Search (97 results, page 1 of 5)

  • × theme_ss:"Ausbildung"
  1. Mason, J.: Communities, networks, and education (1998) 0.15 
    0.15154058 = product of:
  0.22731087 = sum of:
    0.10899534 = weight(_text_:wide in 3523) [ClassicSimilarity], result of:
      0.10899534 = score(doc=3523,freq=4.0), product of:
        0.19679762 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.044416238 = queryNorm
        0.5538448 = fieldWeight in 3523, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.0625 = fieldNorm(doc=3523)
    0.041812565 = weight(_text_:web in 3523) [ClassicSimilarity], result of:
      0.041812565 = score(doc=3523,freq=2.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.2884563 = fieldWeight in 3523, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0625 = fieldNorm(doc=3523)
    0.05243182 = weight(_text_:computer in 3523) [ClassicSimilarity], result of:
      0.05243182 = score(doc=3523,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.32301605 = fieldWeight in 3523, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0625 = fieldNorm(doc=3523)
    0.024071148 = product of:
      0.048142295 = sum of:
        0.048142295 = weight(_text_:22 in 3523) [ClassicSimilarity], result of:
          0.048142295 = score(doc=3523,freq=2.0), product of:
            0.1555381 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.044416238 = queryNorm
            0.30952093 = fieldWeight in 3523, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=3523)
      0.5 = coord(1/2)
  0.6666667 = coord(4/6)
    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
    Source
    Computer networks and ISDN systems. 30(1998) nos.1/7, S.583-586
  2. Hsieh-Yee, I.: Cataloging and metatdata education in North American LIS programs (2004) 0.07 
    0.07371121 = product of:
  0.22113362 = sum of:
    0.026132854 = weight(_text_:web in 138) [ClassicSimilarity], result of:
      0.026132854 = score(doc=138,freq=2.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.18028519 = fieldWeight in 138, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0390625 = fieldNorm(doc=138)
    0.19500077 = sum of:
      0.16491184 = weight(_text_:programs in 138) [ClassicSimilarity], result of:
        0.16491184 = score(doc=138,freq=8.0), product of:
          0.25748047 = queryWeight, product of:
            5.79699 = idf(docFreq=364, maxDocs=44218)
            0.044416238 = queryNorm
          0.6404829 = fieldWeight in 138, product of:
            2.828427 = tf(freq=8.0), with freq of:
              8.0 = termFreq=8.0
            5.79699 = idf(docFreq=364, maxDocs=44218)
            0.0390625 = fieldNorm(doc=138)
      0.030088935 = weight(_text_:22 in 138) [ClassicSimilarity], result of:
        0.030088935 = score(doc=138,freq=2.0), product of:
          0.1555381 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.044416238 = queryNorm
          0.19345059 = fieldWeight in 138, 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=138)
  0.33333334 = coord(2/6)
    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
  3. Zhang, L.: ¬The knowledge organization education within and beyond the master of library and information science (2023) 0.06 
    0.05728449 = product of:
  0.17185347 = sum of:
    0.04816959 = weight(_text_:wide in 1127) [ClassicSimilarity], result of:
      0.04816959 = score(doc=1127,freq=2.0), product of:
        0.19679762 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.044416238 = queryNorm
        0.24476713 = fieldWeight in 1127, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1127)
    0.12368388 = product of:
      0.24736775 = sum of:
        0.24736775 = weight(_text_:programs in 1127) [ClassicSimilarity], result of:
          0.24736775 = score(doc=1127,freq=18.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.96072435 = fieldWeight in 1127, product of:
              4.2426405 = tf(freq=18.0), with freq of:
                18.0 = termFreq=18.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1127)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)
    Abstract
    By analyzing 63 English-speaking institutions that offer ALA-accredited master's programs in library and information studies, this research aims to explore the education for knowl­edge organization (KO) at different levels and across fields. This research examines the KO courses that are the required courses and elective courses in the MLIS programs, that are offered in other master's programs and graduate certificate programs, that are adapted to the undergraduate degree and certificate programs, and that are particularly developed for programs other than MLIS. The findings indicate that the great majority of MLIS programs still have a focus on or a significant component of knowl­edge organization as their required course and include the knowl­edge organization elective courses, particularly library cataloging and classification, on their curriculum. However, there is a variety of the offerings of KO related courses across the programs in an institution or in the same program across the institutions. It shows a promising trend that the traditional and new KO courses play an important role in many other programs, at different levels and across fields. With the conventional, adapted, or innovative content, these courses demonstrate that the principles and skills of knowl­edge organization are applicable to a wide variety of settings, can be integrated with other disciplinary knowl­edge and emerging technologies, and meet the needs of different career pathways and groups of learners.
