Search (241 results, page 1 of 13)

  • × theme_ss:"Ausbildung"
  1. Mason, J.: Communities, networks, and education (1998) 0.15 
    0.14582454 = product of:
  0.23331927 = sum of:
    0.055239964 = weight(_text_:world in 3523) [ClassicSimilarity], result of:
      0.055239964 = score(doc=3523,freq=2.0), product of:
        0.16259687 = queryWeight, product of:
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.042302497 = queryNorm
        0.33973572 = fieldWeight in 3523, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.0625 = fieldNorm(doc=3523)
    0.10380832 = weight(_text_:wide in 3523) [ClassicSimilarity], result of:
      0.10380832 = score(doc=3523,freq=4.0), product of:
        0.18743214 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.042302497 = queryNorm
        0.5538448 = fieldWeight in 3523, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.0625 = fieldNorm(doc=3523)
    0.039822727 = weight(_text_:web in 3523) [ClassicSimilarity], result of:
      0.039822727 = score(doc=3523,freq=2.0), product of:
        0.13805464 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.042302497 = queryNorm
        0.2884563 = fieldWeight in 3523, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0625 = fieldNorm(doc=3523)
    0.011522634 = weight(_text_:information in 3523) [ClassicSimilarity], result of:
      0.011522634 = score(doc=3523,freq=2.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.1551638 = fieldWeight in 3523, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=3523)
    0.022925617 = product of:
      0.045851234 = sum of:
        0.045851234 = weight(_text_:22 in 3523) [ClassicSimilarity], result of:
          0.045851234 = score(doc=3523,freq=2.0), product of:
            0.14813614 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042302497 = queryNorm
            0.30952093 = fieldWeight in 3523, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=3523)
      0.5 = coord(1/2)
  0.625 = coord(5/8)
    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 
    0.03038217 = product of:
  0.08101912 = sum of:
    0.034524977 = weight(_text_:world in 937) [ClassicSimilarity], result of:
      0.034524977 = score(doc=937,freq=2.0), product of:
        0.16259687 = queryWeight, product of:
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.042302497 = queryNorm
        0.21233483 = fieldWeight in 937, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.0390625 = fieldNorm(doc=937)
    0.024889207 = weight(_text_:web in 937) [ClassicSimilarity], result of:
      0.024889207 = score(doc=937,freq=2.0), product of:
        0.13805464 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.042302497 = queryNorm
        0.18028519 = fieldWeight in 937, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0390625 = fieldNorm(doc=937)
    0.021604937 = weight(_text_:information in 937) [ClassicSimilarity], result of:
      0.021604937 = score(doc=937,freq=18.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.2909321 = fieldWeight in 937, product of:
          4.2426405 = tf(freq=18.0), with freq of:
            18.0 = termFreq=18.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=937)
  0.375 = coord(3/8)
    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. Kramp, S.-S.; Hölzenbein, D.: Konzipieren, Recherchieren, online gehen : Der Bachelor-Studiengang Online-Redakteur an der Fachhochschule Köln (2005) 0.03 
    0.029782627 = product of:
  0.079420336 = sum of:
    0.049278118 = weight(_text_:web in 3417) [ClassicSimilarity], result of:
      0.049278118 = score(doc=3417,freq=4.0), product of:
        0.13805464 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.042302497 = queryNorm
        0.35694647 = fieldWeight in 3417, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=3417)
    0.010082305 = weight(_text_:information in 3417) [ClassicSimilarity], result of:
      0.010082305 = score(doc=3417,freq=2.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.13576832 = fieldWeight in 3417, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=3417)
    0.020059915 = product of:
      0.04011983 = sum of:
        0.04011983 = weight(_text_:22 in 3417) [ClassicSimilarity], result of:
          0.04011983 = score(doc=3417,freq=2.0), product of:
            0.14813614 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042302497 = queryNorm
            0.2708308 = fieldWeight in 3417, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=3417)
      0.5 = coord(1/2)
