Search (71 results, page 1 of 4)

  • × theme_ss:"Ausbildung"
  1. Garcia, A.: RDA in Spanish : translation issues and training implications (2014) 0.06 
    0.06020768 = product of:
  0.12041536 = sum of:
    0.09513538 = weight(_text_:description in 1991) [ClassicSimilarity], result of:
      0.09513538 = score(doc=1991,freq=2.0), product of:
        0.23150103 = queryWeight, product of:
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.04979191 = queryNorm
        0.41095015 = fieldWeight in 1991, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.0625 = fieldNorm(doc=1991)
    0.025279973 = product of:
      0.050559945 = sum of:
        0.050559945 = weight(_text_:access in 1991) [ClassicSimilarity], result of:
          0.050559945 = score(doc=1991,freq=2.0), product of:
            0.16876608 = queryWeight, product of:
              3.389428 = idf(docFreq=4053, maxDocs=44218)
              0.04979191 = queryNorm
            0.29958594 = fieldWeight in 1991, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.389428 = idf(docFreq=4053, maxDocs=44218)
              0.0625 = fieldNorm(doc=1991)
      0.5 = coord(1/2)
  0.5 = coord(2/4)
    Abstract
    This article describes the process used to produce an appropriate translation of Resource Description and Access (RDA) into Spanish and to develop adequate cataloging training materials, as prerequisites for adopting the new international cataloging code in Ibero-American countries.
  2. Veitch, M.; Greenber, J.; Keizer, C.; Gunther, W.: ¬The UNC-Chapel Hill RDA Boot Camp : preparing LIS students for emerging topics in cataloging and metadata (2013) 0.05 
    0.052681718 = product of:
  0.105363436 = sum of:
    0.08324346 = weight(_text_:description in 1946) [ClassicSimilarity], result of:
      0.08324346 = score(doc=1946,freq=2.0), product of:
        0.23150103 = queryWeight, product of:
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.04979191 = queryNorm
        0.35958138 = fieldWeight in 1946, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1946)
    0.022119977 = product of:
      0.044239953 = sum of:
        0.044239953 = weight(_text_:access in 1946) [ClassicSimilarity], result of:
          0.044239953 = score(doc=1946,freq=2.0), product of:
            0.16876608 = queryWeight, product of:
              3.389428 = idf(docFreq=4053, maxDocs=44218)
              0.04979191 = queryNorm
            0.2621377 = fieldWeight in 1946, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.389428 = idf(docFreq=4053, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1946)
      0.5 = coord(1/2)
  0.5 = coord(2/4)
    Abstract
    The implementation of Resource Description and Access (RDA) in 2013 or after will have a powerful impact on the skill set required of new library and information science professionals. This article chronicles the development of an RDA "boot camp" at UNC-Chapel Hill's School of Information and Library Science. Curriculum for the three-hour camp included a review of relevant theoretical frameworks and a hands-on exercise creating RDA records. Findings from a post-boot camp survey point to areas for further growth in cataloging and metadata course development and suggest that students are eager for more practical experience with emerging schema.
  3. Turvey, M.R.; Letarte, K.M.: Cataloging or knowledge management : perspectives of library educators on cataloging education for entry-level academic librarians (2002) 0.03 
    0.030063018 = product of:
  0.060126036 = sum of:
    0.04116606 = weight(_text_:26 in 5455) [ClassicSimilarity], result of:
      0.04116606 = score(doc=5455,freq=2.0), product of:
        0.17584132 = queryWeight, product of:
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.04979191 = queryNorm
        0.23410915 = fieldWeight in 5455, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.046875 = fieldNorm(doc=5455)
    0.018959979 = product of:
      0.037919957 = sum of:
        0.037919957 = weight(_text_:access in 5455) [ClassicSimilarity], result of:
          0.037919957 = score(doc=5455,freq=2.0), product of:
            0.16876608 = queryWeight, product of:
              3.389428 = idf(docFreq=4053, maxDocs=44218)
              0.04979191 = queryNorm
            0.22468945 = fieldWeight in 5455, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.389428 = idf(docFreq=4053, maxDocs=44218)
              0.046875 = fieldNorm(doc=5455)
      0.5 = coord(1/2)
  0.5 = coord(2/4)
    Abstract
