-
Thomas, A.R.: Teach yourself thesaurus : exercises, reading, resources (2004)
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- Abstract
- A rationale for self-instruction in thesaurus making is presented. Some definitions of a thesaurus are given and sources suitable to begin self-tuition indicated. A sound grasp of grammar is emphasized and appropriate readings and exercises recommended. Readings in classification, facet analysis, and subject cataloging are described. An approach for deconstruction and reconstruction of sections of classification systems and thesauri is proposed and explained. Procedures for using exercises in thesaurus construction are detailed. The means of examining individual thesauri is suggested. The availability and use of free software are described. The creation of opportunities for self-learning is considered.
- Source
- Cataloging and classification quarterly. 37(2004) nos.3/4, S.23-34
- Theme
- Konzeption und Anwendung des Prinzips Thesaurus
-
Popst, H.: Ausbildung im Fach Alphabetische Katalogisierung im Fachbereich Archiv- und Bibliothekswesen der Bayerischen Beamtenfachhochschule (1995)
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- Source
- Bibliotheksforum Bayern. 23(1995) H.2, S.185-195
-
Müller-Böling, D.: "Uni-www.ersity.de": Lehren und Lernen im Cyberspace (2001)
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- Date
- 29. 1.1997 18:49:05
- Source
- Wechselwirkung. 23(2001) Nr.112, S.20-31
-
Kennedy, M.L.: Innovation in information : making a difference in education (2009)
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- Date
- 22. 8.2009 19:51:28
23. 8.2009 10:28:12
- Series
- Zeitschrift für Bibliothekswesen und Bibliographie : Sonderband ; 96
- Source
- Wissen bewegen - Bibliotheken in der Informationsgesellschaft / 97. Deutscher Bibliothekartag in Mannheim, 2008. Hrsg. von Ulrich Hohoff und Per Knudsen. Bearb. von Stefan Siebert
-
Popst, H.: Erstellung von Bibliographien im Rahmen der Ausbildung für den gehobenen Bibliotheksdienst (1995)
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- Source
- Bibliotheksforum Bayern. 23(1995) H.2, S.205-215
-
Schwarz, W.: ¬Das Fach 'Auskunftsdienst' in der Ausbildung des gehobenen Bibliotheksdienstes (1995)
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- Source
- Bibliotheksforum Bayern. 23(1995) H.2, S.216-242
-
Will, A.: Von Georgi bis UnCover oder Bibliographieunterricht im Lichte sich wandelnder Praxis und Erscheinungsformen (1995)
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- Source
- Bibliotheksforum Bayern. 23(1995) H.2, S.196-204
-
Clayden, J.: Theory versus practice in cataloging education (1995)
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- Date
- 10. 3.1997 9:23:19
- Source
- Journal of education for library and information science. 36(1995) no.3, S.230-238
-
Mandl, H.; Reinmann-Rothmeier, G.: Lernen mit neuen Medien (2001)
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- Abstract
- Die enormen Fortschritte auf dem Sektor der neuen Informations- und Kommunikationstechnologien bieten eine hervorragende Grundlage für eine Qualitäts- und Effizienzsteigerung der Aus- und Weiterbildung - allerdings im Sinne einer notwendigen, nicht jedoch hinreichenden Bedingung. Dringend notwendig sind neben technischen Neuerungen daher neue pädagogische und didaktische Konzepte für die Gestaltung multimedialer Lehr-Lernumgebungen, die über einzelne Modeerscheinungen hinaus wirklich Bestand haben
- Content
- Enthält die Abschnitte: Pädagogische Grundlegung - Potenziale neuer Medien für die Aus- und Weiterbildung - Eigenverantwortliches Lernen mit neuen Medien - Problemorientiertes Lernen mit neuen Medien - Kooperatives Lernen mit neuen Medien - Instruktionale Unterstützung mit neuen Medien - Veränderte Rollenverteilung und strukturelle Veränderungen durch neue Medien
- Date
- 29. 1.1997 18:49:05
- Source
- Wechselwirkung. 23(2001) Nr.112, S.12-19
-
Poulsen, C.: Godin-projektet : problemorienteret undervisning i informationssogning (2000)
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- Date
- 17. 8.1996 12:01:23
21. 4.2002 19:23:38
- Source
- DF Revy. 23(2000) no.1, S.17-18
-
Schindler, W.; Bader, R.; Eckmann, B.: Bildung in virtuellen Welten : Praxis und Theorie außerschulischer Arbeit mit Internet und Computer (2001)
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- Content
