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Abstract

Web 2.0 and social/collaborative tagging have altered the traditional roles of indexer and user. Traditional indexing tools and systems assume the top-down approach to indexing in which a trained professional is responsible for assigning index terms to information sources with a potential user in mind. However, in today's Web, end users create, organize, index, and search for images and other information sources through social tagging and other collaborative activities. One of the impediments to user-centered indexing had been the cost of soliciting user-generated index terms or tags. Social tagging of images such as those on Flickr, an online photo management and sharing application, presents an opportunity that can be seized by designers of indexing tools and systems to bridge the semantic gap between indexer terms and user vocabularies. Empirical research on the differences and similarities between user-generated tags and index terms based on controlled vocabularies has the potential to inform future design of image indexing tools and systems. Toward this end, a random sample of Flickr images and the tags assigned to them were content analyzed and compared with another sample of index terms from a general image collection using established frameworks for image attributes and contents. The results show that there is a fundamental difference between the types of tags and types of index terms used. In light of this, implications for research into and design of user-centered image indexing tools and systems are discussed.

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Abstract

STEM, a set of fields that includes science, technology, engineering, and mathematics; allied disciplines ranging from environmental, agricultural, and earth sciences to life science and computer science; and education and training in these fields, is clearly at the top of the list of priority funding areas for governments, including the United States government. The U.S. has 11 federal agencies dedicated to supporting programs and providing funding for research and curriculum development. The domain of STEM education has significant implications in preparing the desired workforce with the requisite knowledge, developing appropriate curricula, providing teachers the necessary professional development, focusing research dollars on areas that have maximum impact, and developing national educational policy and standards. A complex undertaking such as STEM education, which attracts interest and valuable resources from a number of stakeholders needs to be well understood. In light of this, we attempt to describe the underlying structure of STEM education, its core areas, and their relationships through co-word analyses of the titles, keywords, and abstracts of the relevant literature using visualization and bibliometric mapping tools. Implications are drawn with respect to the nature of STEM education as well as curriculum and policy development.