Search (135 results, page 1 of 7)

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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

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Abstract

There are signs that information architecture is coalescing into a field of professional practice. However, if it is to become a profession, it must develop a means of educating new information architects. Lessons from other fields suggest that professional education typically evolves along a predictable path, from apprenticeships to trade schools to college- and university-level education. Information architecture education may develop more quickly to meet the growing demands of the information society. Several pedagogical approaches employed in other fields may be adopted for information architecture education, as long as the resulting curricula provide an interdisciplinary approach and balance instruction in technical and design skills with consideration of theoretical concepts. Key content areas are information organization, graphic design, computer science, user and usability studies, and communication. Certain logistics must be worked out, including where information architecture studies should be housed and what kinds of degrees should be offered and at what levels. The successful information architecture curriculum will be flexible and adaptable in order to meet the changing needs of students and the marketplace.

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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

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Abstract

Library and information Science (LIS) educators have a responsibility to prepare their graduates for the challenging world of work. Programmes of study for future information professionals differ in content across the world but most contain a module in research methods. The aim of this paper is to review the teaching of research methods at postgraduate level in the departments of Information Science in the United Kingdom to determine current and best practice. There are 17 institutions that teach professionally accredited Information Science related courses at postgraduate level and each provide research methods teaching as preparation for the dissertation component and future employment. The methods of teaching, depth and coverage vary considerably and now is an opportune time to review practices. The last few years has seen many changes. Departments have been diversifying away from purely library and information studies. This has attracted students from a wider range of backgrounds, having a mix of different first degrees, different experiences of research methods training and different levels of IT skills. There has also been a rapid increase in the number of overseas students. At the same time, the use of virtual learning environments and other technologies has increased, and there has been changes, in some departments, towards short fat modules taught in one, two or three weeks as opposed the long thin modules taught over a much longer period of time. Semesterisation has also resulted in the dissertation component of some postgraduate programmes being downgraded in terms of time spent on research and word length. All these factors may impinge on the way research methods should be taught. Are we meeting this challenge?

Series

108 Education and Training with Library Theory and Research ; 184-E

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Abstract

A survey is given, how modifications in the field of the information processing and technology have influenced the concepts for teaching and studying the subjects of knowledge organization and information retrieval in German universities for library and information science. The discussion will distinguish between fields of modifications and fields of stability. The fields of the modifications are characterised by procedures and applications in libraries. The fields of stability are characterised by theory and methods

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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.

Date

29. 7.2006 16:55:11

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Abstract

Purpose - This paper seeks to focus on the design and testing of a web-based online board game for teaching undergraduate students information literacy skills and concepts. Design/methodology/approach - Project team members with expertise in game play, creative writing, programming, library research, graphic design and information seeking developed a web-based board game in which students used digital library resources to answer substantive questions on a scholarly topic. The project team hosted game play in a class of 75 undergraduate students. The instructor offered an extra-credit incentive to boost participation resulting in 49 students on 13 teams playing the game. Post-game focus group interviews revealed problematic features and redesign priorities. Findings - A total of six teams were successful meeting the criteria for the instructor's grade incentive achieving a 53.1 percent accuracy rate on their answers to substantive questions about the black death; 35.7 percent was the accuracy rate for the seven unsuccessful teams. Discussed in detail are needed improvements to problematic game features such as offline tasks, feedback, challenge functionality, and the game's black death theme. Originality/value - Information literacy games test what players already know. Because this project's successful teams answered substantive questions about the black death at accuracy rates 20 points higher than the estimated probability of guessing, students did the research during game play which demonstrates that games have merit for teaching students information literacy skills and concepts.

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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

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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

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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

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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

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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

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Date

29. 9.2008 19:01:22

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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

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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

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Abstract

The education of cataloguing and classification in China includes university education, continuing education, professional training and is provided at basic training, junior college, undergraduate, and graduate levels. Cataloging, classification, and subject analysis are generally the core courses in the university curricula and offered with other required courses. Recent changes in the curricula have been the adjustment and integration of courses, the application of computer technology, the increase of practice, the update of course contents, and the improvement of teaching methods. The future trends of cataloguing and classification education in China may include: constant improvement of the teaching system, standardization of library science programs, introduction to new topics, promotion of graduate education, enhancement of continuing education and training, and development of online courses.

Date

29. 9.2008 19:04:03

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Abstract

In the process of transition towards Knowledge Society, development of educated citizens is of prime concern Ihr all nations of the world, The problem becomes acute for those with sizeable population with diversified culture, background and economic condition. Methodologies for provision of education are undergoing a sea change and are in a transitory phase of development with technology acting as an agent for change. It is in this context that a new method of education - Open and Distance Education (ODE) plays a vital role. The various methods followed in ODE system and the initiatives taken in India are discussed here, with particular reference to the role of the Indira Gandhi National Open University (IGNOU).

Date

29. 2.2008 18:03:09

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Abstract

Purpose - The aim of this article is to estimate the impact of faceted classification and the faceted analytical method on the development of various information retrieval tools over the latter part of the twentieth and early twenty-first centuries. Design/methodology/approach - The article presents an examination of various subject access tools intended for retrieval of both print and digital materials to determine whether they exhibit features of faceted systems. Some attention is paid to use of the faceted approach as a means of structuring information on commercial web sites. The secondary and research literature is also surveyed for commentary on and evaluation of facet analysis as a basis for the building of vocabulary and conceptual tools. Findings - The study finds that faceted systems are now very common, with a major increase in their use over the last 15 years. Most LIS subject indexing tools (classifications, subject heading lists and thesauri) now demonstrate features of facet analysis to a greater or lesser degree. A faceted approach is frequently taken to the presentation of product information on commercial web sites, and there is an independent strand of theory and documentation related to this application. There is some significant research on semi-automatic indexing and retrieval (query expansion and query formulation) using facet analytical techniques. Originality/value - This article provides an overview of an important conceptual approach to information retrieval, and compares different understandings and applications of this methodology.

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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

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Source

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