Models and bibliographic standards
Code
722051382
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Formação ao Longo da Vida
Credits
10
Weekly hours
4
Teaching language
Portuguese
Objectives
1. To acquire and develop skills within the new regulatory trends of organizing bibliographic information.
2. To problematize the changing context of the bibliographic universe.
3. To know the conceptual models of the bibliographic universe.
4. To identify and discuss the challenges posed by the changing paradigms
5. To Understand the need for standardization of information access on the WWW environment.
6.To Understand and discuss the context of new technologies for access and retrieval of information
Prerequisites
Not applicable
Subject matter
1 Conceptual models FRBR (Fuctional Requirments for Bibliographic Records) family
1.1. The FRBR paradigm
1.1.1 The model entity-relation (E-R)
1.1.2 User requirements
1.1.3 The \"work\" and its relations
1.2. FRBR, FRAD and FRSAD
1.2.1 The entities
1.2.2 The attributes
1.2.3 The relations
2 bibliografic standards
2.1. The Resource Description and Access (RDA)
2.1.1 Conceptual models´ implementation
2.2 The International Standard Bibliographic Description (ISBD)
2.3 Potentialities and limitations of bibliographic standards in the WWW environment
3 Funcionalities of models and standards in the semantic web
3.1. Theoretical foundations
Bibliography
HOWARTH, L.C. (2012). FRBR and Linked Data: connecting FRBR and Linked Data. Cataloging & classification quarterly, vol. 50, nr 5-7, p. 763-776
IFLA (2008). Requisitos funcionais dos registos bibliográficos. Lisboa: BNP
IFLA (2010). Functional Requirements for Subject Authority Data (FRSAD). Disponível em: http://www.ifla.org/files/classification-and-indexing/functional-requirements-for-subject-authority-data/frsad-final-report.pdf
IFLA (2011). Requisitos funcionais para dados de autoridade. Lisboa: BNP
LE BOEUF, P., ed. (2005). Functional Requirements for Bibliographic Records (FRBR): hype, or cure-all? Cataloging & classification quarterly, vol. 39, nr 3-4.
Teaching method
Based on the constructivist paradigm it´s expected an active involvement from the student in its own learning, leading him to an autonomous work (individual and in group) that allows the acquisition of knowledge, skills development and adoption of a critical stance.
The teacher is assumed as a guide, tutorials lessons ensuring monitoring and discussion of the theoretical basis and providing tasks that use various teaching methods (resolution of problematic situations and recension and discussion of texts).
Evaluation method
Assessment without final exam. Resolution of problematic situation - 25%; recension of a work - 30%; analysis and discussion of text 1-15%; analysis and discussion of text 2-15%; analysis and discussion of text 3-15%