    The topic of cataloging education for catalogers and non-catalogers alike has been a perennial topic for practitioners. This follow-up study explores the views of library educators with regard to cataloging education. Twenty-three educators with primary teaching duties in reference, twenty-nine educators with primary teaching duties in cataloging and seventy educators whose primary teaching duties were in neither reference nor cataloging in ALA-accredited master's degree programs responded to a survey based on the ALCTS Educational Policy Statement, Appendix: Knowledge and Skills, Intellectual Access and Information Organization concerning the importance of cataloging competencies for all entry-level academic librarians. The survey found library educators, in general, agreed with practitioners on the listed cataloging competencies for all entry-level academic librarians.
    Date
    29. 7.2006 17:52:26
  4. Reuter, C.; Trinks-Schulz, H.: Lernort Hochschulbibliothek (2000) 0.02 
    0.024013536 = product of:
  0.096054144 = sum of:
    0.096054144 = weight(_text_:26 in 4714) [ClassicSimilarity], result of:
      0.096054144 = score(doc=4714,freq=2.0), product of:
        0.17584132 = queryWeight, product of:
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.04979191 = queryNorm
        0.5462547 = fieldWeight in 4714, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.109375 = fieldNorm(doc=4714)
  0.25 = coord(1/4)
    Date
    27.10.2001 19:33:26
  5. Bertram, J.: ¬Ein Online-Lehrkonzept für die Inhaltserschließung (2021) 0.02 
    0.024013536 = product of:
  0.096054144 = sum of:
    0.096054144 = weight(_text_:26 in 401) [ClassicSimilarity], result of:
      0.096054144 = score(doc=401,freq=2.0), product of:
        0.17584132 = queryWeight, product of:
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.04979191 = queryNorm
        0.5462547 = fieldWeight in 401, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.109375 = fieldNorm(doc=401)
  0.25 = coord(1/4)
    Date
    26. 4.2021 14:46:25
  6. Hiatt, R.M.: Education and training of cataloging staff at the Library of Congress (1987) 0.02 
    0.023783846 = product of:
  0.09513538 = sum of:
    0.09513538 = weight(_text_:description in 392) [ClassicSimilarity], result of:
      0.09513538 = score(doc=392,freq=2.0), product of:
        0.23150103 = queryWeight, product of:
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.04979191 = queryNorm
        0.41095015 = fieldWeight in 392, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.0625 = fieldNorm(doc=392)
  0.25 = coord(1/4)
    Abstract
    The educational requirements and qualifications for employment on the cataloging staff of Processing Services. Library of Congress, are described for both the professional and paraprofessional staff. This is followed by a description of the on-the-job training provided both levels of staff and the ways in which that staff may expand its knowledge through special assignments.
  7. Letarte, K.M.; Turvey, M.R.; Bornemann, D.; Adams, D.L.: Practitioner perspectives on cataloging education for entry-level academic Librarians (2002) 0.02 
    0.02286569 = product of:
  0.09146276 = sum of:
    0.09146276 = sum of:
      0.044239953 = weight(_text_:access in 158) [ClassicSimilarity], result of:
        0.044239953 = score(doc=158,freq=2.0), product of:
          0.16876608 = queryWeight, product of:
            3.389428 = idf(docFreq=4053, maxDocs=44218)
            0.04979191 = queryNorm
          0.2621377 = fieldWeight in 158, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.389428 = idf(docFreq=4053, maxDocs=44218)
            0.0546875 = fieldNorm(doc=158)
      0.04722281 = weight(_text_:22 in 158) [ClassicSimilarity], result of:
        0.04722281 = score(doc=158,freq=2.0), product of:
          0.17436278 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.04979191 = queryNorm
          0.2708308 = fieldWeight in 158, 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=158)
  0.25 = coord(1/4)
    Abstract
    The role of cataloging education within the library profession is a topic of considerable interest and debate. Fifty-five heads of reference and sixty-five heads of cataloging in Association of Research Librarians institutions responded to a survey based upon the Association for Library Collections and Technical Services Educational Policy Statement, Appendix: Knowledge and Skills, Intellectual Access and Information Organization, concerning the importance of cataloging competencies for all entry-level academic librarians. The survey found that practitioners agreed upon a definite set of core cataloging competencies that all entry-level academic librarians should possess. This finding holds larger implications for library education for academic librarians and for the profession as a whole.
