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  1. Kleineberg, M.: Context analysis and context indexing : formal pragmatics in knowledge organization (2014) 0.23 
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    Content
    Präsentation anlässlich: European Conference on Data Analysis (ECDA 2014) in Bremen, Germany, July 2nd to 4th 2014, LIS-Workshop.
    Source
    http://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CDQQFjAE&url=http%3A%2F%2Fdigbib.ubka.uni-karlsruhe.de%2Fvolltexte%2Fdocuments%2F3131107&ei=HzFWVYvGMsiNsgGTyoFI&usg=AFQjCNE2FHUeR9oQTQlNC4TPedv4Mo3DaQ&sig2=Rlzpr7a3BLZZkqZCXXN_IA&bvm=bv.93564037,d.bGg&cad=rja
  2. Popper, K.R.: Three worlds : the Tanner lecture on human values. Deliverd at the University of Michigan, April 7, 1978 (1978) 0.19 
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    Abstract
    In this lecture I intend to challenge those who uphold a monist or even a dualist view of the universe; and I will propose, instead, a pluralist view. I will propose a view of the universe that recognizes at least three different but interacting sub-universes.
    Source
    https%3A%2F%2Ftannerlectures.utah.edu%2F_documents%2Fa-to-z%2Fp%2Fpopper80.pdf&usg=AOvVaw3f4QRTEH-OEBmoYr2J_c7H
  3. Shala, E.: ¬Die Autonomie des Menschen und der Maschine : gegenwärtige Definitionen von Autonomie zwischen philosophischem Hintergrund und technologischer Umsetzbarkeit (2014) 0.12 
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    Abstract
    Werden Maschinen mit Begriffen beschrieben, die ursprünglich der Beschreibung des Menschen dienen, so liegt zunächst der Verdacht nahe, dass jene Maschinen spezifischmenschliche Fähigkeiten oder Eigenschaften besitzen. Für körperliche Fähigkeiten, die mechanisch nachgeahmt werden, hat sich in der Alltagssprache eine anthropomorphisierende Sprechweise bereits etabliert. So wird kaum in Frage gestellt, dass bestimmte Maschinen weben, backen, sich bewegen oder arbeiten können. Bei nichtkörperlichen Eigenschaften, etwa kognitiver, sozialer oder moralischer Art sieht dies jedoch anders aus. Dass mittlerweile intelligente und rechnende Maschinen im alltäglichen Sprachgebrauch Eingang gefunden haben, wäre jedoch undenkbar ohne den langjährigen Diskurs über Künstliche Intelligenz, welcher insbesondere die zweite Hälfte des vergangenen Jahrhunderts geprägt hat. In jüngster Zeit ist es der Autonomiebegriff, welcher zunehmend Verwendung zur Beschreibung neuer Technologien findet, wie etwa "autonome mobile Roboter" oder "autonome Systeme". Dem Begriff nach rekurriert die "Autonomie" jener Technologien auf eine bestimmte Art technologischen Fortschritts, die von der Fähigkeit zur Selbstgesetzgebung herrührt. Dies wirft aus philosophischer Sicht jedoch die Frage auf, wie die Selbstgesetzgebung in diesem Fall definiert ist, zumal sich der Autonomiebegriff in der Philosophie auf die politische oder moralische Selbstgesetzgebung von Menschen oder Menschengruppen beziehungsweise ihre Handlungen bezieht. Im Handbuch Robotik hingegen führt der Autor geradezu beiläufig die Bezeichnung "autonom" ein, indem er prognostiziert, dass "[.] autonome Roboter in Zukunft sogar einen Großteil der Altenbetreuung übernehmen werden."
    Footnote
    Vgl. unter: https://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=2ahUKEwizweHljdbcAhVS16QKHXcFD9QQFjABegQICRAB&url=https%3A%2F%2Fwww.researchgate.net%2Fpublication%2F271200105_Die_Autonomie_des_Menschen_und_der_Maschine_-_gegenwartige_Definitionen_von_Autonomie_zwischen_philosophischem_Hintergrund_und_technologischer_Umsetzbarkeit_Redigierte_Version_der_Magisterarbeit_Karls&usg=AOvVaw06orrdJmFF2xbCCp_hL26q.
