-
Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014)
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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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Hudon, M.: Teaching classification in the 21st century (2011)
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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.
-
Hudon, M.: Teaching Classification, 1990-2010 (2010)
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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
-
Normore, L.F.: "Here be dragons" : a wayfinding approach to teaching cataloguing (2012)
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- 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.
- Footnote
- Beitrag innerhalb eines special issue "Online delivery of cataloging and classification education and instruction"
- Source
- Cataloging and classification quarterly. 50(2012) no.2/3, S.172-188
-
Garcia, A.: RDA in Spanish : translation issues and training implications (2014)
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- Source
- Cataloging and classification quarterly. 52(2014) no.6/7, S.723-732
-
Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015)
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- 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
-
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)
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- Source
- Cataloging and classification quarterly. 51(2013) no.4, S.343-364
-
Joudrey, D.N.; McGinnis, R.: Graduate education for information organization, cataloging, and metadata (2014)
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- Source
- Cataloging and classification quarterly. 52(2014) no.5, S.506-550
-
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)
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-
Soergel, D.: Knowledge organization for learning (2014)
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- 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
-
Kaminska, A.; Pulak, I.: Knowledge organization in a digital learning environment in the experiences of pedagogy students (2014)
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- 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
-
Bundesregierung: Digitale Bildung voranbringen (2016)
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- Date
- 22. 2.2017 17:14:47
