Search (133 results, page 1 of 7)

  • × theme_ss:"Ausbildung"
  1. Mason, J.: Communities, networks, and education (1998) 0.08 
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    Abstract
    Investigates evolving notions and expressions of community and networks, in the context of educational culture which is engaged in the process of discovering the opportunities and challenges presented by communications and information technologies. Parallel to this is the task of identifying key elements or threads that might be common to a wide diversity of educational electronic communities
    Date
    1. 8.1996 22:08:06
    Footnote
    Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
  2. Broughton, V.: ¬The need for a faceted classification as the basis of all methods of information retrieval (2006) 0.03 
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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.
  3. Lucas, W.; Topi, H.: Learning and training to search (2005) 0.02 
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    Abstract
    Online searching was once the province of professional search intermediaries who had received formal training in information retrieval (IR). Today's searchers no longer fit a standard profile, ranging from school-age children to retirees, the majority of whom have received no training in search. While entering a simple query to a commercial Web search engine may not require any specialized skills, a basic understanding of the search process and successful search techniques and strategies, particularly for nontrivial queries, can result in more productive searches and a more enjoyable search experience. Despite recognition of the growing need for search training that supports the cognitive processes and learning styles of individual searchers, there has been relatively little response from the academic community to date. In this chapter, we review the existing literature on search training. We also propose the development of a search training framework based on models of the search process, research on search errors, and models, methods and approaches gathered from research on training and learning within other, related disciplines.
    Series
    The information retrieval series, vol. 19
    Source
    New directions in cognitive information retrieval. Eds.: A. Spink, C. Cole
  4. Corbly, D.: Educom '97 embraces the changing learning environment : Part 1 (1998) 0.02 
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    Abstract
    Topics covered include: the current and the emerging learning environments; Web based cource development and delivery; censorship and security; networking initiatives; managing multimedia; and distance education
    Source
    Library hi tech news. 1998, no.149, S.1-29
  5. Kramp, S.-S.; Hölzenbein, D.: Konzipieren, Recherchieren, online gehen : Der Bachelor-Studiengang Online-Redakteur an der Fachhochschule Köln (2005) 0.02 
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    Abstract
    Seit dem Sommersemester 2003 bietet die Fachhochschule Köln den Bachelor-Studiengang Online-Redakteur an. Die Regelstudienzeit beträgt sechs Semester, nach erfolgreichem Abschluss wird den Studierenden der Bachelor of Arts (B.A.) verliehen. Der Studiengang kombiniert die Bereiche Journalistik, Informationswissenschaft, Öffentlichkeitsarbeit und Web-Design. Im Februar 2005 ging die Website www.koeln-sued-stadt.de online, ein umfangreiches Content-Projekt das die 30 Studierenden im vierten Semester gemeinsam durchführten. Hier zeigte sich, dass Online Redakteure zur Realisierung einer Website unterschiedliche Fähigkeiten in den Bereichen Konzeption, Visualisierung, technische Umsetzung und inhaltliche Gestaltung anwenden und kombinieren müssen. Der Schwerpunkt des Südstadt-Projektes lag dabei auf der Erstellung von Content, also der Recherche und der journalistischen Aufbereitung von Informationen für das Web.
    Date
    22. 5.2005 12:02:42
  6. Williamson, N.J.: Education for positions in the subject control of information (1987) 0.02 
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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
  7. Poulter, A.; Brunt, R.: On reading "Information storage and retrieval in the professional curriculum" by Rodney Brunt (2007) 0.02 
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    Content
    Bezugnahme auf Brunt, R.: Information storage and retrieval in the professional curriculum, Spring, 1980 [Wiederabdruck]: in: Library review. 56(2007) no.7, S.552-556.
    Date
    23.12.2007 18:40:22
  8. Pemberton, M.; Nugent, C.R.: Information studies : emergent field, convergent curriculum (1995) 0.02 
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    Abstract
    traditionally, librarianship, archives management, and records management have functioned largely as autonomous disciplines. However, economic, technological and higher education trends conspire against continued, possibly self defeating, claims to uniqueness. Areas of convergence include the information life cycle concept, gatekeepers, information storage and retrieval, information representation, assistive and instructional roles, ethics, and custodial and preservation concerns. Suggests implications for education and research in an emerging field of 'information management' or information studies
    Date
    27. 1.1996 18:29:24
  9. Corcoran, C.K.: Educom '97 embraces the changing learning environment : Part 2 (1998) 0.02 
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    Abstract
    Topics covered include: teaching and learning on the Net; Web based computing competence education; how the network is changing universities and redefining distance learning; creating and managing interactive Web based learning; teaching assistant Web projects; standards for networked information; publishing on the Web; leadership challenges; power browsing on the Web; evaluating Web tools for course management; assisting faculty with IT; and laptop computing for faculty
  10. Harvey, R.; Reynolds, S.: MARCup to markup : education for cataloguing and classification in Australia (2005) 0.02 
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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.
    Date
    29. 9.2008 18:52:48
  11. Khurshid, Z.: Continuing education for catalogers in Saudi Arabia (2005) 0.02 
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    Abstract
    Studies have revealed that LIS programs of the four library schools in Saudi Arabia are traditional and their cataloging courses do not cover new trends and issues in the organization of information. As a result, graduates of these schools lack the required skills for various cataloging positions, especially in an electronic library environment. Once hired, they need to embark on a continuing education program to develop these skills. The paper aims to review continuing education programs for catalogers offered by various library schools, human resource development institutions, automation vendors, and professional associations in Saudi Arabia. Several other continuing education opportunities available to catalogers, such as Web-based training, professional reading, and electronic discussions lists, are also discussed.
    Date
    29. 9.2008 18:57:03
  12. Joudrey, D.N.: Textbooks Used in Bibliographic Control Education Courses (2002) 0.01 
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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.