  4. Hajdu Barat, A.: Multilevel education, training, traditions and research in Hungary (2007) 0.12 
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    Abstract
    This paper aims to explore the theory and practice of education in schools and the further education as two levels of the Information Society in Hungary . The LIS education is considered the third level over previous levels. I attempt to survey the curriculum and content of different subjects in school; and the division of the programme for librarians. There is a great and long history of UDC usage in Hungary. The lecture sketches stairs of tradition from the beginning to the situation nowadays. Szab ó Ervin began to train the UDC at the Municipal Library in Budapest from 1910. He not only used, but taught the UDC for librarians in his courses, too. As a consequence of Szab ó Ervin's activity the librarians knew and used the UDC very early, and all libraries would use it. The article gives a short overview of recent developments and duties, the situation after the new Hungarian edition, the UDC usage in Hungarian OPAC and the possibility of UDC visualization.
  5. Zia, L.L.: Growing a national learning environments and resources network for science, mathematics, engineering, and technology education : current issues and opportunities for the NSDL program (2001) 0.11 
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    Abstract
    The National Science Foundation's (NSF) National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) program seeks to create, develop, and sustain a national digital library supporting science, mathematics, engineering, and technology (SMET) education at all levels -- preK-12, undergraduate, graduate, and life-long learning. The resulting virtual institution is expected to catalyze and support continual improvements in the quality of science, mathematics, engineering, and technology (SMET) education in both formal and informal settings. The vision for this program has been explored through a series of workshops over the past several years and documented in accompanying reports and monographs. (See [1-7, 10, 12, and 13].) These efforts have led to a characterization of the digital library as a learning environments and resources network for science, mathematics, engineering, and technology education, that is: * designed to meet the needs of learners, in both individual and collaborative settings; * constructed to enable dynamic use of a broad array of materials for learning primarily in digital format; and * managed actively to promote reliable anytime, anywhere access to quality collections and services, available both within and without the network. Underlying the NSDL program are several working assumptions. First, while there is currently no lack of "great piles of content" on the Web, there is an urgent need for "piles of great content". The difficulties in discovering and verifying the authority of appropriate Web-based material are certainly well known, yet there are many examples of learning resources of great promise available (particularly those exploiting the power of multiple media), with more added every day. The breadth and interconnectedness of the Web are simultaneously a great strength and shortcoming. Second, the "unit" or granularity of educational content can and will shrink, affording the opportunity for users to become creators and vice versa, as learning objects are reused, repackaged, and repurposed. To be sure, this scenario cannot take place without serious attention to intellectual property and digital rights management concerns. But new models and technologies are being explored (see a number of recent articles in the January issue of D-Lib Magazine). Third, there is a need for an "organizational infrastructure" that facilitates connections between distributed users and distributed content, as alluded to in the third bullet above. Finally, while much of the ongoing use of the library is envisioned to be "free" in the sense of the public good, there is an opportunity and a need to consider multiple alternative models of sustainability, particularly in the area of services offered by the digital library. More details about the NSDL program including information about proposal deadlines and current awards may be found at <http://www.ehr.nsf.gov/ehr/due/programs/nsdl>.
  6. Hjoerland, B.: Lifeboat for knowledge organization 0.10 
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    Abstract
    In spring 2002 I started teaching Knowledge Organization (KO) at the new master education at The Royal School of Library and Information Science in Copenhagen (MS RSLIS). I began collecting information about KO as support for my own teaching and research. In the beginning I made the information available to the student through a password protected system "SiteScape". This site was a great success, but I encountered problems in transferring the system for new classes the following years. Therefore I have now decided to make it public on the www and to protect only information that should not be made public. References freely available in electronic form are given an URL (if known).