  4. Haider, S.J.: Teaching of cataloging and classification in Pakistan (2006) 0.04 
    0.041718856 = product of:
  0.12515657 = sum of:
    0.067437425 = weight(_text_:wide in 228) [ClassicSimilarity], result of:
      0.067437425 = score(doc=228,freq=2.0), product of:
        0.19679762 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.044416238 = queryNorm
        0.342674 = fieldWeight in 228, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.0546875 = fieldNorm(doc=228)
    0.057719145 = product of:
      0.11543829 = sum of:
        0.11543829 = weight(_text_:programs in 228) [ClassicSimilarity], result of:
          0.11543829 = score(doc=228,freq=2.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.44833803 = fieldWeight in 228, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.0546875 = fieldNorm(doc=228)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)
    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.
  5. Khurshid, Z.: Continuing education for catalogers in Saudi Arabia (2005) 0.04 
    0.039404403 = product of:
  0.11821321 = sum of:
    0.036585998 = weight(_text_:web in 5757) [ClassicSimilarity], result of:
      0.036585998 = score(doc=5757,freq=2.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.25239927 = fieldWeight in 5757, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5757)
    0.081627205 = product of:
      0.16325441 = sum of:
        0.16325441 = weight(_text_:programs in 5757) [ClassicSimilarity], result of:
          0.16325441 = score(doc=5757,freq=4.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.6340458 = fieldWeight in 5757, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.0546875 = fieldNorm(doc=5757)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)
    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.
  6. Si, L.: ¬The status quo and future development of cataloging and classification education in China (2005) 0.04 
    0.039119795 = product of:
  0.23471875 = sum of:
    0.23471875 = sum of:
      0.18657646 = weight(_text_:programs in 3544) [ClassicSimilarity], result of:
        0.18657646 = score(doc=3544,freq=4.0), product of:
          0.25748047 = queryWeight, product of:
            5.79699 = idf(docFreq=364, maxDocs=44218)
            0.044416238 = queryNorm
          0.72462374 = fieldWeight in 3544, product of:
            2.0 = tf(freq=4.0), with freq of:
              4.0 = termFreq=4.0
            5.79699 = idf(docFreq=364, maxDocs=44218)
            0.0625 = fieldNorm(doc=3544)
      0.048142295 = weight(_text_:22 in 3544) [ClassicSimilarity], result of:
        0.048142295 = score(doc=3544,freq=2.0), product of:
          0.1555381 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.044416238 = queryNorm
          0.30952093 = fieldWeight in 3544, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.0625 = fieldNorm(doc=3544)
  0.16666667 = coord(1/6)
    Abstract
    This article depicts the status quo of cataloging and classification education in China, including the library science programs, their curricula, the degrees offered, the contents of courses, and the selection of textbooks. It also analyzes the current problems in library science programs and projects the possible improvements and progress in the teaching in the next five to ten years.
