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  • × theme_ss:"Ausbildung"
  1. Pemberton, M.; Nugent, C.R.: Information studies : emergent field, convergent curriculum (1995) 0.03 
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    Abstract
    traditionally, librarianship, archives management, and records management have functioned largely as autonomous disciplines. However, economic, technological and higher education trends conspire against continued, possibly self defeating, claims to uniqueness. Areas of convergence include the information life cycle concept, gatekeepers, information storage and retrieval, information representation, assistive and instructional roles, ethics, and custodial and preservation concerns. Suggests implications for education and research in an emerging field of 'information management' or information studies
    Date
    27. 1.1996 18:29:24
    Source
    Journal of education for library and information science. 36(1995) no.2, S.126-138
  2. Poulter, A.; Brunt, R.: On reading "Information storage and retrieval in the professional curriculum" by Rodney Brunt (2007) 0.03 
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    Abstract
    Purpose - Reflects on a paper extolling teaching cataloguing and indexing at library school written for Library Review in 1980. Design/methodology/approach - Reflective debate on the content of the original paper. Findings - The sentiments of the original paper were supported, with the added proviso that nowadays the ability to organise information is a basic skill everyone needs. Practical implications - May be of interest to practitioners and library educators interested in this long standing debate. Originality/value - Paper carries a response by the original author to the reflections on his paper.
    Content
    Bezugnahme auf Brunt, R.: Information storage and retrieval in the professional curriculum, Spring, 1980 [Wiederabdruck]: in: Library review. 56(2007) no.7, S.552-556.
    Date
    23.12.2007 18:40:22
  3. Macpherson, K.: ¬An information processing model of undergraduate electronic database information retrieval (2004) 0.02 
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    Abstract
    In this paper, it is suggested that a number of theoretical and practical perspectives an information literacy can be obtained through the examination of tenets of cognitive psychology. One aspect of cognitive psychology information processing theory is applied to the development of a two-stage model of the information retrieval process. This model of information retrieval has utility along two dimensions: firstly, in the conceptualization of the information retrieval process; and secondly, in the development of teaching strategies informed by such a model. The efficacy of this model was tested in a large two-phase experimental study at the University of Canberra, Australia. Statistically significant results support the effectiveness of the concept-based teaching of information retrieval and the utility of the model as an explanation of the cognitive underpinnings of information retrieval.
    Source
    Journal of the American Society for Information Science and technology. 55(2004) no.4, S.333-347
  4. Wien, C.: Teaching online information retrieval to students of journalism (2000) 0.02 
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    Abstract
    In the beginning of the 1990s it was decided to start educating journalists at two Danish universities. This was decided in the hope that such academic journalists would carry greater insight into that work. Therefore for the curricula of these students of journalism some traditional academic disciplines were introduced. One such academic discipline was information retrieval. It was clear, however, that the information retrieval course had to be designed specifically for the students of journalism, as the information needs of journalists differ from the information needs of more traditional academic disciplines. Thus, this article describes the work done in order to develop such a course for students of journalism. Firstly, it analyses the information needs of journalists on a theoretical basis. Secondly, an empirical study analyses which information retrieval resources are available to Danish journalists. Finally, it combines the theoretical and the empirical findings in arguing that it is necessary to provide students of journalism with a theoretical understanding of how online information retrieval works, and also practical experience with several information retrieval resources that they are supposed to use in their daily work.
  5. Halttunen, K.; Sormunen, E.: Learning information retrieval through an educational game : is gaming sufficient for learning? (2000) 0.02 
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    Source
    Education for information. 18(2000) no.4, S.289-311
  6. Gödert, W.: Wissensorganisation und Information Retrieval im Wandel : Konzepte für die Ausbildung in Deutschland (2001) 0.02 
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    Abstract
    Es wird ein Überblick gegeben, wie sich die Veränderungen sich im Bereich der Informationsverarbeitung und -technik auf die Gestaltung von Studienkonzepten im Bereich Wissensorganisation und Information Retrieval in deutschen bibliothekarischen Ausbildungseinrichtungen ausgewirkt haben. Dabei wird unterschieden in Bereiche der Veränderungen und in Bereiche der Stabilität. Die Bereiche der Veränderungen lassen sich den Verfahren und Anwendungen in der Praxis zuordnen. Sie sind zum einen geprägt durch eine integrative Sicht auf Indexierung und Information Retrieval und lassen sich zum anderen durch folgende Trends charakterisieren: - Von Katalogen zu OPACs und WebOPACs - Von der Katalogisierung zum intelligenten Information Retrieval und Suchmaschinen mit benutzerfreundlichen Interaktionsschnittstellen - Vom lokalen Katalog zum kooperativen Erschließen und Retrieval in heterogenen Netzen - Von intellektueller zu automatischer Indexierung - Von Regelwerken zu strukturierten Beschreibungsebenen (z.B. Metadaten) - Von Beschreibung und Bewertung zu Entwicklungen und Produktdesign Die Bereiche der Stabilität lassen sich der Theorie und den Methoden zuordnen und sind durch folgende Themen beschreibbar: - Grundlagen der Wissensorganisation und Informationserschließung (z.B. in Philosophie, Linguistik, Informatik, Kognitionspsychologie) - Grundlagen der Gestaltung von Dokumentationssprachen - Grundlagen des Information Retrieval
