-
Mason, J.: Communities, networks, and education (1998)
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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
-
Mugridge, R.L.: Experiences of newly-graduated cataloging librarians (2008)
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- Date
- 29. 9.2008 14:57:45
- Footnote
- Beitrag eines Themenheftes "The Intellectual and Professional World of Cataloging"
-
Garcla-Marco, F.J.: Teaching thesaurus construction : a top-down approach for LIS undergraduate programmes (2016)
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- Source
- Knowledge organization for a sustainable world: challenges and perspectives for cultural, scientific, and technological sharing in a connected society : proceedings of the Fourteenth International ISKO Conference 27-29 September 2016, Rio de Janeiro, Brazil / organized by International Society for Knowledge Organization (ISKO), ISKO-Brazil, São Paulo State University ; edited by José Augusto Chaves Guimarães, Suellen Oliveira Milani, Vera Dodebei
-
Corbly, D.: Educom '97 embraces the changing learning environment : Part 1 (1998)
0.02
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- Abstract
- Topics covered include: the current and the emerging learning environments; Web based cource development and delivery; censorship and security; networking initiatives; managing multimedia; and distance education
- Source
- Library hi tech news. 1998, no.149, S.1-29
-
Kramp, S.-S.; Hölzenbein, D.: Konzipieren, Recherchieren, online gehen : Der Bachelor-Studiengang Online-Redakteur an der Fachhochschule Köln (2005)
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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
-
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
-
Raghavan, K.S.: Education for information management as a transformation force (2013)
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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.
-
Hopkins, J.: ¬The community of catalogers : its role in the education of cataloger (2002)
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- Abstract
- The community of catalogers (defined as "those who work with you") plays a relatively small role in the formal education process. It plays a greater role in training as new hires talk to their new colleagues, subscribe to electronic discussion lists (especially focused lists such as the Passport for Windows list, LCWeb, AUTOCAT, etc.) and become involved in professional associations, cooperative projects, etc. Its greatest role, however, is in the area of informal continuing education. That is especially true for electronic discussion lists such as AUTOCAT. Such lists fill a gap in the education/training continuum: how to find quick, specific answers to questions when your library lacks either the personnel or print or electronic resources to provide them. They extend the community of catalogers from those who work with you to the entire world.
- Date
- 29. 7.2006 18:28:48
-
Ghosh, S.B.: ¬A new paradigm of education system for reaching the unreached through open and distance education with special reference to the Indian initiative (2006)
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- Abstract
- In the process of transition towards Knowledge Society, development of educated citizens is of prime concern Ihr all nations of the world, The problem becomes acute for those with sizeable population with diversified culture, background and economic condition. Methodologies for provision of education are undergoing a sea change and are in a transitory phase of development with technology acting as an agent for change. It is in this context that a new method of education - Open and Distance Education (ODE) plays a vital role. The various methods followed in ODE system and the initiatives taken in India are discussed here, with particular reference to the role of the Indira Gandhi National Open University (IGNOU).
- Date
- 29. 2.2008 18:03:09
-
Kaminska, A.; Pulak, I.: Knowledge organization in a digital learning environment in the experiences of pedagogy students (2014)
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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
-
Corcoran, C.K.: Educom '97 embraces the changing learning environment : Part 2 (1998)
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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
-
Harvey, R.; Reynolds, S.: MARCup to markup : education for cataloguing and classification in Australia (2005)
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- Abstract
- This article considers the current state in Australia of education for cataloguing and classification (considered broadly and encompassing descriptive cataloguing, subject access, classification, metadata, knowledge organisation, bibliographic control and other related areas for all formats of library resources). Data comes from subject and course descriptions located in the handbook entries and web sites of Australian programs in library and information studies, and from an informal survey of practising cataloguers and library educators. Conclusions are drawn about the range of subjects taught, their focus, and their levels.
- Date
- 29. 9.2008 18:52:48
-
Khurshid, Z.: Continuing education for catalogers in Saudi Arabia (2005)
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- Abstract
- Studies have revealed that LIS programs of the four library schools in Saudi Arabia are traditional and their cataloging courses do not cover new trends and issues in the organization of information. As a result, graduates of these schools lack the required skills for various cataloging positions, especially in an electronic library environment. Once hired, they need to embark on a continuing education program to develop these skills. The paper aims to review continuing education programs for catalogers offered by various library schools, human resource development institutions, automation vendors, and professional associations in Saudi Arabia. Several other continuing education opportunities available to catalogers, such as Web-based training, professional reading, and electronic discussions lists, are also discussed.