  7. Somers, J.: Torching the modern-day library of Alexandria : somewhere at Google there is a database containing 25 million books and nobody is allowed to read them. (2017) 0.08 
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    Abstract
    You were going to get one-click access to the full text of nearly every book that's ever been published. Books still in print you'd have to pay for, but everything else-a collection slated to grow larger than the holdings at the Library of Congress, Harvard, the University of Michigan, at any of the great national libraries of Europe-would have been available for free at terminals that were going to be placed in every local library that wanted one. At the terminal you were going to be able to search tens of millions of books and read every page of any book you found. You'd be able to highlight passages and make annotations and share them; for the first time, you'd be able to pinpoint an idea somewhere inside the vastness of the printed record, and send somebody straight to it with a link. Books would become as instantly available, searchable, copy-pasteable-as alive in the digital world-as web pages. It was to be the realization of a long-held dream. "The universal library has been talked about for millennia," Richard Ovenden, the head of Oxford's Bodleian Libraries, has said. "It was possible to think in the Renaissance that you might be able to amass the whole of published knowledge in a single room or a single institution." In the spring of 2011, it seemed we'd amassed it in a terminal small enough to fit on a desk. "This is a watershed event and can serve as a catalyst for the reinvention of education, research, and intellectual life," one eager observer wrote at the time. On March 22 of that year, however, the legal agreement that would have unlocked a century's worth of books and peppered the country with access terminals to a universal library was rejected under Rule 23(e)(2) of the Federal Rules of Civil Procedure by the U.S. District Court for the Southern District of New York. When the library at Alexandria burned it was said to be an "international catastrophe." When the most significant humanities project of our time was dismantled in court, the scholars, archivists, and librarians who'd had a hand in its undoing breathed a sigh of relief, for they believed, at the time, that they had narrowly averted disaster.
  8. DC-2013: International Conference on Dublin Core and Metadata Applications : Online Proceedings (2013) 0.06 
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    Abstract
    The collocated conferences for DC-2013 and iPRES-2013 in Lisbon attracted 392 participants from over 37 countries. In addition to the Tuesday through Thursday conference days comprised of peer-reviewed paper and special sessions, 223 participants attended pre-conference tutorials and 246 participated in post-conference workshops for the collocated events. The peer-reviewed papers and presentations are available on the conference website Presentation page (URLs above). In sum, it was a great conference. In addition to links to PDFs of papers, project reports and posters (and their associated presentations), the published proceedings include presentation PDFs for the following: KEYNOTES Darling, we need to talk - Gildas Illien TUTORIALS -- Ivan Herman: "Introduction to Linked Open Data (LOD)" -- Steven Miller: "Introduction to Ontology Concepts and Terminology" -- Kai Eckert: "Metadata Provenance" -- Daniel Garjio: "The W3C Provenance Ontology" SPECIAL SESSIONS -- "Application Profiles as an Alternative to OWL Ontologies" -- "Long-term Preservation and Governance of RDF Vocabularies (W3C Sponsored)" -- "Data Enrichment and Transformation in the LOD Context: Poor & Popular vs Rich & Lonely--Can't we achieve both?" -- "Why Schema.org?"
    Content
    FULL PAPERS Provenance and Annotations for Linked Data - Kai Eckert How Portable Are the Metadata Standards for Scientific Data? A Proposal for a Metadata Infrastructure - Jian Qin, Kai Li Lessons Learned in Implementing the Extended Date/Time Format in a Large Digital Library - Hannah Tarver, Mark Phillips Towards the Representation of Chinese Traditional Music: A State of the Art Review of Music Metadata Standards - Mi Tian, György Fazekas, Dawn Black, Mark Sandler Maps and Gaps: Strategies for Vocabulary Design and Development - Diane Ileana Hillmann, Gordon Dunsire, Jon Phipps A Method for the Development of Dublin Core Application Profiles (Me4DCAP V0.1): Aescription - Mariana Curado Malta, Ana Alice Baptista Find and Combine Vocabularies to Design Metadata Application Profiles using Schema Registries and LOD Resources - Tsunagu Honma, Mitsuharu Nagamori, Shigeo Sugimoto Achieving Interoperability between the CARARE Schema for Monuments and Sites and the Europeana Data Model - Antoine Isaac, Valentine Charles, Kate Fernie, Costis Dallas, Dimitris Gavrilis, Stavros Angelis With a Focused Intent: Evolution of DCMI as a Research Community - Jihee Beak, Richard P. Smiraglia Metadata Capital in a Data Repository - Jane Greenberg, Shea Swauger, Elena Feinstein DC Metadata is Alive and Well - A New Standard for Education - Liddy Nevile Representation of the UNIMARC Bibliographic Data Format in Resource Description Framework - Gordon Dunsire, Mirna Willer, Predrag Perozic