  0.375 = coord(3/8)
    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
    Source
    Information - Wissenschaft und Praxis. 56(2005) H.3, S.153-154
  4. Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015) 0.03 
    0.029428946 = product of:
  0.07847719 = sum of:
    0.048334967 = weight(_text_:world in 2609) [ClassicSimilarity], result of:
      0.048334967 = score(doc=2609,freq=2.0), product of:
        0.16259687 = queryWeight, product of:
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.042302497 = queryNorm
        0.29726875 = fieldWeight in 2609, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.0546875 = fieldNorm(doc=2609)
    0.010082305 = weight(_text_:information in 2609) [ClassicSimilarity], result of:
      0.010082305 = score(doc=2609,freq=2.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.13576832 = fieldWeight in 2609, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=2609)
    0.020059915 = product of:
      0.04011983 = sum of:
        0.04011983 = weight(_text_:22 in 2609) [ClassicSimilarity], result of:
          0.04011983 = score(doc=2609,freq=2.0), product of:
            0.14813614 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042302497 = queryNorm
            0.2708308 = fieldWeight in 2609, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=2609)
      0.5 = coord(1/2)
  0.375 = coord(3/8)
    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
  5. Broughton, V.: ¬The need for a faceted classification as the basis of all methods of information retrieval (2006) 0.03 
    0.028779697 = product of:
  0.07674586 = sum of:
    0.035198655 = weight(_text_:web in 2874) [ClassicSimilarity], result of:
      0.035198655 = score(doc=2874,freq=4.0), product of:
        0.13805464 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.042302497 = queryNorm
        0.25496176 = fieldWeight in 2874, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0390625 = fieldNorm(doc=2874)
    0.017640358 = weight(_text_:information in 2874) [ClassicSimilarity], result of:
      0.017640358 = score(doc=2874,freq=12.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.23754507 = fieldWeight in 2874, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=2874)
    0.023906851 = product of:
      0.047813702 = sum of:
        0.047813702 = weight(_text_:retrieval in 2874) [ClassicSimilarity], result of:
          0.047813702 = score(doc=2874,freq=10.0), product of:
            0.12796146 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.042302497 = queryNorm
            0.37365708 = fieldWeight in 2874, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.0390625 = fieldNorm(doc=2874)
      0.5 = coord(1/2)
  0.375 = coord(3/8)
    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.
  6. Kaminska, A.; Pulak, I.: Knowledge organization in a digital learning environment in the experiences of pedagogy students (2014) 0.03 
    0.027597196 = product of:
  0.07359252 = sum of:
    0.04142997 = weight(_text_:world in 1469) [ClassicSimilarity], result of:
      0.04142997 = score(doc=1469,freq=2.0), product of:
        0.16259687 = queryWeight, product of:
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.042302497 = queryNorm
        0.25480178 = fieldWeight in 1469, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.046875 = fieldNorm(doc=1469)
    0.014968341 = weight(_text_:information in 1469) [ClassicSimilarity], result of:
      0.014968341 = score(doc=1469,freq=6.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.20156369 = fieldWeight in 1469, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=1469)
    0.017194213 = product of:
      0.034388427 = sum of:
        0.034388427 = weight(_text_:22 in 1469) [ClassicSimilarity], result of:
          0.034388427 = score(doc=1469,freq=2.0), product of:
            0.14813614 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042302497 = queryNorm
            0.23214069 = fieldWeight in 1469, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=1469)
      0.5 = coord(1/2)
  0.375 = coord(3/8)
    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. Corcoran, C.K.: Educom '97 embraces the changing learning environment : Part 2 (1998) 0.03 
    0.027267002 = product of:
  0.10906801 = sum of:
    0.09754537 = weight(_text_:web in 1909) [ClassicSimilarity], result of:
      0.09754537 = score(doc=1909,freq=12.0), product of:
        0.13805464 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.042302497 = queryNorm
