Search (110 results, page 1 of 6)

  • × theme_ss:"Ausbildung"
  1. Corbly, D.: Educom '97 embraces the changing learning environment : Part 1 (1998) 0.01 
    0.009341329 = product of:
  0.046706647 = sum of:
    0.033667825 = weight(_text_:web in 1908) [ClassicSimilarity], result of:
      0.033667825 = score(doc=1908,freq=2.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = queryNorm
        0.36057037 = fieldWeight in 1908, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.078125 = fieldNorm(doc=1908)
    0.01303882 = product of:
      0.039116457 = sum of:
        0.039116457 = weight(_text_:29 in 1908) [ClassicSimilarity], result of:
          0.039116457 = score(doc=1908,freq=2.0), product of:
            0.10064617 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.028611459 = queryNorm
            0.38865322 = fieldWeight in 1908, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.078125 = fieldNorm(doc=1908)
      0.33333334 = coord(1/3)
  0.2 = coord(2/10)
    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
  2. Kramp, S.-S.; Hölzenbein, D.: Konzipieren, Recherchieren, online gehen : Der Bachelor-Studiengang Online-Redakteur an der Fachhochschule Köln (2005) 0.01 
    0.008474903 = product of:
  0.042374514 = sum of:
    0.033329446 = weight(_text_:web in 3417) [ClassicSimilarity], result of:
      0.033329446 = score(doc=3417,freq=4.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = 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)
    0.009045068 = product of:
      0.027135205 = sum of:
        0.027135205 = weight(_text_:22 in 3417) [ClassicSimilarity], result of:
          0.027135205 = score(doc=3417,freq=2.0), product of:
            0.10019246 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.028611459 = 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)
      0.33333334 = coord(1/3)
  0.2 = coord(2/10)
    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
  3. Mason, J.: Communities, networks, and education (1998) 0.01 
    0.007454296 = product of:
  0.03727148 = sum of:
    0.026934259 = weight(_text_:web in 3523) [ClassicSimilarity], result of:
      0.026934259 = score(doc=3523,freq=2.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = 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)
    0.010337221 = product of:
      0.031011663 = sum of:
        0.031011663 = weight(_text_:22 in 3523) [ClassicSimilarity], result of:
          0.031011663 = score(doc=3523,freq=2.0), product of:
            0.10019246 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.028611459 = 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)
      0.33333334 = coord(1/3)
  0.2 = coord(2/10)
    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
  4. Corcoran, C.K.: Educom '97 embraces the changing learning environment : Part 2 (1998) 0.01 
    0.00659752 = product of:
  0.0659752 = sum of:
    0.0659752 = weight(_text_:web in 1909) [ClassicSimilarity], result of:
      0.0659752 = score(doc=1909,freq=12.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = 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)
  0.1 = coord(1/10)
    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
  5. Harvey, R.; Reynolds, S.: MARCup to markup : education for cataloguing and classification in Australia (2005) 0.01 
    0.006538931 = product of:
  0.032694653 = sum of:
    0.023567477 = weight(_text_:web in 169) [ClassicSimilarity], result of:
      0.023567477 = score(doc=169,freq=2.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = queryNorm
        0.25239927 = fieldWeight in 169, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=169)
    0.009127174 = product of:
      0.027381519 = sum of:
        0.027381519 = weight(_text_:29 in 169) [ClassicSimilarity], result of:
          0.027381519 = score(doc=169,freq=2.0), product of:
            0.10064617 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.028611459 = queryNorm
            0.27205724 = fieldWeight in 169, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0546875 = fieldNorm(doc=169)
      0.33333334 = coord(1/3)
  0.2 = coord(2/10)
    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
  6. Khurshid, Z.: Continuing education for catalogers in Saudi Arabia (2005) 0.01 
    0.006538931 = product of:
  0.032694653 = sum of:
    0.023567477 = weight(_text_:web in 5757) [ClassicSimilarity], result of:
      0.023567477 = score(doc=5757,freq=2.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = queryNorm
        0.25239927 = fieldWeight in 5757, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5757)
    0.009127174 = product of:
      0.027381519 = sum of:
        0.027381519 = weight(_text_:29 in 5757) [ClassicSimilarity], result of:
          0.027381519 = score(doc=5757,freq=2.0), product of:
            0.10064617 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.028611459 = queryNorm
            0.27205724 = fieldWeight in 5757, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0546875 = fieldNorm(doc=5757)
      0.33333334 = coord(1/3)
  0.2 = coord(2/10)
    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
