-
¬The digital information revolution: [key presentations] : Superhighway symposium, FEI/EURIM Conference, November 16th & 17th 1994 [at the Central Hall, Westminster.] (1995)
0.33
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- COMPASS
- Great Britain
- Date
- 22.10.2006 18:22:51
- Footnote
- Rez. in: Managing information 2(1995) no.4, S.52 (M. Breaks)
- Subject
- Great Britain
-
Tseng, G.; Poulter, A.; Hiom, D.: ¬The library and information professional's guide to the Internet (1997)
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- Footnote
- Rez. in: Journal of librarianship and information science 30(1998) no.2, S.150-151 (R. Yeates)
- LCSH
- Information science / Great Britain / Computer network / resources
- Subject
- Information science / Great Britain / Computer network / resources
-
Tseng, G.; Poulter, A.; Hiom, D.: ¬The library and information professional's guide to the Internet (1996)
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- Footnote
- Rez. in: Managing information 3(1996) no.5, S.53 (D. Ball); IfB 4(1996) H.2/3, S.211-212 (M. Werner); Program 30(1996) no.3, S.313-314 (F. Hendrix)
- LCSH
- Information science / Great Britain / Computer network resources
- Subject
- Information science / Great Britain / Computer network resources
-
Si, L.; Zhou, J.: Ontology and linked data of Chinese great sites information resources from users' perspective (2022)
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- Abstract
- Great Sites are closely related to the residents' life, urban and rural development. In the process of rapid urbanization in China, the protection and utilization of Great Sites are facing unprecedented pressure. Effective knowledge organization with ontology and linked data of Great Sites is a prerequisite for their protection and utilization. In this paper, an interview is conducted to understand the users' awareness towards Great Sites to build the user-centered ontology. As for designing the Great Site ontology, firstly, the scope of Great Sites is determined. Secondly, CIDOC- CRM and OWL-Time Ontology are reused combining the results of literature research and user interviews. Thirdly, the top-level structure and the specific instances are determined to extract knowledge concepts of Great Sites. Fourthly, they are transformed into classes, data properties and object properties of the Great Site ontology. Later, based on the linked data technology, taking the Great Sites in Xi'an Area as an example, this paper uses D2RQ to publish the linked data set of the knowledge of the Great Sites and realize its opening and sharing. Semantic services such as semantic annotation, semantic retrieval and reasoning are provided based on the ontology.
-
Herther, N.K.: Education over the Web distance learning and the information professional (1997)
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- Abstract
- Surveys USA WWW based distance education opportunities for the information professional. Although these programmes are in the early stages, they could change the face of higher education. Offers advice when considering a distance education course
-
Notess, G.R.: Government information on the Internet (2004)
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- Abstract
- The U.S. federal government has been a major publisher on the Internet. Its many agencies have used the Internet, and the Web most recently, to provide access to a great quantity of their information output. Several agencies such as the Library of Congress and the Government Printing Office have taken a leading role in both providing information and offering finding aids, while other endeavors such as FirstGov and subject gateways offer other avenues of access. A brief look back at the history of the government on the Web and the continuing concerns and challenges show how the government is not only a major content provider on the Internet but also a source for the organization of the content.