        0.70657074 = fieldWeight in 1909, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0625 = fieldNorm(doc=1909)
    0.011522634 = weight(_text_:information in 1909) [ClassicSimilarity], result of:
      0.011522634 = score(doc=1909,freq=2.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.1551638 = fieldWeight in 1909, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=1909)
  0.25 = coord(2/8)
    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
  8. Lucas, W.; Topi, H.: Learning and training to search (2005) 0.03 
    0.025146447 = product of:
  0.06705719 = sum of:
    0.029867046 = weight(_text_:web in 5955) [ClassicSimilarity], result of:
      0.029867046 = score(doc=5955,freq=2.0), product of:
        0.13805464 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.042302497 = queryNorm
        0.21634221 = fieldWeight in 5955, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=5955)
    0.014968341 = weight(_text_:information in 5955) [ClassicSimilarity], result of:
      0.014968341 = score(doc=5955,freq=6.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.20156369 = fieldWeight in 5955, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=5955)
    0.022221804 = product of:
      0.044443607 = sum of:
        0.044443607 = weight(_text_:retrieval in 5955) [ClassicSimilarity], result of:
          0.044443607 = score(doc=5955,freq=6.0), product of:
            0.12796146 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.042302497 = queryNorm
            0.34732026 = fieldWeight in 5955, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.046875 = fieldNorm(doc=5955)
      0.5 = coord(1/2)
  0.375 = coord(3/8)
    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
  9. Poulter, A.; Brunt, R.: On reading "Information storage and retrieval in the professional curriculum" by Rodney Brunt (2007) 0.02 
    0.024979739 = product of:
  0.099918954 = sum of:
    0.017463064 = weight(_text_:information in 870) [ClassicSimilarity], result of:
      0.017463064 = score(doc=870,freq=6.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.23515764 = fieldWeight in 870, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=870)
    0.08245589 = sum of:
      0.042336058 = weight(_text_:retrieval in 870) [ClassicSimilarity], result of:
        0.042336058 = score(doc=870,freq=4.0), product of:
          0.12796146 = queryWeight, product of:
            3.024915 = idf(docFreq=5836, maxDocs=44218)
            0.042302497 = queryNorm
          0.33085006 = fieldWeight in 870, product of:
            2.0 = tf(freq=4.0), with freq of:
              4.0 = termFreq=4.0
            3.024915 = idf(docFreq=5836, maxDocs=44218)
            0.0546875 = fieldNorm(doc=870)
      0.04011983 = weight(_text_:22 in 870) [ClassicSimilarity], result of:
        0.04011983 = score(doc=870,freq=2.0), product of:
          0.14813614 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.042302497 = queryNorm
          0.2708308 = fieldWeight in 870, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.0546875 = fieldNorm(doc=870)
  0.25 = coord(2/8)
    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
  10. Furlong, K.; Roberts, F.D.: If you teach it, will they learn? : Information literacy and reference services in a college library (1998) 0.02 
    0.0232611 = product of:
  0.0620296 = sum of:
    0.029867046 = weight(_text_:web in 3880) [ClassicSimilarity], result of:
      0.029867046 = score(doc=3880,freq=2.0), product of:
        0.13805464 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.042302497 = queryNorm
        0.21634221 = fieldWeight in 3880, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=3880)
    0.014968341 = weight(_text_:information in 3880) [ClassicSimilarity], result of:
      0.014968341 = score(doc=3880,freq=6.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.20156369 = fieldWeight in 3880, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=3880)
    0.017194213 = product of:
      0.034388427 = sum of:
        0.034388427 = weight(_text_:22 in 3880) [ClassicSimilarity], result of:
          0.034388427 = score(doc=3880,freq=2.0), product of:
            0.14813614 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042302497 = queryNorm
            0.23214069 = fieldWeight in 3880, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=3880)
      0.5 = coord(1/2)
  0.375 = coord(3/8)
    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
