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  • × year_i:[2010 TO 2020}
  1. Hallonsten, O.; Holmberg, D.: Analyzing structural stratification in the Swedish higher education system : data contextualization with policy-history analysis (2013) 0.13 
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    Abstract
    20th century massification of higher education and research in academia is said to have produced structurally stratified higher education systems in many countries. Most manifestly, the research mission of universities appears to be divisive. Authors have claimed that the Swedish system, while formally unified, has developed into a binary state, and statistics seem to support this conclusion. This article makes use of a comprehensive statistical data source on Swedish higher education institutions to illustrate stratification, and uses literature on Swedish research policy history to contextualize the statistics. Highlighting the opportunities as well as constraints of the data, the article argues that there is great merit in combining statistics with a qualitative analysis when studying the structural characteristics of national higher education systems. Not least the article shows that it is an over-simplification to describe the Swedish system as binary; the stratification is more complex. On basis of the analysis, the article also argues that while global trends certainly influence national developments, higher education systems have country-specific features that may enrich the understanding of how systems evolve and therefore should be analyzed as part of a broader study of the increasingly globalized academic system.
    Date
    22. 3.2013 19:43:01
  2. Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014) 0.13 
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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.
    Series
    Advances in knowledge organization; vol. 14
    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
  3. Chambers, S.; Myall, C.: Cataloging and classification : review of the literature 2007-8 (2010) 0.10 
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    Abstract
    This paper surveys library literature on cataloging and classification published in 2007-8, indicating its extent and range in terms of types of literature, major subject areas, and themes. The paper reviews pertinent literature in the following areas: the future of bibliographic control, general cataloging standards and texts, Functional Requirements for Bibliographic Records (FRBR), cataloging varied resources, metadata and cataloging in the Web world, classification and subject access, questions of diversity and diverse perspectives, additional reports of practice and research, catalogers' education and careers, keeping current through columns and blogs, and cataloging history.
    Date
    10. 9.2000 17:38:22
  4. Kleineberg, M.: Context analysis and context indexing : formal pragmatics in knowledge organization (2014) 0.10 
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    Content
    Präsentation anlässlich: European Conference on Data Analysis (ECDA 2014) in Bremen, Germany, July 2nd to 4th 2014, LIS-Workshop.
    Source
    http://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CDQQFjAE&url=http%3A%2F%2Fdigbib.ubka.uni-karlsruhe.de%2Fvolltexte%2Fdocuments%2F3131107&ei=HzFWVYvGMsiNsgGTyoFI&usg=AFQjCNE2FHUeR9oQTQlNC4TPedv4Mo3DaQ&sig2=Rlzpr7a3BLZZkqZCXXN_IA&bvm=bv.93564037,d.bGg&cad=rja
  5. Hjoerland, B.: Theories of knowledge organization - theories of knowledge (2017) 0.10 
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    Pages
    S.22-36
    Series
    Fortschritte in der Wissensorganisation; Bd.13
    Source
    Theorie, Semantik und Organisation von Wissen: Proceedings der 13. Tagung der Deutschen Sektion der Internationalen Gesellschaft für Wissensorganisation (ISKO) und dem 13. Internationalen Symposium der Informationswissenschaft der Higher Education Association for Information Science (HI) Potsdam (19.-20.03.2013): 'Theory, Information and Organization of Knowledge' / Proceedings der 14. Tagung der Deutschen Sektion der Internationalen Gesellschaft für Wissensorganisation (ISKO) und Natural Language & Information Systems (NLDB) Passau (16.06.2015): 'Lexical Resources for Knowledge Organization' / Proceedings des Workshops der Deutschen Sektion der Internationalen Gesellschaft für Wissensorganisation (ISKO) auf der SEMANTICS Leipzig (1.09.2014): 'Knowledge Organization and Semantic Web' / Proceedings des Workshops der Polnischen und Deutschen Sektion der Internationalen Gesellschaft für Wissensorganisation (ISKO) Cottbus (29.-30.09.2011): 'Economics of Knowledge Production and Organization'. Hrsg. von W. Babik, H.P. Ohly u. K. Weber
  6. Normore, L.F.: "Here be dragons" : a wayfinding approach to teaching cataloguing (2012) 0.09 
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    Abstract
    Teaching cataloguing requires the instructor to make strategic decisions about how to approach the variety and complexity of the field and to provide an adequate theoretical foundation while preparing students for their entry into the world of practice. Accompanying these challenges are the tactical demands of providing this instruction in a distance education environment. Rather than focusing on ways to support learners in catalogue record production, instructors may use a problem solving and decision making approach to instruction. In this paper, a way to conceptualize a decision making approach that builds on a foundation provided by theories of information navigation is described. This approach, which is called "wayfinding", teaches by having students learn to find their way in the sets of rules that are commonly used. The method focuses on instruction about the structural features of rule sets, providing basic definitions of what each of the "places" in the rule sets contain (e.g., "formatting personal names" in Chapter 22 of AACR2R) and about ways to navigate those structures, enabling students to learn not only about common rules but also about less well known cataloguing practices ("dragons"). It provides both pragmatic and pedagogical benefits and helps develop links between cataloguing practices and their theoretical foundations.