    Date
    29. 9.2008 19:01:22
  7. Brandt, D.S.: ¬The multiple personalities of delivering training via the Web (1997) 0.04 
    0.037187908 = product of:
  0.11156372 = sum of:
    0.059131898 = weight(_text_:web in 1907) [ClassicSimilarity], result of:
      0.059131898 = score(doc=1907,freq=4.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.4079388 = fieldWeight in 1907, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0625 = fieldNorm(doc=1907)
    0.05243182 = weight(_text_:computer in 1907) [ClassicSimilarity], result of:
      0.05243182 = score(doc=1907,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.32301605 = fieldWeight in 1907, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0625 = fieldNorm(doc=1907)
  0.33333334 = coord(2/6)
    Abstract
    Gives examples of how the WWW is being used to provide training. It is used to provide access to training documents, to computer-based tutorials and distance education. Its level of interactivity, content, mode and delivery method varies. Designers need to understand when and where it benefits the learner to use the Web for delivery to make best use of the medium
  8. 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) 0.04 
    0.036450017 = product of:
  0.10935005 = sum of:
    0.06812209 = weight(_text_:wide in 961) [ClassicSimilarity], result of:
      0.06812209 = score(doc=961,freq=4.0), product of:
        0.19679762 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.044416238 = queryNorm
        0.34615302 = fieldWeight in 961, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.0390625 = fieldNorm(doc=961)
    0.04122796 = product of:
      0.08245592 = sum of:
        0.08245592 = weight(_text_:programs in 961) [ClassicSimilarity], result of:
          0.08245592 = score(doc=961,freq=2.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.32024145 = fieldWeight in 961, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.0390625 = fieldNorm(doc=961)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)
    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.
  9. Education for library cataloging : international perspectives (2006) 0.03 
    0.034251016 = product of:
  0.10275304 = sum of:
    0.02317181 = weight(_text_:computer in 207) [ClassicSimilarity], result of:
      0.02317181 = score(doc=207,freq=4.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.14275427 = fieldWeight in 207, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.01953125 = fieldNorm(doc=207)
    0.07958123 = sum of:
      0.058305144 = weight(_text_:programs in 207) [ClassicSimilarity], result of:
        0.058305144 = score(doc=207,freq=4.0), product of:
          0.25748047 = queryWeight, product of:
            5.79699 = idf(docFreq=364, maxDocs=44218)
            0.044416238 = queryNorm
          0.22644491 = fieldWeight in 207, product of:
            2.0 = tf(freq=4.0), with freq of:
              4.0 = termFreq=4.0
            5.79699 = idf(docFreq=364, maxDocs=44218)
            0.01953125 = fieldNorm(doc=207)
      0.02127609 = weight(_text_:22 in 207) [ClassicSimilarity], result of:
        0.02127609 = score(doc=207,freq=4.0), product of:
          0.1555381 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.044416238 = 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)
  0.33333334 = coord(2/6)
    Classification
    025.3/071 22
    DDC
    025.3/071 22
    Footnote
    Rez. in: KO 33(2006) no.2, S.119-20 (S.S. Intner): "This survey of cataloging education around the world offers readers a rich menu of experiences, educational offerings, and approaches to the subject of cataloging education as it is currently practiced in 24 countries of the world, excluding the United States and Canada. The exclusion does not mean that English-speaking countries are entirely absent from the book, however. Two nations outside North America, South Africa (in one chapter) and Australia (in two chapters), are covered. The chapters are organized geographically, beginning with the African continent, and followed by several each under headings for Asia, Australia (two chapters), Europe, Latin America, and the Middle East. Nations whose cataloging education programs are described include (in order of presentation) Botswana, Nigeria, South Africa, China (both the People's Republic of China and Taiwan), India, Japan, South Korea, Australia, Austria and Germany (described together in one chapter), Poland, Slovenia, Spain, the British Isles (England, Scotland, and Wales), Argentina, Mexico, Peru, Egypt, Iran, Israel, and Saudi Arabia. As readers might expect, many chapters reflect common experiences among the countries, particularly regarding the proliferation of subjects in competition with cataloging and classification in library school curricula. There are also some common problems, such as dealing with the changes in education and training prompted by automation. Generally, computer-based cataloging is not a new issue anywhere, although in some areas of the world, catalogers still work with manual systems. Describing cataloging education in Nigeria, J. I. Iwe states: "... the card catalogue is still being used in all libraries, including the University of Calabar library where the only library school in the state exists (p. 33)." In other places, computer infrastructure has developed to a level that supports coursework online. As Linda M. Cloete writes, "The ultimate goal of the training resource program is to develop an online, fully interactive course: an online virtual cataloging classroom (p. 66)."