  11. Ekstrand, M.D.; Wright, K.L.; Pera, M.S.: Enhancing classroom instruction with online news (2020) 0.02 
    0.021851806 = product of:
  0.058271483 = sum of:
    0.024889207 = weight(_text_:web in 5844) [ClassicSimilarity], result of:
      0.024889207 = score(doc=5844,freq=2.0), product of:
        0.13805464 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.042302497 = queryNorm
        0.18028519 = fieldWeight in 5844, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0390625 = fieldNorm(doc=5844)
    0.019053765 = weight(_text_:information in 5844) [ClassicSimilarity], result of:
      0.019053765 = score(doc=5844,freq=14.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.256578 = fieldWeight in 5844, product of:
          3.7416575 = tf(freq=14.0), with freq of:
            14.0 = termFreq=14.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=5844)
    0.014328511 = product of:
      0.028657023 = sum of:
        0.028657023 = weight(_text_:22 in 5844) [ClassicSimilarity], result of:
          0.028657023 = score(doc=5844,freq=2.0), product of:
            0.14813614 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042302497 = queryNorm
            0.19345059 = fieldWeight in 5844, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=5844)
      0.5 = coord(1/2)
  0.375 = coord(3/8)
    Abstract
    Purpose This paper investigates how school teachers look for informational texts for their classrooms. Access to current, varied and authentic informational texts improves learning outcomes for K-12 students, but many teachers lack resources to expand and update readings. The Web offers freely available resources, but finding suitable ones is time-consuming. This research lays the groundwork for building tools to ease that burden. Design/methodology/approach This paper reports qualitative findings from a study in two stages: (1) a set of semistructured interviews, based on the critical incident technique, eliciting teachers' information-seeking practices and challenges; and (2) observations of teachers using a prototype teaching-oriented news search tool under a think-aloud protocol. Findings Teachers articulated different objectives and ways of using readings in their classrooms, goals and self-reported practices varied by experience level. Teachers struggled to formulate queries that are likely to return readings on specific course topics, instead searching directly for abstract topics. Experience differences did not translate into observable differences in search skill or success in the lab study. Originality/value There is limited work on teachers' information-seeking practices, particularly on how teachers look for texts for classroom use. This paper describes how teachers look for information in this context, setting the stage for future development and research on how to support this use case. Understanding and supporting teachers looking for information is a rich area for future research, due to the complexity of the information need and the fact that teachers are not looking for information for themselves.
    Date
    20. 1.2015 18:30:22
    Source
    Aslib journal of information management. 72(2020) no.5, S.725-744
  12. Normore, L.F.: "Here be dragons" : a wayfinding approach to teaching cataloguing (2012) 0.02 
    0.021020677 = product of:
  0.056055136 = sum of:
    0.034524977 = weight(_text_:world in 1903) [ClassicSimilarity], result of:
      0.034524977 = score(doc=1903,freq=2.0), product of:
        0.16259687 = queryWeight, product of:
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.042302497 = queryNorm
        0.21233483 = fieldWeight in 1903, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1903)
    0.007201646 = weight(_text_:information in 1903) [ClassicSimilarity], result of:
      0.007201646 = score(doc=1903,freq=2.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.09697737 = fieldWeight in 1903, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1903)
    0.014328511 = product of:
      0.028657023 = sum of:
        0.028657023 = weight(_text_:22 in 1903) [ClassicSimilarity], result of:
          0.028657023 = score(doc=1903,freq=2.0), product of:
            0.14813614 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042302497 = queryNorm
            0.19345059 = fieldWeight in 1903, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1903)
      0.5 = coord(1/2)
  0.375 = coord(3/8)
    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.
