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  1. Library instruction revisited : bibliographic instruction comes of age (1995) 0.04 
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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
    Content
    Enthält u.a. die Beiträge: MARTIN, L.M. u. T.E. JACOBSON: Reflections on maturity: introduction to 'Library instruction revisited: bibliographic instruction comes of age'; BOBER, C., S. POULIN u. L. VILENO: Evaluating library instruction in academic libraries: a critical review of the literature, 1980-1993; SALONY, M.F.: The history of bibliographic instruction: changing trends from books to the electronic world; ALLEN, E.E.: Active learning and teaching: improving postsecondary library instruction; KLAVANO, A.M. u. E.R. KULLESEID: Bibliographic instruction: renewal and transformation in one academic library; HANSON, M.G.: Joining the conversation: collaborative learning and bibliographic instruction; OSBORNE, N.S. u. C. POON: Serving diverse library populations through the specialized instructional services concept; Whitehead, A. u. M.M. LONG: Providing off campus bibliographic instruction: when off campus means someone else's campus; MOECKEL, N. u. J. PRESNELL: Recognizing, understanding and responding: a program model of library instruction services for international students; HELMS, C.M.: Reaching out to the international students through bibliographic instruction; HULTS, P.: Noodling down the Internet: or, one foot in the last lane, the other stuck in the trenches; HUGHES, G.J.F., P.V. HOFFMANN u. C. DEMETRACOPOULOS: Cartobibliographic instruction: another path in the library instruction program; PIETTE, M.I.: Library instruction: principles, theories, connections and challenges; DOTY, P.: How index learning turns no student pale: an essay on rhetoric and bibliographic instruction; BLANDY, S.G.: Keeping library instruction alive; TURNER, D.J. u. M.E. GROTZKY: They teach too: a role for paraprofessionals in library instruction; RIELLY, L.J. u. G.A. BROWNING: Point of use instruction: the evolving role of stacks support staff and student assistants in an academic library; STRIFE, M.L.: Special libraries and instruction: one to one public relations
    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)
  2. Joudrey, D.N.: Textbooks Used in Bibliographic Control Education Courses (2002) 0.04 
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    Abstract
    As part of the study reported in this paper, the usage of textbooks in bibliographic control education was also examined. This information, which is presented in the following sixteen tables, was obtained by analyzing the Web sites of the 48 ALA-accredited LIS schools in the United States, excluding only the program at the University of Puerto Rico. The course description and the syllabus for each course were examined to determine the textbooks used. If a current syllabus was not available on the Web, the school's cataloging faculty was contacted by e-mail. In a few cases, telephone interviews were conducte to obtain the needed information. Data collection occurred between September 14, 2000 and February 12, 2001. From the 48 schools in this survey, it was found that 92 individual textbook titles were being used in ALA-accredited US graduate schools in the area of bibliographic control education. The total number of textbooks required for all the courses was 422 (a figure that is made up of these 92 individual titles). This averages to 8.79 bibliographic control textbooks per school or 2.12 textbooks per course.
  3. Hyland, M.; Mortimer, M.: Computer assisted learning and the teaching of cataloguing (1995) 0.03 
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    Abstract
    Discusses the benefits of computer assisted learning (CAL) in overcoming the problem of teaching practical cataloguing skills in already crowded library studies programmes. Describes the development of CatSkill, a CAL package offering a complete course in the use od AACR2R and machine readable cataloguing coding, and looks at the features of an effective CAL package
  4. Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015) 0.03 
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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. Harvey, R.; Reynolds, S.: MARCup to markup : education for cataloguing and classification in Australia (2005) 0.03 
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    Abstract
    This article considers the current state in Australia of education for cataloguing and classification (considered broadly and encompassing descriptive cataloguing, subject access, classification, metadata, knowledge organisation, bibliographic control and other related areas for all formats of library resources). Data comes from subject and course descriptions located in the handbook entries and web sites of Australian programs in library and information studies, and from an informal survey of practising cataloguers and library educators. Conclusions are drawn about the range of subjects taught, their focus, and their levels.
