Search (126 results, page 1 of 7)

0.047864325 = product of:
  0.09572865 = sum of:
    0.08011803 = weight(_text_:representation in 3064) [ClassicSimilarity], result of:
      0.08011803 = score(doc=3064,freq=2.0), product of:
        0.19700786 = queryWeight, product of:
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.042818543 = queryNorm
        0.40667427 = fieldWeight in 3064, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.0625 = fieldNorm(doc=3064)
    0.015610619 = product of:
      0.046831857 = sum of:
        0.046831857 = weight(_text_:29 in 3064) [ClassicSimilarity], result of:
          0.046831857 = score(doc=3064,freq=2.0), product of:
            0.15062225 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.042818543 = queryNorm
            0.31092256 = fieldWeight in 3064, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0625 = fieldNorm(doc=3064)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)

Abstract

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

Date

27. 1.1996 18:29:24

0.044462394 = product of:
  0.08892479 = sum of:
    0.050073773 = weight(_text_:representation in 1125) [ClassicSimilarity], result of:
      0.050073773 = score(doc=1125,freq=2.0), product of:
        0.19700786 = queryWeight, product of:
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.042818543 = queryNorm
        0.25417143 = fieldWeight in 1125, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1125)
    0.038851015 = product of:
      0.05827652 = sum of:
        0.029269911 = weight(_text_:29 in 1125) [ClassicSimilarity], result of:
          0.029269911 = score(doc=1125,freq=2.0), product of:
            0.15062225 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.042818543 = queryNorm
            0.19432661 = fieldWeight in 1125, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1125)
        0.02900661 = weight(_text_:22 in 1125) [ClassicSimilarity], result of:
          0.02900661 = score(doc=1125,freq=2.0), product of:
            0.14994325 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042818543 = 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)
      0.6666667 = coord(2/3)
  0.5 = coord(2/4)

Abstract

Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowl­edge organization systems with interdisciplinary visions, and in the expressions through which information is sought.

Date

20.11.2023 17:29:13

0.028996356 = product of:
  0.05799271 = sum of:
    0.025036886 = weight(_text_:representation in 207) [ClassicSimilarity], result of:
      0.025036886 = score(doc=207,freq=2.0), product of:
        0.19700786 = queryWeight, product of:
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.042818543 = queryNorm
        0.12708572 = fieldWeight in 207, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.01953125 = fieldNorm(doc=207)
    0.032955825 = product of:
      0.049433738 = sum of:
        0.028922968 = weight(_text_:theory in 207) [ClassicSimilarity], result of:
          0.028922968 = score(doc=207,freq=4.0), product of:
            0.1780563 = queryWeight, product of:
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.042818543 = queryNorm
            0.1624372 = fieldWeight in 207, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.01953125 = fieldNorm(doc=207)
        0.020510769 = weight(_text_:22 in 207) [ClassicSimilarity], result of:
          0.020510769 = score(doc=207,freq=4.0), product of:
            0.14994325 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042818543 = 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)
      0.6666667 = coord(2/3)
  0.5 = coord(2/4)

Classification

025.3/071 22

DDC

025.3/071 22

Footnote

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

0.02478525 = product of:
  0.099141 = sum of:
    0.099141 = weight(_text_:representation in 5433) [ClassicSimilarity], result of:
      0.099141 = score(doc=5433,freq=4.0), product of:
        0.19700786 = queryWeight, product of:
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.042818543 = queryNorm
        0.50323373 = fieldWeight in 5433, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5433)
  0.25 = coord(1/4)

Abstract

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

0.020029508 = product of:
  0.08011803 = sum of:
    0.08011803 = weight(_text_:representation in 5430) [ClassicSimilarity], result of:
      0.08011803 = score(doc=5430,freq=2.0), product of:
        0.19700786 = queryWeight, product of:
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.042818543 = queryNorm
        0.40667427 = fieldWeight in 5430, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.0625 = fieldNorm(doc=5430)
  0.25 = coord(1/4)

