Search (18 results, page 1 of 1)

  • × theme_ss:"Ausbildung"
  • × year_i:[1980 TO 1990}
  1. Tell, B.V.: Cataloging rules and database production : implications for manpower training in a developing country (1989) 0.13 
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    Source
    International forum on information and documentation. 14(1989), S.22-27
  2. Roughton, K.G.: Educating the dinosaur : the evolution of catalog management at the Iowa State University Library (1985) 0.09 
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    Abstract
    Traditional cataloging support services such as typing and filing are gradually being eliminated in favor of more sophisticated skills. Library staff members who are specialized in imminently obsolete skills must be re-educated to become productive participants in the "Golden Age" of technology. The Catalog Management section at the Iowa State University Library is attempting to make this process painless and exciting for all of its employees.
    Date
    7. 1.2007 13:22:11
    Footnote
    Simultaneously published as Computer Software Cataloging: Techniques and Examples
    Source
    Cataloging and classification quarterly. 6(1985) no.1, S.11-19
  3. Soper, M.E.: Descriptive cataloging education in library schools, using the University of Washington as a specific example (1987) 0.04 
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    Abstract
    An important part of cataloging education in library schools is descriptive cataloging, which is concerned with preparing the descriptions, entries and name headings for library materials. Although debate occurs over the primacy of theory and principles, or practices, and whether descriptive cataloging or subject analysis should receive the most emphasis, there is general agreement that all students need instruction in the processes of cataloging. The descriptive cataloging segment of the curriculum of the Graduate School of Library and Information Science, University of Washington, is described to illustrate one approach to cataloging education.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.47-56
  4. Wajenberg, A.S.: Cataloging instruction for public service librarians (1987) 0.04 
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    Abstract
    This article describes a training program used in the Library of the University of Illinois at Urbana-Champaign to introduce 52 public service librarians to cataloging and classification. The program utilized specific cataloging samples, and emphasized the application of AACR 2 rules, Library of Congress rule interpretations, OCLC format documents, the Dewey Decimal Classification, and Library of Congress publications emanating from the Subject Cataloging Division. During the three year training period, the public service librarians have gradually assumed responsibility for all original cataloging of monographs.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.109-119
  5. Hudson, J.: On-the-job training for cataloging and classification (1987) 0.04 
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    Abstract
    Training for cataloging and classification within the Cataloging Department is discussed for two levels of staff, copy catalogers and original catalogers. A general pattern which moves from learning to catalog straightforward materials which require minimal editing to processing materials which are progressively more complex is described for copy catalogers. A survey of heads of cataloging departments reveals that there is a general feeling that cataloging and classification are being shortchanged in library school training and recommendations for such training are made. Training programs for original catalogers also follow a pattern, from working with LC copy to preparing original cataloging records. Some variations to the training patterns for each group are noted. The article concludes with a discussion of continuing education for both groups.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.69-78
  6. Education and training for catalogers and classifiers : (Themenheft] (1987) 0.04 
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    Content
    Themenheft, enthält u.a.: WILLIAMSON, N.J.: Education for positions in the subject control of information; HENDERSON, K.L.: Some persistent issues in the education of catalogers and classifiers; SAYE, J.D.: The cataloging experience in library and information science education: an educator's perspective; HUDSON, J.: On-the-job training for cataloging and classification; CHAN, L.M.: Instructional materials used in teaching cataloging and classification; YOUNG, J.B.: The teaching of cataloging: education or training
    Source
    Cataloging and classification quarterly. 7(1987) no.4,
  7. Kovacic, E.S.: Learning to catalog : a practitioner's perspective (1987) 0.04 
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    Abstract
    Based on the author's experiences in cataloging, first as a paraprofessional, then as a professional, cataloging various types of materials and cataloging in very different library settings, she identifies several variables which enter into the cataloging process and describes how learning is achieved.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.145-148
  8. Kovacs, B.: ¬An educational challenge : teaching cataloging and classification (1989) 0.04 
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  9. Recruiting, educating, and training cataloging librarians : solving the problems (1989) 0.04 
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  10. Osmus, L.L.; Boydston, J.M.K.: ¬A tale of two serials catalogers : their education and training (1987) 0.04 
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    Abstract
    Learning to be a serials cataloger can be very challenging due to the changing nature of serials. However, the foundations of serials cataloging are basically the same as for cataloging in general. In this article, two serials catalogers discuss their experiences in library school and on the job as they were initiated into the mysteries of serials cataloging.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.95-108
  11. Chan, L.M.: Instructional materials used in teaching cataloging and classification (1987) 0.04 
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    Abstract