    Footnote
    Beitrag innerhalb eines special issue "Online delivery of cataloging and classification education and instruction"
  7. Franke, F.: ¬Das Framework for Information Literacy : neue Impulse für die Förderung von Informationskompetenz in Deutschland?! (2017) 0.09 
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    Abstract
    Das Framework for Information Literacy for Higher Education wurde im Januar 2016 vom Vorstand der Association of College & Research Libraries (ACRL) beschlossen. Es beruht auf der Idee von "Threshold Concepts" und sieht Informationskompetenz in einem engen Zusammenhang mit Wissenschaft und Forschung. Dadurch legt es bei der Vermittlung von Informationskompetenz eine starke Betonung auf das "Warum", nicht nur auf das "Was". Der Ansatz des Framework wird vielfach kontrovers diskutiert. Bietet er tatsächlich eine neue Sichtweise auf die Förderung von Informationskompetenz oder ist er überwiegend alter Wein in neuen Schläuchen? Kann das Framework neue Impulse für die Aktivitäten an den Bibliotheken in Deutschland setzen oder beschreibt es etwas, was wir längst machen? Der Beitrag versucht, Anregungen zu geben, welche Konsequenzen das Framework für unsere Kurse haben kann und welche veränderten Lernziele mit ihm verbunden sein können. Dabei plädiert er für ein umfassendes Verständnis von Informationskompetenz, das sich nicht auf Einzelaspekte wie Recherchekompetenz beschränkt.
    Footnote
    Vortrag anlässlich des Bibliothekartages 2017 in Frankfurt.
    Source
    o-bib: Das offene Bibliotheksjournal. 4(2017) Nr.4, S.22-29
  8. Martin, K.E.; Mundle, K.: Positioning libraries for a new bibliographic universe (2014) 0.09 
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    Abstract
    This paper surveys the English-language literature on cataloging and classification published during 2011 and 2012, covering both theory and application. A major theme of the literature centered on Resource Description and Access (RDA), as the period covered in this review includes the conclusion of the RDA test, revisions to RDA, and the implementation decision. Explorations in the theory and practical applications of the Functional Requirements for Bibliographic Records (FRBR), upon which RDA is organized, are also heavily represented. Library involvement with linked data through the creation of prototypes and vocabularies are explored further during the period. Other areas covered in the review include: classification, controlled vocabularies and name authority, evaluation and history of cataloging, special formats cataloging, cataloging and discovery services, non-AACR2/RDA metadata, cataloging workflows, and the education and careers of catalogers.
    Date
    10. 9.2000 17:38:22
  9. Copeland, A.J.; Barreau, D.: Helping people to manage and share their digital information : a role for public libraries (2011) 0.09 
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    Abstract
    As a cultural institution, the public library is charged with providing resources and services that fit the needs of a particular community and, if space and budgets allow, of serving as a resource and repository of the community's past. To fulfill its mission to the public, the library must attract that public by offering materials and providing opportunities for them to pursue their unique and varied interests and discover new things. By engaging individuals in the identification and preservation of their own personal, digital objects, it may be possible to increase awareness in, and commitment to, community repositories that reflect a community's diversity and that will serve all. A user education program that focuses on the importance of identifying and preserving the information and artifacts that are important, that addresses the technical aspects of preservation, and that creates awareness of the benefits and challenges associated with sharing personal information can result in a community repository that ultimately has more value for both the individual and the community.
