Search (10 results, page 1 of 1)

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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

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Abstract

Cataloguing and classification were at the core of the first librarian training programs In 2011, LIS educators continue to believe in the importance of teaching the basics of the classification process to all future information professionals. Information on classification instruction was collected through a survey of instructors in ALA-accredited LIS masters' programs. The survey was structured around issues touching several dimensions of any teaching endeavour, with an emphasis on the tools used to help students develop several types of skills involved in the classification process. This article presents quantitative data provided by respondents representing 31 distinct LIS masters' programs. We hope it can be used as foundation to pursue the examination of classification instruction in an ever changing information world.

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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.

Source

Cataloging and classification quarterly. 48(2010) no.1, S.64-82

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Series

Classification research

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Source

Classification research for knowledge representation and organization. Proc. 5th Int. Study Conf. on Classification Research, Toronto, Canada, 24.-28.6.1991. Ed. by N.J. Williamson u. M. Hudon

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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.

Source

Cataloging and classification quarterly. 59(2021) no.6, p.576-596

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Content

Beitrag eines Themenheftes "Knowledge organization and classification in international information retrieval"

Source

Cataloging and classification quarterly. 37(2003) nos.1/2, S.81-95

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Abstract

Results of a project focusing on six Web-based collections in education. Our analysis of homegrown classification structures considers three dimensions. "Structure" is described through quantitative data (e.g. Number of main categories, Number of hierarchical levels, etc.). "Logic" concentrates on two aspects of the subdividing process: division principle, and type of hierarchical relation. "Semantics" relates to concepts and their representation in the form of terms. In our sample, the classification structures are hierarchical, not overly complex and not very specific. The choice, arrangement and sequence of classes are logical. Conceptual and terminological inconsistencies are due to significant gaps in conceptual coverage and lack of terminological control.

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Source

Subject retrieval in a networked environment: Proceedings of the IFLA Satellite Meeting held in Dublin, OH, 14-16 August 2001 and sponsored by the IFLA Classification and Indexing Section, the IFLA Information Technology Section and OCLC. Ed.: I.C. McIlwaine

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Abstract

Because of the nature, number, and extreme mobility of resources available on electronic networks, access instruments that will allow information seekers to find relevant Web pages or sites are essential. While virtual libraries without clear collection development policies continue to be established, ad hoc knowledge organization schemes also continue to be conceived and implemented; these so-called innovative classification tools are generally structured around loose categories representing a mix of disciplines, subjects, forms of presentation, and audiences. This paper discusses a few examples of Web-based organization schemes, suggesting that their degree of intuitiveness, user-friendliness and efficiency is very possibly overrated