The document discusses emerging trends in librarianship, focusing on the changing roles of libraries. It notes that libraries are becoming more open ecosystems that provide digital resources in addition to physical collections. New technologies allow users to access information anytime from any device. Libraries are adapting services and collections to meet changing user needs in the digital environment.
This document provides an overview of electronic searching tools for information access. It discusses search engines, specialized databases, web directories, subject directories, and subject gateways. It describes what each of these tools are and provides examples. The document also covers various search techniques that can be used like phrase searching, truncation, wildcard searches, field searching, setting limits, and Boolean searches. Overall, the document is an introduction to different tools and strategies for finding information electronically.
This document discusses various tools and strategies for library instruction. It begins by defining library instruction and noting that it can take many forms such as orientations, literacy programs, research planning assistance, and more. It then discusses how instruction can be tailored for different communities from young children to professionals. Various instruction methods are outlined such as explaining library organization, finding resources, and research techniques. The document also discusses online tutorials, embedded librarians, and subject guides as instruction tools. It emphasizes the importance of collaboration between libraries and other groups.
This document summarizes strategies that libraries around the world have adopted to continue serving users during lockdowns due to the COVID-19 pandemic. Many libraries have promoted digital services and resources, increased access to ebooks, and helped users access unemployment and other forms online. Library staff have taken on new roles like contact tracing or working with homeless shelters. National libraries have expanded online access to collections. Publishers and vendors have facilitated remote access to library resources. Free educational resources are also highlighted. The document provides examples of tools that can help continue teaching and learning virtually.
SPARC Webcast: Libraries Leading the Way on Open Educational ResourcesNicole Allen
This webcast features three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
Innovative Librarianship - Lib 3.0: The need, opportunity and trendsAnil67
This document discusses the changing role of libraries and opportunities for libraries in India. It notes that libraries need to go beyond just formal education and provide non-formal learning opportunities through open educational resources, MOOCs, digital collections, and makerspaces. Technologies are transforming libraries to provide anytime, anywhere access and discovery of resources. Libraries are becoming more user-focused and emphasizing access over ownership through resources like institutional repositories and discovery services. Staffing is a key issue and libraries require professional managers and staff skilled in research assistance, information literacy, and managing digital collections and technologies.
The OU Linked Open Data, Production and Consumptionfzablith
The document discusses the OU Linked Open Data project which links university data like courses, publications, and people to enable new applications and better discovery of related content across data silos. It provides examples of linking course information to podcasts and publications to allow queries across these resources. Applications like expert search and study buddy tools are described as benefiting from the linked data. Overall the project aims to improve access to OU information through integrating previously isolated data.
The document discusses emerging trends in librarianship, focusing on the changing roles of libraries. It notes that libraries are becoming more open ecosystems that provide digital resources in addition to physical collections. New technologies allow users to access information anytime from any device. Libraries are adapting services and collections to meet changing user needs in the digital environment.
This document provides an overview of electronic searching tools for information access. It discusses search engines, specialized databases, web directories, subject directories, and subject gateways. It describes what each of these tools are and provides examples. The document also covers various search techniques that can be used like phrase searching, truncation, wildcard searches, field searching, setting limits, and Boolean searches. Overall, the document is an introduction to different tools and strategies for finding information electronically.
This document discusses various tools and strategies for library instruction. It begins by defining library instruction and noting that it can take many forms such as orientations, literacy programs, research planning assistance, and more. It then discusses how instruction can be tailored for different communities from young children to professionals. Various instruction methods are outlined such as explaining library organization, finding resources, and research techniques. The document also discusses online tutorials, embedded librarians, and subject guides as instruction tools. It emphasizes the importance of collaboration between libraries and other groups.
This document summarizes strategies that libraries around the world have adopted to continue serving users during lockdowns due to the COVID-19 pandemic. Many libraries have promoted digital services and resources, increased access to ebooks, and helped users access unemployment and other forms online. Library staff have taken on new roles like contact tracing or working with homeless shelters. National libraries have expanded online access to collections. Publishers and vendors have facilitated remote access to library resources. Free educational resources are also highlighted. The document provides examples of tools that can help continue teaching and learning virtually.