- In T.1. werden Erfahrungen aus der konkreten Projektarbeit mit Jugendlichen gebündelt, z.B. "Lernen durch Produzieren" von E-Mail Planspielen, CD-ROMs & Co, etc. T.2 enthält Theorieelemente, die den Einfluss des Umgangs mit digitalen Medien auf die Lebenswirklichkeit klären. In T.3 klären konzeptionelle Bausteine den Konnex von Theorie und Praxis. T.4 rundet das Buch durch praktische Bausteine aus der Computer-Medienpädagogik ab
- Date
- 27.10.2001 19:23:16
- Imprint
- Frankfurt : GEP/Gemeinschaftswerk der Evangelischen Publizistik
-
AI-Hawamdeh, S.: Designing an interdisciplinary graduate program in knowledge management (2005)
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- Abstract
- Designing an interdisciplinary graduate program in knowledge management requires a good understanding of knowledge processes and the ability to differentiate between information management and knowledge management. Given the complexity of knowledge and the nature of its existence, there is a need for graduate programs to go beyond information management and include in the curriculum disciplines that deal with social, cultural, and economic issues such as communication, cognitive science, and business. An understanding of the interdisciplinary nature of knowledge management is necessary for a more balanced and practical approach to the development of a knowledge management curriculum. In this article, the design and development of an interdisciplinary graduate program in knowledge management at Nanyang Technological University in Singapore is reported. The initiation of the program was influenced by the strong demand from the public sector in Singapore for knowledge management professionals. It was developed in close association with the information studies program at Nanyang Technological University. In the first year, the program attracted 230 applicants, of which 45 were selected-22 students came from the public sector and 23 students came from the private sector.
-
Khursid, Z.: Preparing catalogers for the electronic environment : an analysis of cataloging and related courses in the Arabian Gulf region (1998)
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- Date
- 10. 3.1997 9:23:19
12.12.1998 18:29:38
-
Brandt, D.S.: What does 'teaching the Internet' mean? (1995)
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- Abstract
- The Internet is a complex system and the machanics of Internet software and the information seeking process can not be taught in isolation. Information skills should be taught in the context of teaching about the software and hardware. Gives examples of how trainers can weave these skills together
-
Bundesregierung: Digitale Bildung voranbringen (2016)
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- Abstract
- Webseite zum Nationalen IT-Bildungsgipfel am 16./17.11.2016 in Saarbrücken: ""Lernen und Handeln in der digitalen Welt prägen unseren Alltag", so Bundeskanzlerin Merkel auf dem IT-Gipfel in Saarbrücken. Deshalb müsse digitale Bildung auch allen zugänglich sein. Sie appellierte an Schüler und Lehrer, neuen Entwicklungen offen und neugierig gegenüber zu stehen."
- Content
- Vgl.dazu die Presseinformation der Deutschen Mathematiker Vereinigung: "*Inhalte statt Geräte* Zum Nationalen IT-Gipfel, der am 16. und 17. 11. 2016 in Saarbrücken stattfindet, appelliert die Deutsche Mathematiker-Vereinigung: Nicht das bloße Verwenden digitaler Medien, sondern das Verständnis ihrer Grundlagen schafft die Voraussetzung für einen souveränen digitalen Wandel. Ohne die richtigen Lerninhalte bleiben Soft- und Hardwarelieferungen eine Scheinlösung./
Berlin, 15. November 2016. Der Vorstand der Deutschen Mathematiker-Vereinigung fasst seine Position zur "Bildungsoffensive zur digitalen Wissensgesellschaft" wie folgt zusammen. Um die technischen, wirtschaftlichen und gesellschaftlichen Herausforderungen der Digitalisierung zu meistern, muss auf allen Ebenen der Bildung gehandelt werden. Wir begrüßen den Willen der deutschen Bildungspolitik, ihren Handlungsspielraum auf diesem Feld zu nutzen. Mit ihrer gegenwärtigen Schwerpunktsetzung schafft die "Bildungsoffensive zur digitalen Wissensgesellschaft" aus unserer Sicht allerdings eine Scheinlösung und könnte ihr Ziel verfehlen. Deshalb plädieren wir dafür, den Schwerpunkt der Debatte und der "Offensive" zu verschieben. Ziel sollte sein, grundlegende Kompetenzen zu vermitteln, die Lernende zu einem mündigen Umgang mit digitalen Neuerungen befähigen. Wir fordern: Inhalte statt Geräte!
