-
Nistico, R.: Studio e indicizzazione delle dediche librarie (1998)
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- Abstract
- Book dedications by authors, often in verse form and appearing just before the title page, are one of the 6 elements describes by the French scholar Genette as paratextual. For some reasons dedications have failed to interest librarians, yet books containing them can be a valid object of bibliographic study, for the reasons that they carry special markings: are an example of a specific literary or semantic class; and reveal linguistic/stylistic features. Examines the history of literary dedications, citing examples by well-known writers, and suggests that cataloguing software should have a special field to record dedication
- Date
- 22. 2.1999 20:41:06
- Footnote
- Übers. d. Titels: The study and indexing of book dedications
-
Best practices in teaching digital literacies (2018)
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- Abstract
- The almost universal reliance upon digital tools for social, academic, and career development will only become more pronounced in the years to come. Teacher education programs remain ill-equipped to adequately prepare educators with the pedagogies needed to foster digital literacies. What is needed is a set of best practices towards teaching digital literacies so that teachers can better meet the emerging needs of their students in today's classrooms. Where should teachers begin? What are the essentials of digital literacies within K-12 contexts? And how might we reimagine teacher education programs to optimally prepare teachers for working with technologically connected youth, whose literacies are more complex, interconnected, and diverse than ever?This edited volume provides a practical framework for teacher education programs to develop K-12 students' digital literacies. It serves as a set of best practices in teaching digital literacies that promotes access to research-based pedagogies for immediate implementation in their classrooms
- LCSH
- Language and languages / Study and teaching
Media literacy / Study and teaching
Internet literacy / Study and teaching
- Series
- Literary research, practice and evaluation; 9
- Subject
- Language and languages / Study and teaching
Media literacy / Study and teaching
Internet literacy / Study and teaching
-
Vizine-Goetz, D.; Beall, J.: Using literary warrant to define a version of the DDC for automated classification services (2004)
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- Abstract
- This paper presents the results of an exploratory study to determine literary warrant for topics in electronic resources. The classification numbers in Abridged Edition 14 were used as a starting point. Using the principles of abridgment and expansion in Dewey, a version of the DDC is defined that accommodates the topics found an three diverse Web sites that use Dewey: BUBL, Canadian Information By Subject, and KidsClick! The resulting classes are used to create a database for automated classification of Web resources.
- Object
- DDC-22
-
Stamatatos, E.: ¬A survey of modern authorship attribution methods (2009)
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- Abstract
- Authorship attribution supported by statistical or computational methods has a long history starting from the 19th century and is marked by the seminal study of Mosteller and Wallace (1964) on the authorship of the disputed Federalist Papers. During the last decade, this scientific field has been developed substantially, taking advantage of research advances in areas such as machine learning, information retrieval, and natural language processing. The plethora of available electronic texts (e.g., e-mail messages, online forum messages, blogs, source code, etc.) indicates a wide variety of applications of this technology, provided it is able to handle short and noisy text from multiple candidate authors. In this article, a survey of recent advances of the automated approaches to attributing authorship is presented, examining their characteristics for both text representation and text classification. The focus of this survey is on computational requirements and settings rather than on linguistic or literary issues. We also discuss evaluation methodologies and criteria for authorship attribution studies and list open questions that will attract future work in this area.
- Date
- 22. 3.2009 17:44:32
-
Alvarado, R.U.: Cataloging Pierre Bourdieu's books (1994)
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- Abstract
- Subject headings do not always adequately express the subject content of books and other library materials. Whether due to cataloguer error or inadequacy in the authority list, this deficiency makes it difficult for users to access information. In an attempt to solve this problem, the study evaluated the adequacy of the LoC Subject Headings assigned to the 23 books of Pierre Bourdieu, whose philosophical ideas were judged likely to form a good test of the ability of the subject headings to reflect the ideas proposed by the author. The study examined the subject headings given to 22 books, and their translations into English, Spanish, Portuguese, and German, comprising 88 records in OCLC as of Dec 91. It was found that most of the books received headings not corresponding to their content, as the headings were assigned from the functionalist paradigm. In general, LCSHs ignore the conceptual categories of other paradigms, do not match the current vocabulary used by social scientists, and are ideologically biased
-
Barité, M.; Parentelli, V.; Rodríguez Casaballe, N.; Suárez, M.V.: Interdisciplinarity and postgraduate teaching of knowledge organization (KO) : elements for a necessary dialogue (2023)
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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.
