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  • × theme_ss:"Ausbildung"
  1. Mason, J.: Communities, networks, and education (1998) 0.17 
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    Abstract
    Investigates evolving notions and expressions of community and networks, in the context of educational culture which is engaged in the process of discovering the opportunities and challenges presented by communications and information technologies. Parallel to this is the task of identifying key elements or threads that might be common to a wide diversity of educational electronic communities
    Date
    1. 8.1996 22:08:06
    Footnote
    Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
  2. Raghavan, K.S.: Education for information management as a transformation force (2013) 0.03 
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    Abstract
    Effective information management could be a key factor in the knowledge society in increasing productivity and contributing to growth in all sectors. It is not surprising that large corporate houses and even governments at various levels are attaching importance to effective information management. The emphasis on e-governance, the setting up of knowledge management units in large corporations, the setting up of telecentres in villages, the major changes in management and administration of libraries, the growing importance of the Web in knowledge transfer activities are all clear indicators of the changing times. Education for information management, therefore, assumes significance and a well-designed programme could be a major force in bringing about the much needed transformation in information resource management so as to be a major support in development-related activities, Professional education system should aspire to encompass the world of work in all its forms. Work constitutes the human sphere where knowledge and skills are applied and where new knowledge takes shape in response to societal needs. Critics have remarked that India's undergraduate and graduate programmes are too theoretical; the suggestion is that they are devoid of 'practical' experiences. This is true of most professional education programmes including Librarianship and information management. In addition the 'information arena' is rapidly changing and also widening. The implications of these environmental changes for educational programmes in the area of information resources management are examined. A few suggestions indicating priorities and possible approach for schools of information resource management in India have been made.
  3. Corcoran, C.K.: Educom '97 embraces the changing learning environment : Part 2 (1998) 0.02 
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    Abstract
    Topics covered include: teaching and learning on the Net; Web based computing competence education; how the network is changing universities and redefining distance learning; creating and managing interactive Web based learning; teaching assistant Web projects; standards for networked information; publishing on the Web; leadership challenges; power browsing on the Web; evaluating Web tools for course management; assisting faculty with IT; and laptop computing for faculty
  4. Kramp, S.-S.; Hölzenbein, D.: Konzipieren, Recherchieren, online gehen : Der Bachelor-Studiengang Online-Redakteur an der Fachhochschule Köln (2005) 0.02 
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    Abstract
    Seit dem Sommersemester 2003 bietet die Fachhochschule Köln den Bachelor-Studiengang Online-Redakteur an. Die Regelstudienzeit beträgt sechs Semester, nach erfolgreichem Abschluss wird den Studierenden der Bachelor of Arts (B.A.) verliehen. Der Studiengang kombiniert die Bereiche Journalistik, Informationswissenschaft, Öffentlichkeitsarbeit und Web-Design. Im Februar 2005 ging die Website www.koeln-sued-stadt.de online, ein umfangreiches Content-Projekt das die 30 Studierenden im vierten Semester gemeinsam durchführten. Hier zeigte sich, dass Online Redakteure zur Realisierung einer Website unterschiedliche Fähigkeiten in den Bereichen Konzeption, Visualisierung, technische Umsetzung und inhaltliche Gestaltung anwenden und kombinieren müssen. Der Schwerpunkt des Südstadt-Projektes lag dabei auf der Erstellung von Content, also der Recherche und der journalistischen Aufbereitung von Informationen für das Web.
    Date
    22. 5.2005 12:02:42
  5. Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015) 0.02 
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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
  6. Kaminska, A.; Pulak, I.: Knowledge organization in a digital learning environment in the experiences of pedagogy students (2014) 0.02 
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    Abstract
    The results of diagnostic survey showing the way in which the students of pedagogy create and organize their digital personal environment, used in individual learning process were presented in the paper. 272 students of Cracow schools were covered by the survey. It has been analyzed the sources of information they mostly used, ways of storage, organizing and aggregating of information and the tools used for this purpose. The ability to design and build a digital personal learning environment (PLE) is in today's world a very important element of lifelong learning and enables efficient functioning in the information society.
    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
  7. World guide to library, archive and information science education (1995) 0.02 
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  8. Wu, D.; Xu, H.; Sun, Y.; Lv, S.: What should we teach? : A human-centered data science graduate curriculum model design for iField schools (2023) 0.01 
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    Abstract
    The information schools, also referred to as iField schools, are leaders in data science education. This study aims to develop a data science graduate curriculum model from an information science perspective to support iField schools in developing data science graduate education. In June 2020, information about 96 data science graduate programs from iField schools worldwide was collected and analyzed using a mixed research method based on inductive content analysis. A wide range of data science competencies and skills development and 12 knowledge topics covered by the curriculum were obtained. The humanistic model is further taken as the theoretical and methodological basis for course model construction, and 12 course knowledge topics are reconstructed into 4 course modules, including (a) data-driven methods and techniques; (b) domain knowledge; (c) legal, moral, and ethical aspects of data; and (d) shaping and developing personal traits, and human-centered data science graduate curriculum model is formed. At the end of the study, the wide application prospect of this model is discussed.