  9. Decimal Classification Editorial Policy Committee (2002) 0.05 
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    Abstract
    The Decimal Classification Editorial Policy Committee (EPC) held its Meeting 117 at the Library Dec. 3-5, 2001, with chair Andrea Stamm (Northwestern University) presiding. Through its actions at this meeting, significant progress was made toward publication of DDC unabridged Edition 22 in mid-2003 and Abridged Edition 14 in early 2004. For Edition 22, the committee approved the revisions to two major segments of the classification: Table 2 through 55 Iran (the first half of the geographic area table) and 900 History and geography. EPC approved updates to several parts of the classification it had already considered: 004-006 Data processing, Computer science; 340 Law; 370 Education; 510 Mathematics; 610 Medicine; Table 3 issues concerning treatment of scientific and technical themes, with folklore, arts, and printing ramifications at 398.2 - 398.3, 704.94, and 758; Table 5 and Table 6 Ethnic Groups and Languages (portions concerning American native peoples and languages); and tourism issues at 647.9 and 790. Reports on the results of testing the approved 200 Religion and 305-306 Social groups schedules were received, as was a progress report on revision work for the manual being done by Ross Trotter (British Library, retired). Revisions for Abridged Edition 14 that received committee approval included 010 Bibliography; 070 Journalism; 150 Psychology; 370 Education; 380 Commerce, communications, and transportation; 621 Applied physics; 624 Civil engineering; and 629.8 Automatic control engineering. At the meeting the committee received print versions of _DC&_ numbers 4 and 5. Primarily for the use of Dewey translators, these cumulations list changes, substantive and cosmetic, to DDC Edition 21 and Abridged Edition 13 for the period October 1999 - December 2001. EPC will hold its Meeting 118 at the Library May 15-17, 2002.
  10. Dobratz, S.; Neuroth, H.: nestor: Network of Expertise in long-term STOrage of digital Resources : a digital preservation initiative for Germany (2004) 0.05 
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    Abstract
    Sponsored by the German Ministry of Education and Research with funding of 800.000 EURO, the German Network of Expertise in long-term storage of digital resources (nestor) began in June 2003 as a cooperative effort of 6 partners representing different players within the field of long-term preservation. The partners include: * The German National Library (Die Deutsche Bibliothek) as the lead institution for the project * The State and University Library of Lower Saxony Göttingen (Staats- und Universitätsbibliothek Göttingen) * The Computer and Media Service and the University Library of Humboldt-University Berlin (Humboldt-Universität zu Berlin) * The Bavarian State Library in Munich (Bayerische Staatsbibliothek) * The Institute for Museum Information in Berlin (Institut für Museumskunde) * General Directorate of the Bavarian State Archives (GDAB) As in other countries, long-term preservation of digital resources has become an important issue in Germany in recent years. Nevertheless, coming to agreement with institutions throughout the country to cooperate on tasks for a long-term preservation effort has taken a great deal of effort. Although there had been considerable attention paid to the preservation of physical media like CD-ROMS, technologies available for the long-term preservation of digital publications like e-books, digital dissertations, websites, etc., are still lacking. Considering the importance of the task within the federal structure of Germany, with the responsibility of each federal state for its science and culture activities, it is obvious that the approach to a successful solution of these issues in Germany must be a cooperative approach. Since 2000, there have been discussions about strategies and techniques for long-term archiving of digital information, particularly within the distributed structure of Germany's library and archival institutions. A key part of all the previous activities was focusing on using existing standards and analyzing the context in which those standards would be applied. One such activity, the Digital Library Forum Planning Project, was done on behalf of the German Ministry of Education and Research in 2002, where the vision of a digital library in 2010 that can meet the changing and increasing needs of users was developed and described in detail, including the infrastructure required and how the digital library would work technically, what it would contain and how it would be organized. The outcome was a strategic plan for certain selected specialist areas, where, amongst other topics, a future call for action for long-term preservation was defined, described and explained against the background of practical experience.
