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Source

D-Lib magazine. 13(2007) nos.1/2, x S

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Abstract

Because, to paraphrase a pop music lyric from a certain rock and roll band of yesterday, "the Web is old, the Web is new, the Web is all, the Web is you", it seems like we might have to face up to some of these stark realities. With the introduction of new social software applications such as blogs, wikis, newsfeeds, social networks, and bookmarking tools (the subject of this paper), the claim that Shelley Powers makes in a Burningbird blog entry seems apposite: "This is the user's web now, which means it's my web and I can make the rules." Reinvention is revolution - it brings us always back to beginnings. We are here going to remind you of hyperlinks in all their glory, sell you on the idea of bookmarking hyperlinks, point you at other folks who are doing the same, and tell you why this is a good thing. Just as long as those hyperlinks (or let's call them plain old links) are managed, tagged, commented upon, and published onto the Web, they represent a user's own personal library placed on public record, which - when aggregated with other personal libraries - allows for rich, social networking opportunities. Why spill any ink (digital or not) in rewriting what someone else has already written about instead of just pointing at the original story and adding the merest of titles, descriptions and tags for future reference? More importantly, why not make these personal 'link playlists' available to oneself and to others from whatever browser or computer one happens to be using at the time? This paper reviews some current initiatives, as of early 2005, in providing public link management applications on the Web - utilities that are often referred to under the general moniker of 'social bookmarking tools'. There are a couple of things going on here: 1) server-side software aimed specifically at managing links with, crucially, a strong, social networking flavour, and 2) an unabashedly open and unstructured approach to tagging, or user classification, of those links.

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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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Date

1. 5.2003 12:04:35

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Footnote

Original in: Library resources and technical services 21(1977) no.1, S.13-30.

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Content

Theses: 1. Who should be addressed by digital libraries? How shall we measure whether we have reached the desired audience? Thesis: The primary audience for a digital library is neither the leading specialist in the respective field, nor the freshman, but the advanced student or young researcher and the "almost specialist". The primary topic of digitization projects should not be the absolute top range of the "treasures" of a collection, but those materials that we always have wanted to promote if they were just marginally more important. Whether we effectively serve them to the appropriate community of serious users can only be measured according to criteria that have yet to be developed. 2. The appropriate size of digital libraries and their access tools Thesis: Digital collections need a critical, minimal size to make their access worthwhile. In the end, users want to access information, not metadata or gimmicks. 3. The quality of digital objects Thesis: If digital library resources are to be integrated into the daily work of the research community, they must appear on the screen of the researcher in a quality that is useful in actual work. 4. The granularity / modularity of digital repositories Thesis: While digital libraries are self-contained bodies of information, they are not the basic unit that most users want to access. Users are, as a rule, more interested in the individual objects in the library and need a straightforward way to access them. 5. Digital collections as integrated reference systems Thesis: Traditional libraries support their collections with reference material. Digital collections need to find appropriate models to replicate this functionality. 6. Library and teaching Thesis: The use of multimedia in teaching is as much of a current buzzword as the creation of digital collections. It is obvious that they should be connected. A clear-cut separation of the two approaches is nevertheless necessary.

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Abstract

Libraries have not been idle in the face of the changes re-shaping their environments: in fact, much work is underway and major advances have already been achieved. But these efforts lack a unifying framework, a means for libraries, as a community, to gather the strands of individual projects and weave them into a cohesive whole. A framework of this kind would help in articulating collective expectations, assessing progress, and identifying critical gaps. As the information landscape continually shifts and changes, a framework would promote the design and implementation of flexible, interoperable library systems that can respond more quickly to the needs of libraries in serving their constituents. It will provide a port of entry for organizations outside the library domain, and help them understand the critical points of contact between their services and those of libraries. Perhaps most importantly, a framework would assist libraries in strategic planning. It would provide a tool to help them establish priorities, guide investment, and anticipate future needs in uncertain environments. It was in this context, and in recognition of efforts already underway to align library services with emerging information environments, that the Digital Library Federation (DLF) in 2005 sponsored the formation of the Service Framework Group (SFG) [1] to consider a more systematic, community-based approach to aligning the functions of libraries with increasing automation in fulfilling the needs of information environments. The SFG seeks to understand and model the research library in today's environment, by developing a framework within which the services offered by libraries, represented both as business logic and computer processes, can be understood in relation to other parts of the institutional and external information landscape. This framework will help research institutions plan wisely for providing the services needed to meet the current and emerging information needs of their constituents. A service framework is a tool for documenting a shared view of library services in changing environments; communicating it among libraries and others, and applying it to best advantage in meeting library goals. It is a means of focusing attention and organizing discussion. It is not, however, a substitute for innovation and creativity. It does not supply the answers, but facilitates the process by which answers are sought, found, and applied. This paper discusses the SFG's vision of a service framework for libraries, its approach to developing the framework, and the group's work agenda going forward.

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Abstract

In fall 2004, the National Science Foundation's (NSF) National Science, Technology, Engineering, and Mathematics Education Digital Library (NSDL) program made new grants in three tracks: Pathways, Services, and Targeted Research. Together with projects started in fiscal years (FY) 2000-03 these new grants continue the development of a national digital library of high quality educational resources to support learning at all levels in science, technology, engineering, and mathematics (STEM). By enabling broad access to reliable and authoritative learning and teaching materials and associated services in a digital environment, the National Science Digital Library expects to promote continual improvements in the quality of formal STEM education, and also to serve as a resource for informal and lifelong learning. Proposals for the FY05 funding cycle are due April 11, 2005, and the full solicitation is available at <http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf05545>. Two NSF directorates, the Directorate for Geosciences (GEO) and the Directorate for Mathematical and Physical Sciences (MPS) have both provided significant co-funding for over twenty projects in the first four years of the program, illustrating the NSDL program's facilitation of the integration of research and education, an important strategic objective of the NSF. In FY2004, the NSDL program introduced a new Pathways track, replacing the earlier Collections track. The Services track strongly encouraged two particular types of projects: (1) selection services and (2) usage development workshops. * Pathways projects provide stewardship for educational content and services needed by a broad community of learners; * Selection services projects identify and increase the high-quality STEM educational content known to NSDL; and * Usage development workshops engage new communities of learners in the use of NSDL and its resources.

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Source

D-Lib magazine. 4(1998) no.1, xx S

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Footnote

Vgl.: DOI: 10.1353/lib.2018.0018. Vgl. auch den Kommentar in: Lueg, C.: To be or not to be (embodied): that is not the question. In: Journal of the Association for Information Science and Technology. 71(2020) no.1, S.114-117. (Opinion paper) Two articles in a recent special issue on Information and the Body published in the journal Library Trends stand out because of the way they are identifying, albeit indirectly, a formidable challenge to library information science (LIS). In her contribution, Bates warns that understanding information behavior demands recognizing and studying "any one important element of the ecology [in which humans are embedded]." Hartel, on the other hand, suggests that LIS would not lose much but would have lots to gain by focusing on core LIS themes instead of embodied information, since the latter may be unproductive, as LIS scholars are "latecomer[s] to a mature research domain." I would argue that LIS as a discipline cannot avoid dealing with those pesky mammals aka patrons or users; like the cognate discipline and "community of communities" human computer interaction (HCI), LIS needs the interdisciplinarity to succeed. LIS researchers are uniquely positioned to help bring together LIS's deep understanding of "information" and embodiment perspectives that may or may not have been developed in other disciplines. LIS researchers need to be more explicit about what their original contribution is, though, and what may have been appropriated from other disciplines.