    Date
    11.12.2019 17:47:22
  10. Kumbhar, R.: Library classification trends in the 21st century (2012) 0.08 
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    Abstract
    This book would serve as a good introductory textbook for a library science student or as a reference work on the types of classification currently in use. College and Research Libraries - covers all aspects of library classification - it is the only book that reviews literature published over a decade's time span (1999-2009) - well thought chapterization which is in tune with the LIS and classification curriculum - useful reference tool for researchers in classification - a valuable contribution to the bibliographic control of classification literature Library Classification Trends in the 21st Century traces development in and around library classification as reported in literature published in the first decade of the 21st century. It reviews literature published on various aspects of library classification, including modern applications of classification such as internet resource discovery, automatic book classification, text categorization, modern manifestations of classification such as taxonomies, folksonomies and ontologies and interoperable systems enabling crosswalk. The book also features classification education and an exploration of relevant topics.
    Date
    22. 2.2013 12:23:55
    Footnote
    Rez. in: KO 40(2013) no.1, S.62-63 (B.H. Kwasnik)
  11. Gödert, W.; Lepsky, K.: Informationelle Kompetenz : ein humanistischer Entwurf (2019) 0.07 
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    Abstract
    Diskussionen um Datennetze und Informationstechnik drehen sich häufig um kompetentes Handeln. In der Publikation werden Voraussetzungen eines autonomen informationellen Handelns gezeigt: Abstrahieren, Analogien bilden, Plausibilitäten beachten, Schlussfolgern und kreativ sein. Informationelle Kompetenz ist gelebte Informationelle Autonomie. Es lassen sich Konsequenzen für ein zukünftiges Menschenbild in informationstechnischen Umgebungen ziehen.
    Footnote
    Rez. in: Philosophisch-ethische Rezensionen vom 09.11.2019 (Jürgen Czogalla), Unter: https://philosophisch-ethische-rezensionen.de/rezension/Goedert1.html. In: B.I.T. online 23(2020) H.3, S.345-347 (W. Sühl-Strohmenger) [Unter: https%3A%2F%2Fwww.b-i-t-online.de%2Fheft%2F2020-03-rezensionen.pdf&usg=AOvVaw0iY3f_zNcvEjeZ6inHVnOK]. In: Open Password Nr. 805 vom 14.08.2020 (H.-C. Hobohm) [Unter: https://www.password-online.de/?mailpoet_router&endpoint=view_in_browser&action=view&data=WzE0MywiOGI3NjZkZmNkZjQ1IiwwLDAsMTMxLDFd].
  12. Liu, R.-L.: ¬A passage extractor for classification of disease aspect information (2013) 0.07 
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    Abstract
    Retrieval of disease information is often based on several key aspects such as etiology, diagnosis, treatment, prevention, and symptoms of diseases. Automatic identification of disease aspect information is thus essential. In this article, I model the aspect identification problem as a text classification (TC) problem in which a disease aspect corresponds to a category. The disease aspect classification problem poses two challenges to classifiers: (a) a medical text often contains information about multiple aspects of a disease and hence produces noise for the classifiers and (b) text classifiers often cannot extract the textual parts (i.e., passages) about the categories of interest. I thus develop a technique, PETC (Passage Extractor for Text Classification), that extracts passages (from medical texts) for the underlying text classifiers to classify. Case studies on thousands of Chinese and English medical texts show that PETC enhances a support vector machine (SVM) classifier in classifying disease aspect information. PETC also performs better than three state-of-the-art classifier enhancement techniques, including two passage extraction techniques for text classifiers and a technique that employs term proximity information to enhance text classifiers. The contribution is of significance to evidence-based medicine, health education, and healthcare decision support. PETC can be used in those application domains in which a text to be classified may have several parts about different categories.
    Date
    28.10.2013 19:22:57
  13. Zhang, P.; Soergel, D.: Towards a comprehensive model of the cognitive process and mechanisms of individual sensemaking (2014) 0.07 
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    Abstract
    This review introduces a comprehensive model of the cognitive process and mechanisms of individual sensemaking to provide a theoretical basis for: - empirical studies that improve our understanding of the cognitive process and mechanisms of sensemaking and integration of results of such studies; - education in critical thinking and sensemaking skills; - the design of sensemaking assistant tools that support and guide users. The paper reviews and extends existing sensemaking models with ideas from learning and cognition. It reviews literature on sensemaking models in human-computer interaction (HCI), cognitive system engineering, organizational communication, and library and information sciences (LIS), learning theories, cognitive psychology, and task-based information seeking. The model resulting from this synthesis moves to a stronger basis for explaining sensemaking behaviors and conceptual changes. The model illustrates the iterative processes of sensemaking, extends existing models that focus on activities by integrating cognitive mechanisms and the creation of instantiated structure elements of knowledge, and different types of conceptual change to show a complete picture of the cognitive processes of sensemaking. The processes and cognitive mechanisms identified provide better foundations for knowledge creation, organization, and sharing practices and a stronger basis for design of sensemaking assistant systems and tools.
