-
Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014)
0.06
0.061456952 = product of:
0.122913904 = sum of:
0.022971334 = weight(_text_:library in 1468) [ClassicSimilarity], result of:
0.022971334 = score(doc=1468,freq=2.0), product of:
0.1317883 = queryWeight, product of:
2.6293786 = idf(docFreq=8668, maxDocs=44218)
0.050121464 = queryNorm
0.17430481 = fieldWeight in 1468, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6293786 = idf(docFreq=8668, maxDocs=44218)
0.046875 = fieldNorm(doc=1468)
0.09994257 = sum of:
0.059197973 = weight(_text_:project in 1468) [ClassicSimilarity], result of:
0.059197973 = score(doc=1468,freq=2.0), product of:
0.21156175 = queryWeight, product of:
4.220981 = idf(docFreq=1764, maxDocs=44218)
0.050121464 = queryNorm
0.27981415 = fieldWeight in 1468, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.220981 = idf(docFreq=1764, maxDocs=44218)
0.046875 = fieldNorm(doc=1468)
0.0407446 = weight(_text_:22 in 1468) [ClassicSimilarity], result of:
0.0407446 = score(doc=1468,freq=2.0), product of:
0.17551683 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.050121464 = 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)
0.5 = coord(2/4)
- 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
-
Kaminska, A.; Pulak, I.: Knowledge organization in a digital learning environment in the experiences of pedagogy students (2014)
0.05
0.0549581 = product of:
0.1099162 = sum of:
0.0895439 = weight(_text_:digital in 1469) [ClassicSimilarity], result of:
0.0895439 = score(doc=1469,freq=6.0), product of:
0.19770671 = queryWeight, product of:
3.944552 = idf(docFreq=2326, maxDocs=44218)
0.050121464 = queryNorm
0.4529128 = fieldWeight in 1469, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
3.944552 = idf(docFreq=2326, maxDocs=44218)
0.046875 = fieldNorm(doc=1469)
0.0203723 = product of:
0.0407446 = sum of:
0.0407446 = weight(_text_:22 in 1469) [ClassicSimilarity], result of:
0.0407446 = score(doc=1469,freq=2.0), product of:
0.17551683 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.050121464 = queryNorm
0.23214069 = fieldWeight in 1469, 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=1469)
0.5 = coord(1/2)
0.5 = coord(2/4)
- Abstract
- The results of diagnostic survey showing the way in which the students of pedagogy create and organize their digital personal environment, used in individual learning process were presented in the paper. 272 students of Cracow schools were covered by the survey. It has been analyzed the sources of information they mostly used, ways of storage, organizing and aggregating of information and the tools used for this purpose. The ability to design and build a digital personal learning environment (PLE) is in today's world a very important element of lifelong learning and enables efficient functioning in the information society.
- 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
-
Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015)
0.03
0.030834224 = product of:
0.06166845 = sum of:
0.03790077 = weight(_text_:library in 2609) [ClassicSimilarity], result of:
0.03790077 = score(doc=2609,freq=4.0), product of:
0.1317883 = queryWeight, product of:
2.6293786 = idf(docFreq=8668, maxDocs=44218)
0.050121464 = queryNorm
0.28758827 = fieldWeight in 2609, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.6293786 = idf(docFreq=8668, maxDocs=44218)
0.0546875 = fieldNorm(doc=2609)
0.023767682 = product of:
0.047535364 = sum of:
0.047535364 = weight(_text_:22 in 2609) [ClassicSimilarity], result of:
0.047535364 = score(doc=2609,freq=2.0), product of:
0.17551683 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.050121464 = queryNorm
0.2708308 = fieldWeight in 2609, 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=2609)
0.5 = coord(1/2)
0.5 = coord(2/4)
- Abstract
- This paper presents the results of a research study, a survey of library and information science master's degree holders who have taken a beginning cataloging course, to identify the elements of a beginning cataloging course that help students to learn cataloging concepts and skills. The results suggest that cataloging practice (the hands-on creation of bibliographic records or catalog cards), the effectiveness of the instructor, a balance of theory and practice, and placing cataloging in a real-world context contribute to effective learning. However, more research is needed to determine how, and to what the extent, each element should be incorporated into beginning cataloging courses.
