Search (49 results, page 1 of 3)

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Source

International forum on information and documentation. 14(1989), S.22-27

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Abstract

Describes the development, funding and staffing of the Information Literacy Program (ILP) at the Mantor Library at the University of Maine at Farmington (UMF). The programme aims at helping both UMF students and community patrons to understand better how and where to look for information. Instruction takes place in an electronic classroom equipped with 21 computers running campus-standard Web-browsers and word processing; the instructor's station can control all of the computers in the classroom, or the instructor may pass or share control with students. Discusses issues relating to campus politics, the positioning of the programme in the college experience, the necessity of teaching evaluation skills, and the programme's impact on reference services. gives advice to other libraries considering a similar project

Source

Computers in libraries. 18(1998) no.5, S.22-25

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Abstract

Presents the results of a survey conducted to investigate how library and information science students are being educated for careers in a changing reference/information environment. A review of the literature on education for reference work since the 1970s shows a shift in focus from reference sources to reference work with a greater emphasis on user needs and behaviour. Completed questionnaires from 48 teachers of basic reference courses in ALA-accredited programmes were analyzed quantitatively and qualitatively. The most frequently taught skills related to the reference interview and search strategy, most courses covered types of reference sources as well as specific titles, and most teachers give some attention to reference/information services. The learning objectives and teaching methods exhibited considerable variety, however. Qualitative analysis of data about course content and future trends suggested a growing recognition of the systematic nature of reference work and the importance of evaluation

Source

Reference librarian. 1994, no.43, S.145-172

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Abstract

Organizational restructuring at Western Kentucky University's Helm-Cravens Library resulted in the consolidation of the service points of the Science Library, Government Documents, and Reference into one centralized Reference Center. This created an environment of information overload and technostress for reference librarians. To help remedy this situation, a core knowledge for electronic reference services for all reference desk personnel was established and a new training programme was implemented. All staff who serve at the reference desk were surveyed to determine which electronic resources should become part of the core electronic knowledge. The results of this survey are tabulated. Describes the intensive training programme undertaken once the core item list was established. The programme has enbaled all reference librarians to lead patrons to pertinent resources

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Abstract

The role of cataloging education within the library profession is a topic of considerable interest and debate. Fifty-five heads of reference and sixty-five heads of cataloging in Association of Research Librarians institutions responded to a survey based upon the Association for Library Collections and Technical Services Educational Policy Statement, Appendix: Knowledge and Skills, Intellectual Access and Information Organization, concerning the importance of cataloging competencies for all entry-level academic librarians. The survey found that practitioners agreed upon a definite set of core cataloging competencies that all entry-level academic librarians should possess. This finding holds larger implications for library education for academic librarians and for the profession as a whole.

Date

10. 9.2000 17:38:22

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Abstract

While reference librarianship is an exciting profession, some librarians become disillusioned and acquire negative attitudes toward the profession, library education, the professional literature, and their clients. Reference practitioners should consider formal teaching of the of their discipline in order to better come to terms with their profession. The benefits of reexamining one's speciality in te broader perspective needed to teach it, as well as reviewing the professional literature in preparation for the classroom, will have positive benefits for the students in the classroom, the clients in the library and the individual reference practitioner/teacher

Source

Reference librarian. 1994, no.43, S.183-193

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Abstract

Describes how the small-scale public information service at Milan's Universita degli Studi Political Sciences library coped with the emergency caused by the sudden resignation of its reference librarian by drafting in on a part-time replacement basis existing library staff without previous reference desk experience. Outlines their intensive training in the information technology needed to enable them to provide the differing materials and services required by 3 classes of reader: undergraduates, graduates and postgraduates

Footnote

Übers. d. Titels: Reference desk training in an academic library

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Abstract

Domains represent concepts which belong to specific parts of the world. The particularized meaning of words linguistically encoding such domain concepts are provided by domain specific resources. The explicit meaning of such words are increasingly captured computationally using domain-specific ontologies, which, even for the same reference domain, are most often than not semantically incompatible. As information systems that rely on domain ontologies expand, there is a growing need to not only design domain ontologies and domain ontology-grounded Knowl­edge Graphs (KGs) but also to align them to general standards and conventions for interoperability. This often presents an insurmountable challenge to domain experts who have to additionally learn the construction of domain ontologies and KGs. Until now, several research methodologies have been proposed by different research groups using different technical approaches and based on scenarios of different domains of application. However, no methodology has been proposed which not only facilitates designing conceptually well-founded ontologies, but is also, equally, grounded in the general pedagogical principles of knowl­edge organization and, thereby, flexible enough to teach, and reproduce vis-à-vis domain experts. The purpose of this paper is to provide such a general, pedagogically flexible semantic knowl­edge modelling methodology. We exemplify the methodology by examples and illustrations from a professional-level digital healthcare course, and conclude with an evaluation grounded in technological parameters as well as user experience design principles.