    As follow up, in 2002 the nestor long-term archiving working group provided an initial spark towards planning and organising coordinated activities concerning the long-term preservation and long-term availability of digital documents in Germany. This resulted in a workshop, held 29 - 30 October 2002, where major tasks were discussed. Influenced by the demands and progress of the nestor network, the participants reached agreement to start work on application-oriented projects and to address the following topics: * Overlapping problems o Collection and preservation of digital objects (selection criteria, preservation policy) o Definition of criteria for trusted repositories o Creation of models of cooperation, etc. * Digital objects production process o Analysis of potential conflicts between production and long-term preservation o Documentation of existing document models and recommendations for standards models to be used for long-term preservation o Identification systems for digital objects, etc. * Transfer of digital objects o Object data and metadata o Transfer protocols and interoperability o Handling of different document types, e.g. dynamic publications, etc. * Long-term preservation of digital objects o Design and prototype implementation of depot systems for digital objects (OAIS was chosen to be the best functional model.) o Authenticity o Functional requirements on user interfaces of an depot system o Identification systems for digital objects, etc. At the end of the workshop, participants decided to establish a permanent distributed infrastructure for long-term preservation and long-term accessibility of digital resources in Germany comparable, e.g., to the Digital Preservation Coalition in the UK. The initial phase, nestor, is now being set up by the above-mentioned 3-year funding project.
  11. Roes, H.: Digital libraries and education : trends and opportunities (2001) 0.05 
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    Abstract
    This article builds on work in the past few years, triggered by Ticer course and consulting activities, notably for the Dutch Open University and the Amsterdam University for Professional Education. It attempts to identify strategic issues for libraries wishing to pursue a more active policy with regard to the changes affecting higher education due to the increased use of information and communication technologies (ICT). The article starts out by sketching the changes currently occurring in education. A study of the literature, carried out while preparing a new strategic plan for the libraries of Amsterdam University for Professional Education, identified five major areas in which libraries can develop strategies to enhance services for their patrons. The following domains are discussed: digital libraries and digital learning environments; digital portfolios; information literacy; collaborative course design; and the relation between physical and virtual learning environments. Next, possible implications for library staff regarding the changes are discussed. The article concludes with thoughts on alignment between library strategy and the strategy of the library's parent institution.
  12. Hawking, S.: This is the most dangerous time for our planet (2016) 0.05 
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    Content
    "As a theoretical physicist based in Cambridge, I have lived my life in an extraordinarily privileged bubble. Cambridge is an unusual town, centered around one of the world's great universities. Within that town, the scientific community which I became part of in my twenties is even more rarefied. And within that scientific community, the small group of international theoretical physicists with whom I have spent my working life might sometimes be tempted to regard themselves as the pinnacle. Add to this, the celebrity that has come with my books, and the isolation imposed by my illness, I feel as though my ivory tower is getting taller. So the recent apparent rejection of the elite in both America and Britain is surely aimed at me, as much as anyone. Whatever we might think about the decision by the British electorate to reject membership of the European Union, and by the American public to embrace Donald Trump as their next President, there is no doubt in the minds of commentators that this was a cry of anger by people who felt that they had been abandoned by their leaders. It was, everyone seems to agree, the moment that the forgotten spoke, finding their voice to reject the advice and guidance of experts and the elite everywhere.
    I am no exception to this rule. I warned before the Brexit vote that it would damage scientific research in Britain, that a vote to leave would be a step backward, and the electorate, or at least a sufficiently significant proportion of it, took no more notice of me than any of the other political leaders, trade unionists, artists, scientists, businessmen and celebrities who all gave the same unheeded advice to the rest of the country. What matters now however, far more than the choices made by these two electorates, is how the elites react. Should we, in turn, reject these votes as outpourings of crude populism that fail to take account of the facts, and attempt to circumvent or circumscribe the choices that they represent? I would argue that this would be a terrible mistake. The concerns underlying these votes about the economic consequences of globalisation and accelerating technological change are absolutely understandable. The automation of factories has already decimated jobs in traditional manufacturing, the rise of AI is likely to extend this job destruction deep into the middle classes, with only the most caring, creative or supervisory roles remaining.
