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以ILAS 5.0 系统为例, 试图分析有关图书馆自动化系统设计和实现方面的几个普遍性问题及其解决方案。认为多用户系统的菜单界面应设计为动态可变网络, 使不同级别、用途的用户只面对与自己相关的菜单选项, 以增加系统数据的安全可靠性。文章强调系统在接受ISBN 数据录入时应具有自动校验、分段识别功能, 并以210 出版者字段、200 字段中责任说明等的自动生成为例, 说明书目数据的“自动生成”应本着简便、科学的原则, 真正有利于减轻用户的劳动; 以200 字段责任说明为例, 详细分析了ILAS 系统处理西文文献(及其中译本) 时在MARC 格式方面存在的问题及其解决方法。而书本式目录的排序问题则表明系统提供的功能还应尽可能地符合大多数人的习惯用法。实际表明, 对CNMARC 作一些修改是必要的, 但必须在程序方面也作出相应的改变。最后, 文章还认为应给用户提供简单、可行的与外界进行数据交换的手段。相似文献

13.

网络文献与网络阅读探析 总被引：14，自引：0，他引：14

耿玉玲《图书馆论坛》2006,26(2):121-122,129

介绍了网络文献的特点及分类。探讨了网络阅读的形式和特点。分析了网络阅读存在的观感、噪音、操作和习惯等问题。相似文献

14.

The changing role of school/media resource libraries in secondary schools in Singapore and the need to implement mandatory standards, 1946–2010: Issues,challenges and opportunities

Peng Han Lim 《International Information and Library Review》2013,45(4):250-256

The aim of this paper is to study the development and evolution of secondary school libraries into Media Resource Libraries (MRLs) in Singapore after the Second World War and the rationale to have mandatory school library standards. It is an historical survey analysing published data about the linkages of libraries and librarianship, school library standards, education and school reforms in Singapore. It analyses historical and current documents on the roles played by stakeholders like the Library Association of Singapore (LAS) and the Ministry of Education (MOE) in the introduction and development of school library standards. The need for school libraries standards was first discussed when the Malayan Library Group (MLG) organised the first course on librarianship for school teachers in 1955, but, with no follow through. The need for school libraries standards was also mentioned by the LAS in 1962 in a memorandum to the Commission of Enquiry into Education to train teacher librarians and adopt school library standards. However, this was left out in the final report of the Commission published in 1964. The need for school library standards was discussed in a school library seminar for 150 teacher librarians in 1970. The first Recommended Minimum Standards for Secondary School Libraries was published two years later by the Standing Committee on Libraries set up by the MOE, but it was not mandatory for schools to adopt the standards. In 1997 the MOE launched its “Thinking School Learning Nation” vision to teach thinking skills. Students were expected to do multidisciplinary project work and be independent users of information. The MOE began to convert school libraries into Media Resource Libraries (MRLs) with print and non-print materials. However, a survey conducted in 2001 on the roles and competencies of 112 Library Coordinators (LCs) or teacher librarians revealed that they lack the skills and knowledge to manage MRLs effectively. This is because subsequent school library standards published in 1983 and 2002 did not require trained and full-time teacher librarians to manage the MRLs. Furthermore, it is essential for the standards to be periodically updated with regards to professional staff, collection development, facilities, Information and Communications Technology (ICT) infrastructure and school library programs. Otherwise, MRLs risk being “hollow shells still considered on the periphery of core educational requirements, and are run by teachers not professionally prepared to do the work” (Hart, 2001, p. 25). The national standards published in the United States from 1918 to 2008 are well researched and provide substantive guidelines to develop school libraries. Therefore, it is essential for the MOE to formulate MRL standards by doing comparative studies of school library standards in other countries. These standards have to be mandatory and fully adopted by the schools. It provides opportunities for stakeholders like the LAS, National Library Board (NLB), the National Institute of Education (NIE), and the Singapore Teachers’ Union, to collaborate in the formulation of these standards and take collective ownership to implement them. 相似文献

15.