    Date
    22. 8.2014 16:55:39
    Series
    Advances in information science
  14. Pattuelli, M.C.: Modeling a domain ontology for cultural heritage resources : a user-centered approach (2011) 0.07 
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    Abstract
    The use of primary source materials is recognized as key to supporting history and social studies education. The extensive digitization of library, museum, and other cultural heritage collections represents an important teaching resource. Yet, searching and selecting digital primary sources appropriate for classroom use can be difficult and time-consuming. This study investigates the design requirements and the potential usefulness of a domain-specific ontology to facilitate access to, and use of, a collection of digital primary source materials developed by the Library of the University of North Carolina at Chapel Hill. During a three-phase study, an ontology model was designed and evaluated with the involvement of social studies teachers. The findings revealed that the design of the ontology was appropriate to support the information needs of the teachers and was perceived as a potentially useful tool to enhance collection access. The primary contribution of this study is the introduction of an approach to ontology development that is user-centered and designed to facilitate access to digital cultural heritage materials. Such an approach should be considered on a case-by-case basis in relation to the size of the ontology being built, the nature of the knowledge domain, and the type of end users targeted.
    Date
    22. 1.2011 14:11:34
  15. Joudrey, D.N.; McGinnis, R.: Graduate education for information organization, cataloging, and metadata (2014) 0.07 
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    Abstract
    Discussions of cataloging and metadata education are popular in social media outlets, scholarly literature, conference meetings, and so on. This article, the third installment of a longitudinal study on the state of information organization (IO) education, analyzes the recent literature to identify new and continuing themes related to IO education. It provides an overview of the curricula of the 58 library and information science graduate programs in the United States and Canada accredited by the American Library Association (ALA). It examines the current conditions in 2012-2013 and compares them to data from earlier studies. It provides an overview of the types of IO courses available, program requirements, the number of schools offering IO courses, and the number of schools teaching those courses.
  16. Suchenwirth, L.: Sacherschliessung in Zeiten von Corona : neue Herausforderungen und Chancen (2019) 0.06 
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    Abstract
    Eine der wesentlichen Aufgaben als Fachreferent*in ist die inhaltliche Erschließung der neuerworbenen Literatur, sowie die Begutachtung und Auswahl der neu erschienenen Werke in den jeweiligen Fachgebieten hinsichtlich der Relevanz für die eigenen Sammlungen gemäß dem Sammlungsprofil der TU Wien Bibliothek. Im Zuge der Corona-Krise wurde die herkömmliche Arbeitsweise in der Sacherschließung beeinträchtigt, und es haben sich neue Herausforderungen, aber auch Möglichkeiten ergeben. Neben der fehlenden Autopsie der Literatur leidet auch die Sichtung und Erwerbung neuer Literatur unter der physischen Abwesenheit vom Arbeitsplatz bzw. der entsprechenden technischen Infrastruktur. Auch der persönliche Austausch mit den Kolleg*innen wurde deutlich erschwert. Neben den Schwierigkeiten wurden aber auch die neuen Handlungsoptionen auf beruflicher und individueller Ebene positiv gesehen. In dem Artikel werden unsere individuellen Erfahrungen an der TU Wien Bibliothek sowie Ausblicke in die Zukunft wiedergegeben.
    Footnote
    https%3A%2F%2Fjournals.univie.ac.at%2Findex.php%2Fvoebm%2Farticle%2Fdownload%2F5332%2F5271%2F&usg=AOvVaw2yQdFGHlmOwVls7ANCpTii.
