Der zielorientierte Umgang mit Wissen bildet eine zentrale Herausforderung für Unternehmen und deren Mitarbeiter. Deren Kompetenzentwicklung ist für die Unternehmen unter dem Aspekt der Wettbewerbsfähigkeit ein lohnendes Ziel. Diese Arbeit stellt ein Werkzeug zur Messung von Kompetenzen im Persönlichen Wissensmanagement vor. Auf einer Literaturstudie basierend wurde ein Kompe-tenzkatalog erstellt und mit Hilfe einer Befragung von Fachleuten aus dem Berei-chen Informations- und Wissensmanagement validiert. Dieser Kompetenzkatalog findet Eingang in einen Referenzrahmen für Kompetenzen für Persönliches Wis-sensmanagement. Zur Bestimmung der Niveaustufen Experte, Könner und Kenner im Persönlichen Wissensmanagement wurde ein Messwerkzeug erarbeitet und anhand von zwei Gruppen auf Gültigkeit überprüft. Die eine Gruppe bestand aus Mitarbeitern Ex-zellenter Wissensorganisationen, die andere aus interessierten Mitarbeitern aus nicht-explizit wissensorientierten Unternehmen. Es konnte nachgewiesen werden, dass beide Gruppen in acht Einzelkompetenzen signifikante Unterschiede besa-ßen. Auch für weitere Kompetenzen konnten Messdimensionen aus den Rück-meldungen der Umfrage hergeleitet werden. In einigen Fällen allerdings konnten die Niveaustufen Könner und Kenner nicht unterschieden werden. / The target-oriented intercourse with knowledge is a central challenge for compa-nies and their employees. With the aspect of competitiveness, a rewarding aim for the companies is to work on their skill development. This paper introduces a tool to measure the skills in personal knowledge management. Based on literature studies, a catalogue of competences was created, which was validated by inter-views with experts in information and knowledge management. The catalogue of competences conforms to a reference framework for competences for personal knowledge management. Measuring tools for the determination of the levels of expert, master and initiate in personal knowledge management were developed and their validity was checked on the basis of two groups. The first group was composed of employees of “Exzellenter Wissensorganisation”, the other group was composed of interested employees of companies with no explicit orientation for information and knowledge management. It was possible to verify that both groups showed signif-icant differences in eight single skills. Even for other skills dimensions of meas-urement could be deduced from the interviews. In some cases the levels of master and initiate could not be distinguished.

[pt] Recentemente, o tópico de Gestão de Conhecimento Pessoal vem ganhando muita popularidade. Ilustrado pelo rápido crescimento de aplicativos como Notion, Obsidian, e Roam Research e da aparição de livros como How to Take Smart Notes e Building a Second Brain. Contudo, ainda é uma área que não foi fortemente envolvida pelo Processamento de Linguagem Natural (NLP). Isso abre uma bela oportunidade para a aplicação de NLP em operações com conhecimento. Nosso objetivo é o desenvolvimento de um sistema de software que utiliza NLP e aplicatovps de anotação para transformar uma coleção de textos isolados em uma coleção de textos interconectada e inter-navegável. Isso é feito usando mecanismos de navegação baseados em conceitos mencionados e recomendações semânticas. Neste trabalho apresentamos a metodologia para construir o sistema, demonstrações com exemplos palpáveis, assim como uma avaliação para determinar a coerência dos resultados. / [en] Recently, the topic of Personal Knowledge Management (PKM) has seen a surge in popularity. This is illustrated by the accelerated growth of apps such as Notion, Obsidian, and Roam Research, and the appearance of books like How to Take Smart Notes and Building a Second Brain. However, the area of PKM has not seen much integration with the field of Natural Language Processing (NLP). This opens up an interesting opportunity to apply NLP techniques to knowledge operations tasks. Our objective is the development of a Software System that uses NLP and note-taking apps to transform a siloed text collection into an interconnected and inter-navigable text collection. The system uses navigation mechanisms based on shared concepts and semantic relatedness between texts. In this study, we present a methodology to build this system, the research context, demonstrations using examples, and an evaluation to determine if the system functions properly and if the proposed connections are coherent.

This narrative inquiry study sought the voices of bilingual teachers through their lived experiences in relation to the success of Hispanic emergent bilinguals in schools. Two research questions guided the study: (1) What practices do bilingual educators consider important in helping Hispanic emergent bilingual students succeed in schools? and (2) How do bilingual teachers negotiate the curriculum and school structures to support Hispanic bilingual students' success in their classrooms? Two theoretical frameworks were used. Constructivism provided the structure for honoring the lived experiences of these teachers and culturally relevant pedagogy provided the lenses of culture, funds of knowledge, and deep sociolinguistic awareness. The use of narrative inquiry as a methodology affirmed the bilingual teachers' voices as important and authoritative sources of knowledge. Semi-structured interviews and classroom observations allowed the participants to engage as storytellers about their history and experiences that contributed to answering the questions. Three resonant reverberations emerged from the analysis: (a) the emerging rhythms of the classroom; (b) the realms of instructional and learning design; and (c) the orientation towards a culturally relevant pedagogy. These major findings revealed that teachers were student-oriented while also being content-oriented. They designed a positive learning environment by tapping into their students' funds of knowledge and being culturally responsive, which supported their students in becoming self-directed learners. The teachers had a deep sociolinguistic knowledge that determined the instructional strategies used in their classrooms and propelled them to collaborate with others and advocate for strong bilingual programs.