Abstract

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

0.020029508 = product of:
  0.08011803 = sum of:
    0.08011803 = weight(_text_:representation in 5431) [ClassicSimilarity], result of:
      0.08011803 = score(doc=5431,freq=2.0), product of:
        0.19700786 = queryWeight, product of:
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.042818543 = queryNorm
        0.40667427 = fieldWeight in 5431, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.0625 = fieldNorm(doc=5431)
  0.25 = coord(1/4)

Footnote

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

0.020029508 = product of:
  0.08011803 = sum of:
    0.08011803 = weight(_text_:representation in 5434) [ClassicSimilarity], result of:
      0.08011803 = score(doc=5434,freq=2.0), product of:
        0.19700786 = queryWeight, product of:
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.042818543 = queryNorm
        0.40667427 = fieldWeight in 5434, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.0625 = fieldNorm(doc=5434)
  0.25 = coord(1/4)

Footnote

Übers. des Titels: Methodology for knowledge representation systems education

0.020023286 = product of:
  0.080093145 = sum of:
    0.080093145 = product of:
      0.12013971 = sum of:
        0.08501582 = weight(_text_:theory in 3063) [ClassicSimilarity], result of:
          0.08501582 = score(doc=3063,freq=6.0), product of:
            0.1780563 = queryWeight, product of:
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.042818543 = queryNorm
            0.47746593 = fieldWeight in 3063, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.046875 = fieldNorm(doc=3063)
        0.035123892 = weight(_text_:29 in 3063) [ClassicSimilarity], result of:
          0.035123892 = score(doc=3063,freq=2.0), product of:
            0.15062225 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.042818543 = queryNorm
            0.23319192 = fieldWeight in 3063, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.046875 = fieldNorm(doc=3063)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Abstract

Describes briefly the records management education programme at Texas University at Austin, Graduate School of Library and Information Science which attempted to demonstrate to library educators the importance of supporting records management education because of its sharing of a theoretical base with librarianship. While this goal is desirable, the linking of records management theory with the broader discipline of information science and its information resources management perspectives is a more fruitful approach. Shows that the critical link between archives and records management theory is central to records management education whereas librarianship theory is only tangential to it, calls for changes in the range of outside disciplines that information professionals and educators are aware of

Date

27. 1.1996 18:29:24

0.017525818 = product of:
  0.07010327 = sum of:
    0.07010327 = weight(_text_:representation in 5432) [ClassicSimilarity], result of:
      0.07010327 = score(doc=5432,freq=2.0), product of:
        0.19700786 = queryWeight, product of:
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.042818543 = queryNorm
        0.35583997 = fieldWeight in 5432, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.600994 = idf(docFreq=1206, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5432)
  0.25 = coord(1/4)

Footnote

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

0.01742317 = product of:
  0.06969268 = sum of:
    0.06969268 = product of:
      0.104539014 = sum of:
        0.06941512 = weight(_text_:theory in 5452) [ClassicSimilarity], result of:
          0.06941512 = score(doc=5452,freq=4.0), product of:
            0.1780563 = queryWeight, product of:
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.042818543 = queryNorm
            0.3898493 = fieldWeight in 5452, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.046875 = fieldNorm(doc=5452)
        0.035123892 = weight(_text_:29 in 5452) [ClassicSimilarity], result of:
          0.035123892 = score(doc=5452,freq=2.0), product of:
            0.15062225 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.042818543 = queryNorm
            0.23319192 = fieldWeight in 5452, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.046875 = fieldNorm(doc=5452)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Abstract

The current state of graduate bibliographic control education in the United States is examined through reviewing the literature, analyzing Web sites for 48 LIS programs, and corresponding with and interviewing bibliographic control educators. In reviewing the recent bibliographic control education literature, six primary themes were identified: background/contextual information, theory versus practice, responsibilities and skills needed by catalogers, relations between educators and practitioners, the universality of cataloging, and curricular issues. Each of these areas is examined in depth. The study conducted examined the number and types of bibliographic control education available in LIS programs in the US. It also collected information on which textbooks were being used in each course. It appears from the study that some courses are increasing in number. The primary areas of bibliographic control education examined include organizing information, technical services, classification theory, indexing, thesaurus construction, cataloging technology, and basic, advanced, descriptive, subject, non-book, Internet resources, and music cataloging courses.