    This in turn will accelerate the already widening economic inequality around the world. The internet and the platforms which it makes possible allow very small groups of individuals to make enormous profits while employing very few people. This is inevitable, it is progress, but it is also socially destructive. We need to put this alongside the financial crash, which brought home to people that a very few individuals working in the financial sector can accrue huge rewards and that the rest of us underwrite that success and pick up the bill when their greed leads us astray. So taken together we are living in a world of widening, not diminishing, financial inequality, in which many people can see not just their standard of living, but their ability to earn a living at all, disappearing. It is no wonder then that they are searching for a new deal, which Trump and Brexit might have appeared to represent. It is also the case that another unintended consequence of the global spread of the internet and social media is that the stark nature of these inequalities are far more apparent than they have been in the past. For me, the ability to use technology to communicate has been a liberating and positive experience. Without it, I would not have been able to continue working these many years past. But it also means that the lives of the richest people in the most prosperous parts of the world are agonisingly visible to anyone, however poor and who has access to a phone. And since there are now more people with a telephone than access to clean water in Sub-Saharan Africa, this will shortly mean nearly everyone on our increasingly crowded planet will not be able to escape the inequality.
    The consequences of this are plain to see; the rural poor flock to cities, to shanty towns, driven by hope. And then often, finding that the Instagram nirvana is not available there, they seek it overseas, joining the ever greater numbers of economic migrants in search of a better life. These migrants in turn place new demands on the infrastructures and economies of the countries in which they arrive, undermining tolerance and further fuelling political populism. For me, the really concerning aspect of this, is that now, more than at any time in our history, our species needs to work together. We face awesome environmental challenges. Climate change, food production, overpopulation, the decimation of other species, epidemic disease, acidification of the oceans. Together, they are a reminder that we are at the most dangerous moment in the development of humanity. We now have the technology to destroy the planet on which we live, but have not yet developed the ability to escape it. Perhaps in a few hundred years, we will have established human colonies amidst the stars, but right now we only have one planet, and we need to work together to protect it. To do that, we need to break down not build up barriers within and between nations. If we are to stand a chance of doing that, the world's leaders need to acknowledge that they have failed and are failing the many. With resources increasingly concentrated in the hands of a few, we are going to have to learn to share far more than at present. With not only jobs but entire industries disappearing, we must help people to re-train for a new world and support them financially while they do so. If communities and economies cannot cope with current levels of migration, we must do more to encourage global development, as that is the only way that the migratory millions will be persuaded to seek their future at home. We can do this, I am an enormous optimist for my species, but it will require the elites, from London to Harvard, from Cambridge to Hollywood, to learn the lessons of the past month. To learn above all a measure of humility."
  13. Franke, F.: ¬Das Framework for Information Literacy : neue Impulse für die Förderung von Informationskompetenz in Deutschland?! (2017) 0.05 
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    Abstract
    Das Framework for Information Literacy for Higher Education wurde im Januar 2016 vom Vorstand der Association of College & Research Libraries (ACRL) beschlossen. Es beruht auf der Idee von "Threshold Concepts" und sieht Informationskompetenz in einem engen Zusammenhang mit Wissenschaft und Forschung. Dadurch legt es bei der Vermittlung von Informationskompetenz eine starke Betonung auf das "Warum", nicht nur auf das "Was". Der Ansatz des Framework wird vielfach kontrovers diskutiert. Bietet er tatsächlich eine neue Sichtweise auf die Förderung von Informationskompetenz oder ist er überwiegend alter Wein in neuen Schläuchen? Kann das Framework neue Impulse für die Aktivitäten an den Bibliotheken in Deutschland setzen oder beschreibt es etwas, was wir längst machen? Der Beitrag versucht, Anregungen zu geben, welche Konsequenzen das Framework für unsere Kurse haben kann und welche veränderten Lernziele mit ihm verbunden sein können. Dabei plädiert er für ein umfassendes Verständnis von Informationskompetenz, das sich nicht auf Einzelaspekte wie Recherchekompetenz beschränkt.
    Footnote
    Vortrag anlässlich des Bibliothekartages 2017 in Frankfurt.