    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."
  10. Joudrey, D.N.: ¬A new look at US graduate courses in bibliographic control (2002) 0.03 
    0.033775203 = product of:
  0.1013256 = sum of:
    0.031359423 = weight(_text_:web in 5452) [ClassicSimilarity], result of:
      0.031359423 = score(doc=5452,freq=2.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.21634221 = fieldWeight in 5452, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=5452)
    0.069966175 = product of:
      0.13993235 = sum of:
        0.13993235 = weight(_text_:programs in 5452) [ClassicSimilarity], result of:
          0.13993235 = score(doc=5452,freq=4.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.5434678 = fieldWeight in 5452, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.046875 = fieldNorm(doc=5452)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)
    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. Harvey, R.; Reynolds, S.: MARCup to markup : education for cataloguing and classification in Australia (2005) 0.03 
    0.03143505 = product of:
  0.09430514 = sum of:
    0.036585998 = weight(_text_:web in 169) [ClassicSimilarity], result of:
      0.036585998 = score(doc=169,freq=2.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.25239927 = fieldWeight in 169, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=169)
    0.057719145 = product of:
      0.11543829 = sum of:
        0.11543829 = weight(_text_:programs in 169) [ClassicSimilarity], result of:
          0.11543829 = score(doc=169,freq=2.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.44833803 = fieldWeight in 169, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.0546875 = fieldNorm(doc=169)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)
    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.
  12. Urs, S.R.; Minhaj, M.: Evolution of data science and its education in iSchools : an impressionistic study using curriculum analysis (2023) 0.03 
    0.030358344 = product of:
  0.09107503 = sum of:
    0.03276989 = weight(_text_:computer in 960) [ClassicSimilarity], result of:
      0.03276989 = score(doc=960,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.20188503 = fieldWeight in 960, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0390625 = fieldNorm(doc=960)
    0.058305144 = product of:
      0.11661029 = sum of:
        0.11661029 = weight(_text_:programs in 960) [ClassicSimilarity], result of:
          0.11661029 = score(doc=960,freq=4.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.45288983 = fieldWeight in 960, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.0390625 = fieldNorm(doc=960)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)
    Abstract
    Data Science (DS) has emerged from the shadows of its parents-statistics and computer science-into an independent field since its origin nearly six decades ago. Its evolution and education have taken many sharp turns. We present an impressionistic study of the evolution of DS anchored to Kuhn's four stages of paradigm shifts. First, we construct the landscape of DS based on curriculum analysis of the 32 iSchools across the world offering graduate-level DS programs. Second, we paint the "field" as it emerges from the word frequency patterns, ranking, and clustering of course titles based on text mining. Third, we map the curriculum to the landscape of DS and project the same onto the Edison Data Science Framework (2017) and ACM Data Science Knowledge Areas (2021). Our study shows that the DS programs of iSchools align well with the field and correspond to the Knowledge Areas and skillsets. iSchool's DS curriculums exhibit a bias toward "data visualization" along with machine learning, data mining, natural language processing, and artificial intelligence; go light on statistics; slanted toward ontologies and health informatics; and surprisingly minimal thrust toward eScience/research data management, which we believe would add a distinctive iSchool flavor to the DS.
  13. Hill, J.S.: Analog people for digital dreams : staffing and educational considerations for cataloging and metadata professionals (2005) 0.03 
    0.030011963 = product of:
  0.18007177 = sum of:
    0.18007177 = sum of:
      0.13192947 = weight(_text_:programs in 126) [ClassicSimilarity], result of:
        0.13192947 = score(doc=126,freq=2.0), product of:
          0.25748047 = queryWeight, product of:
            5.79699 = idf(docFreq=364, maxDocs=44218)
            0.044416238 = queryNorm
          0.5123863 = fieldWeight in 126, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            5.79699 = idf(docFreq=364, maxDocs=44218)
            0.0625 = fieldNorm(doc=126)
      0.048142295 = weight(_text_:22 in 126) [ClassicSimilarity], result of:
        0.048142295 = score(doc=126,freq=2.0), product of:
          0.1555381 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.044416238 = queryNorm
          0.30952093 = fieldWeight in 126, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.0625 = fieldNorm(doc=126)
  0.16666667 = coord(1/6)
    Abstract
    As libraries attempt to incorporate increasing amounts of electronic resources into their catalogs, utilizing a growing variety of metadata standards, library and information science programs are grappling with how to educate catalogers to meet these challenges. In this paper, an employer considers the characteristics and skills that catalogers will need and how they might acquire them.