Date

29. 7.2006 16:55:11

0.016459431 = product of:
  0.065837726 = sum of:
    0.065837726 = product of:
      0.09875659 = sum of:
        0.049083903 = weight(_text_:theory in 5448) [ClassicSimilarity], result of:
          0.049083903 = score(doc=5448,freq=2.0), product of:
            0.1780563 = queryWeight, product of:
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.042818543 = queryNorm
            0.27566507 = fieldWeight in 5448, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.046875 = fieldNorm(doc=5448)
        0.049672686 = weight(_text_:29 in 5448) [ClassicSimilarity], result of:
          0.049672686 = score(doc=5448,freq=4.0), product of:
            0.15062225 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.042818543 = queryNorm
            0.3297832 = fieldWeight in 5448, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.046875 = fieldNorm(doc=5448)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Abstract

Describes and analyzes the following three issues which elicit strong but divergent views among cataloging faculty, students, and practitioners, and seem to have done so for as long as people have been writing about cataloging education: (1) practice versus theory in cataloging education; (2) dividing book and nonbook cataloging into separate classes versus teaching the cataloging of all materials in a single class; and (3) what setting is best for teaching cataloging-formal graduate school courses, on the job training, or continuing education offerings. Speculates on how these issues may play out in the future as cataloging education continues to evolve in the 21st century.

Date

29. 7.2006 15:03:54

Source

Cataloging and classification quarterly. 34(2002) nos.1/2, S.15-29

0.016373739 = product of:
  0.065494955 = sum of:
    0.065494955 = product of:
      0.09824243 = sum of:
        0.057264555 = weight(_text_:theory in 1958) [ClassicSimilarity], result of:
          0.057264555 = score(doc=1958,freq=2.0), product of:
            0.1780563 = queryWeight, product of:
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.042818543 = queryNorm
            0.32160926 = fieldWeight in 1958, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1958)
        0.040977873 = weight(_text_:29 in 1958) [ClassicSimilarity], result of:
          0.040977873 = score(doc=1958,freq=2.0), product of:
            0.15062225 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.042818543 = queryNorm
            0.27205724 = fieldWeight in 1958, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1958)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Abstract

The article describes broadly the current curriculum in the Departamento de Bibliotecología y Ciencia de la Información at the Facultad de Filosofía y Letras of the Universidad de Buenos Aires. It introduces the Information Processing Area, included cataloging and classification: its composition, theoretical background, strategies and teaching techniques used in the teaching process - learning, relationship with other areas in the curriculum, the mode of connection between theory and practice, as well as the main existing research areas.

Date

29. 9.2008 18:54:04

0.016373739 = product of:
  0.065494955 = sum of:
    0.065494955 = product of:
      0.09824243 = sum of:
        0.057264555 = weight(_text_:theory in 5449) [ClassicSimilarity], result of:
          0.057264555 = score(doc=5449,freq=2.0), product of:
            0.1780563 = queryWeight, product of:
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.042818543 = queryNorm
            0.32160926 = fieldWeight in 5449, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.0546875 = fieldNorm(doc=5449)
        0.040977873 = weight(_text_:29 in 5449) [ClassicSimilarity], result of:
          0.040977873 = score(doc=5449,freq=2.0), product of:
            0.15062225 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.042818543 = queryNorm
            0.27205724 = fieldWeight in 5449, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0546875 = fieldNorm(doc=5449)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Abstract

Cataloging remains a fundamental component of library and information science and has many lessons to teach the architects of the Internet age. All students can benefit from taking a cataloging course, especially if it stresses cataloging as one specific answer to the problems of managing information and places cataloging within a larger context that also includes indexing and Internet search engines. Students deserve cataloging courses that combine theory and practice, avoid memorization, and require them to show a mastery of core principles rather than picky details. This paper includes specific suggestions on how to make cataloging exciting.

