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Content

Enthält die Beiträge: Zumer, M.: Dedication [to Zlata Dimec]; P. Le Boeuf: FRBR: Hype or Cure-All? Introduction; O.M.A. Madison: The origins of the IFLA study an functional requirements for bibliographic records; G.E. Patton: Extending FRBR to authorities; T. Delsey: Modeling subject access: extending the FRBR and FRANAR conceptual models; S. Gradmann: rdfs:frbr - Towards an implementation model for library catalogs using semantic web technology; G. Johsson: Cataloguing of hand press materials and the concept of expression in FRBR; K. Kilner: The AustLit Gateway and scholarly bibliography: a specialist implementation of the FRBR; P. Le Boeuf: Musical works in the FRBR model or "Quasi la Stessa Cosa": variations an a theme by Umberto Eco; K. Albertsen, C. van Nuys: Paradigma: FRBR and digital documents; D. Miller, P Le Boeuf: "Such stuff as dreams are made on": How does FRBR fit performing arts?; Y. Nicolas: Folklore requirements for bibliographic records: oral traditions and FRBR; B.B. Tillett: FRBR and cataloging for the future; Z. Dimec, M. Zumer, G.J.A. Riesthuis: Slovenian cataloguing practice and Functional Requirements for Bibliography Records: a comparative analysis; M. Zumer: Implementation of FRBR: European research initiative; T.B. Hicley, E.T. O'Neill: FRBRizing OCLC's WorldCat; R. Sturman: Implementing the FRBR conceptual approach in the ISIS software environment: IFPA (ISIS FRBR prototype application); J. Radebaugh, C. Keith: FRBR display tool; D.R. Miller: XOBIS - an experimental schema for unifying bibliographic and authority records

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Footnote

Chapter 2 (Technology and People) focuses an several theories of technological acceptance and diffusion. Unfortunately, Bruce's presentation is somewhat confusing as he moves from one theory to next, never quite connecting them into a logical sequence or coherent whole. Two theories are of particular interest to Bruce: the Theory of Diffusion of Innovations and the Theory of Planned Behavior. The Theory of Diffusion of Innovations is an "information-centric view of technology acceptance" in which technology adopters are placed in the information flows of society from which they learn about innovations and "drive innovation adoption decisions" (p. 20). The Theory of Planned Behavior maintains that the "performance of a behavior is a joint function of intentions and perceived behavioral control" (i.e., how muck control a person thinks they have) (pp. 22-23). Bruce combines these two theories to form the basis for the Technology Acceptance Model. This model posits that "an individual's acceptance of information technology is based an beliefs, attitudes, intentions, and behaviors" (p. 24). In all these theories and models echoes a recurring theme: "individual perceptions of the innovation or technology are critical" in terms of both its characteristics and its use (pp. 24-25). From these, in turn, Bruce derives a predictive theory of the role personal perceptions play in technology adoption: Personal Innovativeness of Information Technology Adoption (PIITA). Personal inventiveness is defined as "the willingness of an individual to try out any new information technology" (p. 26). In general, the PIITA theory predicts that information technology will be adopted by individuals that have a greater exposure to mass media, rely less an the evaluation of information technology by others, exhibit a greater ability to cope with uncertainty and take risks, and requires a less positive perception of an information technology prior to its adoption. Chapter 3 (A Focus an Usings) introduces the User-Centered Paradigm (UCP). The UCP is characteristic of the shift of emphasis from technology to users as the driving force behind technology and research agendas for Internet development [for a dissenting view, see Andrew Dillion's (2003) challenge to the utility of user-centerness for design guidance]. It entails the "broad acceptance of the user-oriented perspective across a range of disciplines and professional fields," such as business, education, cognitive engineering, and information science (p. 34).