    Date
    29. 7.2006 16:56:04
  13. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.01 
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    Content
    K3 helps organizing a course with constructivist and instructional elements. It is used to run complex discussions and group work as presenting knowledge in a controlled environment. Besides basic functionalities like acting as a file server to exchange teaching materials and providing asynchronous communication, K3 offers: 1. A sophisticated system of intellectual, semi-automatic and automatic performance parameters as a means of permanent feedback and transparent gratification. 2. A MyK3 version to personalize the system for each user, be it a student or a lecturer. 3. Extended retrieval facilities. 4. A report generator to assemble a single student's or a group's contributions. 5. An elaborated administrator sub-system to enable the lecturers to organize their courses. 6. A visualization component, K3VIS to get a graphical, semistructured overview about a discourse. 7. A role system (moderator, presenter, researcher, and summarizer) to classify the responsibilities of students during a group work. 8. Typed discourse objects to organize and structure a discourse and allow ease of proximate actions, like retrieval and navigation.
  14. Joudrey, D.N.: ¬A new look at US graduate courses in bibliographic control (2002) 0.01 
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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
  15. Furlong, K.; Roberts, F.D.: If you teach it, will they learn? : Information literacy and reference services in a college library (1998) 0.01 
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    Abstract
    Describes the development, funding and staffing of the Information Literacy Program (ILP) at the Mantor Library at the University of Maine at Farmington (UMF). The programme aims at helping both UMF students and community patrons to understand better how and where to look for information. Instruction takes place in an electronic classroom equipped with 21 computers running campus-standard Web-browsers and word processing; the instructor's station can control all of the computers in the classroom, or the instructor may pass or share control with students. Discusses issues relating to campus politics, the positioning of the programme in the college experience, the necessity of teaching evaluation skills, and the programme's impact on reference services. gives advice to other libraries considering a similar project
    Source
    Computers in libraries. 18(1998) no.5, S.22-25
  16. Hsieh-Yee, I.: Cataloging and metatdata education in North American LIS programs (2004) 0.01 
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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
  17. Ekstrand, M.D.; Wright, K.L.; Pera, M.S.: Enhancing classroom instruction with online news (2020) 0.01 
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    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
  18. Raghavan, K.S.: Education for information management as a transformation force (2013) 0.01 
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    Abstract
    Effective information management could be a key factor in the knowledge society in increasing productivity and contributing to growth in all sectors. It is not surprising that large corporate houses and even governments at various levels are attaching importance to effective information management. The emphasis on e-governance, the setting up of knowledge management units in large corporations, the setting up of telecentres in villages, the major changes in management and administration of libraries, the growing importance of the Web in knowledge transfer activities are all clear indicators of the changing times. Education for information management, therefore, assumes significance and a well-designed programme could be a major force in bringing about the much needed transformation in information resource management so as to be a major support in development-related activities, Professional education system should aspire to encompass the world of work in all its forms. Work constitutes the human sphere where knowledge and skills are applied and where new knowledge takes shape in response to societal needs. Critics have remarked that India's undergraduate and graduate programmes are too theoretical; the suggestion is that they are devoid of 'practical' experiences. This is true of most professional education programmes including Librarianship and information management. In addition the 'information arena' is rapidly changing and also widening. The implications of these environmental changes for educational programmes in the area of information resources management are examined. A few suggestions indicating priorities and possible approach for schools of information resource management in India have been made.
  19. Wu, D.; Xu, H.; Sun, Y.; Lv, S.: What should we teach? : A human-centered data science graduate curriculum model design for iField schools (2023) 0.01 
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    Abstract
    The information schools, also referred to as iField schools, are leaders in data science education. This study aims to develop a data science graduate curriculum model from an information science perspective to support iField schools in developing data science graduate education. In June 2020, information about 96 data science graduate programs from iField schools worldwide was collected and analyzed using a mixed research method based on inductive content analysis. A wide range of data science competencies and skills development and 12 knowledge topics covered by the curriculum were obtained. The humanistic model is further taken as the theoretical and methodological basis for course model construction, and 12 course knowledge topics are reconstructed into 4 course modules, including (a) data-driven methods and techniques; (b) domain knowledge; (c) legal, moral, and ethical aspects of data; and (d) shaping and developing personal traits, and human-centered data science graduate curriculum model is formed. At the end of the study, the wide application prospect of this model is discussed.
  20. Haider, S.J.: Teaching of cataloging and classification in Pakistan (2006) 0.01 
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    Abstract
    Cataloging and classification has been regarded as a required course in the curricula at all levels of library education in Pakistan. An analysis of the contents of cataloging and classification courses and teaching methodologies of six of the country's eight LIS Departments reveals that cataloging practices of the 1960s and 1970s dominate, a wide scale absence of newer technologies, non-availability of competent teachers, and poor lab facilities both in terms of equipment and library materials. Suggestions include: revision of curricula, arrangements to train cataloging and classification teachers in developed countries, improvement of laboratories, and the organization of continuing education programs.

Authors

Years

Languages

  • e 111
  • d 16
  • sp 4
  • es 1
  • i 1
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Types

  • a 127
  • el 7
  • s 2
  • b 1
  • m 1
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Themes

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