Search (10 results, page 1 of 1)

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Abstract

This book offers a comprehensive and consistent mathematical approach to information retrieval (IR) without which no implementation is possible, and sheds an entirely new light upon the structure of IR models. It contains the descriptions of all IR models in a unified formal style and language, along with examples for each, thus offering a comprehensive overview of them. The book also creates mathematical foundations and a consistent mathematical theory (including all mathematical results achieved so far) of IR as a stand-alone mathematical discipline, which thus can be read and taught independently. Also, the book contains all necessary mathematical knowledge on which IR relies, to help the reader avoid searching different sources. The book will be of interest to computer or information scientists, librarians, mathematicians, undergraduate students and researchers whose work involves information retrieval.

Date

22. 3.2008 12:26:32

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Date

22. 1.2017 17:12:50

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Abstract

This text discusses what information is, wha t its role is, and whether this has changed. It pulls togeth er views of expert exponents on information usage and examples of what it can do for us and how society's attitudes have changed.

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Abstract

The range of metadata needed to run a digital library and preserve its collections in the long term is much more extensive and complicated than anything in its traditional counterpart. It includes the same 'descriptive' information which guides users to the resources they require but must supplement this with comprehensive 'administrative' metadata: this encompasses technical details of the files that make up its collections, the documentation of complex intellectual property rights and the extensive set needed to support its preservation in the long-term. To accommodate all of this requires the use of multiple metadata standards, all of which have to be brought together into a single integrated whole.
Metadata in the Digital Library is a complete guide to building a digital library metadata strategy from scratch, using established metadata standards bound together by the markup language XML. The book introduces the reader to the theory of metadata and shows how it can be applied in practice. It lays out the basic principles that should underlie any metadata strategy, including its relation to such fundamentals as the digital curation lifecycle, and demonstrates how they should be put into effect. It introduces the XML language and the key standards for each type of metadata, including Dublin Core and MODS for descriptive metadata and PREMIS for its administrative and preservation counterpart. Finally, the book shows how these can all be integrated using the packaging standard METS. Two case studies from the Warburg Institute in London show how the strategy can be implemented in a working environment. The strategy laid out in this book will ensure that a digital library's metadata will support all of its operations, be fully interoperable with others and enable its long-term preservation. It assumes no prior knowledge of metadata, XML or any of the standards that it covers. It provides both an introduction to best practices in digital library metadata and a manual for their practical implementation.

Content

Inhalt: 1 Introduction, Aims and Definitions -- 1.1 Origins -- 1.2 From information science to libraries -- 1.3 The central place of metadata -- 1.4 The book in outline -- 2 Metadata Basics -- 2.1 Introduction -- 2.2 Three types of metadata -- 2.2.1 Descriptive metadata -- 2.2.2 Administrative metadata -- 2.2.3 Structural metadata -- 2.3 The core components of metadata -- 2.3.1 Syntax -- 2.3.2 Semantics -- 2.3.3 Content rules -- 2.4 Metadata standards -- 2.5 Conclusion -- 3 Planning a Metadata Strategy: Basic Principles -- 3.1 Introduction -- 3.2 Principle 1: Support all stages of the digital curation lifecycle -- 3.3 Principle 2: Support the long-term preservation of the digital object -- 3.4 Principle 3: Ensure interoperability -- 3.5 Principle 4: Control metadata content wherever possible -- 3.6 Principle 5: Ensure software independence -- 3.7 Principle 6: Impose a logical system of identifiers -- 3.8 Principle 7: Use standards whenever possible -- 3.9 Principle 8: Ensure the integrity of the metadata itself -- 3.10 Summary: the basic principles of a metadata strategy -- 4 Planning a Metadata Strategy: Applying the Basic Principles -- 4.1 Introduction -- 4.2 Initial steps: standards as a foundation -- 4.2.1 'Off-the shelf' standards -- 4.2.2 Mapping out an architecture and serialising it into a standard -- 4.2.3 Devising a local metadata scheme -- 4.2.4 How standards support the basic principles -- 4.3 Identifiers: everything in its place -- 5 XML: The Syntactical Foundation of Metadata -- 5.1 Introduction -- 5.2 What XML looks like -- 5.3 XML schemas -- 5.4 Namespaces -- 5.5 Creating and editing XML -- 5.6 Transforming XML -- 5.7 Why use XML? -- 6 METS: The Metadata Package -- 6.1 Introduction -- 6.2 Why use METS?.

