Advertising has long been of interest to semiotic, linguistics and pragmatic
theorists including Barthes (1957; 1977), Williamson (1978), Myers (1994),
Cook (2001) and Tanaka (1994). Marketing scholars, including Brierley (2002)
and Beaseley (in Beaseley & Danesi, 2002) show a reciprocal interest in the
potential for semiotics to advance their discipline, but there is no apparent
awareness of theories of pragmatics or its relevance to their field. While
semiotics offers a tool in understanding how meaning is conveyed through
linguistic and non-linguistic signs, pragmatics focuses upon language, speaker
intentions and the interpretation of utterances in context. This study compares
these two approaches in understanding the creative processes involved in the
design of advertisements. Universities and professional bodies were contacted
to ascertain whether these subjects were taught to prospective and practising
advertising professionals and, if so, what was the precise content. Considerable
variation is found between institutions, ranging from no input to a moderate
level of input in semiotics; pragmatics is absent in the syllabus. Where semiotics
is taught, it is confined to using theories to deconstruct selected advertisements
rather than employing semiotic principles as a design technique. In addition, five
copywriters are interviewed to ascertain their awareness of semiotics and, more
generally, the creative processes they adopt. While a vague knowledge of the
theories is reported, and some appreciation of their possible relevance to the
industry, practitioners make no attempt to apply semiotics systematically in
their design practices. There is evidence of an awareness of the effects of
signification and context which aligns with the theoretical frameworks, although
this alignment can be explained more through intuition and job experience than
a conscious application of theories. It is recommended that further research
should be conducted into the value of teaching semiotics to marketing students,
that an applied semiotic method is developed specifically for students of
advertising and that consideration is given to incorporating aspects of
pragmatics into their training.

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Encounters between theory and practice: Semiotic and pragmatic principles in advertising

This article reports on initial findings of a three-country (South Africa, Brazil and United States) study on cataloguing and classification education. Copies of the questionnaire were distributed to the heads of library schools and to cataloguing and classification instructors in South Africa, the United States, and Brazil. The substance of the two questionnaires was the same in all three countries, but changes were made primarily to clarify terminology and national conventions for ethics review. The questionnaires included multiple choice questions and open-ended questions, producing both quantitative and qualitative data. Findings were confirmed through interviews and course syllabi. The results of the study found more similarities than differences in CCE among the countries. The authors speculate that these differences among the three countries may be due to the influence of different European traditions on the development of LIS education in each country. Other differences include the use and availability of technology and the L-word/I-word controversy. The findings of the initial data analysis reported here reveal numerous areas that merit further scrutiny. Further results are derived from analysis of correlations in the data and qualitative analysis of the questionnaires’ many open-ended questions. Keywords: Cataloguing and Classification Education, CCE, Knowledge Organisation, Information Organisation, LIS Education, Brazil, South Africa, USA

A Comparison of Cataloguing and Classification Education (CCE) in Library and Information Science in South Africa, Brazil and the USA (SOBUSA): An Overview

Abstract This study aimed to use the Kirkpatrick four-stage model to evaluate the learning outcomes of information organization (IO) courses. The study used the learning outcomes evaluation method and case studies; the evaluation method was used to transform the expected achievement and course goal according to cataloging competencies. The 3-credit “information organization” (IO) course at National Chengchi University and enrolled students during the 2016 fall semester were selected as the case study, with the study population consisting of 33 graduate students of two classes. Cataloging competencies were transformed into learning objectives and ten course units for the IO course, including information organization concept, descriptive cataloging, subject analysis, cataloging management and technology. The study used the four–stage Kirkpatrick model to evaluate student learning outcomes of the IO course, including evaluation of the level 1 reaction, level 2 learning, level 3 behavior and level 4 results. The empirical data collected from the course tasks was used to evaluate level 2 through three assignments, four tests and a final examination, while a questionnaire survey was used to evaluate levels 1, 3 and 4, with the student satisfaction score 4.51, shown with the IO course. As the average student achievement score was 83.48 points, the post-test scores of two classes’ graduate students were significantly higher than pre-test scores, with the study thus proving that all students made progress after taking the courses. Based on the Kirkpatrick model, the results provide favorable evidence for course effectiveness and its value, as well as illustrating that the students learned well on the information organization course.

Student Learning Outcomes Assessment for an Information Organization Curriculum Based on the Kirkpatrick Framework

Apart from that, the skill of exceptional cataloguing is being acquired over the years of working in the field. Since according to our syllabi, the sufficient knowledge and skills should be successfully transferred to students through courses that teach information organization and cataloguing, educators have been trying for years to find the best ways to make the process of transferring it to students as successful as possible. The present paper addresses the purpose and the manner of teaching and learning the information organization as well as the importance and place that future information science professionals have in the contemporary online environment. The paper presents the implementation of the practical classes and the teaching of the process of cataloguing through the courses Organizacija informacija (Organisation of Information) and Teorija i praksa organizacije informacija (Theory and Practice of Organisation of Information) at the Department of Information Sciences of the University of Osijek. An additional aim of the paper was therefore to present the results of a survey conducted among undergraduate and graduate students on the experiences and attitudes based on working with COBISS, as well as their opinion on the virtual practical courses on descriptive cataloguing.

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Organizacija informacija i katalogizacija: temelj obrazovanja informacijskih stručnjaka

This study aimed to use the Kirkpartick four-stage model to evaluate the learning outcomes of information organization (IO) courses. The objectives of the study were as follows: (1) to evaluate the learning outcome of information organization courses using the Kirkpatrick model; (2) to apply cataloging core competencies to course design for information organization curricula; (3) to explore the learning process and learning outcome of graduate students on information organization courses. The study used the learning outcome evaluation method and case studies; the evaluation method was used to transform the expected achievement and course goal according to cataloging competency. The "information organization" (IO) and the students on the course at National Chengchi University during 2016 fall semester were selected as the case study. The study population consisted of 33 graduate students of two classes. Cataloging competencies were transformed into learning objectives and ten course units of 14 sessions for the IO course, including information organization concept, descriptive cataloging, subject analysis, authority control, cataloging management and technology. The study used the 4–stage Kirkpatrick model to evaluate the student learning outcome of the IO course, including evaluation level 1 reaction, level 2 learning, level 3 behavior and level 4 results. The empirical data collected from the course tasks was used to evaluate level 2 through three assignments, four tests, and final examination. A questionnaire survey was used to evaluate level 1, 3, 4. The results of student satisfaction score was 4.51, showing with the IO course. As the average student achievement score was 83.48 points, the post-test scores of two classes’ graduate students were significantly higher than the pre-test scores, the study thus proved that students learn effective results. In conclusion, the results demonstrated that students were more confident in their study and work, their behavior changed and positive learning results were gained after studying on the IO course. Based on the Kirkpatrick model, the results provide favorable evidence for course effectiveness and its value and the students learned well on the information organization course.

/pdf/student-learning-outcome-assessment-for-an-information-4thcb56xer.pdf

Student Learning Outcome Assessment for an Information Organization Curriculum Based on the Kirkpatrick Framework

This study investigates theory versus practice in cataloging education in Oman. In-depth interviews were conducted for data collection. Important findings of the study indicate big variations in the students’ views on the balance between theory and practice in different cataloging courses. Although the dominant opinions denote a big gap between theoretical and practical aspects of some courses, the practice of others seems sufficient. Positive practical results emerged for subject analysis and classification as a result of the online availability of their tools in the university, and there was consistency of teaching methods in the training process at the libraries.

Omar Sulaiman Fadlallah

Papers

Theory versus Practice in Cataloging Education in Oman: Students’ Perspectives