Abstract
This paper examines the role and methodology of database teaching in information retrieval studies at first qualification level. The educator's search for a teaching framework has led some to adopt an overall “database approach” which has influenced course content and method. Whilst messages from the library and information profession on syllabus remain unclear, database use in primary and secondary education ultimately may yield a more informed student intake. Implementation of database syllabus in several institutions reveals similar decisions on the distribution of topics and levels of treatment between core and option studies. Sample databases are widely used and are generally small because of pedagogic advantage and problems of acquiring or generating large data sets. Key factors in software choice are those attributes which most affect the interface between student and software and which best illustrate aspects of indexing and searching theory. Acquisition of multiple copies of a range of software would be aided by pricing and use agreements with software houses. Aspects of the design of in-house documentation can reduce the time needed for students to gain confidence with software, as will the numbers of workstations available, self-service access to facilities and the level of supervision available.
[French, German, and Spanish translations of this abstract can be found on pp. 109–110.]
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