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Footnote

Rez. in: JASIST 58(2007) no.4, S.607-608 (A.D. Petrou): "One small example of a tension in the book's chapters can be expressed as: What exactly falls under information management (IM) as a domain of study? Is it content and research about a traditional life cycle of information, or is it the latter and also any other important issue in information research, such as culture, virtual reality, and online behavior, and communities of practice? In chapter 13, T.D. Wilson states, "Information management is the management of the life cycle to the point of delivery to the information user" (p. 164), yet as he also recognizes, other aspects of information are now included as IM's study matter. On p. 163 of the same chapter, Wilson offers Figure 12.2, titled "The extended life cycle of information." The life cycle in this case includes the following information stages: acquisition, organization, storage, retrieval, access and lending, and dissemination. All of these six stages Wilson labels, inside the circle, as IM. The rest of the extended information life cycle is information use, which includes use, sharing, and application. Chapter 3's author, Gunilla Widen-Wulff, quoting Davenport (1994), states "effective IM is about helping people make effective use of the information, rather than the machines" (p. 31). Widen-Wulff, however, addresses IM from an information culture perspective. To review the book's critical content, IM definitions and research methodology and methods reported in chapters are critically summarized next. This will provide basic information for anyone interested in using the book as an information research reader.
The chapter by Wilson and Maceviciûtè should have been the first in the book, as it offers an informative, clearly laid out, research-based picture for IM. The chapter offers IM definitions, as mentioned earlier, and also covers a couple of major studies concerned with mapping diversity of content and topics studied in the IM field. RefViz, a visualization tool and an addition to EndNote, was used to map 462 articles published between 1999 and 2004 that had the term information management in their title. Figure 2.1 (Visualization of the IM literature), presents the map's 18 groups or clusters of documents. Two studies by Wilson also are presented. A study completed in 2004 covered the years 2000 to 2004 and reviewed five journals with articles about information activities. The 2004 study analyzed 190 articles from 383 authors. Wilson developed a number of categories about information activities as part of the 2000 and 2004 studies that indicate the scope of the articles analyzed and IM's diversity of subject matter. The remainder of the chapter presents comparative data between the 2000 and 2004 research studies. Joyce Kirk provides a hierarchy of five IM definitions. "IM as IT systems" and "information resource management" are two of these definitions. While it is difficult to clearly recognize any of the hierarchy statements as a definition for IM, what can be had from this hierarchy is the realization, as cviu te' and Wilson state in chapter 2, that IM "is used as an abbreviation for the management of IT, information systems management, management information systems, etc." (p. 20). Perhaps, the critical usefulness of the chapter resides not so much in that it offers any ready to apply definitions for IM but rather in that it provides an overall review about information. The latter can be helpful for a book intended as an information research reader and as an introduction to IM. WidenWulff examined 15 Finnish insurance businesses and developed scales for the measurement of open and closed organizations, and also presented learning organization attributes in different information environments. A 1999 study by Aiki Tibar about critical success factors (CSF) and information needs of successful Estonian companies is the centerpiece of the chapter. The study's findings are presented in relation to previous and more recent research on CSF. The study's methodology was qualitative in nature, involving semistructured interviews with managers and engineers from 25 of the most successful companies in Estonia; these companies were selected in a contest in 1998 as being included in the top 50 most successful companies. In terms of findings, IM was a CFS that was mentioned the most frequently.
Allen strikes a realistic note of the institutional importance of trust across teams of academics and administrators, and subsequently of the political behavior of academics and computer services administrators/ managers and the relation of the latter to information strategy formulation. Research was conducted at 12 university sites, information strategy process documents were analyzed, and 20 informants were interviewed at each site. The study's research focused on cross-case analysis (instead of an iterative approach to collection and analysis of data), research was longitudinal, and a grounded theory approach was employed. According to the author, findings confirm a similar position taken by Pettigrew (1977): "development of information strategy is the outcome of negotiated political relations" (p. 177). And for such negotiated political relations, the author concludes, trust is a necessary ingredient. It is important to reiterate that IM's scope requires a diversity of study methods and methodologies to address all issues involved. A multiplicity of information and IM definitions and the number of local and global issues that must be addressed, along with information's significance as resource and/or commodity in different types of organizations, necessitate diversity in information research. Each chapter has demonstrated a need to cover many aspects of IM and to ensure that there is as much clarity in that effort as possible, and yet differentiation of IM from other related fields such as KM clearly remains a top issue. As with any other effort to define a field's boundaries, the task at hand is not easy, but while definitions and boundaries are being worked out, there is always an opportunity to engage in fruitful discussions about scope and critical issues in information research."

