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Abstract

Training in knowl­edge organization (KO) involves an understanding of theories for the construction, maintenance, use, and evaluation of logical documentary languages. Teaching these KO concepts in LIS programs are related basically to accessing documents and retrieving their intellectual content. This study focuses on access to documents and exploring the ethical theme in all its dimensions as applied to the teaching of an undergraduate discipline as part of a Bachelor of Library Science degree offered at the Federal University of Minas Gerais (UFMG). As a methodology, a Project-based Pedagogy strategy is used in the teaching of a discipline called "Classification Systems: UDC" for students to classify a documentary resource from a collection on ethics. The teaching of bibliographic classification requires students to learn how to use the mechanisms available to form a notation as well as to use a syntax schema (tables) appropriately. Students also learn to determine a place for the document in the collection, considering the knowl­edge represented in the collection as a whole. Altogether, such a practice can help students to understand the theory underlying a classification system. The results show that the students were able to understand the basic concepts of knowl­edge organization. The students were also able to observe that the elements of the different tables of a classification tool are essential mechanisms for the organization of knowl­edge in other contexts, especially for specific purposes.

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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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Date

22. 5.2021 12:43:05

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Source

Cataloging and classification quarterly. 61(2023) no.7-8, S.773-791

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Date

20. 1.2015 18:30:22

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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.

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Date

20.11.2023 17:19:22

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Abstract

By analyzing 63 English-speaking institutions that offer ALA-accredited master's programs in library and information studies, this research aims to explore the education for knowl­edge organization (KO) at different levels and across fields. This research examines the KO courses that are the required courses and elective courses in the MLIS programs, that are offered in other master's programs and graduate certificate programs, that are adapted to the undergraduate degree and certificate programs, and that are particularly developed for programs other than MLIS. The findings indicate that the great majority of MLIS programs still have a focus on or a significant component of knowl­edge organization as their required course and include the knowl­edge organization elective courses, particularly library cataloging and classification, on their curriculum. However, there is a variety of the offerings of KO related courses across the programs in an institution or in the same program across the institutions. It shows a promising trend that the traditional and new KO courses play an important role in many other programs, at different levels and across fields. With the conventional, adapted, or innovative content, these courses demonstrate that the principles and skills of knowl­edge organization are applicable to a wide variety of settings, can be integrated with other disciplinary knowl­edge and emerging technologies, and meet the needs of different career pathways and groups of learners.