    Date
    10. 9.2000 17:38:22
  14. Zhanghua, M.: ¬The education of cataloging and classification in China (2005) 0.03 
    0.029599141 = product of:
  0.08879742 = sum of:
    0.039323866 = weight(_text_:computer in 5750) [ClassicSimilarity], result of:
      0.039323866 = score(doc=5750,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.24226204 = fieldWeight in 5750, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.046875 = fieldNorm(doc=5750)
    0.049473554 = product of:
      0.09894711 = sum of:
        0.09894711 = weight(_text_:programs in 5750) [ClassicSimilarity], result of:
          0.09894711 = score(doc=5750,freq=2.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.38428974 = fieldWeight in 5750, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.046875 = fieldNorm(doc=5750)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)
    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.
  15. Shoham, S.: Cataloging instruction in Israel (2005) 0.03 
    0.029599141 = product of:
  0.08879742 = sum of:
    0.039323866 = weight(_text_:computer in 5762) [ClassicSimilarity], result of:
      0.039323866 = score(doc=5762,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.24226204 = fieldWeight in 5762, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.046875 = fieldNorm(doc=5762)
    0.049473554 = product of:
      0.09894711 = sum of:
        0.09894711 = weight(_text_:programs in 5762) [ClassicSimilarity], result of:
          0.09894711 = score(doc=5762,freq=2.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.38428974 = fieldWeight in 5762, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.046875 = fieldNorm(doc=5762)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)
    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.
  16. Roughton, K.G.: Educating the dinosaur : the evolution of catalog management at the Iowa State University Library (1985) 0.03 
    0.02550099 = product of:
  0.07650297 = sum of:
    0.05243182 = weight(_text_:computer in 364) [ClassicSimilarity], result of:
      0.05243182 = score(doc=364,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.32301605 = fieldWeight in 364, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0625 = fieldNorm(doc=364)
    0.024071148 = product of:
      0.048142295 = sum of:
        0.048142295 = weight(_text_:22 in 364) [ClassicSimilarity], result of:
          0.048142295 = score(doc=364,freq=2.0), product of:
            0.1555381 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.044416238 = queryNorm
            0.30952093 = fieldWeight in 364, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=364)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)
    Date
    7. 1.2007 13:22:11
    Footnote
    Simultaneously published as Computer Software Cataloging: Techniques and Examples
  17. Kramp, S.-S.; Hölzenbein, D.: Konzipieren, Recherchieren, online gehen : Der Bachelor-Studiengang Online-Redakteur an der Fachhochschule Köln (2005) 0.02 
    0.024267554 = product of:
  0.07280266 = sum of:
    0.05174041 = weight(_text_:web in 3417) [ClassicSimilarity], result of:
      0.05174041 = score(doc=3417,freq=4.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.35694647 = fieldWeight in 3417, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=3417)
    0.021062255 = product of:
      0.04212451 = sum of:
        0.04212451 = weight(_text_:22 in 3417) [ClassicSimilarity], result of:
          0.04212451 = score(doc=3417,freq=2.0), product of:
            0.1555381 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.044416238 = queryNorm
            0.2708308 = fieldWeight in 3417, 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=3417)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)
    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
  18. Chau, M.; Wong, C.H.; Zhou, Y.; Qin, J.; Chen, H.: Evaluating the use of search engine development tools in IT education (2010) 0.02 
    0.023242442 = product of:
  0.069727324 = sum of:
    0.036957435 = weight(_text_:web in 3325) [ClassicSimilarity], result of:
      0.036957435 = score(doc=3325,freq=4.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.25496176 = fieldWeight in 3325, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0390625 = fieldNorm(doc=3325)
    0.03276989 = weight(_text_:computer in 3325) [ClassicSimilarity], result of:
      0.03276989 = score(doc=3325,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.20188503 = fieldWeight in 3325, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0390625 = fieldNorm(doc=3325)
