Search (110 results, page 1 of 6)

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Source

Library science with a slant to documentation and information studies. 36(1999) no.1, S.3-9

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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.

Footnote

Teil eines Themenschwerpunktes: Knowledge Management in Asia

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Abstract

This paper investigates the perceptions of the heads of 12 LIS schools about KM education. The heads from North America, Europe and Pacific region who consented to participate in this study had either been offering KM courses or had an apparent interest in these programs. Data about perceptions were gathered around the nature of their KM coursework, KM positions their graduates might target, interdisciplinary partnerships, strategic partnerships with industry, and practical difficulties in the introduction of KM courses. They were asked to pinpoint difficulties in the areas of faculty availability, student enrollment, resource availability, creation of partnerships, working with professional associations, and interactions with industry. There existed a strong interest in offering KM courses, cultivating collaborations with business and computing schools, and developing strategic partnerships with industry. These heads identified those problems that hindered their progress.

Series

81 SI - Knowledge Management ; 112-E

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Abstract

Reports and examines the results of a brief survey of records management training and education in some 26 countries and covering 79 institutions, conducted across the Internet in 1997 by researchers from the Archives and Records Management Programme at the University of Wales at Aberystwyth. Looks at the nees for records management training and education worldwide, and the emergence of the topic as a subset of information management, with an acknowledged impact on the systematic and efficient management of organizations. Suggests the focus of records management has shifted over the recent past from archival management of unwanted documents, to the management of electronic systems, giving records managers equal standing with other professionals in the information management field. Compares records management training in Malaysia and the UK, emphasizing that visiting consultants cannot be a substitute for courses based in universities. The survey revealed there is no standard approach to the training provided by these institutions: some are likely to reflect their archival origins, whilst others represent various streams of information studies

Source

Records management journal. 8(1998) no.1, S.25-54

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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

Source

Information resources management journal. 10(1997) no.4, S.16-24

Theme

Information Resources Management

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Abstract

Die Zielsetzung des Managements der Ressource Wissen stößt auf zahlreiche Problemstellungen unterschiedlichster Art: mangelnde Vertrauensbasis und -kultur, psychosoziale Widerstände, inadäquate Infra- oder Organisationsstruktur, fehlende »Soft Skills« der Mitarbeiter, beschränkt taugliche Controlling-Instrumente und vieles mehr. Der/ die Wissensmanager/-in bzw. Top-Manager/-in, der/die die Herausforderung der bewussten »Bewirtschaftung« des verfügbaren Know-hows aktiv annimmt, findet sich vor einer vielschichtigen, transdisziplinären Problemstellung wieder. Ein postgradualer Lehrgang Wissensmanagement muss die Grundlagen zur Lösung dieser Problemstellungen beinhalten. Er soll Personen im mittleren und Top-Management und (zukünftigen) Wissensmanager/-innen wissenschaftlich und empirisch fundierte Kenntnisse für die erfolgreiche Planung, Umsetzung und Evaluierung von Wissensmanagementprojekten vermitteln. Für den neuen Universitätslehrgang Wissensmanagement (http://www.tim.donau-uni.ac.avIgwm/) an der Donau-Universität Krems wurde mit Unterstützung eines internationalen Expertenkreises ein Curriculum entwickelt, das die als wesentlich erachteten Disziplinen umfasst. Er wird im Sinne eines Monitoring empirisch begleitet durch die Befragung von Teilnehmern/-innen bzw. Managern/-innen, um die Praxistauglichkeit der angebotenen Inhalte sowohl vor als auch nach Beginn und Absolvierung des Lehrganges zu evaluieren. Ziele dieses Projektes sind (a) die Identifikation der Hürden für die Wissensgenerierung; (b) die Definition eines Spektrums daraus abgeleiteter Qualifikationen für Manager/-innen in Organisationen. Die daraus resultierende Studie wird aufbauend auf empirischen Ergebnissen und dem aktuellen Stand der Wissenschaft ein Spektrum von Kompetenzen und entsprechenden Qualifikationskriterien für Wissensmanager/-innen in mittleren und großen Unternehmen entworfen. Die ersten Ergebnisse dieses Projektes werden im Vortrag vorgestellt. Der Lehrgang berücksichtigt in einem ausgewogenen Verhältnis jene interdisziplinären Ebenen, die auf dem Weg zu einer wissensorientierten und lernenden Organisation zu berücksichtigen sind: Geschäftsund Wissensmanagementprozesse; Unternehmens- und Wissenskultur; Informations- und Kommunikationstechnik. Weiters wird das Management expliziter Information (information und Dokumentation, Informationswissenschaften) als Teilbereich des Wissensmanagements verstanden. Synergien und kreative Potenziale in Kombination mit dem Lehrgang Bibliotheks- und Informationsmanagernent werden in diesem Sinne durch die Lehrgangsleitung gezielt gefördert. Der Lehrgang umfasst folgende Themenbereiche: Konzepte und Grundlagen des Wissensmanagements; Mensch und Organisation (Instrumente und Praktiken des Wissensmanagements, Kommunikationsmanagement, Psychologie, Coaching, Messung und Controlling, etc.); Technologie (Wissensrepräsentation, Dokumentenmanagement, ) >Business Intelligence<, Competitive Intelligence etc.); Etablierung des Wissensmanagements (Projektmanagement, Case Studies); Master Thesis

