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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>.

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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

This article describes an approach for linking geographically distributed collections of metadata so that they are searchable as a single collection. We describe the infrastructure, which uses standard Internet protocols such as the Lightweight Directory Access Protocol (LDAP) and the Common Indexing Protocol (CIP), to distribute queries, return results, and exchange index information. We discuss the advantages of using linked collections of authoritative metadata as an alternative to using a keyword indexing search-engine for resource discovery. We examine other architectures that use metadata for resource discovery, such as Dienst/NCSTRL, the AHDS HTTP/Z39.50 Gateway, and the ROADS initiative. Finally, we discuss research issues and future directions of the project. The Internet Scout Project, which is funded by the National Science Foundation and is located in the Computer Sciences Department at the University of Wisconsin-Madison, is charged with assisting the higher education community in resource discovery on the Internet. To that end, the Scout Report and subsequent subject-specific Scout Reports were developed to guide the U.S. higher education community to research-quality resources. The Scout Report Signpost utilizes the content from the Scout Reports as the basis of a metadata collection. Signpost consists of more than 2000 cataloged Internet sites using established standards such as Library of Congress subject headings and abbreviated call letters, and emerging standards such as the Dublin Core (DC). This searchable and browseable collection is free and freely accessible, as are all of the Internet Scout Project's services.

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Abstract

PhysNet offers online services that enable a physicist to keep in touch with the worldwide physics community and to receive all information he or she may need. In addition to being of great value to physicists, these services are practical examples of the use of modern methods of digital libraries, in particular the use of metadata harvesting. One service is PhysDoc. This consists of a Harvest-based online information broker- and gatherer-network, which harvests information from the local web-servers of professional physics institutions worldwide (mostly in Europe and USA so far). PhysDoc focuses on scientific information posted by the individual scientist at his local server, such as documents, publications, reports, publication lists, and lists of links to documents. All rights are reserved for the authors who are responsible for the content and quality of their documents. PhysDis is an analogous service but specifically for university theses, with their dual requirements of examination work and publication. The strategy is to select high quality sites containing metadata. We report here on the present status of PhysNet, our experience in operating it, and the development of its usage. To continuously involve authors, research groups, and national societies is considered crucial for a future stable service.