  7. Joudrey, D.N.: Textbooks Used in Bibliographic Control Education Courses (2002) 0.01 
    0.0060652317 = product of:
  0.030326158 = sum of:
    0.023806747 = weight(_text_:web in 5453) [ClassicSimilarity], result of:
      0.023806747 = score(doc=5453,freq=4.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = queryNorm
        0.25496176 = fieldWeight in 5453, 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=5453)
    0.00651941 = product of:
      0.019558229 = sum of:
        0.019558229 = weight(_text_:29 in 5453) [ClassicSimilarity], result of:
          0.019558229 = score(doc=5453,freq=2.0), product of:
            0.10064617 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.028611459 = queryNorm
            0.19432661 = fieldWeight in 5453, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0390625 = fieldNorm(doc=5453)
      0.33333334 = coord(1/3)
  0.2 = coord(2/10)
    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
  8. Gantert, K.; Neher, G.; Schade, F.: Was an den deutschsprachigen Hochschulen geforscht wird : Dritter Teil: Didaktische Konzepte in der Lehre (2019) 0.01 
    0.005846389 = product of:
  0.05846389 = sum of:
    0.05846389 = weight(_text_:kommunikation in 5230) [ClassicSimilarity], result of:
      0.05846389 = score(doc=5230,freq=2.0), product of:
        0.14706601 = queryWeight, product of:
          5.140109 = idf(docFreq=703, maxDocs=44218)
          0.028611459 = queryNorm
        0.39753503 = fieldWeight in 5230, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.140109 = idf(docFreq=703, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5230)
  0.1 = coord(1/10)
    Abstract
    Die digitale Transformation verändert die Berufsfelder, für die die bibliotheks- und informationswissenschaftlichen Studiengänge ausbilden. Das wirft die Frage auf, inwieweit neue oder zumindest modifizierte didaktische Konzepte notwendig sind, um den Nachwuchs adäquat auf die neuen Herausforderungen vorzubereiten. Dabei zeigt sich, dass die Vermittlung von Metakompetenzen und Schlüsselkompetenzen wie Projektmanagement, Kommunikation, Teamfähigkeit, selbstständiges Denken und Handeln an Bedeutung gewinnen. Zusätzlich zu der fachwissenschaftlichen Ausbildung sind methodische und Schlüsselkompetenzen bereits heute integraler Bestandteil der Lehre.
  9. Joudrey, D.N.: ¬A new look at US graduate courses in bibliographic control (2002) 0.01 
    0.005604797 = product of:
  0.028023984 = sum of:
    0.020200694 = weight(_text_:web in 5452) [ClassicSimilarity], result of:
      0.020200694 = score(doc=5452,freq=2.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = queryNorm
        0.21634221 = fieldWeight in 5452, 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=5452)
    0.007823291 = product of:
      0.023469873 = sum of:
        0.023469873 = weight(_text_:29 in 5452) [ClassicSimilarity], result of:
          0.023469873 = score(doc=5452,freq=2.0), product of:
            0.10064617 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.028611459 = queryNorm
            0.23319192 = fieldWeight in 5452, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.046875 = fieldNorm(doc=5452)
      0.33333334 = coord(1/3)
  0.2 = coord(2/10)
    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
  10. Furlong, K.; Roberts, F.D.: If you teach it, will they learn? : Information literacy and reference services in a college library (1998) 0.01 
    0.005590722 = product of:
  0.02795361 = sum of:
    0.020200694 = weight(_text_:web in 3880) [ClassicSimilarity], result of:
      0.020200694 = score(doc=3880,freq=2.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = 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)
    0.0077529154 = product of:
      0.023258746 = sum of:
        0.023258746 = weight(_text_:22 in 3880) [ClassicSimilarity], result of:
          0.023258746 = score(doc=3880,freq=2.0), product of:
            0.10019246 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.028611459 = 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)
      0.33333334 = coord(1/3)
  0.2 = coord(2/10)
    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. Sporer, T.; Meyer, P.; Steinle, M.: Begleitstudium als Modell zur Einbettung informellen Lernens in das Universitätsstudium (2013) 0.01 
    0.005011191 = product of:
  0.05011191 = sum of:
    0.05011191 = weight(_text_:kommunikation in 920) [ClassicSimilarity], result of:
      0.05011191 = score(doc=920,freq=2.0), product of:
        0.14706601 = queryWeight, product of:
          5.140109 = idf(docFreq=703, maxDocs=44218)
          0.028611459 = queryNorm
        0.34074432 = fieldWeight in 920, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.140109 = idf(docFreq=703, maxDocs=44218)
          0.046875 = fieldNorm(doc=920)
  0.1 = coord(1/10)
    Abstract