-
Börner, K.: Atlas of knowledge : anyone can map (2015)
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- Date
- 22. 1.2017 16:54:03
22. 1.2017 17:10:56
- LCSH
- Science / Study and teaching / Graphic methods
- Subject
- Science / Study and teaching / Graphic methods
-
Borgman, C.L.; Smart, L.J.; Millwood, K.A.; Finley, J.R.; Champeny, L.; Gilliland, A.J.; Leazer, G.H.: Comparing faculty information seeking in teaching and research : implications for the design of digital libraries (2005)
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- Abstract
- ADEPT is a 5-year project whose goals are to develop, deploy, and evaluate inquiry learning capabilities for the Alexandria Digital Library, an extant digital library of primary sources in geography. We interviewed nine geography faculty members who teach undergraduate courses about their information seeking for research and teaching and their use of information resources in teaching. These data were supplemented by interviews with four faculty members from another ADEPT study about the nature of knowledge in geography. Among our key findings are that geography faculty are more likely to encounter useful teaching resources while seeking research resources than vice versa, although the influence goes in both directions. Their greatest information needs are for research data, maps, and images. They desire better searching by concept or theme, in addition to searching by location and place name. They make extensive use of their own research resources in their teaching. Among the implications for functionality and architecture of geographic digital libraries for educational use are that personal digital libraries are essential, because individual faculty members have personalized approaches to selecting, collecting, and organizing teaching resources. Digital library services for research and teaching should include the ability to import content from common office software and to store content in standard formats that can be exported to other applications. Digital library services can facilitate sharing among faculty but cannot overcome barriers such as intellectual property rights, access to proprietary research data, or the desire of individuals to maintain control over their own resources. Faculty use of primary and secondary resources needs to be better understood if we are to design successful digital libraries for research and teaching.
- Date
- 3. 6.2005 20:40:22
-
Lux, C.; Sühl-Strohmenger, W.: Teaching Library in Deutschland : Vermittlung von Informationsund Medienkompetenz als Kernaufgabe für Öffentliche und Wissenschaftliche Bibliotheken (2004)
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- Abstract
- "Teaching Library" - dies ist nicht nur der Titel dieses Buches, sondern vor allem auch eine selbstbewusste Behauptung in einem Land, in dem die Politik die Bibliotheken als Partner des Lernens noch nicht entdeckt hat, in dem die kommunalen Gremien in Zeiten des Sparens die Ausgaben für Bibliotheken als angeblich freiwillige Leistungen in dem Feld der Kultur neben Museen und Theatern munter kürzen. Dabei belegen die internationalen Studien (PISA, TIMSS etc.) zur Leistungsfähigkeit von Bildungssystemen bereits jetzt schon erhebliche Defizite des deutschen Bildungswesens, insbesondere hinsichtlich der Schlüsselqualifikationen, die unter "Literacy" gefasst werden. Als notwendige Antwort auf dieses Defizit empfehlen die Autoren dieses Buches die viel pointiertere Einbindung der gesamten Bibliotheken in Deutschland in unser Bildungssystem, um sowohl die Unentbehrlichkeit zu unterstreichen, als auch Synergien mit anderen Bildungsträgern zu nutzen. Das vorliegende Buch zeigt eindrucksvoll die erstaunliche Vielfalt der Initiativen und den Einfallsreichtum der Bibliothekare in dieser Hinsicht.