  17. Somers, J.: Torching the modern-day library of Alexandria : somewhere at Google there is a database containing 25 million books and nobody is allowed to read them. (2017) 0.06 
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    Abstract
    You were going to get one-click access to the full text of nearly every book that's ever been published. Books still in print you'd have to pay for, but everything else-a collection slated to grow larger than the holdings at the Library of Congress, Harvard, the University of Michigan, at any of the great national libraries of Europe-would have been available for free at terminals that were going to be placed in every local library that wanted one. At the terminal you were going to be able to search tens of millions of books and read every page of any book you found. You'd be able to highlight passages and make annotations and share them; for the first time, you'd be able to pinpoint an idea somewhere inside the vastness of the printed record, and send somebody straight to it with a link. Books would become as instantly available, searchable, copy-pasteable-as alive in the digital world-as web pages. It was to be the realization of a long-held dream. "The universal library has been talked about for millennia," Richard Ovenden, the head of Oxford's Bodleian Libraries, has said. "It was possible to think in the Renaissance that you might be able to amass the whole of published knowledge in a single room or a single institution." In the spring of 2011, it seemed we'd amassed it in a terminal small enough to fit on a desk. "This is a watershed event and can serve as a catalyst for the reinvention of education, research, and intellectual life," one eager observer wrote at the time. On March 22 of that year, however, the legal agreement that would have unlocked a century's worth of books and peppered the country with access terminals to a universal library was rejected under Rule 23(e)(2) of the Federal Rules of Civil Procedure by the U.S. District Court for the Southern District of New York. When the library at Alexandria burned it was said to be an "international catastrophe." When the most significant humanities project of our time was dismantled in court, the scholars, archivists, and librarians who'd had a hand in its undoing breathed a sigh of relief, for they believed, at the time, that they had narrowly averted disaster.
  18. Zeng, Q.; Yu, M.; Yu, W.; Xiong, J.; Shi, Y.; Jiang, M.: Faceted hierarchy : a new graph type to organize scientific concepts and a construction method (2019) 0.06 
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    Abstract
    On a scientific concept hierarchy, a parent concept may have a few attributes, each of which has multiple values being a group of child concepts. We call these attributes facets: classification has a few facets such as application (e.g., face recognition), model (e.g., svm, knn), and metric (e.g., precision). In this work, we aim at building faceted concept hierarchies from scientific literature. Hierarchy construction methods heavily rely on hypernym detection, however, the faceted relations are parent-to-child links but the hypernym relation is a multi-hop, i.e., ancestor-to-descendent link with a specific facet "type-of". We use information extraction techniques to find synonyms, sibling concepts, and ancestor-descendent relations from a data science corpus. And we propose a hierarchy growth algorithm to infer the parent-child links from the three types of relationships. It resolves conflicts by maintaining the acyclic structure of a hierarchy.
    Content
    Vgl.: https%3A%2F%2Faclanthology.org%2FD19-5317.pdf&usg=AOvVaw0ZZFyq5wWTtNTvNkrvjlGA.
  19. Buchanan, S.A.: Regional information science : education and disciplinary precept in the Los Angeles Chapter of ASIST, 1961-2011 (2011) 0.06 
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    Abstract
    Continuing education for information professionals serves to inform professional conduct and broaden theoretical applications. Since its establishment as a regional organization in 1961, the Los Angeles Chapter of the American Society for Information Science and Technology (LACASIS&T) has provided a program for professional development relevant across a range of information institutions within a major metropolitan area. This research examines three factors influencing continuing education activities within the Los Angeles region: founding principles, services contributed by members, and program topics drawn from the range of information professions. Methods employed comprise archival research and oral history conducted with the Chapter's founder, with attention given to the industrial context of the region. The study reveals the centrality of members' contributions to professional trends and information science applications, and a continuous history of individual leaders, contributors, and program offerings presented also emerges. The effectiveness of library and information science continuing education, when presented and coordinated by groups such as chapters, is observed in successful consortial activities consisting of both inreach and outreach to prospective program participants.
  20. Assefa, S.G.; Rorissa, A.: ¬A bibliometric mapping of the structure of STEM education using co-word analysis (2013) 0.06 
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    Abstract
    STEM, a set of fields that includes science, technology, engineering, and mathematics; allied disciplines ranging from environmental, agricultural, and earth sciences to life science and computer science; and education and training in these fields, is clearly at the top of the list of priority funding areas for governments, including the United States government. The U.S. has 11 federal agencies dedicated to supporting programs and providing funding for research and curriculum development. The domain of STEM education has significant implications in preparing the desired workforce with the requisite knowledge, developing appropriate curricula, providing teachers the necessary professional development, focusing research dollars on areas that have maximum impact, and developing national educational policy and standards. A complex undertaking such as STEM education, which attracts interest and valuable resources from a number of stakeholders needs to be well understood. In light of this, we attempt to describe the underlying structure of STEM education, its core areas, and their relationships through co-word analyses of the titles, keywords, and abstracts of the relevant literature using visualization and bibliometric mapping tools. Implications are drawn with respect to the nature of STEM education as well as curriculum and policy development.

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