- Date
- 10. 9.2000 17:38:22
- Source
- Library resources and technical services. 59(2015) no.4, S.187-199
-
Bundesregierung: Digitale Bildung voranbringen (2016)
0.03
0.027266338 = product of:
0.054532677 = sum of:
0.042648837 = weight(_text_:digital in 3451) [ClassicSimilarity], result of:
0.042648837 = score(doc=3451,freq=4.0), product of:
0.19770671 = queryWeight, product of:
3.944552 = idf(docFreq=2326, maxDocs=44218)
0.050121464 = queryNorm
0.21571769 = fieldWeight in 3451, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.944552 = idf(docFreq=2326, maxDocs=44218)
0.02734375 = fieldNorm(doc=3451)
0.011883841 = product of:
0.023767682 = sum of:
0.023767682 = weight(_text_:22 in 3451) [ClassicSimilarity], result of:
0.023767682 = score(doc=3451,freq=2.0), product of:
0.17551683 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.050121464 = queryNorm
0.1354154 = fieldWeight in 3451, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.02734375 = fieldNorm(doc=3451)
0.5 = coord(1/2)
0.5 = coord(2/4)
- Content
- Tablets und soziale Netzwerke verwenden zu können, heißt noch lange nicht, den digitalen Wandel zu meistern. Vollständig digital kompetent ist und bleibt auf lange Sicht nur, wer die theoretischen Grundlagen versteht. Diese Grundlagen entstehen nicht als Nebeneffekt beim Lernen mit digitalen Medien, sondern müssen separat und fokussiert im Unterricht vermittelt werden. Digitale Medien können und sollten hierzu nur ergänzend eingesetzt werden. Nach Erfahrung der überwältigenden Mehrheit der Mathematikerinnen und Mathematiker weltweit sind Tafel, Papier und das direkte Unterrichtsgespräch meist viel besser geeignet. Auch dürfen diese Grundlagen nicht allein Hochbegabten oder digital Affinen vorbehalten bleiben, sondern müssen Teil der Allgemeinbildung werden. Ohne die vorherige Vermittlung dieser Grundlagen ist die Belieferung von Bildungseinrichtungen mit Soft- und Hardware hingegen eine Scheinlösung. Bleiben die richtigen Lerninhalte aus, hemmt sie sogar den Anstieg der Digitalisierungskompetenz in Deutschland. Stattdessen wird die Lernzeit der Lernenden überfrachtet, und oberflächlich sinnvolle Inhalte verdrängen den Erwerb von Grundlagen.
