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CANKIRI KARATEKIN UNIVERSITY Bologna Information System

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  • Course Information
    • Course Title Code Semester Laboratory+Practice (Hour) Pool Type ECTS
    Subject Specialization BBY312 FALL-SPRING 2+0 E 4
    Learning Outcomes
    1-evaluates basic concepts of collection management
    2-compares components and policies of collection management
    3-examines selection and acquisition theories in collection management and its types
    4-decides selection acquisition policies for electronic resources
    5-decides preservation and conservation policies in collection management
    6-determines consortium activities and resource sharing in collection management
  • ECTS / WORKLOAD
    • ActivityPercentage

    (100)

    		NumberTime (Hours)Total Workload (hours)
    Course Duration (Weeks x Course Hours)14228
    Classroom study (Pre-study, practice)14114
    Assignments012020
    Short-Term Exams (exam + preparation) 0000
    Midterm exams (exam + preparation)4012424
    Project0000
    Laboratory 0000
    Final exam (exam + preparation) 6013434
    0000
    Total Workload (hours)   120
    Total Workload (hours) / 30 (s)     4 ---- (4)
    ECTS Credit   4
  • Course Content
    • Week Topics Study Metarials
    1 Introduction to subject specialization in information centers
    2 Definition and scope of subject specialization R1 - CHAPTER 1
    3 History and development of subject specialization
    4 Importance and roles of subject specialists in information centers
    5 The knowledge and obligations of the subject specialist R2- CHAPTER 1, R3, R4
    6 Subject specialization applications in information centers in Turkey R6
    7 Examples of applications and approaches in subject specialization
    8 Subject specialization and subject guides R6, R8
    9 Sample Subject Guide
    10 Subject Guide Tools
    11 Approaches in Preparing Subject Guide
    12 Subject Guide Enrichment Approaches
    13 Grading Subject Guide R7
    14 Project presentations
    Prerequisites -
    Language of Instruction Turkish
    Responsible Assoc. Dr. Kasım BİNİCİ
    Instructors -
    Assistants -
    Resources K1. Dale, P. (2016). Subject Librarians: Engaging with the Learning and Teaching Environment. Brookfield, GB: Routledge. http://site.ebrary.com/lib/karatekin/docDetail.action?docID=10211472 adresinden erişildi.
    K2. Kane, L. T. (2011). Working in the Virtual Stacks: The New Library and Information Science. Chicago, IL, USA: ALA Editions. http://site.ebrary.com/lib/karatekin/docDetail.action?docID=10486800 adresinden erişildi.
    K3. White, G. W. (1999). Academic subject specialist positions in the United States: A content analysis of announcements from 1990 through 1998. The Journal of Academic Librarianship, 25(5), 372-382. doi:10.1016/S0099-1333(99)80056-1
    K4. Bruxvoort, D. ve Fruin, C. (2014). Library support for faculty/researcher publishing. http://publications.arl.org/Library-Support-Faculty-Publishing-SPEC-Kit-343/ adresinden erişildi.
    K5. Meier, J. J. (2010). Solutions for the New Subject Specialist. Endnotes: The Journal of the New Members Round Table, 1(1). http://www.ala.org/nmrt/files/oversightgroups/comm/schres/endnotesvol1is1/1solutionsforthenews.pdf adresinden erişildi.
    K6. Binici, K. (2016). Bilgi Erişiminde Konu Rehberleri: Türkiye?deki Kütüphaneler Üzerine Bir Değerlendirme. G. Güneş, N. Özel ve T. Çakmak (Ed.), ÜNAK 2013 Konferansı: Bilgi Sistemleri, Platformlar, Mimariler ve Teknolojiler (İstanbul: 2013) içinde (ss. 104?114). Ankara: Üniversite ve Araştırma Kütüphanecileri Derneği. http://unak.org.tr/upload/userfiles/files/UNAK2013bildiri.pdf adresinden erişildi.
    K7. Scull, A. (2014). Fostering Student Engagement and Collaboration with the Library: Student Creation of LibGuides as a Research Assignment. The Reference Librarian, 55(4), 318-327. doi:10.1080/02763877.2014.929076
    K8. Akkaya, M. A. ve Polat, C. (2017). Kütüphane Bilgi Kaynaklarının Etkin Kullanımında Konu Uzmanlığı ve Konu Rehberleri. ÜNAK 2017: Akademik Kütüphanelerde Kaynak Yönetimi, 12 ? 14 Ekim 2017 içinde (s. 8). Ankara: ÜNAK. https://unak.org.tr/yayin/unak-2017-akademik-kutuphanelerde-kaynak-yonetimi/ adresinden erişildi.
    Supplementary Book -
    Goals The purpose of the course is to examine the principles and approaches to the subject specialization in Information centers, and to discuss the contributions of subject specialists to information centers.
    Content In this course we will handle the roles, responsibilities and obligations of the subject specialist, the sample applications and activities of the service approach.
  • Program Learning Outcomes
    • Program Learning Outcomes Level of Contribution
    1 Recognizing and comprehending the terms and concepts (Turkish and foreign) regarding information and records management -
    2 Provision of sensitivity training for social, economic and cultural changes with ability of making analysis in terms of professional perspective. 3
    3 To be aware of problems regarding discipline through assessment, and critical thinking and finally, create solutions. 1
    4 Improving the ability and capacity of systematic thinking. 5
    5 Developing an interdisciplinary perspective and evaluation. 3
    6 Establishing programs leads to information awareness in the society meeting following requirements: enable individuals describe their needs of information and improve ability to find out and evaluate information for themselves. -
    7 Building foundations that is required for information retrieval selectively and comprehend related techniques and methods -
    8 Evaluating information retrieval process in national and international information systems -
    9 Recognizing a variety of information sources (general and special) regarding all subject areas according to types and contents -
    10 Gaining the ability to read and evaluate records and sources in Ottoman language -
    11 Communicating with reel and potential users 3
    12 Foundations of conceptual knowledge of services with respect to types of information centers and their users 1
    13 Gaining the ability to use techniques required for organization of information 3
    14 Recognizing products, systems and models related with information and communication technologies and enhancing use of them. 5
    15 Gaining the ability to measure the quality of digital knowledge by various disciplines and evaluate information services. 5
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