-
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.
-
Urs, S.R.; Minhaj, M.: Evolution of data science and its education in iSchools : an impressionistic study using curriculum analysis (2023)
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- 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.
-
Saye, J.D.: ¬The cataloging experience in library and information science education : an educator's perspective (1987)
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- Abstract
- This paper presents one approach to the teaching of both the basic and advanced courses in cataloging. In addressing the basic course, short-term and long-term objectives of the course are identified for four categories of students-Cataloging Specialists, General/Special Librarians, Non-Cataloging Specialists and Non-Library Information Specialists. The philosophy underlying this mode of instruction places emphasis upon group interaction and making the course enjoyable for the student, thus increasing interest while imparting more information and better preparing the four groups of students for work in organizing information. Stress is placed upon student participation and the use of realistic situations to instruct and evaluate student performance.
-
Hider, P.: Developing courseware for cataloguing (2000)
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- Abstract
- This article describes the development and application of the Cat with Moose courseware in the cataloging curricula at Temasek Polytechnic, Singapore, which offers diploma-level, paraprofessional training in library and information service (LIS). The aim of Cat with Mouse is to provide students with practice in cataloging a range of materials, both print and nonprint, in an online environment. The courseware checks the entries as students progress through the record template and allows them to simultaneously consult windows containing the relevant sources of information. The product is designed to be used as a revision tool and is accessible to students through the Internet. The development team revised a prototype version after feedback was collected by means of a questionnaire. Most students found the courseware useful and that it made revision easier. It is argued that, as an assessment tool, Cat with Mouse is also reliable and valid, and that the distinctive benefits the courseware offers has made the investment in the project worthwhile.
- Theme
- Computer Based Training
-
Timmer, B.: Eerste lichting integraal document management (1998)
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- Abstract
- In the Netherlands the 1st students following the postdoctoral course on integrated document management at Rotterdam's Erasmus University graduated in September 1998. The course lasts for 10 months, including 3 months' practical experience and covers 3 dosciplines: general administration, information management, and archive administration. The aim of the practical experience is to provide students with organisational problems for which they should offer a practical solution. Course leader, Annetsietske Stapel, comments that documentation managers frequently lack funding to put such recommendations into practice, thereby losing long term savings
-
Mann, T.: Teaching Library of Congress Subject Headings (2000)
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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
-
Virkus, S.: Cyberdetective, infonaut, knowledge engineer, cybrarian or what? (1995)
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- Abstract
- Network learning holds promise for the delivery of continuing professional LIS education. Many LIS schools are revising curricula so that they van respond better to the needs of new information markets. Terms replacing 'librarian' were proposed. The difficulties of implementing curricula changes in eastern Europe were outlined. Quality assessment was seen as an integral part of curriculum development and necessary to satisfy the changing requirements of the market place
-
Haring, M.; Rudaev, A.; Lewandowski, D.: Google & Co. : wie die "Search Studies" an der HAW Hamburg unserem Nutzungsverhalten auf den Zahn fühlen: Blickpunkt angewandte Forschung (2022)
0.02
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- Abstract
- Die Forschungsgruppe Search Studies forscht an der HAW Hamburg zur Nutzung kommerzieller Suchmaschinen, zur Suchmaschinenoptimierung und zum Relevance Assessment von Suchmaschinen. Der Leiter der Forschungsgruppe, Prof. Dr. Dirk Lewandowski, stand für ein Interview zu seiner Tätigkeit und der seines Teams, sowie seiner Lehre an der HAW Hamburg zur Verfügung. Sollten wir Informationen aus dem Internet vertrauen oder ist Vorsicht angebracht?
-
Letarte, K.M.; Turvey, M.R.; Bornemann, D.; Adams, D.L.: Practitioner perspectives on cataloging education for entry-level academic Librarians (2002)
0.02
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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
-
Yee, R.; Beaubien, R.: ¬A preliminary crosswalk from METS to IMS content packaging (2004)
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- Abstract
- As educational technology becomes pervasive, demand will grow for library content to be incorporated into courseware. Among the barriers impeding interoperability between libraries and educational tools is the difference in specifications commonly used for the exchange of digital objects and metadata. Among libraries, Metadata Encoding and Transmission Standard (METS) is a new but increasingly popular standard; the IMS content-package (IMS-CP) plays a parallel role in educational technology. This article describes how METS-encoded library content can be converted into digital objects for IMS-compliant systems through an XSLT-based crosswalk. The conceptual models behind METS and IMS-CP are compared, the design and limitations of an XSLT-based translation are described, and the crosswalks are related to other techniques to enhance interoperability.
- Source
- Library hi tech. 22(2004) no.1, S.69-81
-
DeZelar-Tiedman, C.; Camden, B.P.; Uhl, R.: Growing our own : mentoring the next generation of catalog librarians (2006)
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- Abstract
- This paper traces the development of a mentoring program for aspiring catalogers, sponsored and administered by the ALCTS CCS Committee on Education, Training, and Recruitment for Cataloging (CETRC). Background is given on the reasons for establishing the program, as well as the two pilot programs that preceded the current, ongoing mentoring service. Results of the assessment of the second pilot are shared. Though CETRC still faces challenges in sustaining the program on an ongoing basis, the Committee feels it is a valuable endeavor worth continuing.