    Dieser Beitrag stellt ein Modell zur Einbettung informellen .Lernens in das Universitätsstudium vor. Es handelt sich dabei nicht um informelle Lernen im Sinne der Nutzung des Internets durch die Studierenden, sondern um. Lernen in selbstorganisierten Projekten, das außerhalb des normalen Fachstudiums stattfindet. Es wird gezeigt, wie die Mitarbeit der Studierenden in extra-curricularen Projektgruppen in das Studienangebot "Begleitstudium Problemlöse-kompetenz" (kurz: Begleitstudium) eingebunden wird. Im Fokus des Beitrags steht dabei die Erläuterung technischer und organisatorischer Aspekte des Begleitstudiums. Nach einer kurzen Beschreibung des Studienangebots werden die Organisation, die IT-Unterstützung bei der Projekt- und Portfolioarbeit sowie die curriculare Einbettung des Begleitstudiums in den Studiengang "Medien und Kommunikation" (MuK) der Universität Augsburg erläutert.
  12. Hsieh-Yee, I.: Cataloging and metatdata education in North American LIS programs (2004) 0.00 
    0.004658935 = product of:
  0.023294676 = sum of:
    0.016833913 = weight(_text_:web in 138) [ClassicSimilarity], result of:
      0.016833913 = score(doc=138,freq=2.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = 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)
    0.006460763 = product of:
      0.019382289 = sum of:
        0.019382289 = weight(_text_:22 in 138) [ClassicSimilarity], result of:
          0.019382289 = score(doc=138,freq=2.0), product of:
            0.10019246 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.028611459 = 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)
      0.33333334 = coord(1/3)
  0.2 = coord(2/10)
    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
  13. Ekstrand, M.D.; Wright, K.L.; Pera, M.S.: Enhancing classroom instruction with online news (2020) 0.00 
    0.004658935 = product of:
  0.023294676 = sum of:
    0.016833913 = weight(_text_:web in 5844) [ClassicSimilarity], result of:
      0.016833913 = score(doc=5844,freq=2.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = 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)
    0.006460763 = product of:
      0.019382289 = sum of:
        0.019382289 = weight(_text_:22 in 5844) [ClassicSimilarity], result of:
          0.019382289 = score(doc=5844,freq=2.0), product of:
            0.10019246 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.028611459 = 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)
      0.33333334 = coord(1/3)
  0.2 = coord(2/10)
    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
  14. Si, L.: ¬The status quo and future development of cataloging and classification education in China (2005) 0.00 
    0.0041536554 = product of:
  0.041536555 = sum of:
    0.041536555 = product of:
      0.06230483 = sum of:
        0.031293165 = weight(_text_:29 in 3544) [ClassicSimilarity], result of:
          0.031293165 = score(doc=3544,freq=2.0), product of:
            0.10064617 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.028611459 = queryNorm
            0.31092256 = fieldWeight in 3544, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0625 = fieldNorm(doc=3544)
        0.031011663 = weight(_text_:22 in 3544) [ClassicSimilarity], result of:
          0.031011663 = score(doc=3544,freq=2.0), product of:
            0.10019246 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.028611459 = queryNorm
            0.30952093 = fieldWeight in 3544, 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=3544)
      0.6666667 = coord(2/3)
  0.1 = coord(1/10)
    Date
    29. 9.2008 19:01:22
  15. Brandt, D.S.: ¬The multiple personalities of delivering training via the Web (1997) 0.00 
    0.0038090795 = product of:
  0.038090795 = sum of:
    0.038090795 = weight(_text_:web in 1907) [ClassicSimilarity], result of:
      0.038090795 = score(doc=1907,freq=4.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = queryNorm
        0.4079388 = fieldWeight in 1907, 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=1907)
  0.1 = coord(1/10)
    Abstract
    Gives examples of how the WWW is being used to provide training. It is used to provide access to training documents, to computer-based tutorials and distance education. Its level of interactivity, content, mode and delivery method varies. Designers need to understand when and where it benefits the learner to use the Web for delivery to make best use of the medium
  16. Main, L.: Web-based virtual classrooms : a model for LIS education (1998) 0.00 
    0.0038090795 = product of:
  0.038090795 = sum of:
    0.038090795 = weight(_text_:web in 361) [ClassicSimilarity], result of:
      0.038090795 = score(doc=361,freq=4.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = 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)
  0.1 = coord(1/10)
    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
  17. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.00 
    0.0033407938 = product of:
  0.033407938 = sum of:
    0.033407938 = weight(_text_:kommunikation in 4356) [ClassicSimilarity], result of:
      0.033407938 = score(doc=4356,freq=2.0), product of:
        0.14706601 = queryWeight, product of:
          5.140109 = idf(docFreq=703, maxDocs=44218)
          0.028611459 = queryNorm
        0.22716287 = fieldWeight in 4356, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.140109 = idf(docFreq=703, maxDocs=44218)
          0.03125 = fieldNorm(doc=4356)
  0.1 = coord(1/10)
    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.