  13. Das, S.; Bagchi, M.; Hussey, P.: How to teach domain ontology-based knowledge graph construction? : an Irish experiment (2023) 0.02 
    0.021020677 = product of:
  0.056055136 = sum of:
    0.034524977 = weight(_text_:world in 1126) [ClassicSimilarity], result of:
      0.034524977 = score(doc=1126,freq=2.0), product of:
        0.16259687 = queryWeight, product of:
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.042302497 = queryNorm
        0.21233483 = fieldWeight in 1126, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1126)
    0.007201646 = weight(_text_:information in 1126) [ClassicSimilarity], result of:
      0.007201646 = score(doc=1126,freq=2.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.09697737 = fieldWeight in 1126, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1126)
    0.014328511 = product of:
      0.028657023 = sum of:
        0.028657023 = weight(_text_:22 in 1126) [ClassicSimilarity], result of:
          0.028657023 = score(doc=1126,freq=2.0), product of:
            0.14813614 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042302497 = queryNorm
            0.19345059 = fieldWeight in 1126, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1126)
      0.5 = coord(1/2)
  0.375 = coord(3/8)
    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
  14. World guide to library, archive and information science education (1995) 0.02 
    0.020863311 = product of:
  0.083453245 = sum of:
    0.069049954 = weight(_text_:world in 3641) [ClassicSimilarity], result of:
      0.069049954 = score(doc=3641,freq=2.0), product of:
        0.16259687 = queryWeight, product of:
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.042302497 = queryNorm
        0.42466965 = fieldWeight in 3641, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.078125 = fieldNorm(doc=3641)
    0.014403292 = weight(_text_:information in 3641) [ClassicSimilarity], result of:
      0.014403292 = score(doc=3641,freq=2.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.19395474 = fieldWeight in 3641, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.078125 = fieldNorm(doc=3641)
  0.25 = coord(2/8)
  15. Hallmark, J.: Education for the successful geoscience information specialist (1998) 0.02 
    0.02025134 = product of:
  0.08100536 = sum of:
    0.055239964 = weight(_text_:world in 2977) [ClassicSimilarity], result of:
      0.055239964 = score(doc=2977,freq=2.0), product of:
        0.16259687 = queryWeight, product of:
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.042302497 = queryNorm
        0.33973572 = fieldWeight in 2977, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.0625 = fieldNorm(doc=2977)
    0.025765393 = weight(_text_:information in 2977) [ClassicSimilarity], result of:
      0.025765393 = score(doc=2977,freq=10.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.3469568 = fieldWeight in 2977, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=2977)
  0.25 = coord(2/8)
    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
  16. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.02 
    0.020233931 = product of:
  0.05395715 = sum of:
    0.027619982 = weight(_text_:world in 4356) [ClassicSimilarity], result of:
      0.027619982 = score(doc=4356,freq=2.0), product of:
        0.16259687 = queryWeight, product of:
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.042302497 = queryNorm
        0.16986786 = fieldWeight in 4356, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.03125 = fieldNorm(doc=4356)
    0.011522634 = weight(_text_:information in 4356) [ClassicSimilarity], result of:
      0.011522634 = score(doc=4356,freq=8.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.1551638 = fieldWeight in 4356, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.03125 = fieldNorm(doc=4356)
    0.014814535 = product of:
      0.02962907 = sum of:
        0.02962907 = weight(_text_:retrieval in 4356) [ClassicSimilarity], result of:
          0.02962907 = score(doc=4356,freq=6.0), product of:
            0.12796146 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.042302497 = queryNorm
            0.23154683 = fieldWeight in 4356, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.03125 = fieldNorm(doc=4356)
      0.5 = coord(1/2)
  0.375 = coord(3/8)
    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.
  17. 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) 0.02 
    0.019820873 = product of:
  0.07928349 = sum of:
    0.0648802 = weight(_text_:wide in 961) [ClassicSimilarity], result of:
      0.0648802 = score(doc=961,freq=4.0), product of:
        0.18743214 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.042302497 = queryNorm
        0.34615302 = fieldWeight in 961, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.0390625 = fieldNorm(doc=961)
    0.014403292 = weight(_text_:information in 961) [ClassicSimilarity], result of:
      0.014403292 = score(doc=961,freq=8.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.19395474 = fieldWeight in 961, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=961)
  0.25 = coord(2/8)
    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.