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Abstract

This highly practical handbook teaches you how to unlock the value of your existing metadata through cleaning, reconciliation, enrichment and linking and how to streamline the process of new metadata creation. Libraries, archives and museums are facing up to the challenge of providing access to fast growing collections whilst managing cuts to budgets. Key to this is the creation, linking and publishing of good quality metadata as Linked Data that will allow their collections to be discovered, accessed and disseminated in a sustainable manner. This highly practical handbook teaches you how to unlock the value of your existing metadata through cleaning, reconciliation, enrichment and linking and how to streamline the process of new metadata creation. Metadata experts Seth van Hooland and Ruben Verborgh introduce the key concepts of metadata standards and Linked Data and how they can be practically applied to existing metadata, giving readers the tools and understanding to achieve maximum results with limited resources. Readers will learn how to critically assess and use (semi-)automated methods of managing metadata through hands-on exercises within the book and on the accompanying website. Each chapter is built around a case study from institutions around the world, demonstrating how freely available tools are being successfully used in different metadata contexts. This handbook delivers the necessary conceptual and practical understanding to empower practitioners to make the right decisions when making their organisations resources accessible on the Web. Key topics include, the value of metadata; metadata creation - architecture, data models and standards; metadata cleaning; metadata reconciliation; metadata enrichment through Linked Data and named-entity recognition; importing and exporting metadata; ensuring a sustainable publishing model. This will be an invaluable guide for metadata practitioners and researchers within all cultural heritage contexts, from library cataloguers and archivists to museum curatorial staff. It will also be of interest to students and academics within information science and digital humanities fields. IT managers with responsibility for information systems, as well as strategy heads and budget holders, at cultural heritage organisations, will find this a valuable decision-making aid.

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Date

27.12.2008 11:22:36

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Footnote

Rez. in: Information Research, 9(3), review no. R129 (T.D. Wilson): "The first edition of this book was published ten years ago and rapidly become something of a classic in the field of information seeking behaviour. It is good to see the second edition which incorporates not only the work the author has done since 1993, but also related work by other researchers. Kuhlthau is one of the most cited authors in the field and her model of the information search process, involving stages in the search and associated feelings, has been used by others in a variety of contexts. However, what makes this book different (as was the case with the first edition) is the author's dedication to the field of practice and the book's sub-title demonstrates her commitment to the transfer of research. In Kuhlthau's case this is the practice of the school library media specialist, but her research has covered students of various ages as well as a wide range of occupational groups. Because the information search model is so well known, I shall concentrate in this review on the relationship between the research findings and practice. It is necessary, however, to begin with the search process model, because this is central. Briefly, the model proposes that the searcher goes through the stages of initiation, selection, exploration, formulation, collection and presentation, and, at each stage, experiences various feelings ranging from optimism and satisfaction to confusion and disappointment. Personally, I occasionally suffer despair, but perhaps that is too extreme for most!
It is important to understand the origins of Kuhlthau's ideas in the work of the educational theorists, Dewey, Kelly and Bruner. Putting the matter in a rather simplistic manner, Dewey identified stages of cognition, Kelly attached the idea of feelings being associated with cognitive stages, and Bruner added the notion of actions associated with both. We can see this framework underlying Kuhlthau's research in her description of the actions undertaken at different stages in the search process and the associated feelings. Central to the transfer of these ideas to practice is the notion of the 'Zone of Intervention' or the point at which an information seeker can proceed more effectively with assistance than without. Kuhlthau identifies five intervention zones, the first of which involves intervention by the information seeker him/herself. The remaining four involve interventions of different kinds, which the author distinguishes according to the level of mediation required: zone 2 involves the librarian as 'locater', i.e., providing the quick reference response; zone 3, as 'identifier', i.e., discovering potentially useful information resources, but taking no further interest in the user; zone 4 as 'advisor', i.e., not only identifying possibly helpful resources, but guiding the user through them, and zone 5 as 'counsellor', which might be seen as a more intensive version of the advisor, guiding not simply on the sources, but also on the overall process, through a continuing interaction with the user. Clearly, these processes can be used in workshops, conference presentations and the classroom to sensitise the practioner and the student to the range of helping strategies that ought to be made available to the information seeker. However, the author goes further, identifying a further set of strategies for intervening in the search process, which she describes as 'collaborating', 'continuing', 'choosing', 'charting', 'conversing' and 'composing'. 'Collaboration' clearly involves the participation of others - fellow students, work peers, fellow researchers, or whatever, in the search process; 'continuing' intervention is associated with information seeking that involves a succession of actions - the intermediary 'stays with' the searcher throughout the process, available as needed to support him/her; 'choosing', that is, enabling the information seeker to identify the available choices in any given situation; 'charting' involves presenting a graphic illustration of the overall process and locating the information seeker in that chart; 'conversing' is the encouragement of discussion about the problem(s), and 'composing' involves the librarian as counsellor in encouraging the information seeker to document his/her experience, perhaps by keeping a diary of the process.