- Date
- 22. 2.2017 17:14:47
-
Pozzi de Sousa, B.; Ortega, C.D.: Aspects regarding the notion of subject in the context of different theoretical trends : teaching approaches in Brazil (2018)
0.02
0.024370763 = product of:
0.097483054 = sum of:
0.097483054 = weight(_text_:digital in 4707) [ClassicSimilarity], result of:
0.097483054 = score(doc=4707,freq=4.0), product of:
0.19770671 = queryWeight, product of:
3.944552 = idf(docFreq=2326, maxDocs=44218)
0.050121464 = queryNorm
0.493069 = fieldWeight in 4707, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.944552 = idf(docFreq=2326, maxDocs=44218)
0.0625 = fieldNorm(doc=4707)
0.25 = coord(1/4)
- Source
- Challenges and opportunities for knowledge organization in the digital age: proceedings of the Fifteenth International ISKO Conference, 9-11 July 2018, Porto, Portugal / organized by: International Society for Knowledge Organization (ISKO), ISKO Spain and Portugal Chapter, University of Porto - Faculty of Arts and Humanities, Research Centre in Communication, Information and Digital Culture (CIC.digital) - Porto. Eds.: F. Ribeiro u. M.E. Cerveira
-
Pestana, O.: Foundations and methods for knowledge organization in European iSchools courses (2018)
0.02
0.024370763 = product of:
0.097483054 = sum of:
0.097483054 = weight(_text_:digital in 4743) [ClassicSimilarity], result of:
0.097483054 = score(doc=4743,freq=4.0), product of:
0.19770671 = queryWeight, product of:
3.944552 = idf(docFreq=2326, maxDocs=44218)
0.050121464 = queryNorm
0.493069 = fieldWeight in 4743, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.944552 = idf(docFreq=2326, maxDocs=44218)
0.0625 = fieldNorm(doc=4743)
0.25 = coord(1/4)
- Source
- Challenges and opportunities for knowledge organization in the digital age: proceedings of the Fifteenth International ISKO Conference, 9-11 July 2018, Porto, Portugal / organized by: International Society for Knowledge Organization (ISKO), ISKO Spain and Portugal Chapter, University of Porto - Faculty of Arts and Humanities, Research Centre in Communication, Information and Digital Culture (CIC.digital) - Porto. Eds.: F. Ribeiro u. M.E. Cerveira
-
Hudon, M.: Teaching Classification, 1990-2010 (2010)
0.01
0.009475192 = product of:
0.03790077 = sum of:
0.03790077 = weight(_text_:library in 3569) [ClassicSimilarity], result of:
0.03790077 = score(doc=3569,freq=4.0), product of:
0.1317883 = queryWeight, product of:
2.6293786 = idf(docFreq=8668, maxDocs=44218)
0.050121464 = queryNorm
0.28758827 = fieldWeight in 3569, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.6293786 = idf(docFreq=8668, maxDocs=44218)
0.0546875 = fieldNorm(doc=3569)
0.25 = coord(1/4)
- Abstract
- Cataloging and classification education has been a recurring topic in the library and information science literature since the creation of the first library school toward the end of the nineteenth century. This article examines the literature of the past 20 years, in an era of major changes in the way documents and information transit from their creators to their ultimate users. It concludes by suggesting several aspects of classification education that need to be investigated further, in light of these new circumstances.
-
Veitch, M.; Greenber, J.; Keizer, C.; Gunther, W.: ¬The UNC-Chapel Hill RDA Boot Camp : preparing LIS students for emerging topics in cataloging and metadata (2013)
0.01
0.009475192 = product of:
0.03790077 = sum of:
0.03790077 = weight(_text_:library in 1946) [ClassicSimilarity], result of:
0.03790077 = score(doc=1946,freq=4.0), product of:
0.1317883 = queryWeight, product of:
2.6293786 = idf(docFreq=8668, maxDocs=44218)
0.050121464 = queryNorm
0.28758827 = fieldWeight in 1946, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.6293786 = idf(docFreq=8668, maxDocs=44218)
0.0546875 = fieldNorm(doc=1946)
0.25 = coord(1/4)
- Abstract
- The implementation of Resource Description and Access (RDA) in 2013 or after will have a powerful impact on the skill set required of new library and information science professionals. This article chronicles the development of an RDA "boot camp" at UNC-Chapel Hill's School of Information and Library Science. Curriculum for the three-hour camp included a review of relevant theoretical frameworks and a hands-on exercise creating RDA records. Findings from a post-boot camp survey point to areas for further growth in cataloging and metadata course development and suggest that students are eager for more practical experience with emerging schema.