    Source
    o-bib: Das offene Bibliotheksjournal. 4(2017) Nr.4, S.22-29
  14. Report on the future of bibliographic control : draft for public comment (2007) 0.04 
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    Abstract
    The future of bibliographic control will be collaborative, decentralized, international in scope, and Web-based. Its realization will occur in cooperation with the private sector, and with the active collaboration of library users. Data will be gathered from multiple sources; change will happen quickly; and bibliographic control will be dynamic, not static. The underlying technology that makes this future possible and necessary-the World Wide Web-is now almost two decades old. Libraries must continue the transition to this future without delay in order to retain their relevance as information providers. The Working Group on the Future of Bibliographic Control encourages the library community to take a thoughtful and coordinated approach to effecting significant changes in bibliographic control. Such an approach will call for leadership that is neither unitary nor centralized. Nor will the responsibility to provide such leadership fall solely to the Library of Congress (LC). That said, the Working Group recognizes that LC plays a unique role in the library community of the United States, and the directions that LC takes have great impact on all libraries. We also recognize that there are many other institutions and organizations that have the expertise and the capacity to play significant roles in the bibliographic future. Wherever possible, those institutions must step forward and take responsibility for assisting with navigating the transition and for playing appropriate ongoing roles after that transition is complete. To achieve the goals set out in this document, we must look beyond individual libraries to a system wide deployment of resources. We must realize efficiencies in order to be able to reallocate resources from certain lower-value components of the bibliographic control ecosystem into other higher-value components of that same ecosystem. The recommendations in this report are directed at a number of parties, indicated either by their common initialism (e.g., "LC" for Library of Congress, "PCC" for Program for Cooperative Cataloging) or by their general category (e.g., "Publishers," "National Libraries"). When the recommendation is addressed to "All," it is intended for the library community as a whole and its close collaborators.
    The Library of Congress must begin by prioritizing the recommendations that are directed in whole or in part at LC. Some define tasks that can be achieved immediately and with moderate effort; others will require analysis and planning that will have to be coordinated broadly and carefully. The Working Group has consciously not associated time frames with any of its recommendations. The recommendations fall into five general areas: 1. Increase the efficiency of bibliographic production for all libraries through increased cooperation and increased sharing of bibliographic records, and by maximizing the use of data produced throughout the entire "supply chain" for information resources. 2. Transfer effort into higher-value activity. In particular, expand the possibilities for knowledge creation by "exposing" rare and unique materials held by libraries that are currently hidden from view and, thus, underused. 3. Position our technology for the future by recognizing that the World Wide Web is both our technology platform and the appropriate platform for the delivery of our standards. Recognize that people are not the only users of the data we produce in the name of bibliographic control, but so too are machine applications that interact with those data in a variety of ways. 4. Position our community for the future by facilitating the incorporation of evaluative and other user-supplied information into our resource descriptions. Work to realize the potential of the FRBR framework for revealing and capitalizing on the various relationships that exist among information resources. 5. Strengthen the library profession through education and the development of metrics that will inform decision-making now and in the future. The Working Group intends what follows to serve as a broad blueprint for the Library of Congress and its colleagues in the library and information technology communities for extending and promoting access to information resources.
  15. Zhai, X.: ChatGPT user experience: : implications for education (2022) 0.04 
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    Abstract
    ChatGPT, a general-purpose conversation chatbot released on November 30, 2022, by OpenAI, is expected to impact every aspect of society. However, the potential impacts of this NLP tool on education remain unknown. Such impact can be enormous as the capacity of ChatGPT may drive changes to educational learning goals, learning activities, and assessment and evaluation practices. This study was conducted by piloting ChatGPT to write an academic paper, titled Artificial Intelligence for Education (see Appendix A). The piloting result suggests that ChatGPT is able to help researchers write a paper that is coherent, (partially) accurate, informative, and systematic. The writing is extremely efficient (2-3 hours) and involves very limited professional knowledge from the author. Drawing upon the user experience, I reflect on the potential impacts of ChatGPT, as well as similar AI tools, on education. The paper concludes by suggesting adjusting learning goals-students should be able to use AI tools to conduct subject-domain tasks and education should focus on improving students' creativity and critical thinking rather than general skills. To accomplish the learning goals, researchers should design AI-involved learning tasks to engage students in solving real-world problems. ChatGPT also raises concerns that students may outsource assessment tasks. This paper concludes that new formats of assessments are needed to focus on creativity and critical thinking that AI cannot substitute.
  16. Quick Guide to Publishing a Classification Scheme on the Semantic Web (2008) 0.04 
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    Abstract
    This document describes in brief how to express the content and structure of a classification scheme, and metadata about a classification scheme, in RDF using the SKOS vocabulary. RDF allows data to be linked to and/or merged with other RDF data by semantic web applications. The Semantic Web, which is based on the Resource Description Framework (RDF), provides a common framework that allows data to be shared and reused across application, enterprise, and community boundaries. Publishing classifications schemes in SKOS will unify the great many of existing classification efforts in the framework of the Semantic Web.