    Date
    10. 9.2000 17:38:22
  8. Krüger, N.; Pianos, T.: Lernmaterialien für junge Forschende in den Wirtschaftswissenschaften als Open Educational Resources (OER) (2021) 0.02 
    0.02286569 = product of:
  0.09146276 = sum of:
    0.09146276 = sum of:
      0.044239953 = weight(_text_:access in 252) [ClassicSimilarity], result of:
        0.044239953 = score(doc=252,freq=2.0), product of:
          0.16876608 = queryWeight, product of:
            3.389428 = idf(docFreq=4053, maxDocs=44218)
            0.04979191 = queryNorm
          0.2621377 = fieldWeight in 252, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.389428 = idf(docFreq=4053, maxDocs=44218)
            0.0546875 = fieldNorm(doc=252)
      0.04722281 = weight(_text_:22 in 252) [ClassicSimilarity], result of:
        0.04722281 = score(doc=252,freq=2.0), product of:
          0.17436278 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.04979191 = queryNorm
          0.2708308 = fieldWeight in 252, 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=252)
  0.25 = coord(1/4)
    Abstract
    Das EconBiz Academic Career Kit ist ein interaktives Online-Tutorial für den wissenschaftlichen Nachwuchs in den Wirtschaftswissenschaften. In drei Modulen geht es um die Themen: erste Veröffentlichung, Open Access, Predatory Journals und Urheberrecht - Wissenschaftskommunikation, kollaboratives Arbeiten, Networking und Metriken - Forschungsdatenmanagement. Angebote der Vermittlung von Informationskompetenz sind in diesen Feldern und für diese Zielgruppe in Deutschland noch nicht flächendeckend verbreitet. Darum - und weil Forschende sich zu diesen Fragen meist im Netz informieren - ist das Academic Career Kit als OER unter der Lizenz CC-BY veröffentlicht und damit zur Bearbeitung und Weiterverwendung durch Dritte freigegeben.
    Date
    22. 5.2021 12:43:05
  9. Sitarska, A.: Education and training on the nature and description of documents : Polish university studies and professional librarianship schools (2005) 0.02 
    0.020810865 = product of:
  0.08324346 = sum of:
    0.08324346 = weight(_text_:description in 5756) [ClassicSimilarity], result of:
      0.08324346 = score(doc=5756,freq=2.0), product of:
        0.23150103 = queryWeight, product of:
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.04979191 = queryNorm
        0.35958138 = fieldWeight in 5756, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5756)
  0.25 = coord(1/4)
  10. Visser, A.: Computers in education : added value learning toward better quality (1995) 0.02 
    0.02058303 = product of:
  0.08233212 = sum of:
    0.08233212 = weight(_text_:26 in 4583) [ClassicSimilarity], result of:
      0.08233212 = score(doc=4583,freq=2.0), product of:
        0.17584132 = queryWeight, product of:
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.04979191 = queryNorm
        0.4682183 = fieldWeight in 4583, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.09375 = fieldNorm(doc=4583)
  0.25 = coord(1/4)
    Date
    13. 9.1996 19:19:26
  11. Foster, A.E.: Information literacy for the information profession : experiences from Aberystwyth (2006) 0.02 
    0.017837884 = product of:
  0.071351536 = sum of:
    0.071351536 = weight(_text_:description in 652) [ClassicSimilarity], result of:
      0.071351536 = score(doc=652,freq=2.0), product of:
        0.23150103 = queryWeight, product of:
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.04979191 = queryNorm
        0.3082126 = fieldWeight in 652, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.046875 = fieldNorm(doc=652)
  0.25 = coord(1/4)
    Abstract
    Purpose - The purpose of this paper is to report on the rationale and key learning processes for students of librarianship and information studies (LIS) at the Department of Information Studies, University of Wales Aberystwyth. Its purpose is to raise awareness of the ways in which professional training can incorporate research, and ultimately inform professional practice, and to describe the way in which recent research can be used to shape the curriculum. Design/methodology/approach - A literature review, identification of key principles for curriculum development, and discussion of processes is provided. Key learning outcomes for the course are put forward and the approach taken to them described. Findings - The description and discussion offered outline key questions for the development of courses aimed at future professionals. Research limitations/implications - The paper describes the approach taken to address the needs of professional practice in one course, and from one perspective. Originality/value - This is one of few papers that describe the rationale of LIS courses for information literacy. Elsewhere the focus of papers is on teaching information literacy to non-LIS audiences.