Source

Information Research & Content Management: Orientierung, Ordnung und Organisation im Wissensmarkt; 23. DGI-Online-Tagung der DGI und 53. Jahrestagung der Deutschen Gesellschaft für Informationswissenschaft und Informationspraxis e.V. DGI, Frankfurt am Main, 8.-10.5.2001. Proceedings. Hrsg.: R. Schmidt

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Abstract

Purpose This paper investigates how school teachers look for informational texts for their classrooms. Access to current, varied and authentic informational texts improves learning outcomes for K-12 students, but many teachers lack resources to expand and update readings. The Web offers freely available resources, but finding suitable ones is time-consuming. This research lays the groundwork for building tools to ease that burden. Design/methodology/approach This paper reports qualitative findings from a study in two stages: (1) a set of semistructured interviews, based on the critical incident technique, eliciting teachers' information-seeking practices and challenges; and (2) observations of teachers using a prototype teaching-oriented news search tool under a think-aloud protocol. Findings Teachers articulated different objectives and ways of using readings in their classrooms, goals and self-reported practices varied by experience level. Teachers struggled to formulate queries that are likely to return readings on specific course topics, instead searching directly for abstract topics. Experience differences did not translate into observable differences in search skill or success in the lab study. Originality/value There is limited work on teachers' information-seeking practices, particularly on how teachers look for texts for classroom use. This paper describes how teachers look for information in this context, setting the stage for future development and research on how to support this use case. Understanding and supporting teachers looking for information is a rich area for future research, due to the complexity of the information need and the fact that teachers are not looking for information for themselves.

Date

20. 1.2015 18:30:22

Source

Aslib journal of information management. 72(2020) no.5, S.725-744

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Abstract

Online textbooks can be connected to other sources of information to improve their educational value. We describe 2 case studies. One used in a medical textbook and connected to medical journal abstracts via a thesaurus. The textbook, journal abstracts, and thesaurus were stored on a CD-ROM. The other case study shows a textbook on the WWW that is connected to various other sources of information. About half the book references are to web sites, and the textbook is part of an online course that is connected to an online catalog and other courses. Such linkages among information spaces should help students navigate the information relevant to their studies

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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

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Abstract

Explores the newly emerging information discipline of records management, focusing on its current status in the UK where it is represented by a range of sector specific and general organizations for information professionals. While records management involves some skills and knowledge which are different from those already mastered by library and information professionals, there are significant overlaps in terms of cataloguing, classification, indexing, identifying and meeting user needs and the challenge of dealing with information in electronic form. Concludes that, in the changing and sometimes shrinking market of of some of the more traditional library sectors, records management may offer the opportunity for information professionals to develop or shift their career path while remaining within the discipline of information management