- Date
- 15. 2.2007 19:05:22
- Footnote
- Beitrag in einem Themenheft: Organizing the Internet
-
Cassel, J.F.; Little, S.K.: ¬The National Research and Education Network : the early evolution of NREN (1994)
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- Abstract
- A national multi-gigabyte-per-second research and education network known as the NREN is to be established by 1996, according to the High Performance Computing Act of 1991 passed in Dec 1991. NREN, referred to as the information highway is expected to provide scientific, educational, and economic benefits for the US, and to serve as the basis for an all-encompassing National Information Infrastructure available to all citizens. An annotated bibliography presenting a representation of the literature that provides a history of the NREN as well as a sense of the evolving concerns and visions of this exciting revolution of the Information Age. Includes items that offer general and specific background information, and visions, viewpoints, and issues related to the NREN
- Source
- Reference services review. 22(1994) no.2, S.63-78,96
-
Gallegos, B.; Kratz, C.E.; Spain, V.J.: Internet resources for education (1995)
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- Abstract
- Draws attention to the wealth of education information on the Internet and provides a listing of subject resources created to serve as a basic resource for students and researchers in education. This includes: scholarly discussion lists and electronic conferences: usenet groups; electronic journals and newsletters; Gopher and WWW sites; and other resources
-
Porterfield, K.W.: WWWW (what's a World Wide Web?) (1994)
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- Abstract
- World Wide Web (WWW) originated at CERN as a hypertext system to facilitate information sharing among the high energy physics community. Describes the basic features of WWW and concludes that its influence on Internet is likely to be great
- Source
- Internet world. 5(1994) no.3, S.20-22
-
Tonta, Y.: Scholarly communication and the use of networked information sources (1996)
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- Abstract
- Examines the use of networked information sources in scholarly communication. Networked information sources are defined broadly to cover: documents and images stored on electronic network hosts; data files; newsgroups; listservs; online information services and electronic periodicals. Reports results of a survey to determine how heavily, if at all, networked information sources are cited in scholarly printed periodicals published in 1993 and 1994. 27 printed periodicals, representing a wide range of subjects and the most influential periodicals in their fields, were identified through the Science Citation Index and Social Science Citation Index Journal Citation Reports. 97 articles were selected for further review and references, footnotes and bibliographies were checked for references to networked information sources. Only 2 articles were found to contain such references. Concludes that, although networked information sources facilitate scholars' work to a great extent during the research process, scholars have yet to incorporate such sources in the bibliographies of their published articles
- Source
- IFLA journal. 22(1996) no.3, S.240-245
-
Mason, J.: Communities, networks, and education (1998)
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- Abstract
- Investigates evolving notions and expressions of community and networks, in the context of educational culture which is engaged in the process of discovering the opportunities and challenges presented by communications and information technologies. Parallel to this is the task of identifying key elements or threads that might be common to a wide diversity of educational electronic communities
- Date
- 1. 8.1996 22:08:06
-
Wilson, T.: Education for information and the Internet (1995)
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- Abstract
- Introduction to a special issue devoted to the Internet and WWW, their potential application to education in general and, more specifically, to the professional education and training of library and information science (LIS) staff and the impact of LIS educators on the Internet
- Source
- Education for information. 13(1995) no.3, S.171-175
-
Hudon, M.: Expanding audiences for education-related information and resources : classificatory structures (2003)
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- Abstract
- Education is a culturally and politically branded domain of knowledge and practice, and education specialists have traditionally remained somewhat isolated, communicating mainly on the general level of "basic educational principles." The expansion of the World Wide Web could change this situation; there exist on the Web a substantial number of education-related resources which have become accessible to international audiences. In this paper, the authors look at how these resources are organized with a view to answering two questions: (1) In a context of global exchanges, are education-related resources available on the Web organized in such a way as to maximize efficiency of identification and retrieval? (2) In virtual libraries with specialized collections on education, do categorization schemes and terminology reflect anything other than local perspectives and systems?