  12. Ekstrand, M.D.; Wright, K.L.; Pera, M.S.: Enhancing classroom instruction with online news (2020) 0.02 
    0.016332638 = product of:
  0.06533055 = sum of:
    0.06533055 = sum of:
      0.031599965 = weight(_text_:access in 5844) [ClassicSimilarity], result of:
        0.031599965 = score(doc=5844,freq=2.0), product of:
          0.16876608 = queryWeight, product of:
            3.389428 = idf(docFreq=4053, maxDocs=44218)
            0.04979191 = queryNorm
          0.18724121 = fieldWeight in 5844, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.389428 = idf(docFreq=4053, maxDocs=44218)
            0.0390625 = fieldNorm(doc=5844)
      0.03373058 = weight(_text_:22 in 5844) [ClassicSimilarity], result of:
        0.03373058 = score(doc=5844,freq=2.0), product of:
          0.17436278 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.04979191 = queryNorm
          0.19345059 = fieldWeight in 5844, 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=5844)
  0.25 = coord(1/4)
    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
  13. Kracker, J.; Wang, P.: Research anxiety and students' perceptions of research : An experiment. Part II. Content analysis of their writings on two experiences (2002) 0.01 
    0.014864903 = product of:
  0.05945961 = sum of:
    0.05945961 = weight(_text_:description in 4075) [ClassicSimilarity], result of:
      0.05945961 = score(doc=4075,freq=2.0), product of:
        0.23150103 = queryWeight, product of:
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.04979191 = queryNorm
        0.25684384 = fieldWeight in 4075, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.0390625 = fieldNorm(doc=4075)
  0.25 = coord(1/4)
    Abstract
    This is Part II of an experimental study investigating students' perceptions of research and research paper anxiety. The study integrates quantitative and qualitative designs to collect complimentary data. The participants were students in four sections of an upper division undergraduate course on technical and professional writing during the fall of 1999. A survey instrument used the Critical Incident Technique to solicit writings in students' own words about a memorable past research and writing experience at the beginning of the semester and the current research and writing at the end of the semester. The quantitative part of the survey measured students' perceptions about research using a questionnaire with five-point Likert scale, and students' anxiety levels using a standard state anxiety test (STAI Y-1). The first article, Part 1, provides a detailed description of the experimental design and reports on quantitative results. This article reports on content analysis of students' writings about their experiences of the two research projects. Analysis of the data confirmed Kuhlthau's Information Search Process (ISP) model and revealed additional affective and cognitive aspects related to research and writing.
  14. Joudrey, D.N.: Textbooks Used in Bibliographic Control Education Courses (2002) 0.01 
    0.014864903 = product of:
  0.05945961 = sum of:
    0.05945961 = weight(_text_:description in 5453) [ClassicSimilarity], result of:
      0.05945961 = score(doc=5453,freq=2.0), product of:
        0.23150103 = queryWeight, product of:
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.04979191 = queryNorm
        0.25684384 = fieldWeight in 5453, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.0390625 = fieldNorm(doc=5453)
  0.25 = coord(1/4)
    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.
  15. Kyprianos, K.; Efthymiou, F.; Kouis, D.: Students' perceptions on cataloging course (2022) 0.01 
    0.014864903 = product of:
  0.05945961 = sum of:
    0.05945961 = weight(_text_:description in 623) [ClassicSimilarity], result of:
      0.05945961 = score(doc=623,freq=2.0), product of:
        0.23150103 = queryWeight, product of:
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.04979191 = queryNorm
        0.25684384 = fieldWeight in 623, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.64937 = idf(docFreq=1149, maxDocs=44218)
          0.0390625 = fieldNorm(doc=623)
  0.25 = coord(1/4)
    Abstract