  0.33333334 = coord(2/6)
    Abstract
    It is important for education in computer science and information systems to keep up to date with the latest development in technology. With the rapid development of the Internet and the Web, many schools have included Internet-related technologies, such as Web search engines and e-commerce, as part of their curricula. Previous research has shown that it is effective to use search engine development tools to facilitate students' learning. However, the effectiveness of these tools in the classroom has not been evaluated. In this article, we review the design of three search engine development tools, SpidersRUs, Greenstone, and Alkaline, followed by an evaluation study that compared the three tools in the classroom. In the study, 33 students were divided into 13 groups and each group used the three tools to develop three independent search engines in a class project. Our evaluation results showed that SpidersRUs performed better than the two other tools in overall satisfaction and the level of knowledge gained in their learning experience when using the tools for a class project on Internet applications development.
  19. Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014) 0.02 
    0.022508971 = product of:
  0.13505383 = sum of:
    0.13505383 = sum of:
      0.09894711 = weight(_text_:programs in 1468) [ClassicSimilarity], result of:
        0.09894711 = score(doc=1468,freq=2.0), product of:
          0.25748047 = queryWeight, product of:
            5.79699 = idf(docFreq=364, maxDocs=44218)
            0.044416238 = queryNorm
          0.38428974 = fieldWeight in 1468, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            5.79699 = idf(docFreq=364, maxDocs=44218)
            0.046875 = fieldNorm(doc=1468)
      0.03610672 = weight(_text_:22 in 1468) [ClassicSimilarity], result of:
        0.03610672 = score(doc=1468,freq=2.0), product of:
          0.1555381 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.044416238 = queryNorm
          0.23214069 = fieldWeight in 1468, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046875 = fieldNorm(doc=1468)
  0.16666667 = coord(1/6)
    Abstract
    In a research project focusing on knowledge organization and classification education, 407 learning objectives proposed in courses entirely or partially dedicated to these subjects in North American Library and Information Science programs were categorized with the help of the Benjamin Bloom's Taxonomy of cognitive objectives. The analysis reveals that the vast majority of course objectives remain at the lower levels of the Taxonomy. These results tend to reinforce observations made over the past 30 years in relation to KO and classification education. While KO and classification educators recognize the necessity for students to develop high-level analytic and evaluative skills, there are few references to those skills in current course objectives.
    Source
    Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
  20. Hudon, M.: ¬The status of knowledge organization in library and information science master's programs (2021) 0.02 
    0.019239716 = product of:
  0.11543829 = sum of:
    0.11543829 = product of:
      0.23087658 = sum of:
        0.23087658 = weight(_text_:programs in 697) [ClassicSimilarity], result of:
          0.23087658 = score(doc=697,freq=8.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.89667606 = fieldWeight in 697, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.0546875 = fieldNorm(doc=697)
      0.5 = coord(1/2)
  0.16666667 = coord(1/6)
    Abstract
    The content of master's programs accredited by the American Library Association was examined to assess the status of knowledge organization (KO) as a subject in current training. Data collected show that KO remains very visible in a majority of programs, mainly in the form of required and electives courses focusing on descriptive cataloging, classification, and metadata. Observed tendencies include, however, the recent elimination of the required KO course in several programs, the reality that one third of KO electives listed in course catalogs have not been scheduled in the past three years, and the fact that two-thirds of those teaching KO specialize in other areas of information science.

Authors

Years

Languages

  • e 89
  • d 8

Types

  • a 92
  • el 3
  • m 3
  • s 3
  • b 1
  • More… Less…

Themes

Subjects

Classifications