  9. Haider, S.J.: Teaching of cataloging and classification in Pakistan (2006) 0.01 
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    Abstract
    Cataloging and classification has been regarded as a required course in the curricula at all levels of library education in Pakistan. An analysis of the contents of cataloging and classification courses and teaching methodologies of six of the country's eight LIS Departments reveals that cataloging practices of the 1960s and 1970s dominate, a wide scale absence of newer technologies, non-availability of competent teachers, and poor lab facilities both in terms of equipment and library materials. Suggestions include: revision of curricula, arrangements to train cataloging and classification teachers in developed countries, improvement of laboratories, and the organization of continuing education programs.
  10. Normore, L.F.: "Here be dragons" : a wayfinding approach to teaching cataloguing (2012) 0.01 
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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.
  11. Das, S.; Bagchi, M.; Hussey, P.: How to teach domain ontology-based knowledge graph construction? : an Irish experiment (2023) 0.01 
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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
  12. Zepf, R.: Pour les generations présentes et futures - For the benefit of present and future generations : Die Nationalbibliotheken Kanadas am Beginn des 21. Jahrhunderts (2008) 0.01 
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    Abstract
    In 2008, Quebec, the mother city of francophone culture in North America will host the World Library and Information Congress and the IFLA General Conference. The article discusses the development of the Canadian national library system against the background of the dynamic changes in Canadian society over the past decades which are characterized by relations between the two major language communities, the diverse heritage of Canada's aboriginal nations and ethnic immigrant communities as well as its federal constitution. It discusses the most important recent developments, especially the creation of Library and Archives Canada/Bibliotheque et Archives Canada in 2004 and Bibliotheque et Archives nationales du Quebec in 2006, as well as major infrastructure projects and the main strategies adopted by the two national libraries and the University of Toronto Library system in its function as a de facto national research library preserving important collections of Canadian and world heritage.
  13. Furlong, K.; Roberts, F.D.: If you teach it, will they learn? : Information literacy and reference services in a college library (1998) 0.01 
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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
  14. Brandt, D.S.: ¬The multiple personalities of delivering training via the Web (1997) 0.01 
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    Abstract
    Gives examples of how the WWW is being used to provide training. It is used to provide access to training documents, to computer-based tutorials and distance education. Its level of interactivity, content, mode and delivery method varies. Designers need to understand when and where it benefits the learner to use the Web for delivery to make best use of the medium
  15. Main, L.: Web-based virtual classrooms : a model for LIS education (1998) 0.01 
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    Abstract
    Suggests that it is vital that all library and information science (LIS) students should be trained to think and work in a virtual networked environment by taking at least one class in a web based virtual classroom. Discusses the components of such a classroom and outline a model class
  16. Speller, B.F.: Putting theory into practice : an overview of the symposium (1993) 0.01 
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    Abstract
    Together library schools and libraries can prepare entry level professional librarians for a smooth transition to the practical world of librarianship in technical services. The teaching of practice versus theory in librarianship remains an issue; this article is a commentary on how library schools are dealing with the problem.
  17. Hallmark, J.: Education for the successful geoscience information specialist (1998) 0.01 
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    Abstract
    In lengthy interviews geoscience information specialists from government, academic institutions, and the corporate world discussed their views of the ideal education for practitioners in their field. They shared opinions and experiences concerning subject specialization, specific competencies and services, users and their information needs, management and administrative skills, and preparation for teaching and research. Common themes were those of new technologies, changing paradigms for libraries and information services, funding priorities, increasing and often competing demands on the information specialist's time, and the necessity for marketing and value-added services
  18. Goethem, J.V.: Education for serials : a practitioner's view (1993) 0.01 
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    Abstract
    The future creation of serial librarians prepared to meet the many challenges of serial control, management, automation, and database management requires a solid background in AACR2 rules, MARC tagging, OCLC conventions, classification and subject analysis. The future profile of a serial librarian will require determination, patience, an eye for detail and common sense to tackle the unpredictable world of serials. Continuing education is inevitable to assure the survival of a serial librarian involved in management and serial crisis.
  19. Mugridge, R.L.: Experiences of newly-graduated cataloging librarians (2008) 0.01 
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    Footnote
    Beitrag eines Themenheftes "The Intellectual and Professional World of Cataloging"
  20. Garcia, A.: RDA in Spanish : translation issues and training implications (2014) 0.01 
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    Footnote
    Contribution in a special issue "RDA around the world"

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