The changing role of school/media resource libraries in secondary schools in Singapore and the need to implement mandatory standards, 1946–2010: Issues, challenges and opportunities

Peng Han Lim 《International Information and Library Review》2011,(4):250-256

The aim of this paper is to study the development and evolution of secondary school libraries into Media Resource Libraries (MRLs) in Singapore after the Second World War and the rationale to have mandatory school library standards. It is an historical survey analysing published data about the linkages of libraries and librarianship, school library standards, education and school reforms in Singapore. It analyses historical and current documents on the roles played by stakeholders like the Library Association of Singapore (LAS) and the Ministry of Education (MOE) in the introduction and development of school library standards. The need for school libraries standards was first discussed when the Malayan Library Group (MLG) organised the first course on librarianship for school teachers in 1955, but, with no follow through. The need for school libraries standards was also mentioned by the LAS in 1962 in a memorandum to the Commission of Enquiry into Education to train teacher librarians and adopt school library standards. However, this was left out in the final report of the Commission published in 1964. The need for school library standards was discussed in a school library seminar for 150 teacher librarians in 1970. The first Recommended Minimum Standards for Secondary School Libraries was published two years later by the Standing Committee on Libraries set up by the MOE, but it was not mandatory for schools to adopt the standards. In 1997 the MOE launched its “Thinking School Learning Nation” vision to teach thinking skills. Students were expected to do multidisciplinary project work and be independent users of information. The MOE began to convert school libraries into Media Resource Libraries (MRLs) with print and non-print materials. However, a survey conducted in 2001 on the roles and competencies of 112 Library Coordinators (LCs) or teacher librarians revealed that they lack the skills and knowledge to manage MRLs effectively. This is because subsequent school library standards published in 1983 and 2002 did not require trained and full-time teacher librarians to manage the MRLs. Furthermore, it is essential for the standards to be periodically updated with regards to professional staff, collection development, facilities, Information and Communications Technology (ICT) infrastructure and school library programs. Otherwise, MRLs risk being “hollow shells still considered on the periphery of core educational requirements, and are run by teachers not professionally prepared to do the work” (Hart, 2001, p. 25). The national standards published in the United States from 1918 to 2008 are well researched and provide substantive guidelines to develop school libraries. Therefore, it is essential for the MOE to formulate MRL standards by doing comparative studies of school library standards in other countries. These standards have to be mandatory and fully adopted by the schools. It provides opportunities for stakeholders like the LAS, National Library Board (NLB), the National Institute of Education (NIE), and the Singapore Teachers’ Union, to collaborate in the formulation of these standards and take collective ownership to implement them. 相似文献

16.

网络资源编目中机读目录格式与都柏林元数据格式的比较研究 总被引：1，自引：0，他引：1

权金华庞淑杰《图书馆学研究》2005,(10):46-48,53

本文从网络资源编目的意义出发，引出机读目录格式与都柏林元数据格式用于网络资源编目的原因．探讨了两种格式的联系与区别。并分析了二者在网络资源编目上存在的问题，提出在网络资源编目中二者应共存互补。相似文献

17.

Library anxiety among Polish students: Development and validation of the Polish Library Anxiety Scale

Marzena wigo&#x; 《Library & information science research》2011,33(2):364-150

The Polish Library Anxiety Scale (P-LAS) was developed and validated using as bases Bostick's Library Anxiety Scale (LAS) and three other scales: Multidimensional LAS (MLAS), Hebrew-LAS (H-LAS), and Kuwait-LAS (K-LAS). P-LAS consists of six components: barriers related to staff, personal affect, technology, library knowledge, library comfort, and resources. The research to develop this instrument took place in two empirical stages. Initial research using P-LAS concluded that about 40% of surveyed Polish students may be affected by some form of library anxiety. The general level of library anxiety among Polish respondents was relatively low. 相似文献

18.

新时期图书馆读者服务工作之我见 总被引：3，自引：0，他引：3

姚丽华《津图学刊》2002,(3):56-58

本文分析了新时期图书馆的网络信息环境，对图书馆读者服务应该侧重于发展网络导引，网络参考咨询，信息开发，读者或用户教育以及如何开展这些工作做了初步探讨。相似文献

19.

网络分类体系研究及其竞争行为分析

孙鹏飞《河南图书馆学刊》2006,26(1):15-16

本文从网络分类体系与传统分类体系的不同和网络分类体系的存在问题的分析入手,对网络分类体系的竞争行为及其选择网络分类体系的必然性进行了分析。相似文献