Information Resources Management Association (IRMA) 15th Annual International Conference Innovations through Information Technology

2003 ◽  
Vol 54 (13) ◽  
pp. 1265-1265
Keyword(s):  
Information Technology ◽  
Information Resources ◽  
Resources Management ◽  
International Conference ◽  
Information Resources Management ◽  
Management Association ◽  
Annual International Conference

E-Commerce Curriculum Development and Implementation

2011 ◽  
pp. 159-169
Author(s):  
Linda V. Knight ◽  
Susy S. Chan
Keyword(s):  
Information Systems ◽  
Curriculum Development ◽  
Computer Science ◽  
Information Resources ◽  
Design And Development ◽  
Flexible Approach ◽  
Resources Management ◽  
Successful Model ◽  
Information Resources Management ◽  
Management Association

The very nature of e-commerce requires a rapid, flexible approach to curriculum development. This chapter describes a successful model for the design and development of an e-commerce curriculum, and chronicles the experiences of DePaul University’s School of Computer Science, Telecommunications, and Information Systems in developing an e-commerce master’s degree. Eight key principles for universities seeking to embark on a new e-commerce curriculum are identified. The chapter updates earlier work presented at the 2000 Information Resources Management Association Conference (Knight & Chan).

Curriculum Model of the Information Resource Management Association and the Data Administration Managers Association

2011 ◽  
pp. 240-260
Author(s):  
Eli Cohen
Keyword(s):  
Information Resources ◽  
Global Business ◽  
Business World ◽  
Resources Management ◽  
Curriculum Model ◽  
Information Resources Management ◽  
Management Association ◽  
Management Procedures ◽  
Management Curriculum ◽  
Core Course

Modern organizations recognize the need to maintain and manage information as an organizational asset. They also recognize the need for today’s managers to be well versed in information resources management. This document details an international information resources management curriculum for a four-year undergraduate-level program specifically designed to meet needs. The curriculum provides a model for individual universities to tailor to their particular needs. That is, the IRMA/DAMA Curriculum Model is a generic framework for universities to customize in light of their specific situations. This curriculum model prepares students to understand the concepts of information resources management and technologies, methods, and management procedures to collect, analyze, and disseminate information throughout organizations in order to remain competitive in the global business world. These are all aspects of managing information. It outlines core course descriptions, rationales, and objectives, and includes suggested specific course topics and the percentage of emphasis.

A Study on Cloud Service with Information Resources

2014 ◽  
Vol 513-517 ◽  
pp. 1425-1430
Author(s):  
Xiu Zhen Feng ◽  
Peng Hao
Keyword(s):  
Cloud Computing ◽  
Resource Management ◽  
Cloud Service ◽  
Information Resources ◽  
Information Resource ◽  
Computing Technology ◽  
Service Model ◽  
New Approach ◽  
Resources Management ◽  
Information Resources Management

Cloud computing technology created a brand new approach for further information resources management and utilization. Based on exploring characteristics and applications of cloud computing technology, the study in this paper is focused on cloud service with information resources. The aim of this study is to construct a cloud service model, namely Information Resource as a Service (IRaaS). Our model depicts the components of IRaaS and relationships among those components, which builds up a prime foundation for further studying on both information resource management and service.

scholarly journals Bibliotekininko edukatoriaus ugdymo galimybės: Lietuvos atvejis

2011 ◽  
Vol 58 ◽  
pp. 74-93
Author(s):  
Vincas Grigas
Keyword(s):  
Factor Analysis ◽  
Information Science ◽  
Information Resources ◽  
Professional Standards ◽  
Resources Management ◽  
Research Libraries ◽  
State College ◽  
Information Resources Management ◽  
Study Programme ◽  
Vilnius University

Straipsnyje aptariamos galimybės rengti bibliotekininką edukatorių, kuris galėtų ugdyti informacinio raštingumo gebėjimus. Pagrindinis dėmesys skiriamas bibliotekininko edukatoriaus ugdymo studijų metu analizei. Siekta įvertinti, kiek profesionalius bibliotekininkus rengiančiose Informologijos (Klaipėdos universitetas), Bibliotekininkystės ir informacijos (Vilniaus universitetas) bei Bibliotekos informacijos išteklių valdymo (Šiaulių valstybinė kolegija) studijų programose ugdomi gebėjimai atitinka bibliotekininkui edukatoriui būdingą gebėjimų visumą. Studijų programos analizuotos remiantis Instruktuojančių bibliotekininkų ir koordinatorių kvalifikacinių įgūdžių standartais. Tyrimo duomenų analizei naudota faktorių analizė. Tyrimo duomenys leidžia daryti išvadą, kad Informologijos, Bibliotekininkystės ir informacijos bei Bibliotekos informacinių išteklių valdymo studijų programos atitinka daugelį standartuose numatytų kriterijų, tačiau šių studijų programų atitikties standartams vidurkiai skiriasi. Labiausiai standartus atitinka Vilniaus universiteto studijų programa.Pagrindiniai žodžiai: bibliotekininkas edukatorius, informacinis raštingumas, profesiniai standartai, faktorių analizė, bibliotekininkystė, studijų programų analizė.Education Opportunities for Librarian as Educator: the Case of LithuaniaVincas Grigas Summary The article discusses whether the study programmes aimed at preparing professional librarians produce the entirety of competencies necessary for librarians as educators. The research aims to evaluate how the study curricula such as informology (Klaipėda University), library information resources management (Šiauliai State College), library and information studies (Vilnius University) are relevant to the professional standards of librarians as educators. For the research were used the standards for Proficiencies for Instruction librarians and coordinators prepared by the Association of College and Research Libraries. For data analysis factor analysis was used. The research proved that the Standards for Proficiencies for Instruction Librarians and Coordinators and factor analysis may be an appropriate method for the assessment of the study programmes designed for preparing future professional librarians, i.e., in evaluating whether the competencies developed under the study programme correspond to the entirety of the competencies peculiar to librarians as educators. The study findings suggest that study programmes such as informology, Library and information science, and library information resources management meet most of the standards criteria. The Vilnius University study programme meets them best.Keywords: librarian as educator; information literacy; instruction; professional standards; factor analysis; librarianship; study programmes analysis.

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