- Date
- 22. 2.2008 14:17:00
- LCSH
- Information literacy / Study and teaching / Germany
Information retrieval / Study and teaching / Germany
- Subject
- Information literacy / Study and teaching / Germany
Information retrieval / Study and teaching / Germany
-
Herring, J.E.: Teaching information skills in schools (1996)
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- Abstract
- Combines theory and practice of library user training into a framework for teaching information skills in school libraries. The main focus is on in secondary schools (ages 11-18) but teachers and librarians in upper primary and secondary schools and in further education colleges can bebefit from the work. The PLUS model proposed covers: purpose; location; use; and self evaluation. The intention is not to suggest that the PLUS model is radically different from other but to provide an integrated framework to be used both by pupils and those who support them
- LCSH
- Information technology / Study and teaching (Secondary) / Great Britain
Information resources / Study and teaching (Secondary) / Great Britain
- Subject
- Information technology / Study and teaching (Secondary) / Great Britain
Information resources / Study and teaching (Secondary) / Great Britain
-
Education for library cataloging : international perspectives (2006)
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- Classification
- 025.3/071 22
- Content
- Inhalt: Education and training for cataloguing at the University of Botswana Library : an overview / Rose Tiny Kgosiemang -- The relevance of cataloguing in library science curriculum in Cross River State of Nigeria in this technological age / J.I. Iwe -- The education and training of cataloguing students in South Africa through distance education / Linda M. Cloete -- Education of cataloging and classification in China / Zhanghua Ma -- The status quo and future development of cataloging and classification education in China / Li Si -- Education for knowledge organization : the Indian scene / K.S. Raghavan -- Current status of cataloging and classification education in Japan / Shoichi Taniguchi -- A study on the job training and self-training of the cataloging and classification librarians working in South Korean academic libraries / Chul-Wan Kwak -- Beyond our expectations : a review of an independent learning module in descriptive cataloguing at the Queensland University of for cataloguing and classification in Australia / Ross Harvey, Susan Reynolds -- Education for cataloging and classification in Austria and Germany / Monika Münnich, Heidi Zotter-Straka, Petra Hauke -- Education and training on studies and professional librarianship schools / Anna Sitarska -- Cataloging education on the sunny side of the Alps / Jerry D. Saye, Alenka ^Sauperl -- Education for cataloging in Spanish universities : a descriptive and López-Cózar -- Education and training for cataloguing and classification in the British Isles / J.H. Bowman -- The teaching of information processing in the University of Buenos Aires, Argentina / Elsa E. Barber, Silvia L. Pisano -- Education for cataloging and classification in Mexico / Filiberto Felipe Martínez Arellano -- Education for cataloging and related areas in Peru / Ana María Talavera Ibarra -- Cataloging and classification education in Egypt : stressing the fundamentals while moving toward automated applications / Mohammed Fat'hy Abdel Hady, Ali Kamal Shaker -- An account of cataloging and classification education in Iranian universities / Mortaza Kokabi -- Cataloging instruction in Israel / Snunith Shoham -- Continuing education for catalogers in Saudi Arabia / Zahiruddin Khurshid.
- DDC
- 025.3/071 22
- Footnote
- 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."
- LCSH
- Cataloging / Study and teaching
Classification / Study and teaching
- Subject
- Cataloging / Study and teaching
Classification / Study and teaching
-
Gopinath, M.A.: Curricula in teaching classification and indexing in advanced courses in library and information science : a case study (1999)
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-
Pattuelli, M.C.: Modeling a domain ontology for cultural heritage resources : a user-centered approach (2011)
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- Abstract
- The use of primary source materials is recognized as key to supporting history and social studies education. The extensive digitization of library, museum, and other cultural heritage collections represents an important teaching resource. Yet, searching and selecting digital primary sources appropriate for classroom use can be difficult and time-consuming. This study investigates the design requirements and the potential usefulness of a domain-specific ontology to facilitate access to, and use of, a collection of digital primary source materials developed by the Library of the University of North Carolina at Chapel Hill. During a three-phase study, an ontology model was designed and evaluated with the involvement of social studies teachers. The findings revealed that the design of the ontology was appropriate to support the information needs of the teachers and was perceived as a potentially useful tool to enhance collection access. The primary contribution of this study is the introduction of an approach to ontology development that is user-centered and designed to facilitate access to digital cultural heritage materials. Such an approach should be considered on a case-by-case basis in relation to the size of the ontology being built, the nature of the knowledge domain, and the type of end users targeted.