Source

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

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Classification

025.3/071 22

Content

Inhalt: Education and training for cataloguing at the University of Botswana Library : an overview / Rose Tiny Kgosiemang -- The relevance of cataloguing in library science curriculum in Cross River State of Nigeria in this technological age / J.I. Iwe -- The education and training of cataloguing students in South Africa through distance education / Linda M. Cloete -- Education of cataloging and classification in China / Zhanghua Ma -- The status quo and future development of cataloging and classification education in China / Li Si -- Education for knowledge organization : the Indian scene / K.S. Raghavan -- Current status of cataloging and classification education in Japan / Shoichi Taniguchi -- A study on the job training and self-training of the cataloging and classification librarians working in South Korean academic libraries / Chul-Wan Kwak -- Beyond our expectations : a review of an independent learning module in descriptive cataloguing at the Queensland University of for cataloguing and classification in Australia / Ross Harvey, Susan Reynolds -- Education for cataloging and classification in Austria and Germany / Monika Münnich, Heidi Zotter-Straka, Petra Hauke -- Education and training on studies and professional librarianship schools / Anna Sitarska -- Cataloging education on the sunny side of the Alps / Jerry D. Saye, Alenka ^Sauperl -- Education for cataloging in Spanish universities : a descriptive and López-Cózar -- Education and training for cataloguing and classification in the British Isles / J.H. Bowman -- The teaching of information processing in the University of Buenos Aires, Argentina / Elsa E. Barber, Silvia L. Pisano -- Education for cataloging and classification in Mexico / Filiberto Felipe Martínez Arellano -- Education for cataloging and related areas in Peru / Ana María Talavera Ibarra -- Cataloging and classification education in Egypt : stressing the fundamentals while moving toward automated applications / Mohammed Fat'hy Abdel Hady, Ali Kamal Shaker -- An account of cataloging and classification education in Iranian universities / Mortaza Kokabi -- Cataloging instruction in Israel / Snunith Shoham -- Continuing education for catalogers in Saudi Arabia / Zahiruddin Khurshid.

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)."
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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Abstract

Knowledge management is a discipline that has rapidly gained attention from both practitioners and academics over the last decade. However, the number of simulation games designed for knowledge management education has been limited. This is largely due to the emerging nature of knowledge management, whose domain the established gaming and simulation community has yet to enter. For this reason, the value and relevance of knowledge management simulation games is highlighted in this article by detailing the design and implementation of a simulation game entitled The Chief Knowledge Officer (CKO). The study was intended to meet two objectives: (a) to provide a template for designing knowledge management simulation games, and (b) to determine the effectiveness of CKO through a pretest-posttest research design. An empirical study which involved 32 final-year Business Studies students reading an elective module entitled Knowledge Management Systems in an institute of higher education in Singapore was conducted. The findings confirmed that CKO was a viable and effective instructional tool for imparting knowledge to the participants. In addition, the scores obtained from CKO had a moderating effect an the participants' attitude towards the subject matter.

Footnote

Teil eines Themenschwerpunktes: Knowledge Management in Asia

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Abstract

Thematic issues devoted to bibliographic instruction in libraries. Deals with a broad range of topics including learning theories and pedagocy, collaboration and cooperation, technology and instruction, diversity and multiculturalism and a number of case studies

Footnote

Rez. in: Journal of education for library and information science 37(1996) no.3, S.300-301 (C. Peterson); Journal of academic librarianship 22(1996) no.5, S.399-400 (P.S. Thomas)

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Abstract

Traditional cataloging support services such as typing and filing are gradually being eliminated in favor of more sophisticated skills. Library staff members who are specialized in imminently obsolete skills must be re-educated to become productive participants in the "Golden Age" of technology. The Catalog Management section at the Iowa State University Library is attempting to make this process painless and exciting for all of its employees.

Date

7. 1.2007 13:22:11

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Abstract

Network learning holds promise for the delivery of continuing professional LIS education. Many LIS schools are revising curricula so that they van respond better to the needs of new information markets. Terms replacing 'librarian' were proposed. The difficulties of implementing curricula changes in eastern Europe were outlined. Quality assessment was seen as an integral part of curriculum development and necessary to satisfy the changing requirements of the market place

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Abstract

Provides an overview of major developments in information science education in Europe and the USA and poses key questions concerning their impact on information science education in South Africa. These questions deal specifically with issues relating to the general orientation of information science education, the core content of the curriculum and the composition of its compilers

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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).
It is my hope that domain analysis may contribute to the strengthening of the professional and scientific identity of our discipline and provide more coherence and depth in information studies. The paper is an argument about what should be core teachings in our field, It should be both broad enough to cover the important parts of IS and Specific enough to maintain a special focus and identity compared to, for example, computer science and the cognitive sciences. It is not a narrow view of information science and an the other hand it does not Set forth an unrealistic utopia."