  7. Anderson, J.D.: Indexing, teaching of, See: Information retrieval design (2002) 0.02 
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  8. Williamson, N.J.: Education for positions in the subject control of information (1987) 0.02 
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    Abstract
    Subject access to information is recognized as one of the most important features of information storage and retrieval systems. It is a feature which requires information professionals to have expertise in retrieval, subject cataloging, classification, indexing and system design. This essay examines the knowledge base needed for professional careers in the subject control of information. It identifies some of the problems involved in education and training graduates for working in this area and attempts to pose some solutions to these problems
  9. Nieuwenhuysen, P.; Vanouplines, P.: International training courses on the retrieval and management of information in science and technology (1997) 0.02 
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    Abstract
    Details the training courses on information retrieval in science and technology for information professionals from developing countries, offered by the Free University of Brussels, Belgium. The course was slanted towards the subject area of water and the environment as well as the application of computers and networks. Discusses the aims of the courses, subjects treated, teachers and contributors, participants, costs and financial aspects, sponsors, methods used to announce the courses, problems encountered and lessons learned. Mentions possible future programmes
    Source
    Information development. 13(1997) no.1, S.23-26
  10. Williamson, N.J.: ¬The importance of subject analysis in library and information science education (1997) 0.02 
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    Abstract
    Discusses the nature and importance of subject analysis and subject authority control in the retrieval tools used in libraries and information centres. Included in the discussion are the requirements for effective subject retrieval from OPACs, bibliographic databases, full text systems and the Internet. Attempts to project the nature of subject analysis systems requirements into the future and to draw some conclusions about what new information professionals should be taught, and what skills they need to acquire for application in next century
  11. Broughton, V.: ¬The need for a faceted classification as the basis of all methods of information retrieval (2006) 0.02 
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    Abstract
    Purpose - The aim of this article is to estimate the impact of faceted classification and the faceted analytical method on the development of various information retrieval tools over the latter part of the twentieth and early twenty-first centuries. Design/methodology/approach - The article presents an examination of various subject access tools intended for retrieval of both print and digital materials to determine whether they exhibit features of faceted systems. Some attention is paid to use of the faceted approach as a means of structuring information on commercial web sites. The secondary and research literature is also surveyed for commentary on and evaluation of facet analysis as a basis for the building of vocabulary and conceptual tools. Findings - The study finds that faceted systems are now very common, with a major increase in their use over the last 15 years. Most LIS subject indexing tools (classifications, subject heading lists and thesauri) now demonstrate features of facet analysis to a greater or lesser degree. A faceted approach is frequently taken to the presentation of product information on commercial web sites, and there is an independent strand of theory and documentation related to this application. There is some significant research on semi-automatic indexing and retrieval (query expansion and query formulation) using facet analytical techniques. Originality/value - This article provides an overview of an important conceptual approach to information retrieval, and compares different understandings and applications of this methodology.
    Footnote
    Beitrag in einem Themenheft: UK library & information schools: UCL SLAIS.
  12. Gödert, W.: Knowledge organization and information retrieval in times of change : concepts for education in Germany (2001) 0.02 
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    Abstract
    A survey is given, how modifications in the field of the information processing and technology have influenced the concepts for teaching and studying the subjects of knowledge organization and information retrieval in German universities for library and information science. The discussion will distinguish between fields of modifications and fields of stability. The fields of the modifications are characterised by procedures and applications in libraries. The fields of stability are characterised by theory and methods
  13. Lucas, W.; Topi, H.: Learning and training to search (2005) 0.02 
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    Abstract
    Online searching was once the province of professional search intermediaries who had received formal training in information retrieval (IR). Today's searchers no longer fit a standard profile, ranging from school-age children to retirees, the majority of whom have received no training in search. While entering a simple query to a commercial Web search engine may not require any specialized skills, a basic understanding of the search process and successful search techniques and strategies, particularly for nontrivial queries, can result in more productive searches and a more enjoyable search experience. Despite recognition of the growing need for search training that supports the cognitive processes and learning styles of individual searchers, there has been relatively little response from the academic community to date. In this chapter, we review the existing literature on search training. We also propose the development of a search training framework based on models of the search process, research on search errors, and models, methods and approaches gathered from research on training and learning within other, related disciplines.
