Streams, structures, spaces, scenarios, societies (5s): A formal model for digital libraries
ACM Transactions on Information Systems (TOIS)
Developing a digital library education program
Proceedings of the 5th ACM/IEEE-CS joint conference on Digital libraries
Teaching knowledge organization: educator, employer and professional association perspectives
Journal of Information Science
ASIS&T Thesaurus of Information Science, Technology, And Librarianship (Asist Monograph Series)
ASIS&T Thesaurus of Information Science, Technology, And Librarianship (Asist Monograph Series)
Journal of Information Science
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This paper presents the results of a study examining the subject content of knowledge organization courses taught in ALA-accredited Library and Information Science (LIS) programmes. Close to 2000 course readings of introductory-level knowledge organization courses from 34 LIS schools in the USA and Canada were analysed and indexed. Results indicate that traditional bibliographic methods and practices remain at the core of knowledge organization courses. Findings also show that metadata has become a central component of course content and new topics from information architecture to markup languages and semantic web are becoming part of introductory-level knowledge organization education.