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JCDL 2007 Workshop 1: Developing a DL Educ Program Core DL Curriculum

JCDL 2007 Workshop 1: Developing a DL Educ Program Core DL Curriculum. Edward A. Fox (fox@vt.edu), Seungwon Yang Digital Library Research Laboratory Virginia Tech; NSF: IIS-0535057 ; http://curric.dlib.vt.edu/ Barbara M. Wildemuth, Jeffrey Pomerantz, Sanghee Oh

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JCDL 2007 Workshop 1: Developing a DL Educ Program Core DL Curriculum

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  1. JCDL 2007 Workshop 1: Developing a DL Educ Program Core DL Curriculum Edward A. Fox (fox@vt.edu), Seungwon Yang Digital Library Research Laboratory Virginia Tech; NSF: IIS-0535057; http://curric.dlib.vt.edu/ Barbara M. Wildemuth, Jeffrey Pomerantz, Sanghee Oh School of Information & Library Science University of North Carolina at Chapel Hill wildem@ils.unc.edu ; NSF: IIS-0535060

  2. Topics • LIKES • VT/UNC-CH DL curric project • 5S • Quality • DL Manifesto

  3. Living In the KnowlEdge Society(LIKES)Proposal for NSF 06-608, CPATHProposal for VT Pathways(themed version of core curric.)PI: Edward A. Fox

  4. Purpose • Graduates from colleges & universities should be prepared to live in and contribute to the Knowledge Society emerging in the 21st century. • Computing/LIS education can be revitalized: • if the LIKES theme spreads in programs (so graduates can help build the Knowledge Society); • if faculty collaborate (both in education and research endeavors) with colleagues globally who are interested in LIKES.

  5. Living In the KnowlEdge Society (LIKES): Core surrounded by enabling concepts, problem providing disciplines

  6. Objectives – 1 of 3 • Enhance education in the discipline: • New courses: Living in the Global Knowledge Society, Knowledge Management • Enhanced courses to be more driven by the LIKES theme: Artificial Intelligence, Data Mining, Digital Libraries, Multimedia/Hypertext/Information Access, …

  7. Objectives – 2 of 3 • Give special attention, inside the discipline and across disciplines: • to the areas of data, information, and knowledge; • to key concepts and methods, such as:

  8. Objectives – 3 of 3 • Engage researchers and teachers and students in the Knowledge Society’s problems, as motivation, orientation, and to help with solutions, e.g., • Shifting toward digital government, including statutes, rules, regulations, and procedures; • Handling attacks, including spam and viruses; • Ensuring quality even with disinformation, through knowledge sourcing, provenance, and sharing of community expertise; • Ensuring changes through education, that is cross-disciplinary, globally contextualized, based on awareness of human development, learning theory, and cognitive psychology

  9. Potential Course Areas/Courses • Personal Knowledge Management • Computer Science and Information Systems, e.g., multi-media, process design and evaluation, and Human-Computer / Human-Information interaction. • Psychology, e.g., knowledge organization principles, human cognitive processes. • Industrial Systems Engineering, e.g., Ergonomic factors of knowledge environments. • Ethics, e.g., ethical issues of information disclosure. • Communication and Collaboration • Communications, e.g., Communication using digital visualizations, using knowledge access in constructing digital messages. • Information Systems and Computer Science, e.g., computer supported cooperative work and group support systems. • Marketing, e.g., influence of knowledge presentation on on-line customer behavior. • Organization • Information Systems, e.g., service innovation and development, system design and development. • Management Science, e.g., decision support systems concepts, capabilities, techniques, and tools. • Management, Marketing, Accounting, and Finance, e.g., business in the information age. • Society • Sociology, e.g., impact of knowledge differentials across society and countries. • Political Science, e.g., governmental collection and use of knowledge, impact of technology on elections and government.

  10. Workshop Call -> Core? • In “Skills for the New Millennium,” published in the January 1, 1999, issue of Library Journal, Roy Tennant defines the knowledge and skills needed by the librarians who create and manage digital library collections and services. “These digital librarians,” he writes, “must know about • imaging technologies, optical character recognition, • markup languages (HTML for Web pages and SGML/XML for text), cataloging and metadata, indexing and database technologies, • user interface design, programming, Web technologies, and • project management.”[1] • Is this list valid? Is it complete? [1] Roy Tennant, “Skills for the new millennium,” Library Journal Digital, January 1, 1999. URL: libraryjournal.reviewsnews.com/index.asp?layout=articleArchive&articleid=CA156501

  11. What we do: • Identify, develop and test educational DL modules, guided by - Experts, international collaborators - Computing Curriculum 2001 - 5S framework - Analysis of DL course syllabi …