    An informal survey was conducted for the purpose of identifying instructional materials used in teaching cataloging and classification in library and information science programs in the United States and Canada. Based on responses from instructors in these areas, three groups of instructional materials were identified: cataloging and classification tools, textbooks, and background and supplementary reading materials.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.131-144
  12. Saye, J.D.: ¬The cataloging experience in library and information science education : an educator's perspective (1987) 0.03 
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    Abstract
    This paper presents one approach to the teaching of both the basic and advanced courses in cataloging. In addressing the basic course, short-term and long-term objectives of the course are identified for four categories of students-Cataloging Specialists, General/Special Librarians, Non-Cataloging Specialists and Non-Library Information Specialists. The philosophy underlying this mode of instruction places emphasis upon group interaction and making the course enjoyable for the student, thus increasing interest while imparting more information and better preparing the four groups of students for work in organizing information. Stress is placed upon student participation and the use of realistic situations to instruct and evaluate student performance.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.27-45
  13. Henderson, K.L.: Some persistent issues in the education of catalogers and classifiers (1987) 0.03 
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    Abstract
    As librarians approach the second century of formal education for their professionals, some persistent issues in the education of librarians in general and of catalogers and classifiers in particular are idetified. Among the issues discussed are: (1) should catalogers be trained or educated? (2) should practice or theory prevail? (3) should the cataloging faculty be teachers, practitioners, or researchers (or all three)? (4) who shall enroll in cataloging courses? (5) how important do librarians feel that cataloging and classification are for new employees? (6) who is responsible for recruiting and retaining catalogers and for their continuing education?
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.5-26
  14. Carter, C.A.: On-the-job training for catalog librarians : a case history of a formal approach to training (1987) 0.03 
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    Abstract
    A training program for new catalogers is described which uses class sessions and a training manual in addition to actual cataloging. The exercises in the manual are designed to stimulate discussion, with the ultimate aim of developing judgment and an ability to analyze, as well as ensuring the mastery of cataloging principles. Classes were held over a period of twelve to thirteen weeks; some were attended by a few experienced paraprofessional and clerical staff members as well as by new librarians. The primary benefit of a formal training program is that, ideally, it provides not only a structured learning situation but also promotes the understanding of cataloging as a structured system.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.79-93
  15. Hiatt, R.M.: Education and training of cataloging staff at the Library of Congress (1987) 0.03 
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    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.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.121-129
  16. Young, J.B.: ¬The teaching of cataloging education or training (1987) 0.03 
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    Abstract
    This paper examines library literature concerning the conflict in teaching cataloging, between education for librarianship and training for specific tasks performed in the library. The literature reflects fundamental trends in library education; balance between theory and practice, evolution from apprenticeship to graduate school and the role of cataloging in curricula. It has concerned six issues; practitioners as educators, differentiation of professional duties, centralization and cooperation, development of cataloging codes, technological change and anticipated professional functions. A more profound corollary issue is also addressed. Training prepares for the current environment; education prepares for change. The literature presents a dichotomous view, seeking resolution by balancing mutually exclusive elements. An historical perspective suggests a dialectical paradigm, a process of continuous interaction between opposing forces which produce a synthesis.
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.149-163
  17. Williamson, N.J.: Education for positions in the subject control of information (1987) 0.03 
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    Abstract
    Subject access to information is recognized as one of the most important features of information storage and retrieval systems. It is a feature which requires information professionals to have expertise in retrieval, subject cataloging, classification, indexing and system design. This essay examines the knowledge base needed for professional careers in the subject control of information. It identifies some of the problems involved in education and training graduates for working in this area and attempts to pose some solutions to these problems
    Source
    Cataloging and classification quarterly. 7(1987) no.4, S.57-67
  18. Jensen, P.E.: Three methods of teaching basic subject cataloging (1985) 0.02 
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    Abstract
    The objective of the study was to examine the effectiveness of three methods of instruction in the teaching of basic subject cataloging. Following the administration of a pretest, the sample population was assigned randomly to one of three modes of instruction. Upon completion of the instruction the students completed a posttest which measured overall achievement as well as achievement on factual knowledge and ability to solve problems. A retest was administered two weeks later. A one-way analysis of covariance was used to analyze the data from each test. The analyses determined that microcomputer programmed instruction differed significantly from television lecture and printed text in terms of each of the three scores. None of the instructional modes was significantly different in terms of retention. The findings of this study have implications for instructional programs and strategies designed to teach graduate library science students as well as implications for future instructional effectiveness research

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