Date

29. 7.2006 15:04:09

0.016373739 = product of:
  0.065494955 = sum of:
    0.065494955 = product of:
      0.09824243 = sum of:
        0.057264555 = weight(_text_:theory in 794) [ClassicSimilarity], result of:
          0.057264555 = score(doc=794,freq=2.0), product of:
            0.1780563 = queryWeight, product of:
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.042818543 = queryNorm
            0.32160926 = fieldWeight in 794, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.0546875 = fieldNorm(doc=794)
        0.040977873 = weight(_text_:29 in 794) [ClassicSimilarity], result of:
          0.040977873 = score(doc=794,freq=2.0), product of:
            0.15062225 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.042818543 = queryNorm
            0.27205724 = fieldWeight in 794, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0546875 = fieldNorm(doc=794)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Abstract

The issue of integrating both theory and practice into the graduate cataloging curriculum has been widely recognized as a long-standing obstacle for educators and practitioners alike. One way students can gain practical cataloging experience is through a practicum. In order to gauge cataloger attitudes about practica, an online survey was distributed to entry-level catalogers with less than ten years of experience and who were currently employed at an Association of Research Libraries (ARL) member institution. Although the experiences ranged widely, the majority of respondents felt the practicum was a valuable experience that should be formally required within the library science curriculum.

Date

29. 9.2008 14:55:10

0.016312301 = product of:
  0.065249205 = sum of:
    0.065249205 = product of:
      0.09787381 = sum of:
        0.057264555 = weight(_text_:theory in 2609) [ClassicSimilarity], result of:
          0.057264555 = score(doc=2609,freq=2.0), product of:
            0.1780563 = queryWeight, product of:
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.042818543 = queryNorm
            0.32160926 = fieldWeight in 2609, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.0546875 = fieldNorm(doc=2609)
        0.04060925 = weight(_text_:22 in 2609) [ClassicSimilarity], result of:
          0.04060925 = score(doc=2609,freq=2.0), product of:
            0.14994325 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042818543 = queryNorm
            0.2708308 = fieldWeight in 2609, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=2609)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Abstract

This paper presents the results of a research study, a survey of library and information science master's degree holders who have taken a beginning cataloging course, to identify the elements of a beginning cataloging course that help students to learn cataloging concepts and skills. The results suggest that cataloging practice (the hands-on creation of bibliographic records or catalog cards), the effectiveness of the instructor, a balance of theory and practice, and placing cataloging in a real-world context contribute to effective learning. However, more research is needed to determine how, and to what the extent, each element should be incorporated into beginning cataloging courses.

Date

10. 9.2000 17:38:22

0.015540405 = product of:
  0.06216162 = sum of:
    0.06216162 = product of:
      0.09324243 = sum of:
        0.046831857 = weight(_text_:29 in 3544) [ClassicSimilarity], result of:
          0.046831857 = score(doc=3544,freq=2.0), product of:
            0.15062225 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.042818543 = queryNorm
            0.31092256 = fieldWeight in 3544, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0625 = fieldNorm(doc=3544)
        0.04641057 = weight(_text_:22 in 3544) [ClassicSimilarity], result of:
          0.04641057 = score(doc=3544,freq=2.0), product of:
            0.14994325 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042818543 = queryNorm
            0.30952093 = fieldWeight in 3544, 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=3544)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Date

29. 9.2008 19:01:22

0.014034633 = product of:
  0.05613853 = sum of:
    0.05613853 = product of:
      0.084207796 = sum of:
        0.049083903 = weight(_text_:theory in 5459) [ClassicSimilarity], result of:
          0.049083903 = score(doc=5459,freq=2.0), product of:
            0.1780563 = queryWeight, product of:
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.042818543 = queryNorm
            0.27566507 = fieldWeight in 5459, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.046875 = fieldNorm(doc=5459)
        0.035123892 = weight(_text_:29 in 5459) [ClassicSimilarity], result of:
          0.035123892 = score(doc=5459,freq=2.0), product of:
            0.15062225 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.042818543 = queryNorm
            0.23319192 = fieldWeight in 5459, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.046875 = fieldNorm(doc=5459)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Abstract

Educating librarians to perform authority work and catalog maintenance involves formal education in library school and both on-the-job and in-service training. However, the path from library school graduate to authority control librarian is neither direct nor self-evident. The authors surveyed the membership of the AUTOCAT electronic discussion group to determine how librarians learn the theory and practice of authority control and catalog maintenance; strategies that would make authority control easier to learn; levels of educational responsibility involved for the library schools, individual librarians and their employers; and how librarians value authority control. The survey results show that an ongoing collaboration among librarians, employers and educators is needed to refine and simplify the process of authority control education.