  12. 5S Framework • Developed by Digital Library Research Laboratory (DLRL) at Virginia Tech • Strong foundation for DL module development • Captures entities and medium involved in DLs. • The five S’s - streams, structures, spaces, scenarios, societies • And their combinations: • Digital object = structure + stream • Folksonomy = structure + society + scenario

  13. 5S Framework • “Streams” - All types of contents (as well as communications and flows over networks, or into sensors, or sense perceptions) • “Structures” - Organizational schemes (including data structures, databases, and knowledge representations – taxonomies, ontologies)

  14. 5S Framework • “Spaces” - 2D and 3D interfaces, GIS data, representations of documents and queries. • “Scenarios” - System states and events, but also can represent situations of use by human users (or machine processes, yielding services or transformations of data). • “Societies” - Both software “service managers” and fairly generic “actors” who could be (collaborating) human (users).

  15. 5S Examples

  16. DL Topics in 19 Modules (original)

  17. Module Revision in 3/27/06Organized using 5S framework STREAM • Collection Development • Digitization • Document and E-publishing Markup • Harvesting • Digital objects/Composites/Packages • Text Resources • Multimedia streams/structures, Captures/representation, Compression/coding • Content-based analysis, Multimedia indexing • Multimedia presentation rendering STRUCTURE • Metadata, Cataloging, Author submission • Thesauri, Ontologies, Classification, Categorization • Bibliographic information, Bibliometrics, Citations • Architecture (agents, buses, wrappers/mediators), Interoperability

  18. Module Revision 06/01/06 SPACE • Spaces (conceptual, geographic, 2/3D, VR) • Storage • Repositories, Archives SENARIOS • Services (searching, linking, browsing, etc.) • Info needs, Relevance, Evaluation, Effectiveness • Search & search strategy, Info seeking behavior, User modeling, Feedback • Routing, Filtering, Community filtering • Sharing, Networking, Interchange • Info summarization, Visualization • Archiving and preservation integrity (ILS) SOCIETIES • Intellectual property rights management, Privacy, Protection(watermarking) (ILS) • Social issues / Future DLs

  19. Modules • Collection Development • Digital objects / Composites / Packages • Metadata, Cataloging, Author submission • Architecture, Interoperability • Data visualization • Services • Intellectual property rights management, Privacy, Protection • Social issues / Future of DLs • Archiving and Preservation

  20. Ascertaining Priority Topics • We’ve manually classified and analyzed publications using 9-Modules (revised):

  21. Conference papers x modules

  22. Analysis Results: • Total of 543 proceedings: Most popular topics were architecture (module 4) and services (module 6)

  23. Distribution of D-Lib Magazine Articlesacross Module Topics

  24. Analysis Results: • Total of 521 articles: Most popular topics were architecture (module 4), services (module 6) and social issues (module 9)

  25. Distribution of Session Titlesacross Module Topics

  26. Analysis Results: • Total of 264 session titles (JCDL, ECDL, ICADL): Most popular topic was services (module 6) followed by architecture (module 4)

  27. Selected Corpus Table

  28. Selected Textbooks

  29. Most frequently assigned…

  30. Selected Reference Papers

  31. Online Software, Demos, Tutorials

  32. Fox & Gonçalves Book Outline • Ch. 1. Introduction (Motivation, Synopsis) • Part 1 – The “Ss” • Ch. 2: Streams • Ch. 3: Structures • Ch. 4: Spaces • Ch. 5: Scenarios • Ch. 6: Societies

  33. Textbook Outline (2) • Part 2 – Higher DL Constructs • Ch. 7: Collections • Ch. 8: Catalogs • Ch. 9: Repositories and Archives • Ch. 10: Services • Ch. 11: Systems • Ch. 12: Case Studies

  34. Textbook Outline (3) • Part 3 – Advanced Topics • Ch. 13: Quality • Ch. 14: Integration • Ch. 15: How to build a digital library • Ch. 16: Research Challenges, Future Perspectives • Appendix • A: Mathematical preliminaries • B: Formal Definitions: Ss • C: Formal Definitions: DL terms, Minimal DL • D: Formal Definitions: Archeological DL • E: Glossary of terms, mappings

  35. Informal 5S & DL DefinitionsDLs are complex systems that • help satisfy info needs of users (societies) • provide info services (scenarios) • organize info in usable ways (structures) • present info in usable ways (spaces) • communicate info with users (streams)

  36. 5Ss

  37. 5S and DL formal definitions and compositions (April 2004 TOIS)

  38. 5SL – The Minimal DL Metamodel

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