fieldNorm(doc=667)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Abstract
- Discusses the nature and importance of subject analysis and subject authority control in the retrieval tools used in libraries and information centres. Included in the discussion are the requirements for effective subject retrieval from OPACs, bibliographic databases, full text systems and the Internet. Attempts to project the nature of subject analysis systems requirements into the future and to draw some conclusions about what new information professionals should be taught, and what skills they need to acquire for application in next century
-
Burn, J.M.; Ma, L.C.K.: Innovation in IT education : practising what we preach (1997)
0.02
0.015401474 = product of:
0.030802948 = sum of:
0.030802948 = product of:
0.061605897 = sum of:
0.061605897 = weight(_text_:systems in 1910) [ClassicSimilarity], result of:
0.061605897 = score(doc=1910,freq=4.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.38414678 = fieldWeight in 1910, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.0625 = fieldNorm(doc=1910)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Abstract
- Describes the development of an innovative programme to cultivate the hybrid business and information systems manager who can play a major role in strategy formulation for effective use of information technology. Uses an action research approach which allows the students to build up case portfolios through an organizational cultural audit. These cases have initiated and supported considerable research work from faculty and provide a longitudinal study of information systems development, application and growth
-
Holland, M.P.: Modeling the engineering information professional (1998)
0.02
0.015401474 = product of:
0.030802948 = sum of:
0.030802948 = product of:
0.061605897 = sum of:
0.061605897 = weight(_text_:systems in 2978) [ClassicSimilarity], result of:
0.061605897 = score(doc=2978,freq=4.0), product of:
0.16037072 = queryWeight, product of:
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.052184064 = queryNorm
0.38414678 = fieldWeight in 2978, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.0731742 = idf(docFreq=5561, maxDocs=44218)
0.0625 = fieldNorm(doc=2978)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Abstract
- Proposes a basic model for educating an information professional. Its premise is that the requirements that underlie all information service are: academic preparation in digital librarianship, education and practice to cultivate management of change and interpersonal skills, and a practicum to develop technological perspective and to provide a future orientation. Builds on the basic model to lay out a design for educating the engineering information professional. These additional elements include coursework in: the engineering literature and user community, the physical library systems and virtual information services, and systems which underlie the practice of engineering
