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Abstract

In this paper, we discuss a user study done at the formative stage of development of a Math Tools developers' community. The Math Tools digital library, which aims to collect software tools to support K-12 and university mathematics instruction, has two synergistic purposes. One is to support federated search and the other is to create a community of practice in which developers and users can work together. While much research has explored the technical problem of federated search, there has been little investigation into how to grow a creative, working community around a digital library. To this end, we surveyed and interviewed members of the Math Tools community in order to elicit concerns and priorities. These data led to rich descriptions of the teachers, developers, and researchers who comprise this community. Insights from these descriptions were then used to inform the creation of a set of metaphors and design principles that the Math Tools team could use in their continuing design work.

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Abstract

The author holds a chair in Humanities Computer Science at the University of Cologne. For a number of years, he has been responsible for digitization projects, either as project director or as the person responsible for the technology being employed on the projects. The "Duderstadt project" (http://www.archive.geschichte.mpg.de/duderstadt/dud-e.htm) is one such project. It is one of the early large-scale manuscript servers, finished at the end of 1998, with approximately 80,000 high resolution documents representing the holdings of a city archive before the year 1600. The digital library of the Max-Planck-Institut für Europäische Rechtsgeschichte in Frankfurt (http://www.mpier.uni-frankfurt.de/dlib) is another project on which the author has worked, with currently approximately 900,000 pages. The author is currently project director of the project "Codices Electronici Ecclesiae Colonensis" (CEEC), which has just started and will ultimately consist of approximately 130,000 very high resolution color pages representing the complete holdings of the manuscript library of a medieval cathedral. It is being designed in close cooperation with the user community of such material. The project site (http://www.ceec.uni-koeln.de), while not yet officially opened, currently holds about 5,000 pages and is growing by 100 - 150 pages per day. Parallel to the CEEC model project, a conceptual project, the "Codex Electronicus Colonensis" (CEC), is at work on the definition of an abstract model for the representation of medieval codices in digital form. The following paper has grown out of the design considerations for the mentioned CEC project. The paper reflects a growing concern of the author's that some of the recent advances in digital (research) libraries are being diluted because it is not clear whether the advances really reach the audience for whom the projects would be most useful. Many, if not most, digitization projects have aimed at existing collections as individual servers. A digital library, however, should be more than a digitized one. It should be built according to principles that are not necessarily the same as those employed for paper collections, and it should be evaluated according to different measures which are not yet totally clear. The paper takes the form of six theses on various aspects of the ongoing transition to digital libraries. These theses have been presented at a forum on the German "retrodigitization" program. The program aims at the systematic conversion of library resources into digital form, concentrates for a number of reasons on material primarily of interest to the Humanities, and is funded by the German research council. As such this program is directly aimed at improving the overall infrastructure of academic research; other users of libraries are of interest, but are not central to the program.

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Abstract

The National Science Foundation's (NSF) National Science, Technology, Engineering, and Mathematics Education Digital Library (NSDL) program comprises a set of projects engaged in a collective effort to build a national digital library of high quality science, technology, engineering, and mathematics (STEM) educational materials for students and teachers at all levels, in both formal and informal settings. By providing broad access to a rich, reliable, and authoritative collection of interactive learning and teaching resources and associated services in a digital environment, the NSDL will encourage and sustain continual improvements in the quality of STEM education for all students, and serve as a resource for lifelong learning. Though the program is relatively new, its vision and operational framework have been developed over a number of years through various workshops and planning meetings. The NSDL program held its first formal funding cycle during fiscal year 2000 (FY00), accepting proposals in four tracks: Core Integration System, Collections, Services, and Targeted Research. Twenty-nine awards were made across these tracks in September 2000. Brief descriptions of each FY00 project appeared in an October 2000 D-Lib Magazine article; full abstracts are available from the Awards Section at <http://www.ehr.nsf.gov/ehr/due/programs/nsdl/>. In FY01 the program received one hundred-nine proposals across its four tracks with the number of proposals in the collections, services, and targeted research tracks increasing to one hundred-one from the eighty received in FY00. In September 2001 grants were awarded to support 35 new projects: 1 project in the core integration track, 18 projects in the collections track, 13 in the services track, and 3 in targeted research. Two NSF directorates, the Directorate for Geosciences (GEO) and the Directorate for Mathematical and Physical Sciences (MPS) are both providing significant co-funding on several projects, illustrating the NSDL program's facilitation of the integration of research and education, an important strategic objective of the NSF. Thus far across both fiscal years of the program fifteen projects have enjoyed this joint support. Following is a list of the FY01 awards indicating the official NSF award number (each beginning with DUE), the project title, the grantee institution, and the name of the Principal Investigator (PI). A condensed description of the project is also included. Full abstracts are available from the Awards Section at the NSDL program site at <http://www.ehr.nsf.gov/ehr/due/programs/nsdl/>. (Grants with shared titles are formal collaborations and are grouped together.) The projects are displayed by track and are listed by award number. In addition, six of these projects have explicit relevance and application to K-12 education. Six others clearly have potential for application to the K-12 arena. The NSDL program will have another funding cycle in fiscal year 2002 with the next program solicitation expected to be available in January 2002, and an anticipated deadline for proposals in mid-April 2002.

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Abstract

These three elements reflect a refinement of NSDL's initial emphasis on collecting educational resources, materials, and other digital learning objects, towards enabling learners to "connect" or otherwise find pathways to resources appropriate to their needs. Projects are also developing both the capacities of individual users and the capacity of larger communities of learners to use and contribute to NSDL. For the FY2004 funding cycle, one hundred forty-four proposals sought approximately $126.5 million in total funding. Twenty-four new awards were made with a cumulative budget of approximately $10.2 million. These include four in the Pathways track, twelve in the Services track, and eight in the Targeted Research track. As in the earlier years of the program, sister directorates to the NSF Directorate for Education and Human Resources (EHR) are providing significant co-funding of projects. Participating directorates for FY2004 are GEO and MPS. Within EHR, the Advanced Technological Education program and the Experimental Program to Stimulate Competitive Research are also co-funding projects. Complete information on the technical and organizational progress of NSDL including links to current Standing Committees and community workspaces may be found at <http://nsdl.org/community/nsdlgroups.php>. All workspaces are open to the public, and interested organizations and individuals are encouraged to learn more about NSDL and join in its development. Following is a list of the new FY04 awards displaying the official NSF award number, the project title, the grantee institution, and the name of the Principal Investigator (PI). A condensed description of the project is also included. Full abstracts are available from the NSDL program site (under Related URLs see the link to NSDL program site (under Related URLs see the link to Abstracts of Recent Awards Made Through This Program.) The projects are displayed by track and are listed by award number. In addition, seven of these projects have explicit relevance to applications to pre-K to 12 education (indicated with a * below). Four others have clear potential for application to the pre-K to 12 arena (indicated with a ** below).

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Date

21. 4.2002 10:22:31