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Footnote

Rez. in: JASIST 56(2005) no.6, S.658-659 (L..E. Harris): "The twenty-eight essays in Benchmarks in Distance Education chronicle the historically significant developments of library and information science's (LIS) tradition in distance education, also known as distributed learning. Twenty-seven programs are represented in the text, geographically ranging from C. Herbert Carson's "The University of Rhode Island Regional Program Distance Education in New England" to Leigh Estabrook's "Distance Education at the University of Illinois" to Violet H. Harada's "Distance Learning at the University of Hawai'i: Serving the Underserved in an Island State." There are discussions of programs for individual institutions, such as "A Tradition of Innovation: The Syracuse University Experience," by Ruth V. Small and Barbara Settel; for statewide programs, such as "OhioLEARN: Distributed Education in Library and Information Science at Kent State University," by Danny P. Wallace and Connie Van Fleet; for cross-state joint programs, such as Mary Wagner and Prudence Dalrymple's "Dominican University (River Forest, IL) and the College of St. Catherine (St. Paul, MN) Distance Learning Experience; and even discussions of separate programs within the same state, such as Jane Pearlmutter's "Distance Education at the University of Wisconsin-Madison School of Library and Information Studies" and "The Evolution of Distance Learning at the School of Information Studies, University of Wisconsin-Milwaukee" by Wilfred Fong, Judith Senkevitch, and Dietmar Wolfram. Each essay was independently written and varies widely in format, designation of key issues, and comprehensiveness. Some place the development of distance education in the context of the historical development of LIS in the specific institution. Others focus an the technology, while still others approach the discussion from a pedagogical perspective. Alma Dawson, in "The School of Library and Information Science at Louisiana State University: Distance Education Program," provides a chronological timetable of specific course offerings from 1947 and includes a projected listing of courses through 2007 in a set of appendices. Barron's "Introduction" provides a useful framework for approaching the benchmark cases. First, there is a synthesized definition of distance education "as the study and practice of education in environments where the learner and teacher are separated by time and distance but are connected by technology and commitmenC (p. xi). He goes an to clarify terminology: "Distance education can be argued to be a subset of a more comprehensive concept, distributed education, a term that is generally accepted as referring to all elements of the academic experience that is enhanced by information technology applications" (p. xi). The introduction is completed through an historical overview of early technological efforts in LIS distance education, including correspondence study, extension efforts, and telecommunication delivery. The volume concludes with an index useful to locating specific topical information located through the essays. Despite (or perhaps as a result of) the depth and breadth of the case studies, this reviewer found nine common threads, which are repeated in some shape or form within each essay: - Technology - Pedagogy - Faculty issues - Political/organization/institutional concerns - Student issues - Support services - Economic considerations - Research and evaluation - The future of LIS distance education ...
Overall, the value of this volume cannot be disputed. The case studies provide a rich historical tapestry, not only of the evolution of LIS distance education specifically, but of the role LIS has played in the development of distance education, or distributed learning, in general. Researchers in LIS and distance education will find an historical context in which to place their current work. Students in LIS will benefit from exposure to the various models and paths of development for distance education. There are undoubtedly more than the ten threads of interest relevant to LIS distance education, and what is essential is the continued discussion of these and other elements. LIS must attend to the unanswered questions regarding distance education; the questions only hinted at in this broad array of institution-specific essays. Hopefully, these benchmarks are just the first to be preserved. Further editions of Benchmarks in Distance Education: The LIS Experience need to, indeed must, be written to further elucidate, illustrate, and preserve the LIS heritage."

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Abstract

Discusses the courses avalibale at the Centre for Information Management at Thames Valley University, UK. The courses bring together academic programmes and operational functions; educators and practioners

Source

Library management. 16(1995) no.6, S.37-40

Theme

Information Resources Management

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