Search (4 results, page 1 of 1)

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Abstract

Providing subject access to cartographic resources is in many ways as fraught as providing access to any other human artifact, since places, spaces, and features on the land are conceptualized and named by people. Using critical cartographic cataloging, an approach comparable to critical cartography, we explore the potential of using multiple place-names in information systems to allow for multidimensional retrieval. Placenames are a social construct identifying and referencing locations. Cartographers and other geographic information professionals map these locations by encoding them into cartographic artifacts. In some instances the place-name metadata are created by knowledge workers; increasingly, they also can be created by non-expert end users on the Geoweb. Because queries begin with a place-name, personal lexicons of end-users have the potential to be used increasingly, both inside and out of traditional repository settings. We explore place-name biases and make recommendations to inform system design within the field of knowledge organization that accounts for the multitude of world-views in the emergent Geoweb.

Content

This article is based in part on: Moulaison, Heather Lee and Wade Bishop. 2014. "Organizing and Representing Geographic Information." In Wies³aw Babik, ed. 2014. Knowledge Organization in the 21st Century: Between Historical Patterns and Future Prospects: Proceedings of the Thirteenth International ISKO Conference, 19-22 May 2014, Kraków, Poland. Advances in Knowledge Organization 14. Würzburg: Ergon Verlag, pp. 437-44.

Type

a

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Abstract

Many disciplines, including the broad Field of Information (iField), offer Data Science (DS) programs. There have been significant efforts exploring an individual discipline's identity and unique contributions to the broader DS education landscape. To advance DS education in the iField, the iSchool Data Science Curriculum Committee (iDSCC) was formed and charged with building and recommending a DS education framework for iSchools. This paper reports on the research process and findings of a series of studies to address important questions: What is the iField identity in the multidisciplinary DS education landscape? What is the status of DS education in iField schools? What knowledge and skills should be included in the core curriculum for iField DS education? What are the jobs available for DS graduates from the iField? What are the differences between graduate-level and undergraduate-level DS education? Answers to these questions will not only distinguish an iField approach to DS education but also define critical components of DS curriculum. The results will inform individual DS programs in the iField to develop curriculum to support undergraduate and graduate DS education in their local context.

Type

a

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Abstract

This article explores location-based questions, local knowledge, and the implications stemming from these concepts for digital reference staff in consortial question- answering services. Location-based questions are inquiries that concern a georeferencable site. Digital reference personnel staffing the statewide chat reference consortium used in this study respond to location-based questions concerning over 100 participating information agencies. Some literature has suggested that nonlocal digital reference staff have difficulties providing accurate responses to location-based questions concerning locations other than their own. This study utilized content analysis to determine the quantity of location-based questions and the question-negotiation process in responding to location-based questions. Key findings indicate location-based questions comprised 50.2% of the total questions asked to the statewide service, 73.6% of location-based questions were responded to by nonlocal digital reference staff, and 37.5% of location-based questions ended in referral. This article's findings indicate that despite digital reference's capability to provide anyplace, anytime question-answering service, proximity to local knowledge remains relevant.

Type

a

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Abstract

This article details what one high school senior from each of the five Main Street public library communities (Sauk Centre, Minnesota; Osage, Iowa; Rhinelander, Wisconsin; Morris, Illinois; and Lexington, Michigan) would find in collections in 1945 related to particular geographies. The global milieu of the New York World's Fair 1939-40 frames the historical events that stimulated each of the student's topics. To determine what each public library's collection held about the world, the Dewey Decimal Classification (DDC) section of geography and travel (classification number 910) was used. Cross-referencing each library's accession records for books added prior to 1945 against books recommended for all public libraries in the geography and travel (910) sections of standard professional guides like the ALA catalogs , the H. W. Wilson Company's Standard Catalog for Public Libraries, and other ALA publications like the Guide to Reference Books shows what students using these five libraries would have found. The recommended titles from the professional guides and those accessioned in the libraries indicate a distinct bias toward books concerning North America and Western Europe.

Type

a