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  1. Si, L.: ¬The status quo and future development of cataloging and classification education in China (2005) 0.05 
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    Abstract
    This article depicts the status quo of cataloging and classification education in China, including the library science programs, their curricula, the degrees offered, the contents of courses, and the selection of textbooks. It also analyzes the current problems in library science programs and projects the possible improvements and progress in the teaching in the next five to ten years.
    Date
    29. 9.2008 19:01:22
  2. Seadle, M.: Education for twenty-first century librarians (2004) 0.04 
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    Abstract
    Humboldt University invited experts to Berlin recently to offer advice about its library science program. While the education of librarians for the twenty-first century needs to include practical training, those who plan to work in a research environment, or who want a research degree like a PhD, need to acquire a methodology that grounds their work in an established scholarly context.
    Source
    Library hi tech. 22(2004) no.4, S.337-339
  3. Hill, J.S.: Analog people for digital dreams : staffing and educational considerations for cataloging and metadata professionals (2005) 0.04 
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    Abstract
    As libraries attempt to incorporate increasing amounts of electronic resources into their catalogs, utilizing a growing variety of metadata standards, library and information science programs are grappling with how to educate catalogers to meet these challenges. In this paper, an employer considers the characteristics and skills that catalogers will need and how they might acquire them.
    Date
    10. 9.2000 17:38:22
  4. Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015) 0.04 
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    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
  5. Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014) 0.03 
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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.
    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
  6. AI-Hawamdeh, S.: Designing an interdisciplinary graduate program in knowledge management (2005) 0.03 
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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.
    Source
    Journal of the American Society for Information Science and Technology. 56(2005) no.11, S.1200-1206
  7. Tell, B.V.: Cataloging rules and database production : implications for manpower training in a developing country (1989) 0.03 
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    Source
    International forum on information and documentation. 14(1989), S.22-27
  8. Matthews, P.: Learning science : Some insights from cognitive science (2000) 0.03 
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    Source
    Science and education. 9(2000) no.6, S. -
  9. Hsieh-Yee, I.: Cataloging and metatdata education in North American LIS programs (2004) 0.03 
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    Abstract
    This paper presents findings of a survey an the state of cataloging and metadata education. in ALA-accredited library and information science progranis in North America. The survey was conducted in response to Action Item 5.1 of the "Bibliographic Control of Web Resources: A Library of Congress Action Plan," which focuses an providing metadata education to new LIS professionals. The study found LIS programs increased their reliance an introductory courses to cover cataloging and metadata, but fewer programs than before had a cataloging course requirement. The knowledge of cataloging delivered in introductory courses was basic, and the coverage of metadata was limited to an overview. Cataloging courses showed similarity in coverage and practice and focused an print mater!als. Few cataloging educators provided exercises in metadata record creation using non-AACR standards. Advanced cataloging courses provided in-depth coverage of subject cataloging and the cataloging of nonbook resources, but offered very limited coverage of metadata. Few programs offered full courses an metadata, and even fewer offered advanced metadata courses. Metadata topics were well integrated into LIS curricula, but coverage of metadata courses varied from program to program, depending an the interests of instructors. Educators were forward-looking and agreed an the inclusion of specific knowledge and skills in metadata instruction. A series of actions were proposed to assist educators in providing students with competencies in cataloging and metadata.
    Date
    10. 9.2000 17:38:22
  10. Mezick, E.M.; Koenig, M.E.D.: Education for information science (2008) 0.02 
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    Source
    Annual review of information science and technology. 42(2008), S.xxx-xxx
  11. Constructivism and science education (2000) 0.02 
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    Source
    Science and education. 9(2000) no.6
  12. Library instruction revisited : bibliographic instruction comes of age (1995) 0.02 
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    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)
  13. MacDougall, J.; Brittain, J.M.: Library and information science education in the United Kingdom (1993) 0.02 
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    Source
    Annual review of information science and technology. 28(1993), S.361-390
  14. Jenkins, E.: Constructivism in school science education : powerful model or the most dangerous intellectual tendency? (2000) 0.02 
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    Source
    Science and education. 9(2000) no.6, S. -
  15. Education for library cataloging : international perspectives (2006) 0.02 
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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
    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."
  16. Bates, M.J.: Information science at the University of California at Berkeley in the 1960s : a memoir of student days (2004) 0.02 
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    Abstract
    The author's experiences as a master's and doctoral student at the University of California at Berkeley School of Library and Information Studies during a formative period in the history of information science, 1966-71, are described. The relationship between documentation and information science as experienced in that program is discussed, as well as the various influences, both social and intellectual, that shaped the author's understanding of information science at that time.
    Footnote
    Beitrag in einem Themenheft: Pioneers in library and information science
  17. Gödert, W.: Formale und inhaltliche Medienerschließung in der theoretischen Ausbildung der wissenschaftlichen Bibliothekare (1991) 0.02 
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    Source
    Die theoretische Ausbildung der Bibliotheksreferendare. Die Umsetzung der Empfehlungen für die Ausbildung des Höheren Bibliotheksdienstes an den Ausbildungseinrichtungen. Referate und Diskussionsergebnisse ... 22. und 23.11.1990 in Frankfurt/M. Hrsg.: J. Tehnzen
  18. Kuhlen, R.; Rittberger, M.: Stand und Perspektiven der Informationswissenschaft unter besonderer Berücksichtigung der Erfahrungen in Konstanz (1998) 0.02 
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    Source
    Information und Märkte: 50. Deutscher Dokumentartag 1998, Kongreß der Deutschen Gesellschaft für Dokumentation e.V. (DGD), Rheinische Friedrich-Wilhelms-Universität Bonn, 22.-24. September 1998. Hrsg. von Marlies Ockenfeld u. Gerhard J. Mantwill
  19. Kirfel, G.: Methodisch-didaktische Überlegungen zum Fach "Alphabetische Katalogisierung" nach den "Preußischen Instruktionen" (1976) 0.02 
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    Date
    22. 3.2016 12:14:11
  20. Kennedy, M.L.: Innovation in information : making a difference in education (2009) 0.02 
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    Date
    22. 8.2009 19:51:28

Authors

Years

Languages

  • e 117
  • d 9
  • sp 2
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Types

  • a 117
  • el 5
  • s 5
  • m 4
  • b 1
  • i 1
  • p 1
  • More… Less…

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