Date

20.11.2023 17:19:22

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Abstract

It is imperative that reference librarians remain current in their knowledge of the evolving information industry and the strategies with which needed information can be identified and accessed. In order to maintain professional competence and currency, librarians need to engage in frequent, appropriate continuing professional education. Discusses certification and censure which are either in place or under discussion in some states of the USA, in an attempt to mandate participation in continuing education. The library profession has now entered into a new paradigm that focuses on the client, and the needs of the client, and the knowledge, skills and attitudes necessary to ensure that the profession remains a significant player in the information industry will require continual updating

Source

Reference librarian. 1994, no.43, S.173-182

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Abstract

Argues for the inclusion of a project on study of subjects in courses in library and information science. Suggests contents of the project and provides proforma for the collection and organisation of information about subjects. Lists types of information sources / reference books for study about subjects and suggests proforma for collecting information about various types of reference books, about primary periodicals, on on-going research, on institutional sources of information, and about experts, consultants etc

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Footnote

Rez. in: Journal of education for library and information science 37(1996) no.3, S.300-301 (C. Peterson); Journal of academic librarianship 22(1996) no.5, S.399-400 (P.S. Thomas)

Series

Reference librarian; nos.51/52

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Abstract

The topic of cataloging education for catalogers and non-catalogers alike has been a perennial topic for practitioners. This follow-up study explores the views of library educators with regard to cataloging education. Twenty-three educators with primary teaching duties in reference, twenty-nine educators with primary teaching duties in cataloging and seventy educators whose primary teaching duties were in neither reference nor cataloging in ALA-accredited master's degree programs responded to a survey based on the ALCTS Educational Policy Statement, Appendix: Knowledge and Skills, Intellectual Access and Information Organization concerning the importance of cataloging competencies for all entry-level academic librarians. The survey found library educators, in general, agreed with practitioners on the listed cataloging competencies for all entry-level academic librarians.

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Abstract

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

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Source

Reference librarian. 1995, nos.51/52, S.105-120

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Abstract

The Dewey Decimal Classification (DDC) system is a logical approach to a hierarchical categorization of recorded knowledge that makes sense to many people. It both illustrates classification theory and provides a practical way to organize information. It is taught in several different settings with content relying upon the purpose of the education or training. With reference to communications from colleagues, the author identifies some problems in teaching DDC, followed by some of the content covered and some methodologies used to overcome the problems. Several examples of teaching tools are included as appendices.

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Abstract

An understanding of the workings of Library of Congress Subject Headings (LCSH) is one of the most valuable conceptual tools a researcher can have. The subject heading system is by no means obvious or self-evident, however; it must be taught, explained, and exemplified by librarians. Several points must be covered explicitly. The cross-reference notation of UF, BT, RT, SA, and NT has to be explained; the importance of choosing the most specific heading available, rather than a general term, must also be emphasized. There are four ways to find the most specific LCSH terms for a particular topic; two of them come from using the red books, two from using the online catalog itself. All four ways are important; none is obvious. Each must be taught

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Abstract

This paper desctibes a study of undergraduate student search behavlour, examines the results through the lens of various disciplines, and provides now insights that will increase our understanding and facilitate the development of mom effetive instructional programmes Perspectives and research results drawn from multiple disciplines are used to explore the role of mental modele, reference groups and habits, and IntelIectual development in the search behaviour demonstrated by the undergraduate students. During interviews conducted as part of the study, many students were able to articulate the importance of source evaluation and describe electronically-appropriate methods for assessing the authority and reliability of Weh based information resources. In practice, however, these students frequently abandoned source evaluation altogether and, following the path of Ieast resistance, relied exclusively on basic Google searching, This approach both compromiscd the quality of their search results and contributed to frustration with the research process. This may not be extraordinarily unusual behaviour, but it is cause for considerable concern among Information literacy programme planners and Instructors. Discussion of the study results and related research is followed by pragmatic suggestions for modifylng ineffective search behaviour through emhanced instructional programmes

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Abstract

The article describes the experiences and personal impressions of a young lecturer in teaching indexing and classification in the Bachelor programme »Library and Information Management« at the Stuttgart Media University (Hochschule der Medien, HdM). Although, in Germany, subject cataloguing is traditionally seen as the business of senior-level librarians, it still plays a major role in the education of upper-level librarians at the HdM. A sound knowledge of indexing and classification seems especially important as they bear the brunt of work at the reference desk, where questions on searching by subject abound. The courses aim at a healthy balance between theory and practice. Practical exercises (which unfortunately tend to be somewhat artificial) and field trips are part of the lectures. Optional courses can also involve project work. It is important to note that students are not only on the receiving end: They can also do valuable research for the library community, especially in their Bachelor theses. Contacts and communication between students and faculty of the HdM on the one hand and working librarians on the other should be upheld and even intensified, which makes networking a very useful skill for teaching staff.

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Abstract

In the last 15 years social work teaching in the Netherlands has made a significant shift from concentrating on learning social, political and economic theories, towards more field practice and more learning from client cases. Describes work so far on a project to develop a model for working more systematically with client cases, to build a database with client cases and to use information and communication technology in the learning process for direct communication with field practice

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Source

Database. 21(1998) no.3, S.86-89