    Source
    Journal of the Association for Information Science and Technology. 74(2023) no.6, S.623-640
  18. Main, L.: Web-based virtual classrooms : a model for LIS education (1998) 0.02 
    0.018153327 = product of:
  0.07261331 = sum of:
    0.056317843 = weight(_text_:web in 361) [ClassicSimilarity], result of:
      0.056317843 = score(doc=361,freq=4.0), product of:
        0.13805464 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.042302497 = queryNorm
        0.4079388 = fieldWeight in 361, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0625 = fieldNorm(doc=361)
    0.016295465 = weight(_text_:information in 361) [ClassicSimilarity], result of:
      0.016295465 = score(doc=361,freq=4.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.21943474 = fieldWeight in 361, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=361)
  0.25 = coord(2/8)
    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
    Source
    Education for information. 16(1998) no.4, S.333-340
  19. Hsieh-Yee, I.: Cataloging and metatdata education in North American LIS programs (2004) 0.02 
    0.017407263 = product of:
  0.046419367 = sum of:
    0.024889207 = weight(_text_:web in 138) [ClassicSimilarity], result of:
      0.024889207 = score(doc=138,freq=2.0), product of:
        0.13805464 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.042302497 = queryNorm
        0.18028519 = fieldWeight in 138, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0390625 = fieldNorm(doc=138)
    0.007201646 = weight(_text_:information in 138) [ClassicSimilarity], result of:
      0.007201646 = score(doc=138,freq=2.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.09697737 = fieldWeight in 138, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=138)
    0.014328511 = product of:
      0.028657023 = sum of:
        0.028657023 = weight(_text_:22 in 138) [ClassicSimilarity], result of:
          0.028657023 = score(doc=138,freq=2.0), product of:
            0.14813614 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042302497 = queryNorm
            0.19345059 = fieldWeight in 138, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=138)
      0.5 = coord(1/2)
  0.375 = coord(3/8)
    Abstract
    This paper presents findings of a survey an the state of cataloging and metadata education. in ALA-accredited library and information science progranis in North America. The survey was conducted in response to Action Item 5.1 of the "Bibliographic Control of Web Resources: A Library of Congress Action Plan," which focuses an providing metadata education to new LIS professionals. The study found LIS programs increased their reliance an introductory courses to cover cataloging and metadata, but fewer programs than before had a cataloging course requirement. The knowledge of cataloging delivered in introductory courses was basic, and the coverage of metadata was limited to an overview. Cataloging courses showed similarity in coverage and practice and focused an print mater!als. Few cataloging educators provided exercises in metadata record creation using non-AACR standards. Advanced cataloging courses provided in-depth coverage of subject cataloging and the cataloging of nonbook resources, but offered very limited coverage of metadata. Few programs offered full courses an metadata, and even fewer offered advanced metadata courses. Metadata topics were well integrated into LIS curricula, but coverage of metadata courses varied from program to program, depending an the interests of instructors. Educators were forward-looking and agreed an the inclusion of specific knowledge and skills in metadata instruction. A series of actions were proposed to assist educators in providing students with competencies in cataloging and metadata.
    Date
    10. 9.2000 17:38:22
  20. Education for library cataloging : international perspectives (2006) 0.02 
    0.017350538 = product of:
  0.0462681 = sum of:
    0.029899506 = weight(_text_:world in 207) [ClassicSimilarity], result of:
      0.029899506 = score(doc=207,freq=6.0), product of:
        0.16259687 = queryWeight, product of:
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.042302497 = queryNorm
        0.18388735 = fieldWeight in 207, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.8436708 = idf(docFreq=2573, maxDocs=44218)
          0.01953125 = fieldNorm(doc=207)
    0.006236809 = weight(_text_:information in 207) [ClassicSimilarity], result of:
      0.006236809 = score(doc=207,freq=6.0), product of:
        0.0742611 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.042302497 = queryNorm
        0.083984874 = fieldWeight in 207, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.01953125 = fieldNorm(doc=207)
    0.0101317875 = product of:
      0.020263575 = sum of:
        0.020263575 = weight(_text_:22 in 207) [ClassicSimilarity], result of:
          0.020263575 = score(doc=207,freq=4.0), product of:
            0.14813614 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.042302497 = queryNorm
            0.13679022 = fieldWeight in 207, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.01953125 = fieldNorm(doc=207)