  17. Schoenbeck, O.; Schröter, M.; Werr, N.: Making of oder Lost in translation? : Das Framework for Information Literacy for Higher Education - Herausforderungen bei der Übersetzung ins Deutsche und der bibliothekarischen Anwendung (2021) 0.04 
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    Abstract
    Im Mittelpunkt dieses Beitrags steht das 2016 von der Association of College & Research Libraries (ACRL) veröffentlichte Framework for Information Literacy for Higher Education, dessen Kernideen und Entwicklung aus Vorläufern wie den 2000 von der ACRL publizierten Information Literacy Competency Standards for Higher Education heraus skizziert werden. Die Rezeptionsgeschichte dieser Standards im deutschen Sprachraum wird vor dem Hintergrund der Geschichte ihrer (partiellen) Übersetzung nachgezeichnet und hieraus das Potenzial abgeleitet, das die nun vorliegende vollständige Übersetzung des Framework ins Deutsche für eine zeitgemäße Förderung von Informationskompetenz bietet. Die vielfältigen Herausforderungen einer solchen Übersetzung werden durch Einblicke in die Übersetzungswerkstatt exemplarisch reflektiert.
  18. Day, M.; Koch, T.: ¬The role of classification schemes in Internet resource description and discovery : DESIRE - Development of a European Service for Information on Research and Education. Specification for resource description methods, part 3 (1997) 0.04 
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  19. Schoenbeck, O.; Schröter, M.; Werr, N.: Framework Informationskompetenz in der Hochschulbildung (2021) 0.04 
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    Abstract
    Im Mittelpunkt dieses Beitrags steht das 2016 von der Association of College & Research Libraries (ACRL) veröffentlichte Framework for Information Literacy for Higher Education, dessen Kernideen und Entwicklung aus Vorläufern wie den 2000 von der ACRL publizierten Information Literacy Competency Standards for Higher Education heraus skizziert werden. Die Rezeptionsgeschichte dieser Standards im deutschen Sprachraum wird vor dem Hintergrund der Geschichte ihrer (partiellen) Übersetzung nachgezeichnet und hieraus das Potenzial abgeleitet, das die nun vorliegende vollständige Übersetzung des Framework ins Deutsche für eine zeitgemäße Förderung von Informationskompetenz bietet. Die vielfältigen Herausforderungen einer solchen Übersetzung werden durch Einblicke in die Übersetzungswerkstatt exemplarisch reflektiert.
  20. Hayman, S.; Lothian, N.: Taxonomy directed folksonomies : integrating user tagging and controlled vocabularies for Australian education networks (2007) 0.04 
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    Abstract
    What is the role of controlled vocabulary in a Web 2.0 world? Can we have the best of both worlds: balancing folksonomies and controlled vocabularies to help communities of users find and share information and resources most relevant to them? education.au develops and manages Australian online services for education and training. Its goal is to bring people, learning and technology together. education.au projects are increasingly involved in exploring the use of Web 2.0 developments building on user ideas, knowledge and experience, and how these might be integrated with existing information management systems. This paper presents work being undertaken in this area, particularly in relation to controlled vocabularies, and discusses the challenges faced. Education Network Australia (edna) is a leading online resource collection and collaborative network for education, with an extensive repository of selected educational resources with metadata created by educators and information specialists. It uses controlled vocabularies for metadata creation and searching, where users receive suggested related terms from an education thesaurus, with their results. We recognise that no formal thesaurus can keep pace with user needs so are interested in exploiting the power of folksonomies. We describe a proof of concept project to develop community contributions to managing information and resources, using Taxonomy-Directed Folksonomy. An established taxonomy from the Australian education sector suggests terms for tagging and users can suggest terms. Importantly, the folksonomy will feed back into the taxonomy showing gaps in coverage and helping us to monitor new terms and usage to improve and develop our formal taxonomies. This model would initially sit alongside the current edna repositories, tools and services but will give us valuable user contributed resources as well as information about how users manage resources. Observing terms suggested, chosen and used in folksonomies is a rich source of information for developing our formal systems so that we can indeed get the best of both worlds.

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  • b 26
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