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1

Topic maps in the library education

100%
Toth M.
Tudomanyos es Muszaki Tajekoztatas ( Scientific and Technical Information; Hungarian journal of library and information science)
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2008
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vol. 55
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issue 6
251-269
EN
The importance of semantic based programming methods in document handling is growing, therefore the semantic web and topic map technologies in library education are more relevant. The article, based on the author's experiences in Norway, presents one possible way of teaching the field of topic maps; the basic terms of the technology: topic, association, occurence, name and role types; topic map syntaxes (LTM, XTM) and useable softwares for education purpose (Omnigator, Vizigator, Ontopoly). During the topic map education, students can learn also the basic terms of the semantic web, the basics of ontology editing and some terms of knowledge management (knowledge mapping). By using the presented practise the competitiveness of library education can be risen.
2

Byc bibliotekarzem i pracowac w bibliotece

80%
Kurek-Kokocińska S.
Zagadnienia Informacji Naukowej
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2012
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issue 2(100)
78-88
EN
The article is a review of current research concerning library education and potential employment. The most effective and popular form of looking for a job is sending applications to specific institutions and employers.
3

The European Union as an issue in the curricula of library education and training in Hungary

80%
Palvolgyi M.
Tudomanyos es Muszaki Tajekoztatas ( Scientific and Technical Information; Hungarian journal of library and information science)
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2004
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vol. 51
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issue 3/4
137-146
EN
The paper gives an overview of how the Library and Information Science Departments in Hungary are integrated into the training and education on the theme 'European Union', and how this fits into efforts of international and Hungarian EU training and information institutions. A historical survey is given on the organic evolution of courses on the European Union, and European Union information with examples based on a coherent scheme of training and continuing professional education courses. The EU information courses introduced in the frames of the credit-based new library and information science programmes in 2002-2003 are presented, as well as the continuing education courses accredited by the Ministry of Cultural Heritage. Examples of EU information courses at LIS Departments at universities (Budapest, Szeged), and colleges (Eger, Szombathely etc.) are given, with related curriculum and courses development efforts, including goals, objectives, contents, structures, methods, and learning organisation issues. Following the 7 levels of the global/local information and communication spectrum it becomes clear - through a number of facts and examples - how global, EU-regional, national, regional, local and institutional information/communication efforts and cooperation schemes are related to the topic and level of the European Union. The paper concludes with development goals in the crucial period of joining the European Union and the European Higher Education Space
4

About the two information „poles” of the global cultural system

80%
Rozsa G.
Tudomanyos es Muszaki Tajekoztatas ( Scientific and Technical Information; Hungarian journal of library and information science)
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2004
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vol. 51
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issue 8
349-351
EN
The cancellation of 96% of the foreign periodicals subscriptions, as well as the transformation of the sumptuous main reading room into a hall for 'general cultural purposes' are just the first signs of the process of degradation of the prestigious Central Library of the Eötvös Loránd University in Budapest. Although academic libraries in Hungary have seen some positive developments over the past years, there have been a few disturbing anomalies, such as the liquidation of the National Technical Information Centre and Library (OMIKK) or the general budget cut for foreign periodicals subscribed to by academic libraries and the 'reallocation of funds' within this budget. The cutting edge information and communication technologies seem to prevail over libraries, whereas, according to the author, Internet should be a tool for libraries and not the other way round. Some recommendations for the future include the adoption of a high level preparatory mechanism that would precede any decision making in connection with prestigious historical libraries (such a mechanism would also support the library authorities); the reform of the library and information sciences training in higher education with the aim to reserve its interdisciplinary character and independent status from faculties; the enhancement of the role of libraries in the new system of higher education and academic qualifications; and the motivation of the players of the information technologies market to provide sponsorship for (traditional) library purposes. The financing of central libraries of academic libraries should be separated from faculty and department libraries.
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