    Series
    The information retrieval series, vol. 19
    Source
    New directions in cognitive information retrieval. Eds.: A. Spink, C. Cole
  14. Brunt, R.: Information storage and retrieval in the professional curriculum : Spring, 1980 [Wiederabdruck] (2007) 0.01 
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    Abstract
    Purpose - To reflect on the importance of information storage and retrieval in the library curriculum in the 1980s. Design/methodology/approach - The article provides a reflective viewpoint. Findings - That cataloguing and classification was a vital skill for librarians to have, and that any moves to reduce it from the library school curriculum should be avoided. Practical implications - Should be of interest to anyone interested in the historical competencies of librarianship and how they have been debated. Originality/value - Offers an interesting insight into historical discussions relating to an aspect of library education.
  15. Tell, B.V.: Cataloging rules and database production : implications for manpower training in a developing country (1989) 0.01 
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    Source
    International forum on information and documentation. 14(1989), S.22-27
  16. Garcia Marco, F.J.: ¬Los contendios y la secuencia docente de la organizacion y representacion del conocimiento : una propuesta interdisciplinar (1995) 0.01 
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    Abstract
    Discusses the course content and instructional sequence for teaching knowledge organization in universities as an interdisciplinary subject. Covers the interdisciplinary background and vocabulary; the representation-retrieval chain; and practice of information retrieval from a semantic-cognitve point of view. This should be followed by classification, indexing and abstracting. When enough practical experience has been acquired, students should be taught the creation, adaptation and maintenance of documentary languages. Finally, students should be introduced to automatic representation and organization of knowledge
  17. Montoya, J.A.F.: ¬Las relaciones entre analisis documental y catalogacion : su representacion en el plan de estudios de la Universidad de Salamanca (1995) 0.01 
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    Abstract
    Analyzes the terms used for the technical oeprations of information retrieval in Spanish legislation in university level library and information studies. Considers 'documentary analysis' and 'cataloguing' to be unsuitable for representing the standards proposed by the Council of Universities and the most recent professional literature. Discusses the library and information studies curriculum of the University of Salamanca
  18. Barité, M.; Parentelli, V.; Rodríguez Casaballe, N.; Suárez, M.V.: Interdisciplinarity and postgraduate teaching of knowledge organization (KO) : elements for a necessary dialogue (2023) 0.01 
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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.
    Date
    20.11.2023 17:29:13
  19. Fowell, S.P.; Levy, P.: Computer-mediated communication in the information curriculum : an initiative in computer-supported collaborative learning (1995) 0.01 
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    Abstract
    Describes an innovative new library and information science course for undergraduates, at Sheffield University, Department of Information Studies, involving computer mediated communication and employing the Internet as the learning environment for courses, providing both the technologies for communication between participants, and a key information resource. Students gain practical experience of a variety of communication technologies, such as the use of UseNet newsgroups to support project group conferencing
    Date
    15. 2.1996 18:29:45
    Source
    Education for information. 13(1995) no.3, S.193-210
  20. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.01 
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    Abstract
    K3, work in progress, is an acronym for Kollaboration (collaboration), Kommunikation (communication), and Kompetenz (competence). K3 provides a platform in the context of knowledge management to support collaborative knowledge production in learning environments. The underlying hypothesis states that collaborative discourse conciliates information as well as communication competence in learning contexts. The collaborative, communicative paradigm of K3 is implemented by asynchronous communication tools as a means of constructivist learning methodology. In this paper we will describe a K3 course. The lecture was organized and carried out at two places in two different countries (Germany and Switzerland) with students from different universities in the context of Library and Information Science. The paper informs about the management of the lecture and about the problems we had to run the lecture at two places. The circumstances in coordinating the presentations, the exercises, the examinations and evaluation, and the time schedule are presented. The conclusions of the lecturers and the results of a questionnaire for the students are explained in detail.
    Content
    K3 helps organizing a course with constructivist and instructional elements. It is used to run complex discussions and group work as presenting knowledge in a controlled environment. Besides basic functionalities like acting as a file server to exchange teaching materials and providing asynchronous communication, K3 offers: 1. A sophisticated system of intellectual, semi-automatic and automatic performance parameters as a means of permanent feedback and transparent gratification. 2. A MyK3 version to personalize the system for each user, be it a student or a lecturer. 3. Extended retrieval facilities. 4. A report generator to assemble a single student's or a group's contributions. 5. An elaborated administrator sub-system to enable the lecturers to organize their courses. 6. A visualization component, K3VIS to get a graphical, semistructured overview about a discourse. 7. A role system (moderator, presenter, researcher, and summarizer) to classify the responsibilities of students during a group work. 8. Typed discourse objects to organize and structure a discourse and allow ease of proximate actions, like retrieval and navigation.
    Footnote
    Vortrag, World Library and Information Congress: 71th IFLA General Conference and Council "Libraries - A voyage of discovery", August 14th - 18th 2005, Oslo, Norway.

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