  6. Madsen, M.: Teaching bibliography, bibliographic control and bibliographical competence (2000) 0.03 
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    Footnote
    Vortrag, IFLA General Conference, Divison IV Bibliographic Control, Jerusalem, 2000
  7. Snyman, R.: Bibliographic control : is the current training still relevant (2000) 0.03 
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    Footnote
    Vortrag, IFLA General Conference, Divison IV Bibliographic Control, Jerusalem, 2000
  8. Schauder, C.: Faster than a speeding bullet : Cataloguing education in the age of computers (1990) 0.02 
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    Source
    International cataloguing and bibliographic control. 19(1990), S.41-45
  9. Hady, M.F. Abdel; Shaker, A.K.: Cataloging and classification education in Egypt : stressing the fundamentals while approaching toward automated applications (2005) 0.02 
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    Abstract
    This paper concentrates on the current state of cataloging and classification education in Egypt. The authors highlight the changes occurred in the past five years and also envision the expected changes for the near future. All courses related inclusively to cataloging (both descriptive and subject) and classification of library materials have been examined. Research design includes analyzing curricula, distributing written questionnaire, and interviewing library and information science faculty from different departments throughout the country. The paper reveals a number of findings that are of particular relevance to the current and near-future cataloging and classification education in Egypt. Among these findings are the increasing focus on machine-readable cataloging, cooperation in cataloging, improving the practical part of cataloging and classification education, the need for continuing education of instructors, and continuing development of cataloging courses.
  10. Joudrey, D.N.: ¬A new look at US graduate courses in bibliographic control (2002) 0.02 
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    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.
  11. Hsieh-Yee, I.: Cataloging and metatdata education in North American LIS programs (2004) 0.02 
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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
  12. Education for library cataloging : international perspectives (2006) 0.02 
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    Classification
    025.3/071 22
    DDC
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    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."
  13. Oyler, P.G.: Teaching classification in the 21st century (2002) 0.02 
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    Source
    International cataloguing and bibliographic control. 31(2002) no.1, S.16-17
  14. Spillane, J.L.: Comparison of required introductory cataloging courses, 1986 to 1998 (1999) 0.02 
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    Abstract
    Cataloging is an important part of library education. Concerns about the declining number of required introductory cataloging courses led to this study in which data collected from library school bulletins were compared to data gathered in a similar 1986 study. Results indicate that the number of required iniroductory cataloging courses has dropped.
    Date
    10. 9.2000 17:38:22
  15. Beghtol, C.: 'Itself an education' classification systems, theory, and research in the information studies curriculum (1997) 0.02 
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    Abstract
    The interdisciplinary field of information studies requires an eclectic and imaginative curriculum. Future information professionals need intellectual tools that will enable them to adapt to changed social and technological environments. In this situation, the study of classification, including both principles application for current bibliographic systems and principles of construction that could be used to develop new systems for bibliographic and non bibliographic materials, is one way to equip students with the balanced flexibility to adapt to changing needs. Knowledge of the organization of knowledge is basic to any kind of information work
  16. McIlwaine, J.: Bibliographical control : self-instruction from individualised investigations (2000) 0.02 
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    Footnote
    Vortrag, IFLA General Conference, Divison IV Bibliographic Control, Jerusalem, 2000
  17. Slavic, A.: Teaching classification to fit a modern and sustainable LIS curriculum : the case of Croatia (2002) 0.02 
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    Source
    International cataloguing and bibliographic control. 31(2002) no.1, S.13-15
  18. Gorman, M.: Why teach cataloguing and classification? (2002) 0.02 
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    Abstract
    Enemies of cataloging today include ill-informed administrators, information scientists in library schools, and those who think that alternatives to vocabulary control and bibliographic architecture-such as Google-are better and cheaper than cataloging. Bibliographic control and cataloging should be at the heart of library education. An ideal library school is described.
  19. Krüger, N.; Pianos, T.: Lernmaterialien für junge Forschende in den Wirtschaftswissenschaften als Open Educational Resources (OER) (2021) 0.02 
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    Date
    22. 5.2021 12:43:05
    Source
    Open Password. 2021, Nr.935 vom 16.06.2021 [https://www.password-online.de/?mailpoet_router&endpoint=view_in_browser&action=view&data=WzMwNSwiMjNiZDFkOWY4Nzg5IiwwLDAsMjc1LDFd]
  20. Williamson, N.J.: ¬The importance of subject analysis in library and information science education (1997) 0.01 
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    Abstract
    Discusses the nature and importance of subject analysis and subject authority control in the retrieval tools used in libraries and information centres. Included in the discussion are the requirements for effective subject retrieval from OPACs, bibliographic databases, full text systems and the Internet. Attempts to project the nature of subject analysis systems requirements into the future and to draw some conclusions about what new information professionals should be taught, and what skills they need to acquire for application in next century

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