  18. Markey, K.; Swanson, F.; Jenkins, A.; Jennings, B.J.; St. Jean, B.; Rosenberg, V.; Yao, X.; Frost, R.L.: Designing and testing a web-based board game for teaching information literacy skills and concepts (2008) 0.00 
    0.0029157193 = product of:
  0.029157192 = sum of:
    0.029157192 = weight(_text_:web in 2609) [ClassicSimilarity], result of:
      0.029157192 = score(doc=2609,freq=6.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = queryNorm
        0.3122631 = fieldWeight in 2609, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0390625 = fieldNorm(doc=2609)
  0.1 = coord(1/10)
    Abstract
    Purpose - This paper seeks to focus on the design and testing of a web-based online board game for teaching undergraduate students information literacy skills and concepts. Design/methodology/approach - Project team members with expertise in game play, creative writing, programming, library research, graphic design and information seeking developed a web-based board game in which students used digital library resources to answer substantive questions on a scholarly topic. The project team hosted game play in a class of 75 undergraduate students. The instructor offered an extra-credit incentive to boost participation resulting in 49 students on 13 teams playing the game. Post-game focus group interviews revealed problematic features and redesign priorities. Findings - A total of six teams were successful meeting the criteria for the instructor's grade incentive achieving a 53.1 percent accuracy rate on their answers to substantive questions about the black death; 35.7 percent was the accuracy rate for the seven unsuccessful teams. Discussed in detail are needed improvements to problematic game features such as offline tasks, feedback, challenge functionality, and the game's black death theme. Originality/value - Information literacy games test what players already know. Because this project's successful teams answered substantive questions about the black death at accuracy rates 20 points higher than the estimated probability of guessing, students did the research during game play which demonstrates that games have merit for teaching students information literacy skills and concepts.
  19. Barité, M.; Parentelli, V.; Rodríguez Casaballe, N.; Suárez, M.V.: Interdisciplinarity and postgraduate teaching of knowledge organization (KO) : elements for a necessary dialogue (2023) 0.00 
    0.0025960347 = product of:
  0.025960347 = sum of:
    0.025960347 = product of:
      0.03894052 = sum of:
        0.019558229 = weight(_text_:29 in 1125) [ClassicSimilarity], result of:
          0.019558229 = score(doc=1125,freq=2.0), product of:
            0.10064617 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.028611459 = queryNorm
            0.19432661 = fieldWeight in 1125, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1125)
        0.019382289 = weight(_text_:22 in 1125) [ClassicSimilarity], result of:
          0.019382289 = score(doc=1125,freq=2.0), product of:
            0.10019246 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.028611459 = queryNorm
            0.19345059 = fieldWeight in 1125, 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=1125)
      0.6666667 = coord(2/3)
  0.1 = coord(1/10)
    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
  20. Chau, M.; Wong, C.H.; Zhou, Y.; Qin, J.; Chen, H.: Evaluating the use of search engine development tools in IT education (2010) 0.00 
    0.0023806747 = product of:
  0.023806747 = sum of:
    0.023806747 = weight(_text_:web in 3325) [ClassicSimilarity], result of:
      0.023806747 = score(doc=3325,freq=4.0), product of:
        0.0933738 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.028611459 = queryNorm
        0.25496176 = fieldWeight in 3325, 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=3325)
  0.1 = coord(1/10)
    Abstract
    It is important for education in computer science and information systems to keep up to date with the latest development in technology. With the rapid development of the Internet and the Web, many schools have included Internet-related technologies, such as Web search engines and e-commerce, as part of their curricula. Previous research has shown that it is effective to use search engine development tools to facilitate students' learning. However, the effectiveness of these tools in the classroom has not been evaluated. In this article, we review the design of three search engine development tools, SpidersRUs, Greenstone, and Alkaline, followed by an evaluation study that compared the three tools in the classroom. In the study, 33 students were divided into 13 groups and each group used the three tools to develop three independent search engines in a class project. Our evaluation results showed that SpidersRUs performed better than the two other tools in overall satisfaction and the level of knowledge gained in their learning experience when using the tools for a class project on Internet applications development.

Authors

Years

Languages

  • e 93
  • d 16
  • i 1
  • More… Less…

Types

  • a 107
  • el 5
  • s 2
  • b 1
  • m 1
  • More… Less…

Themes

Subjects

Classifications