-
Tell, B.V.: Cataloging rules and database production : implications for manpower training in a developing country (1989)
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- Source
- International forum on information and documentation. 14(1989), S.22-27
-
Das, S.; Bagchi, M.; Hussey, P.: How to teach domain ontology-based knowledge graph construction? : an Irish experiment (2023)
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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
-
Duff, A.: ¬The status of information society studies in the information science curriculum (2002)
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- Abstract
- Argues for a central role for information society studies in degree programmes. Information society studies is an interdisciplinary specialism devoted to examination of the macrolevel role of information flows and technologies. The views of information science educators on information society studies are appraised. Reports the current status of information society instruction in the information science schools of the UK and Ireland. Investigation shows ten schools run modules on the information society, in some cases as options. The content, methods of instruction and assessment, and other relevant indicators of the condition of information society studies are reported and analysed. Features a discussion of the rationale for inclusion of this specialism in the information science curriculum, and concludes with a "civic" argument for core status, namely that information professionals have a duty to enter the public debate on important information society issues.
-
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
-
McGuinness, C.: Information skills training practices in Irish higher education (2009)
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- Abstract
- Purpose - The purpose of this paper is to present the results of a national survey of information skills training (IST) practices in Irish higher education institutions, which was carried out during 2006-2007 with the aim of documenting current practice and identifying areas in which change or innovation may be warranted. Despite an emerging picture of information literacy (IL) practice worldwide, a lack of published research has made it difficult to gain an accurate overview of IL activity in the Republic of Ireland. This paper aims to partly fill this gap. Design/methodology/approach - An invitation to complete a 26-item questionnaire was sent out to librarians in all publicly-funded higher education institutions in the Irish Republic in November 2006. Out of 154 librarians, 77 responded, giving a response rate of 50 per cent. Findings - Results showed that, while librarians spend a significant portion of their time engaged in IST activities and are enthusiastic about developing and promoting their programmes, IST continues to be delivered in primarily standalone format, using non-integrated methods. Formal assessment of IS outcomes is not commonly carried out in Irish higher education institutions. Originality/value - This paper represents the first national survey of IST practices in higher education in the Irish Republic, and serves as a baseline for international comparison and future longitudinal studies.
-
Benchmarks in distance education : the LIS experience (2003)
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- Footnote
- Rez. in: JASIST 56(2005) no.6, S.658-659 (L..E. Harris): "The twenty-eight essays in Benchmarks in Distance Education chronicle the historically significant developments of library and information science's (LIS) tradition in distance education, also known as distributed learning. Twenty-seven programs are represented in the text, geographically ranging from C. Herbert Carson's "The University of Rhode Island Regional Program Distance Education in New England" to Leigh Estabrook's "Distance Education at the University of Illinois" to Violet H. Harada's "Distance Learning at the University of Hawai'i: Serving the Underserved in an Island State." There are discussions of programs for individual institutions, such as "A Tradition of Innovation: The Syracuse University Experience," by Ruth V. Small and Barbara Settel; for statewide programs, such as "OhioLEARN: Distributed Education in Library and Information Science at Kent State University," by Danny P. Wallace and Connie Van Fleet; for cross-state joint programs, such as Mary Wagner and Prudence Dalrymple's "Dominican University (River Forest, IL) and the College of St. Catherine (St. Paul, MN) Distance Learning Experience; and even discussions of separate programs within the same state, such as Jane Pearlmutter's "Distance Education at the University of Wisconsin-Madison School of Library and Information Studies" and "The Evolution of Distance Learning at the School of Information Studies, University of Wisconsin-Milwaukee" by Wilfred Fong, Judith Senkevitch, and Dietmar Wolfram. Each essay was independently written and varies widely in format, designation of key issues, and comprehensiveness. Some place the development of distance education in the context of the historical development of LIS in the specific institution. Others focus an the technology, while still others approach the discussion from a pedagogical perspective. Alma Dawson, in "The School of Library and Information Science at Louisiana State University: Distance Education Program," provides a chronological timetable of specific course offerings from 1947 and includes a projected listing of courses through 2007 in a set of appendices. Barron's "Introduction" provides a useful framework for approaching the benchmark cases. First, there is a synthesized definition of distance education "as the study and practice of education in environments where the learner and teacher are separated by time and distance but are connected by technology and commitmenC (p. xi). He goes an to clarify terminology: "Distance education can be argued to be a subset of a more comprehensive concept, distributed education, a term that is generally accepted as referring to all elements of the academic experience that is enhanced by information technology applications" (p. xi). The introduction is completed through an historical overview of early technological efforts in LIS distance education, including correspondence study, extension efforts, and telecommunication delivery. The volume concludes with an index useful to locating specific topical information located through the essays. Despite (or perhaps as a result of) the depth and breadth of the case studies, this reviewer found nine common threads, which are repeated in some shape or form within each essay: - Technology - Pedagogy - Faculty issues - Political/organization/institutional concerns - Student issues - Support services - Economic considerations - Research and evaluation - The future of LIS distance education ...
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Gödert, W.: Formale und inhaltliche Medienerschließung in der theoretischen Ausbildung der wissenschaftlichen Bibliothekare (1991)
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- Source
- Die theoretische Ausbildung der Bibliotheksreferendare. Die Umsetzung der Empfehlungen für die Ausbildung des Höheren Bibliotheksdienstes an den Ausbildungseinrichtungen. Referate und Diskussionsergebnisse ... 22. und 23.11.1990 in Frankfurt/M. Hrsg.: J. Tehnzen
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Kuhlen, R.; Rittberger, M.: Stand und Perspektiven der Informationswissenschaft unter besonderer Berücksichtigung der Erfahrungen in Konstanz (1998)
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- Source
- Information und Märkte: 50. Deutscher Dokumentartag 1998, Kongreß der Deutschen Gesellschaft für Dokumentation e.V. (DGD), Rheinische Friedrich-Wilhelms-Universität Bonn, 22.-24. September 1998. Hrsg. von Marlies Ockenfeld u. Gerhard J. Mantwill
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Kirfel, G.: Methodisch-didaktische Überlegungen zum Fach "Alphabetische Katalogisierung" nach den "Preußischen Instruktionen" (1976)
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- Date
- 22. 3.2016 12:14:11