- Date
- 29. 9.2008 18:57:03
-
Joudrey, D.N.: Textbooks Used in Bibliographic Control Education Courses (2002)
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- Abstract
- As part of the study reported in this paper, the usage of textbooks in bibliographic control education was also examined. This information, which is presented in the following sixteen tables, was obtained by analyzing the Web sites of the 48 ALA-accredited LIS schools in the United States, excluding only the program at the University of Puerto Rico. The course description and the syllabus for each course were examined to determine the textbooks used. If a current syllabus was not available on the Web, the school's cataloging faculty was contacted by e-mail. In a few cases, telephone interviews were conducte to obtain the needed information. Data collection occurred between September 14, 2000 and February 12, 2001. From the 48 schools in this survey, it was found that 92 individual textbook titles were being used in ALA-accredited US graduate schools in the area of bibliographic control education. The total number of textbooks required for all the courses was 422 (a figure that is made up of these 92 individual titles). This averages to 8.79 bibliographic control textbooks per school or 2.12 textbooks per course.
- Date
- 29. 7.2006 16:56:04
-
Taylor, A.G.; Joudrey, D.N.: On teaching subject cataloging (2002)
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- Abstract
- The authors, Professor Arlene G. Taylor and her doctoral student, Daniel N. Joudrey, discuss their approach to teaching subject cataloging in the graduate library and information sciences (LIS) program at the University of Pittsburgh's School of Information Sciences. This essay discusses the authors' thoughts on the importance of subject cataloging in graduate LIS education, the theory versus practice debate, goals, class work, grading, making it concrete to the students, ordering topics in the courses, separating subject analysis from descriptive cataloging, and concerns for the future. In the not too distant past, library schools considered the teaching of Dewey Decimal Classification and Library of Congress Subject Headings to be totally adequate preparation for graduates to function subject-wise in their chosen profession. As time has moved on we have gone through periods in which even these were considered unnecessary "because keyword searching is better than subject headings" and "classification is only a location device." The complexities of the current world of subject access (or lack thereof), however, demand that a more complex and thorough approach be taken.
- Date
- 29. 7.2006 18:01:20
-
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.
-
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
-
Joudrey, D.N.: ¬A new look at US graduate courses in bibliographic control (2002)
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- Abstract
- The current state of graduate bibliographic control education in the United States is examined through reviewing the literature, analyzing Web sites for 48 LIS programs, and corresponding with and interviewing bibliographic control educators. In reviewing the recent bibliographic control education literature, six primary themes were identified: background/contextual information, theory versus practice, responsibilities and skills needed by catalogers, relations between educators and practitioners, the universality of cataloging, and curricular issues. Each of these areas is examined in depth. The study conducted examined the number and types of bibliographic control education available in LIS programs in the US. It also collected information on which textbooks were being used in each course. It appears from the study that some courses are increasing in number. The primary areas of bibliographic control education examined include organizing information, technical services, classification theory, indexing, thesaurus construction, cataloging technology, and basic, advanced, descriptive, subject, non-book, Internet resources, and music cataloging courses.
- Date
- 29. 7.2006 16:55:11
-
Furlong, K.; Roberts, F.D.: If you teach it, will they learn? : Information literacy and reference services in a college library (1998)
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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
-
Education for library cataloging : international perspectives (2006)
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- Classification
- 025.3/071 22
- DDC
- 025.3/071 22
- Footnote
- Rez. in: KO 33(2006) no.2, S.119-20 (S.S. Intner): "This survey of cataloging education around the world offers readers a rich menu of experiences, educational offerings, and approaches to the subject of cataloging education as it is currently practiced in 24 countries of the world, excluding the United States and Canada. The exclusion does not mean that English-speaking countries are entirely absent from the book, however. Two nations outside North America, South Africa (in one chapter) and Australia (in two chapters), are covered. The chapters are organized geographically, beginning with the African continent, and followed by several each under headings for Asia, Australia (two chapters), Europe, Latin America, and the Middle East. Nations whose cataloging education programs are described include (in order of presentation) Botswana, Nigeria, South Africa, China (both the People's Republic of China and Taiwan), India, Japan, South Korea, Australia, Austria and Germany (described together in one chapter), Poland, Slovenia, Spain, the British Isles (England, Scotland, and Wales), Argentina, Mexico, Peru, Egypt, Iran, Israel, and Saudi Arabia. As readers might expect, many chapters reflect common experiences among the countries, particularly regarding the proliferation of subjects in competition with cataloging and classification in library school curricula. There are also some common problems, such as dealing with the changes in education and training prompted by automation. Generally, computer-based cataloging is not a new issue anywhere, although in some areas of the world, catalogers still work with manual systems. Describing cataloging education in Nigeria, J. I. Iwe states: "... the card catalogue is still being used in all libraries, including the University of Calabar library where the only library school in the state exists (p. 33)." In other places, computer infrastructure has developed to a level that supports coursework online. As Linda M. Cloete writes, "The ultimate goal of the training resource program is to develop an online, fully interactive course: an online virtual cataloging classroom (p. 66)."
