020 Bibliotheks- und Informationswissenschaften
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In einem ersten Abschnitt werden das Berufsfeld, die Kernbereiche und die durch den Technologiewandel forcierten Erweiterungs- und Konvergenztendenzen der Informationsberufe Archiv, Bibliothek, Information und Dokumentation betrachtet. Aus dem ständigen Anstieg der Bandbreite der beruflichen Anforderungen und Einsatzmöglichkeiten resultiert die Forderung nach Ergänzung der Generalistenausbildung durch den Ausbau der Spezialisierungsangebote und der Flexibilisierung der Ausbildung. Der zweite Abschnitt skizziert unter dem Aspekt der Realisierbarkeit dieser Forderungen den institutionellen. rechtlichen und personellen Rahmen und die Strukturbedingungen des Lehr-, Studien- und Prüfungssystems, vor allem der gegenwärtigen deutschen Bibliothekarausbildung auf Fachhochschulebene. Ein dritter Abschnitt entwickelt als Resumee den Vorschlag einer integrierten Ausbildung der Informationsberufe und deren zusätzliche Kombinationsmöglichkeit mit dem Studium in anderen Fachbereichen (z.B. Wirtschaft udgl.) , um durch eine modulare Ausbildung nach dem Baukastenprinzip in den Überlappungs- und Spezialisierungsbereichen Flexibilität und Professionalität in der Ausbildung mit der Bereitstellung von Absolventen für die verschiedensten fachlich unspezifischen wie spezifischen Berufseinsatzfelder verbinden zu können.
Düsseldorf is the capital of North Rhine-Westphalia, the state with the highest number of inhabitants in Germany. The city has a rich cultural history: The theatre history started in 1485 (the festivities in the context of a princely marriage at Düsseldorf). Theatre historiography marks three great periods for Düsseldorf (Immermann, 1834-1837; Dumont-Lindemann, 1905-1933; Gründgens, 1947-1955). The city has a long history of involvment with film, too. For instance the first German film journal „Der Kinematogaph“ began publishing here in 1907. Düsseldorf became after 1945 a distribution center and served for decades as site of all major German and foreign distributors‘ headquartes. It offers still a lot of cultural events: performing arts in different forms (theatre at the Düsseldorfer Schauspielhaus, musical at the Capitol, opera and ballet at the German Opera Düsseldorf-Duisburg, dance at the Tanzhaus (Dance House) North Rhine-Westphalia, free and independant theatre groups, private theatres, cinema, media, museums, cultural institutions, representing other countries like France, Poland ...
Elektronische Informationsressourcen, wie beispielsweise elektronische Zeitschriften und Datenbanken, gewannen in den letzten Jahren zunehmend an Bedeutung im Feld der akademischen Literaturversorgung. Mit diesem Trend einhergehend konnten Veränderungen der Bezugspraxis bei Bibliotheken einerseits und neue Preis- und Geschäftsmodelle bei Verlagen andererseits beobachtet werden. Neben der bequemeren Nutzbarkeit für die Leser bietet das neue Medium auch neue Formen des Kostencontrollings und der Optimierung für die Abnehmer. Dieser Workshop soll sich mit der Frage der Kostenrechnung und -verteilung für Konsortien für elektronische Informationsressourcen insbesondere eJournals beschäftigen. Dabei werden die neuen Möglichkeiten der Nutzungsmessung besonders berücksichtigt. Neben den theoretischen Ansätzen werden auch konkrete Beispielrechnungen durchgeführt und die Praktikabilität für die Umsetzung in der Praxis im besonderen Maße diskutiert.
Teaching information literacy: substance and process This presentation explores the concept of information literacy within the broader context of higher education. It argues that, certain assertions in the library literature notwithstanding, the concepts associated with information literacy are not new, but rather very closely resemble the qualities traditionally considered to characterize a well-educated person. The presentation also considers the extent to which the higher education system does indeed foster the attributes commonly associated with information literacy. The term information literacy has achieved the immediacy it currently enjoys within the library community with the advent of the so-called "information age" The information age is commonly touted in the literature, both popular and professional, as constituting nothing short of a revolution. Academic librarians and other educators have of course felt called upon to make their teaching reflect both the growing proliferation of information formats and the major transformations affecting the process of information seeking. Faced with so much novelty and uncertainty, it is no surprise that many have felt that these changes call for a revolution in teaching. It is within this context that the concept of information literacy has flourished. It is argued in this presentation, however, that by treating information literacy as an essentially new specialty that owes much of its importance to the plethora of electronic information, we risk obscuring some of the most fundamental and enduring educational values we should be imparting to our students. Much of the literature on information literacy assumes - rather than argues - that recent changes in the way we approach education are indications of progress. Indeed, much of the self-narrative that institutions produce (in bulletins, mission statements, web sites, etc.) endorses an approach to education that will result in lifelong learners who are critical consumers of information. After critically examining the degree to which such statements of educational approach reflect reality, this presentation concludes by considering the effects of certain changes in the culture of higher education. It considers particularly the transformation - at least in North America - of the traditional model of higher education as a public good to a market-driven business model. It poses the question of whether a change of this significance might in fact detract from, rather than promote, the development of information literate students.
Using faculty-librarian partnerships to ensure that students become information fluent in the 21st century In the 21st century educators in partnership with librarians must prepare students effectively for productive use of information especially in higher education. Students will need to graduate from universities with appropriate information and technology skills to enable them to become productive citizens in the workplace and in society. Technology is having a major impact on society; in economics e-business is moving to the forefront; in communication e-mail, the Internet and cellular telephones have reformed how people communicate; in the work environment computers and web utilizations are emphasized and in education virtual learning and teaching are becoming more important. These few examples indicate how the 21st century information environment requires future members of the workforce to be information fluent so they will have the ability to locate information efficiently, evaluate information for specific needs, organize information to address issues, apply information skillfully to solve problems, use information to communicate effectively, and use information responsibly to ensure a productive work environment. Individuals can achieve information fluency by acquiring cultural, visual, computer, technology, research and information management skills to enable them to think critically.
Information literacy is a mosaic of attitudes, understandings, capabilities and knowledge about which there are three myths. The first myth is that it is about the ability to use ICTs to access a wealth of information. The second is that students entering higher education are information literate because student centred, resource based, and ICT focused learning are now pervasive in secondary education. The third myth is that information literacy development can be addressed by library-centric generic approaches. This paper addresses those myths and emphasises the need for information literacy to be recognised as the critical whole of education and societal issue, fundamental to an information-enabled and better world. In formal education, information literacy can only be developed by infusion into curriculum design, pedagogies, and assessment.
Navigating information, facilitating knowledge: the library, the academy, and student learning
(2004)
Understanding the nature and complementarity of the phenomena of information and knowledge lend not only epistemological clarity to their relationship, but also reaffirms the place of the library in the academic mission of knowledge transfer, acquisition, interpretation, and creation. These in turn reassert the legitimacy of the academic library as necessary participant in the teaching enterprise of colleges and universities. Such legitimacy induces an obligation to teach, and that obligation needs to be explored and implemented with adequate vigor and reach. Librarians and the academy must, however, concede that the scope of the task calls for a solution that goes beyond shared responsibilities. Academic libraries should assume a full teaching function even as they continue their exploration and design of activities and programs aimed at reinforcing information literacy in the various disciplines on campus. All must concede that need for collaboration cannot provide grounds for questioning the desirability of autonomous teaching status for the academic library in information literacy education