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Content

Inhalt: Scholars and scripts, spoors and scores / Blaise CroninHistory and evolution of (biblio)metrics / Nicola De Bellis -- The citation : from culture to infrastructure / Paul Wouters -- The data it is me! / Ronald E. Day -- The ethics of evaluative bibliometrics / Jonathan Furner -- Criteria for evaluating indicators / Yves Gingras -- Obliteration by incorporation / Katherine W. McCain -- A network approach to scholarly evaluation / Jevin D. West and Daril A. Vilhena -- Science visualization and discursive knowledge / Loet Leydesdorff -- Measuring interdisciplinarity / Vincent Larivière and Yves Gingras -- Bibliometric standards for evaluating research institutes in the natural sciences / Lutz Bornmann, Benjamin E. Bowman, Jonathan Bauer, Werner Marx, Hermann Schier and Margit Palzenberger -- Identifying and quantifying research strengths using market segmentation / Kevin W. Boyack and Richard Klavans -- Finding and recommending scholarly articles / Michael J. Kurtz and Edwin A. Henneken -- Altmetrics / Jason Priem -- Web impact measures for research assessment / Kayvan Kousha and Mike Thelwall -- Bibliographic references in Web 2.0 / Judit Bar-Illan, Hadas Shema and Mike Thelwall -- Readership metrics / Stefanie Haustein -- Evaluating the work of judges / Peter Hook -- Academic genealogy / Cassidy R. Sugimoto -- A publishing perspective on bibliometrics / Judith Kamalski, Andrew Plume and Mayur Amin -- Science metrics and science policy / Julia Lane, Mark Largent and Rebecca Rosen.

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Abstract

Ebenso wie Astronomen das Phänomen der Schwarzen Löcher zu erklären versuchen, setzen sich Philosophen, Soziologen, Informationswissenschaftler und Informatiker mit der Informations- und Wissensgesellschaft auseinander. Ebenso wie niemand so richtig weiß, was in den Schwarzen Löchern tatsächlich passiert, weiß auch niemand so richtig, was die Essentials einer Informations- und Wissensgesellschaft sind. Wir können noch nicht einmal sagen, ob wir bereits in einer Informationsgesellschaft leben oder ob wir noch auf dem Weg dahin sind. Welchen Sinn macht dann eine Wissensgesellschaft? Bei näherer Betrachtung gibt es eine Parallele zu den Schwarzen Löchern und einer irgendwie gestalteten Informations- und Wissensgesellschaft: Beide Phänomene "verschlingen" Ressourcen, sind unersättlich und niemand weiß, so richtig wohin alles "verschwindet". Wolfgang Ratzek wählt diese Metapher, um zu zeigen, dass wir von einer Informations- und Wissensgesellschaft noch sehr weit entfernt sind; stattdessen hat sich eine IT-gestützte Informationsund Wissensindustrie etabliert. Mit immer neuen Entwicklungen werden wir in das feinmaschige Netz eingebunden. Auf äußerst geschickte Art und Weise bringen wir uns - unter Anleitung der Informations- und Wissensindustrie - in eine gewisse Abhängigkeit. Wir vergessen dabei unser eigentliches Ziel: den sinnvollen Umgang mit Information und Wissen. Am Ende müssen wir dann zweierlei feststellen: Wir erkennen, dass wir der Entwicklung - trotz hoher Investitionen an Geld und Teampower - hinterherhinken und, das ist wohl die bitterste Erkenntnis, dass die Versprechen, mit denen wir in die IT-Welt gelockt worden sind, nicht eingelöst wurden: Statt der versprochenen Eindämmung der Datenflut leiden wir unter dieser-statt eines Wissensvorsprungs leiden wir an einer Wissensarmut. Es wird höchste Zeit, so die Kernthese des Autors, der Informationswelt ein Gesicht zu geben, weil immer noch Menschen und nicht Computer verantwortlich für den Zustand unserer Welt tragen. Es ist höchste Zeit, dass die Information Professionals in der Informationsvermittlung erkennen, dass Dienst am Kunden auch Nähe zum Kunden bedeutet.