Knowledge organization and classification education
Abstract: Each objective listed in courses entirely or partially dedicated to knowledgeorganization (KO) and bibliographic classification in 30 distinct LIS programs was categorized as to: 1. its nature; 2. its subject; 3. its focus; 4. its taxonomic level. The results tend to reinforce observations made over the past 30 years in relation to KO and classification courses. Teaching and learning objectives tend to bevery general, with a clearly dominant theoretical focus. Few objectives focus specifically on the complex process of analyzing subjects, and on new types of skills now required to work with classification structures available in digital form. And even if KO educators recognize the necessity for students to develop high-level analytic and evaluative skills, there are very few references to those skills in current course objectives.
Michèle Hudon; Laure Amélie Guitard: KO and classification instruction objectives: Are we keeping up with the transformation of our field? In Transition Cultures, Transition KO: Evolving Exploration, Critical Reflection, and Practical Work: Proceedings of the 4th North American Symposium on Knowledge Organization (NASKO 2013), Milwaukee, WI, USA, 13-14 juin 2013, 112-121
(cc) BY The Authors, published by International Society for Knowledge Organization Chapter for Canada + United States
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