- Date
- 22. 1.2011 14:11:34
-
Isah, E.E.; Byström, K.: Physicians' learning at work through everyday access to information (2016)
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- Abstract
- This article explores access to information through an analysis of sources and strategies as part of workplace learning in a medical context in an African developing country. It focuses on information practices in everyday patient care by a team of senior and junior physicians in a university teaching hospital. A practice-oriented, interpretative case study approach, in which elements from activity theory, situated learning theory, and communities of practice framework, was developed to form the theoretical basis for the study. The qualitative data from observations and interviews were analyzed with iterative coding techniques. The findings reveal that physicians' learning through everyday access to medical information is enacted by, embedded in, and sustained as a part of the work activity itself. The findings indicate a stable community of practice with traits of both local and general medical conventions, in which the value of used sources and strategies remains relatively uncontested, strongly based on formally and informally sanctioned and legitimized practices. Although the present study is particular and context specific, the results indicate a more generally plausible conclusion; the complementary nature of different information sources and strategies underscores that access to information happens in a context in which solitary sources alone make little difference.
- Date
- 22. 1.2016 12:31:37
-
Silver, D.: Teaching cyberculture : readings and fieldwork for an emerging topic of study (1996)
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- Abstract
- Cyberculture is emerging as an interdisciplinary subject of academic study. Gives examples of the main areas of cyberculture: virtual identities, virtual communities, and virtual cities. Concludes with a range of online and printed resources designed to introduce the dynamic qualities of the subject
-
Fisher, S.; Oulton, T.; Wood, T.: Teaching and training of the information profession using SuperJANET (1994)
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- Abstract
- Outlines a research project being carried out at the Department of Library and Information Studies at Manchester Metropolitan University to study electronic access to remote CD-ROM networks and to integrated library systems for teaching students of library and information studies via the SuperJANET computer network. Gives a brief background to SuperJANET and teaching applications. Describes the aims and specific objectives of the project, details its context, anticipated benefits and outlines project management
-
Ekstrand, M.D.; Wright, K.L.; Pera, M.S.: Enhancing classroom instruction with online news (2020)
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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
-
Creanor, L.; Durndell, H.; Primrose, C.: Library and study skills using hypertext : the TILT experience (1996)
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- Abstract
- When the Glasgow University Teaching with Independent Learning Technologies (TILT) project began in Jan 1993, its main aim was to demonstrate how IT could be successfully incorporated into university teaching within a single institution. 4 years later, TILT has demonstrated its value in many areas, particularly in library and study skills. More than 130 institutions both in the UK and overseas are now using the 5 hypertext information skills modules as a resource in their undergraduate teaching, and detailed evaluations of their effectiveness have been carried out. Discusses the development and evaluation of the courseware and details its transformation from Guide through Toolbook to WWW
-
Notess, G.R.: Teaching Web search skills : techniques and strategies of top trainers (2006)
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- Classification
- 025.04071 / 22
- Content
- Web searching and the teaching paradox -- Understanding our audience -- Choosing the instructional session types -- Online tutorials : friend or foe? -- Organization : focus, length, and goals -- Terminology -- Content : Web search features -- Content : primary concepts -- Additional content : image searching, news, usenet, and more -- The search engines -- Creating a framed workshop Web page -- Presentation tips, tricks, and shortcuts -- Tales from the trenches : anecdotes, examples, and exercises.
- DDC
- 025.04071 / 22
- LCSH
- Internet searching / Study and teaching
- Subject
- Internet searching / Study and teaching
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Riedling, A.M.: Information literacy : what does it look like in the school library media center? (2004)
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- LCSH
- Information literacy / Study and teaching
Information retrieval / Study and teaching
- Subject
- Information literacy / Study and teaching
Information retrieval / Study and teaching