-
Joudrey, D.N.; McGinnis, R.: Graduate education for information organization, cataloging, and metadata (2014)
0.01
0.009475192 = product of:
0.03790077 = sum of:
0.03790077 = weight(_text_:library in 1980) [ClassicSimilarity], result of:
0.03790077 = score(doc=1980,freq=4.0), product of:
0.1317883 = queryWeight, product of:
2.6293786 = idf(docFreq=8668, maxDocs=44218)
0.050121464 = queryNorm
0.28758827 = fieldWeight in 1980, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.6293786 = idf(docFreq=8668, maxDocs=44218)
0.0546875 = fieldNorm(doc=1980)
0.25 = coord(1/4)
- Abstract
- Discussions of cataloging and metadata education are popular in social media outlets, scholarly literature, conference meetings, and so on. This article, the third installment of a longitudinal study on the state of information organization (IO) education, analyzes the recent literature to identify new and continuing themes related to IO education. It provides an overview of the curricula of the 58 library and information science graduate programs in the United States and Canada accredited by the American Library Association (ALA). It examines the current conditions in 2012-2013 and compares them to data from earlier studies. It provides an overview of the types of IO courses available, program requirements, the number of schools offering IO courses, and the number of schools teaching those courses.
-
Chau, M.; Wong, C.H.; Zhou, Y.; Qin, J.; Chen, H.: Evaluating the use of search engine development tools in IT education (2010)
0.01
0.008720686 = product of:
0.034882743 = sum of:
0.034882743 = product of:
0.069765486 = sum of:
0.069765486 = weight(_text_:project in 3325) [ClassicSimilarity], result of:
0.069765486 = score(doc=3325,freq=4.0), product of:
0.21156175 = queryWeight, product of:
4.220981 = idf(docFreq=1764, maxDocs=44218)
0.050121464 = queryNorm
0.32976416 = fieldWeight in 3325, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
4.220981 = idf(docFreq=1764, maxDocs=44218)
0.0390625 = fieldNorm(doc=3325)
0.5 = coord(1/2)
0.25 = coord(1/4)
- 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.
-
Soergel, D.: Knowledge organization for learning (2014)
0.01
0.008403145 = product of:
0.03361258 = sum of:
0.03361258 = product of:
0.06722516 = sum of:
0.06722516 = weight(_text_:22 in 1400) [ClassicSimilarity], result of:
0.06722516 = score(doc=1400,freq=4.0), product of:
0.17551683 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.050121464 = queryNorm
0.38301262 = fieldWeight in 1400, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0546875 = fieldNorm(doc=1400)
0.5 = coord(1/2)
0.25 = coord(1/4)
- Pages
- S.22-32
- 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
-
Normore, L.F.: "Here be dragons" : a wayfinding approach to teaching cataloguing (2012)
0.00
0.0042442293 = product of:
0.016976917 = sum of:
0.016976917 = product of:
0.033953834 = sum of:
0.033953834 = weight(_text_:22 in 1903) [ClassicSimilarity], result of:
0.033953834 = score(doc=1903,freq=2.0), product of:
0.17551683 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.050121464 = queryNorm
0.19345059 = fieldWeight in 1903, 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=1903)
0.5 = coord(1/2)
0.25 = coord(1/4)
- Abstract
- Teaching cataloguing requires the instructor to make strategic decisions about how to approach the variety and complexity of the field and to provide an adequate theoretical foundation while preparing students for their entry into the world of practice. Accompanying these challenges are the tactical demands of providing this instruction in a distance education environment. Rather than focusing on ways to support learners in catalogue record production, instructors may use a problem solving and decision making approach to instruction. In this paper, a way to conceptualize a decision making approach that builds on a foundation provided by theories of information navigation is described. This approach, which is called "wayfinding", teaches by having students learn to find their way in the sets of rules that are commonly used. The method focuses on instruction about the structural features of rule sets, providing basic definitions of what each of the "places" in the rule sets contain (e.g., "formatting personal names" in Chapter 22 of AACR2R) and about ways to navigate those structures, enabling students to learn not only about common rules but also about less well known cataloguing practices ("dragons"). It provides both pragmatic and pedagogical benefits and helps develop links between cataloguing practices and their theoretical foundations.