Tablets und soziale Netzwerke verwenden zu können, heißt noch lange nicht, den digitalen Wandel zu meistern. Vollständig digital kompetent ist und bleibt auf lange Sicht nur, wer die theoretischen Grundlagen versteht. Diese Grundlagen entstehen nicht als Nebeneffekt beim Lernen mit digitalen Medien, sondern müssen separat und fokussiert im Unterricht vermittelt werden. Digitale Medien können und sollten hierzu nur ergänzend eingesetzt werden. Nach Erfahrung der überwältigenden Mehrheit der Mathematikerinnen und Mathematiker weltweit sind Tafel, Papier und das direkte Unterrichtsgespräch meist viel besser geeignet. Auch dürfen diese Grundlagen nicht allein Hochbegabten oder digital Affinen vorbehalten bleiben, sondern müssen Teil der Allgemeinbildung werden. Ohne die vorherige Vermittlung dieser Grundlagen ist die Belieferung von Bildungseinrichtungen mit Soft- und Hardware hingegen eine Scheinlösung. Bleiben die richtigen Lerninhalte aus, hemmt sie sogar den Anstieg der Digitalisierungskompetenz in Deutschland. Stattdessen wird die Lernzeit der Lernenden überfrachtet, und oberflächlich sinnvolle Inhalte verdrängen den Erwerb von Grundlagen.
Wir halten es daher für fehlgeleitet, an erster Stelle in digitale Medien zu investieren. Reduziert man Digitalisierungskompetenz auf den Umgang mit digitalen Medien, so glaubt man irrig, Digitalisierungskompetenz entstehe erschöpfend im Lernen mithilfe digitaler Medien. Das Gegenteil ist aber richtig: Erst die auf Grundlagen sorgfältig aufbauende Digitalkompetenz kann das enorme Potenzial moderner Hard- und Software voll nutzen! Digitale Medien sollten nicht um ihrer selbst willen und auf Kosten der Zukunft Lernender gefördert werden. Wir fordern über die föderalen Hemmnisse hinweg, die allgemeinen Rahmenbedingungen für die Bildung zu verbessern. Wir fordern den Unterricht in den Fächern Mathematik und Informatik zu stärken und nicht weiter auszudünnen, damit hier die grundlegende und langfristige Digitalisierungskompetenz vermittelt werden kann. Wir fordern, die Lehrerbildung in diesen Bereichen substanziell zu verbessern. Wir fordern, analytisches Denken gezielt zu lehren und diesem Anliegen Priorität zu geben." (https://dmv.mathematik.de/index.php/aktuell-presse/presseinformationen)
Vgl. auch das Interview von Nicole Köster mit Gerald Lembke zum Thema Digitale Medien und Digitale Bildung unter: http://www.swr.de/swr1/bw/programm/leute/wirtschaftswissenschaftler-und-experte-fuer-digitale-medien-gerald-lembke/-/id=1895042/did=19052140/nid=1895042/1izaxt1/index.html.
- Date
- 22. 2.2017 17:14:47
-
Garcla-Marco, F.J.: Teaching thesaurus construction : a top-down approach for LIS undergraduate programmes (2016)
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- Date
- 20. 1.2019 12:42:23
- Source
- Knowledge organization for a sustainable world: challenges and perspectives for cultural, scientific, and technological sharing in a connected society : proceedings of the Fourteenth International ISKO Conference 27-29 September 2016, Rio de Janeiro, Brazil / organized by International Society for Knowledge Organization (ISKO), ISKO-Brazil, São Paulo State University ; edited by José Augusto Chaves Guimarães, Suellen Oliveira Milani, Vera Dodebei
- Theme
- Konzeption und Anwendung des Prinzips Thesaurus
-
Mulvany, J.D.: Teaching book indexing : a curriculum (2002)
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- Source
- Indexer. 23(2002) no.1, S.2-7
-
Coates, S.: Teaching of book indexing (2002)
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- Source
- Indexer. 23(2002) no.1, S.15-17
-
Brittain, M.: Implications for LIS education of recent developments in expert systems (1987)
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- Source
- Information processing and management. 23(1987), S.139-152
-
Gorman, M.: How cataloging and classification should be taught (1992)
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- Source
- American libraries. 23(1992) no.8, S.694-697