- Content
- Beitrag eines Themenheftes "Knowledge organization and classification in international information retrieval"
-
Motton, J.C.: Top ten list of good gophers (1994)
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- Abstract
- An annotated list of 10 gophers in the USA which are considered to be of great interest and extremely useful, plus 5 others which are considered 'honourable mentions'. Notes the more interesting features of each, specifying in each case its subject specializations
-
¬The Internet in education (1995)
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-
¬A tranformation of learning : use of the NII for education and lifelong learning (1995)
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- Abstract
- Presents a vision of how the National Information Infrastructure in the USA might be used in education and lifelong learning, and follows this with a description of the current uses of telecommunications in education and the workplace. Presents a number of short and long term goals for schools, libraries, workplaces and other learning environments and then poses questions on the subject of how the US Government's policy might enable the private sector to make the capital investment needed to bring these goals about
-
Fallon, J.L.: Education and the Internet : applications to communication curricula (1997)
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- Abstract
- State of the art review covering papers and articles by US academics on the integration of the use of electronic media, including the Internet, into higher education communication courses in the USA
-
Human perspectives in the Internet society : culture, psychology and gender; International Conference on Human Perspectives in the Internet Society <1, 2004, Cádiz> (2004)
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- BK
- 54.08 Informatik in Beziehung zu Mensch und Gesellschaft
- Classification
- 303.48/33 22 (LoC)
54.08 Informatik in Beziehung zu Mensch und Gesellschaft
- DDC
- 303.48/33 22 (LoC)
- Footnote
- Rez. in: JASIST 58(2007) no.1, S.150-151 (L. Westbrook): "The purpose of this volume is to bring together various analyses by international scholars of the social and cultural impact of information technology on individuals and societies (preface, n.p.). It grew from the First International Conference on Human Perspectives in the Internet Society held in Cadiz, Spain, in 2004. The editors and contributors have addressed an impressive array of significant issues with rigorous research and insightful analysis although the resulting volume does suffer from the usual unevenness in depth and content that affects books based on conference proceedings. Although the $256 price is prohibitive for many individual scholars, the effort to obtain a library edition for perusal regarding particular areas of interest is likely to prove worthwhile. Unlike many international conferences that are able to attract scholars from only a handful of nations, this genuinely diverse conference included research conducted in Australia, Beijing, Canada, Croatia, the Czech Republic, England, Fiji, Germany, Greece, Iran, Ireland, Israel, Italy, Japan, Jordan, Malaysia, Norway, Russia, Scotland, South Africa, Sweden, Taiwan, and the United States. The expense of a conference format and governmental travel restrictions may have precluded greater inclusion of the work being done to develop information technology for use in nonindustrialized nations in support of economic, social justice, and political movements. Although the cultural variants among these nations preclude direct cross-cultural comparisons, many papers carefully provide sufficient background information to make basic conceptual transfers possible. A great strength of the work is the unusual combination of academic disciplines that contributes substantially to the depth of many individual papers, particularly when they are read within the larger context of the entire volume. Although complete professional affiliations are not universally available, the authors who did name their affiliation come from widely divergent disciplines including accounting, business administration, architecture, business computing, communication, computing, economics, educational technology, environmental management, experimental psychology, gender research in computer science, geography, human work sciences, humanistic informatics, industrial engineering, information management, informatics in transport and telecommunications, information science, information technology, management, mathematics, organizational behavior, pedagogy, psychology, telemedicine, and women's education. This is all to the good, but the lack of representation from departments of women's studies, gender studies, and library studies certainly limits the breadth and depth of the perspectives provided.
The editorial and peer review processes appear to be slightly spotty in application. All of the 55 papers are in English but a few of them are in such need of basic editing that they are almost incomprehensible in sections. Consider, for example, the following: "So, the meaning of region where we are studying on, should be discovered and then affect on the final plan" (p. 346). The collection shows a strong array of methodological approaches including quantitative, qualitative, and mixed methods studies; however, a few of the research efforts exhibit fundamental design flaws. Consider, for example, the study that "set[s] out to show that nurses as care-givers find it difficult to transfer any previously acquired technological skills into their work based on technology needs (p. 187). After studying 39 female and 6 male nurses, this study finds, not surprisingly, exactly what it "set out" to find. Rather than noting the limitations of sample size and data gathering techniques, the paper firmly concludes that nurses can be technologists "only in areas of technology that support their primary role as carers" (p. 188). Finally, some of the papers do not report on original research but are competent, if brief, summaries of theories or concepts that are covered in equal depth elsewhere. For example, a three-page summary of "the major personality and learning theories" (p. 3) is useful but lacks the intellectual depth or insight needed to contribute substantially to the field. These problems with composition, methodological rigor, and theoretical depth are not uncommon in papers designed for a broadly defined conference theme. The authors may have been writing for an in-person audience and anticipating thoughtful postpresentation discussions; they probably had no idea of the heavy price tag put on their work. The editors, however, might have kept that $256 in mind and exercised a heavier editorial hand. Perhaps the publisher could have paid for a careful subject indexing of the work as a substantive addition to the author index provided. The complexity of the subject domains included in the volume certainly merits careful indexing.
