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Digital Libraries

Digital Libraries. Fall 2005, 11 October Bharat Mehra IS 520 (Organization and Representation of Information) School of Information Sciences University of Tennessee. For the DiscoverET.org website.

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Digital Libraries

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  1. Digital Libraries • Fall 2005, 11 October • Bharat Mehra • IS 520 (Organization and Representation of Information) • School of Information Sciences • University of Tennessee

  2. For the DiscoverET.org website • 1.Provide comprehensive assessment /evaluation of the existing site and suggest improvements and alternative design solutions: Connie Steigenga, Thomas Moseley, Sara McCormick, Andy Madson • 2. Present community-based information for a selected subject category like health, social services, or tourism: • 3. Present community-based information for a new subject category like Youth Resources or Diversity Resources: Ronda Foust, Nadine Hawke, Kitt McKinlay, Elizabeth • 4. Present community-based information for a new subject category on International Issues: • 5. Select one county in Tennessee and develop an IORP for presenting community-based information for the county: Kelli Williams, Natalie Clewell, Jessica Gentry, Sarena Cleeton • 6. Presenting community-based interactive communication and information-sharing interactive tools on the DiscoverET.org website: Alison Connor, Carrie Snesko, Elizabeth Koerber • 7. Present community-based information for an Air Quality Forum. Group 1: Tim Lepczyk, Patrick Wasley; Group 2: Desiree Fox, Jude Ferrara, Shannon Noble • 8. Develop an IORP to include design templates incorporating Spanish language translation of existing content and functionality to reach out to growing Hispanic populations: Jessica Minihan, Sarah Belisle, Dorothy Ogdon

  3. Digital Libraries • What does the digital library concept mean to you • as a user • as an information professional • as an author • Is the Web a digital library? Why? Why not? • Your definition or notion?

  4. Digital Libraries • What is the role of a librarian or information professional? How has this role changed in the context of digital libraries?

  5. The Web: Implications for DLs • Ubiquitous information source: Why is the web “a much more engaging medium and teacher” than textbooks or a local librarian?

  6. Identify pros and cons for specific situations in the different quadrants?

  7. Finding Information on the Web • Web directories for browsing • Yahoo! -- human indexers/catalogers • classificatory structure • Web search engines for querying • AltaVista, Google -- robots • automatically generated indexes • Combination of directory and engine

  8. Paradigm shift

  9. Digital Library Features • community based users • extension and enhancement of classic IRs • digital resources are multimedia: text, images, sounds, etc. • technical capabilities for creating, searching, and using information • distributed using networks (the Web, etc.)

  10. Digital Library Features • content of digital libraries includes data, metadata that describe various aspects of the data • links (or relations) to other data or metadata (internal or external) • contextportals to support individual users’ information needs and work tasks

  11. Digital Library Projects • Digital Libraries Initiatives • phase II <http://www.dli2.nsf.gov/> • LC American Memory Website <http://memory.loc.gov/> • standards <http://lcweb.loc.gov/standards/metadata.html>

  12. Example Digital Libraries • The National Science Digital Library • http://nsdl.org/ • Library portals • extend and serve classrooms, offices, laboratories, homes, and public spaces.

  13. Critical Reflection (ignore) • Pick up two items and apply the Dublin Core Metadata Element Set. Ponder and discuss in small groups: • Goals for the metadata and users: Are you clear about what you want to achieve with this metadata? Are you clear about your users’ use of the resources? • Granularity: What level of granularity is most appropriate to the items and user needs? • Sources of info: Is it clear or even stated where you get your information? For example, if title is a field, is the cataloger told where to find that info? For example with a videotape- do you look on the label? The box? • Complexity of record creation: Are special skills required to formulate the records? Are the records designed to be created by the info ‘publisher’ or centrally by service providers? • Content: The content of different metadata record formats can be compared from aspects of structure and syntax, but perhaps most important is an evaluation of the usefulness and purpose of the info within them. How useful are the records you have created? • Works well or not: What fields or characteristics work well (or do not work well) in describing your objects? • Tweaking: How could/should the metadata be “tweaked” to accommodate your needs?

  14. Critical Reflection (ignore) • For the two objects, each student creates an authority record for two fields identified in the Dublin Core set. • Identify issues in the process of compiling • a) the authority record for the two particular info objects • b) an authority file from the compiled authority record • c) linking the authority file to the bibliographic system file (authority system) • Based on the issues discussed (as above), identify a ‘system’ (or a digital library) and some of its characteristics that may help facilitate the above functions.

  15. Information Theory (for DLs) • Joseph Goguen: A theory of information should • Be useful for understanding and designing info systems (or DLs) • Address the meanings that users give to events, including social and political nuances • Address ethical issues • Account for the fact that different individuals and groups can construe meanings in very different ways Joseph Goguen, “Towards a Social Ethical Theory of Information” in Social Science Research, Technical Systems and Cooperative Work, edited by Geoffery Bowker, Les Gasser, Leigh Star and William Turner. (Erlbaum, 1997).

  16. Goguen’s Info Qualities Relevant to DLs • Situated: Info can only be fully understood in relation to the particular, concrete situation in which it actually occurs • Local: Interpretations are constructed in some particular context, including a particular time, place, and group • Emergent: Info cannot be fully understood at the level of the individual, that is at the level of the individual psychology, because it arises through ongoing interactions with other people/technologies • Contingent: Interpretation of info depends upon current situation, which may include the current interpretation of prior events • Embodied: Info is tied to documents/bodies in particular situations, so that the particular way that bodies are embedded in a situation may be essential to some interpretations • Vague: In practice, info is only elaborated to the degree that it is useful to do so; the rest is grounded in intangible knowledge • Open: Info cannot in general be given a final and complete form, but must remain open to revision in the light of future developments • “Wet” information: strongly situated, less mobile • “Dry” information: Weakly situated; more mobile Joseph Goguen, “Towards a Social Ethical Theory of Information” in Social Science Research, Technical Systems and Cooperative Work, edited by Geoffery Bowker, Les Gasser, Leigh Star and William Turner. (Erlbaum, 1997).

  17. Issues of Text Representation in DLs • Storing textual materials is related to its: • Structure (characters, words, paragraphs, headings): Represented by mark-up, e.g., Standard Generalized Markup Language • Appearance (choice of format, size of font, margins, line spacing, how headings are represented, location of figures)” Page-description languages precisely describe the appearance, e.g., TeX, PostScript, Portable Document Format (PDF)

  18. Alternative renderings of a single document

  19. Converting Text • Scanning: Optical character recognition • Encoding characters: ASCII, Unicode • Document type definitions (DTDs) in the Text Encoding Initiative (TEI), Encoded Archival Description (EAD)

  20. Three General Types of Metadata • Object-descriptor metadata (Dublin Core) • Designed to describe global characteristics of entire objects with external references • 2. Internal/Structural Metadata (HTML, XML, RDF) • Designed to describe internal semantic structure of objects with internal and external references • 3. Display Metadata (HTML, StyleSheets) • Designed to describe how objects or parts of objects should be visualized or displayed. Not necessarily related to semantic structure

  21. Critical Reflection 3 • In pairs identify a subject domain and select at least five items to form a template design for a digital library. Brainstorm various topics/aspects covered in class that will be pertinent for creating an effective information organization and representation scheme for your digital library.

  22. Assignments • Journal Writing • Exercise 2

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