      0.5 = coord(1/2)
  0.375 = coord(3/8)
    Classification
    025.3/071 22
    Content
    Inhalt: Education and training for cataloguing at the University of Botswana Library : an overview / Rose Tiny Kgosiemang -- The relevance of cataloguing in library science curriculum in Cross River State of Nigeria in this technological age / J.I. Iwe -- The education and training of cataloguing students in South Africa through distance education / Linda M. Cloete -- Education of cataloging and classification in China / Zhanghua Ma -- The status quo and future development of cataloging and classification education in China / Li Si -- Education for knowledge organization : the Indian scene / K.S. Raghavan -- Current status of cataloging and classification education in Japan / Shoichi Taniguchi -- A study on the job training and self-training of the cataloging and classification librarians working in South Korean academic libraries / Chul-Wan Kwak -- Beyond our expectations : a review of an independent learning module in descriptive cataloguing at the Queensland University of for cataloguing and classification in Australia / Ross Harvey, Susan Reynolds -- Education for cataloging and classification in Austria and Germany / Monika Münnich, Heidi Zotter-Straka, Petra Hauke -- Education and training on studies and professional librarianship schools / Anna Sitarska -- Cataloging education on the sunny side of the Alps / Jerry D. Saye, Alenka ^Sauperl -- Education for cataloging in Spanish universities : a descriptive and López-Cózar -- Education and training for cataloguing and classification in the British Isles / J.H. Bowman -- The teaching of information processing in the University of Buenos Aires, Argentina / Elsa E. Barber, Silvia L. Pisano -- Education for cataloging and classification in Mexico / Filiberto Felipe Martínez Arellano -- Education for cataloging and related areas in Peru / Ana María Talavera Ibarra -- Cataloging and classification education in Egypt : stressing the fundamentals while moving toward automated applications / Mohammed Fat'hy Abdel Hady, Ali Kamal Shaker -- An account of cataloging and classification education in Iranian universities / Mortaza Kokabi -- Cataloging instruction in Israel / Snunith Shoham -- Continuing education for catalogers in Saudi Arabia / Zahiruddin Khurshid.
    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)."
    The eternal debate in the teaching of cataloging over theory versus practice emerges in this volume. As Li Si suggests in describing cataloging education in the People's Republic of China, the matter might be laid at the door of the faculty, stating, "Although the majority of teaching faculty members in the library and information science programs have a solid theoretical foundation from their school education and training, they do not normally possess practical work experience in their field of specialty and they are not familiar with the application of technologies in the field. In order to enhance their practical skills, these faculty members should be given the opportunity to work in libraries... This way, they would be able to put theory into practice and gain rich, practical field experience, thus improving the relevance and quality of their teaching (p. 97)." One wonders how warmly faculty members would welcome that kind of opportunity! On the other hand, in many places, onthe-job training is weak, as Shoichi Taniguchi describes it in Japan, "on the job training and continuing education are neither encouraged nor promoted (p. 132)." Among the most interesting and important aspects of this book are the tables of hard data it presents. Almost every chapter reports on surveys done by the authors on the state of library education in general and/or the kinds of offerings in cataloging and classification available within their countries. Some authors also include statistics on the numbers of persons receiving certificates, diplomas, and/or master's degrees, which is useful in understanding the different levels of expertise being developed over time. While one could argue that there are gaps in coverage, with large, influential countries such as France and Italy in Europe, Brazil, Bolivia, and Chile in South America, and Thailand and Myanmar in Asia, left out of the book, for the most part there is good representation from different parts of the globe. Education for Library Cataloging is a good choice as a textbook for coursework in International Librarianship as well as a primer in what to expect if one's information center is affiliated with partners outside the United States and Canada. This book should be seen as an important "must read" for all library students and practitioners concerned about issues of increasing globalization in bibliographic control. It is highly recommended."

Authors

Years

Languages

  • e 198
  • d 32
  • sp 7
  • dk 1
  • i 1
  • nl 1
  • More… Less…

Types

  • a 227
  • el 7
  • s 6
  • m 4
  • b 1
  • i 1
  • p 1
  • More… Less…

Themes

Subjects

Classifications