    Cataloging and metadata description is one of the major competencies that a trainee cataloger must conquer. According to recent research results, library and information studies students experience difficulties understanding the theory, the terminology, and the tools necessary for cataloging. The experimental application of teaching models which derive from predominant learning theories, such as behaviorism, cognitivism, and constructivism, may help in detecting the difficulties of a cataloging course and in suggesting efficient solutions. This paper presents in detail three teaching models applied for a cataloging course and investigates their effectiveness, based on a survey of 126 first-year students. The survey employed the Kirkpatrick model aiming to record undergraduate students' perceptions and feelings about cataloging. The results revealed that, although a positive change in students' behavior towards cataloging has been achieved, they still do not feel very confident about the skills they have acquired. Moreover, students felt that practicing cataloging more frequently will eliminate their difficulties. Finally, they emphasized the need for face to face courses, as the survey took place in the coronavirus pandemic, during which the courses were held via distance learning.
  16. Education for library cataloging : international perspectives (2006) 0.01 
    0.014539043 = product of:
  0.029078087 = sum of:
    0.017152525 = weight(_text_:26 in 207) [ClassicSimilarity], result of:
      0.017152525 = score(doc=207,freq=2.0), product of:
        0.17584132 = queryWeight, product of:
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.04979191 = queryNorm
        0.097545475 = fieldWeight in 207, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.01953125 = fieldNorm(doc=207)
    0.011925561 = product of:
      0.023851123 = sum of:
        0.023851123 = weight(_text_:22 in 207) [ClassicSimilarity], result of:
          0.023851123 = score(doc=207,freq=4.0), product of:
            0.17436278 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04979191 = 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)
      0.5 = coord(1/2)
  0.5 = coord(2/4)
    Classification
    025.3/071 22
    Date
    26. 2.2007 18:54:25
    DDC
    025.3/071 22
  17. Nieuwenhuysen, P.; Vanouplines, P.: International training courses on the retrieval and management of information in science and technology (1997) 0.01 
    0.01372202 = product of:
  0.05488808 = sum of:
    0.05488808 = weight(_text_:26 in 387) [ClassicSimilarity], result of:
      0.05488808 = score(doc=387,freq=2.0), product of:
        0.17584132 = queryWeight, product of:
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.04979191 = queryNorm
        0.31214553 = fieldWeight in 387, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.0625 = fieldNorm(doc=387)
  0.25 = coord(1/4)
    Source
    Information development. 13(1997) no.1, S.23-26
  18. Burn, J.M.; Ma, L.C.K.: Innovation in IT education : practising what we preach (1997) 0.01 
    0.01372202 = product of:
  0.05488808 = sum of:
    0.05488808 = weight(_text_:26 in 1910) [ClassicSimilarity], result of:
      0.05488808 = score(doc=1910,freq=2.0), product of:
        0.17584132 = queryWeight, product of:
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.04979191 = queryNorm
        0.31214553 = fieldWeight in 1910, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.0625 = fieldNorm(doc=1910)
  0.25 = coord(1/4)
    Date
    13. 8.1998 20:09:26
  19. Crawford, W.: Codies, bloatware, and bibliographic training (1998) 0.01 
    0.01372202 = product of:
  0.05488808 = sum of:
    0.05488808 = weight(_text_:26 in 3584) [ClassicSimilarity], result of:
      0.05488808 = score(doc=3584,freq=2.0), product of:
        0.17584132 = queryWeight, product of:
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.04979191 = queryNorm
        0.31214553 = fieldWeight in 3584, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.0625 = fieldNorm(doc=3584)
  0.25 = coord(1/4)
    Date
    15. 5.1999 11:12:26
  20. Hixson, C.G.; Garrison, W.A.: ¬The program for cooperative cataloging and training for catalogers (2002) 0.01 
    0.01372202 = product of:
  0.05488808 = sum of:
    0.05488808 = weight(_text_:26 in 5466) [ClassicSimilarity], result of:
      0.05488808 = score(doc=5466,freq=2.0), product of:
        0.17584132 = queryWeight, product of:
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.04979191 = queryNorm
        0.31214553 = fieldWeight in 5466, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.5315237 = idf(docFreq=3516, maxDocs=44218)
          0.0625 = fieldNorm(doc=5466)
  0.25 = coord(1/4)
    Date
    29. 7.2006 18:26:57

Authors

Years

Languages

  • e 61
  • d 10

Types

  • a 67
  • el 4
  • s 2
  • b 1
  • m 1
  • More… Less…

Themes

Subjects

Classifications