Date

29. 7.2006 18:03:37

0.014034633 = product of:
  0.05613853 = sum of:
    0.05613853 = product of:
      0.084207796 = sum of:
        0.049083903 = weight(_text_:theory in 5762) [ClassicSimilarity], result of:
          0.049083903 = score(doc=5762,freq=2.0), product of:
            0.1780563 = queryWeight, product of:
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.042818543 = queryNorm
            0.27566507 = fieldWeight in 5762, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.046875 = fieldNorm(doc=5762)
        0.035123892 = weight(_text_:29 in 5762) [ClassicSimilarity], result of:
          0.035123892 = score(doc=5762,freq=2.0), product of:
            0.15062225 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.042818543 = queryNorm
            0.23319192 = fieldWeight in 5762, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.046875 = fieldNorm(doc=5762)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Abstract

Despite its young age compared to similar programs in the United States, cataloging instruction in Israel has also been transformed to reflect the changes in the work done in libraries based on technological innovations and conceptions held by those involved in academia. Cataloging instruction in Israel is marked by a number of factors: * There has always been a division, carried through to today, between distinct and independent courses on various aspects of cataloging: A course on classification, a course on descriptive cataloging and a course on indexing. Even today, these courses are requirements in all of the instructional frameworks, though the length of the course has been reduced over the years * Over the years additional courses have been introduced as a reflection of the technological developments and work in the field * The majority of courses are now taught in computer labs * Switch to instruction by academics and not by librarians, workers in the field, as was customary for many decades * Focus of instruction in university departments on theory and understanding of concepts.

Date

29. 9.2008 18:59:26

0.011695528 = product of:
  0.046782114 = sum of:
    0.046782114 = product of:
      0.07017317 = sum of:
        0.040903255 = weight(_text_:theory in 5458) [ClassicSimilarity], result of:
          0.040903255 = score(doc=5458,freq=2.0), product of:
            0.1780563 = queryWeight, product of:
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.042818543 = queryNorm
            0.2297209 = fieldWeight in 5458, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.0390625 = fieldNorm(doc=5458)
        0.029269911 = weight(_text_:29 in 5458) [ClassicSimilarity], result of:
          0.029269911 = score(doc=5458,freq=2.0), product of:
            0.15062225 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.042818543 = queryNorm
            0.19432661 = fieldWeight in 5458, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0390625 = fieldNorm(doc=5458)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Abstract

The authors, Professor Arlene G. Taylor and her doctoral student, Daniel N. Joudrey, discuss their approach to teaching subject cataloging in the graduate library and information sciences (LIS) program at the University of Pittsburgh's School of Information Sciences. This essay discusses the authors' thoughts on the importance of subject cataloging in graduate LIS education, the theory versus practice debate, goals, class work, grading, making it concrete to the students, ordering topics in the courses, separating subject analysis from descriptive cataloging, and concerns for the future. In the not too distant past, library schools considered the teaching of Dewey Decimal Classification and Library of Congress Subject Headings to be totally adequate preparation for graduates to function subject-wise in their chosen profession. As time has moved on we have gone through periods in which even these were considered unnecessary "because keyword searching is better than subject headings" and "classification is only a location device." The complexities of the current world of subject access (or lack thereof), however, demand that a more complex and thorough approach be taken.

Date

29. 7.2006 18:01:20

0.011569187 = product of:
  0.04627675 = sum of:
    0.04627675 = product of:
      0.13883024 = sum of:
        0.13883024 = weight(_text_:theory in 970) [ClassicSimilarity], result of:
          0.13883024 = score(doc=970,freq=4.0), product of:
            0.1780563 = queryWeight, product of:
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.042818543 = queryNorm
            0.7796986 = fieldWeight in 970, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              4.1583924 = idf(docFreq=1878, maxDocs=44218)
              0.09375 = fieldNorm(doc=970)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)

Source

Classification theory in the computer age: conversations across the disciplines. Proc. from the Conf. 18.-19.11.1988, Albany, NY