The volume is organized into 13 sections, each of which contains between two and eight conference papers. As with most conferences, the papers do not cover the issues in each section with equal weight or depth but the editors have grouped papers into reasonable patterns. Section 1 covers "understanding online behavior" with eight papers on problems such as e-learning attitudes, the neuropsychology of HCI, Japanese blogger motivation, and the dividing line between computer addiction and high engagement. Sections 2 (personality and computer attitudes), 3 (cyber interactions), and 4 (new interaction methods) each contain only two papers on topics such as helmet-mounted displays, online energy audits, and the use of ICT in family life. Sections 6, 7, and 8 focus on gender issues with papers on career development, the computer literacy of Malaysian women, mentoring, gaming, and faculty job satisfaction. Sections 9 and 10 move to a broader examination of cyber society and its diversity concerns with papers on cultural identity, virtual architecture, economic growth's impact on culture, and Iranian development impediments. Section 11's two articles on advertising might well have been merged with those of section 13's ebusiness. Section 12 addressed education with papers on topics such as computer-assisted homework, assessment, and Web-based learning. It would have been useful to introduce each section with a brief definition of the theme, summaries of the major contributions of the authors, and analyses of the gaps that might be addressed in future conferences. Despite the aforementioned concerns, this volume does provide a uniquely rich array of technological analyses embedded in social context. An examination of recent works in related areas finds nothing that is this complex culturally or that has such diversity of disciplines. Cultural Production in a Digital Age (Klinenberg, 2005), Perspectives and Policies on ICT in Society (Berleur & Avgerou, 2005), and Social, Ethical, and Policy Implications of Information Technology (Brennan & Johnson, 2004) address various aspects of the society/Internet intersection but this volume is unique in its coverage of psychology, gender, and culture issues in cyberspace. The lip service often given to global concerns and the value of interdisciplinary analysis of intransigent social problems seldom develop into a genuine willingness to listen to unfamiliar research paradigms. Academic silos and cultural islands need conferences like this one-willing to take on the risk of examining the large questions in an intellectually open space. Editorial and methodological concerns notwithstanding, this volume merits review and, where appropriate, careful consideration across disciplines."
- Series
- Advances in information and communication technologies ; 4
-
Silva, M.; Cartwright, G.F.: ¬The Canadian response to the telecommunications paradigm shift (1993)
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- Abstract
- Describes the US project called the National Research and Education Network (NREN) and the corresponding Canadian project called the Canadian Network for the Advancement of Research, Industry, and Education / Réseau national de communications à grande vitesse (CANARIE). By exploiting the services and capabilities in existing and future networks, libraries are able to remain key partners active in research and education. The provision of new services, however, has required the investment of scarce resources
-
Information society concepts : agenda for action in the UK (1997)
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- Abstract
- Reprints various parts of the report of the UK House of Lords Select Committee on science and Technology, including the agenda for action of the proposed Information Society Task Force; as well as recommendations concerning the regulatory framework, universal access to the Internet, aducation, health care, environmental benefits, electronic publishing and archiving, encryption and verification, and an electronic register of grant giving bodies. Also includes evidence given to the Committee by Aslib on the applications of the information superhighway in society and other matters together with the views of some of their expert witnesses
- Date
- 22. 2.1999 16:25:49
- Source
- International information communication and education. 16(1997) no.2, S.218-229