SPARC Webcast: Libraries Leading the Way on Open Educational ResourcesNicole Allen
This webcast features three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
Innovative Librarianship - Lib 3.0: The need, opportunity and trendsAnil67
This document discusses the changing role of libraries and opportunities for libraries in India. It notes that libraries need to go beyond just formal education and provide non-formal learning opportunities through open educational resources, MOOCs, digital collections, and makerspaces. Technologies are transforming libraries to provide anytime, anywhere access and discovery of resources. Libraries are becoming more user-focused and emphasizing access over ownership through resources like institutional repositories and discovery services. Staffing is a key issue and libraries require professional managers and staff skilled in research assistance, information literacy, and managing digital collections and technologies.
The OU Linked Open Data, Production and Consumptionfzablith
The document discusses the OU Linked Open Data project which links university data like courses, publications, and people to enable new applications and better discovery of related content across data silos. It provides examples of linking course information to podcasts and publications to allow queries across these resources. Applications like expert search and study buddy tools are described as benefiting from the linked data. Overall the project aims to improve access to OU information through integrating previously isolated data.
Academic Libraries Engaging in Publishing: A Burgeoning Service Model in the ...IFLAAcademicandResea
IFLA ARL Webinar Series | Held online on August 1, 2019
This presentation focuses on Academic Libraries Engaging in Publishing: a Burgeoning Service Model in the Open Access Sphere, presented by Jody Bailey, Head of Scholarly Communications Office, Emory University Libraries, and Ted Polley, Social Sciences & Digital Publishing, IUPUI University Library.
วันที่ 10 กันยายน 2558
The Future of Library and Information Science Education: A Global Perspective
By Clara M. Chu 曹惠萍 (Director and Mortenson Distingished Professor Mortenson Center for International Library Programs University of Illinois at Urbana-Champaign)
This presentations have Online educational resources for Research purpose. These are include Databases, Thesis & Dissertations, E-Journals, Social networks etc.
BioMed Central recently hosted a repository workshop at the ACRL conference in Seattle entitled Developing A Repository: The Library’s Journey
The workshop focused on developments in the open access movement and the consequent need for institutions to have their own institutional repository. This was followed by a case study on the journey that a library takes in developing and implementing a repository to their institution.
If you would like any further information about how Open Repository can help your organization implement a repository solution please do not hesitate to get in touch. info@openrepository.com
Putting Research Data into Context: A Scholarly Approach to Curating Data for...OCLC
This was one of three presentations for the panel Putting Research Data into Context: Scholarly, Professional, and Educational Approaches to Curating Data for Reuse at the 77th Annual Meeting of the Association of Information Science and Technology (ASIS&T).
The challenges of promoting academic libraries and referenceAndrea Mullen
The document discusses ways to promote academic library services at Brooklyn College. It notes that while Brooklyn College has a large commuter student population and robust library resources, reference desk numbers are low. The author looks at how other colleges use social media like Facebook and Twitter to market their libraries. The summary suggests Brooklyn College's library could use these channels to promote services like chat reference, announce events and closures, and provide librarian recommendations. Proactive marketing on social media could help increase awareness and usage of the library.
Meeting the e-resources challenge through collaboration: an OCLC perspective ...NASIG
Libraries have been evolving their methods and approaches to managing the increasing range and number of electronic collections; however, much of the technology that has been developed to support this evolution involves the use of closed, disparate systems that each supports a single aspect of electronic resource management. At this session, OCLC staff and experts from member libraries will look at specific challenges of the e-resource management life cycle and share their perspectives about the opportunities to simplify and streamline processes at each step of the workflowselect, acquire, describe, discover, access and renew.
Particular focus will be given to the potential for libraries (and providers) to share data, tools and processes within OCLC's suite of WorldShare applications. These include: working with publishers to provide comprehensive, timely, good quality, reusable metadata to drive the discovery and usage of electronic resources; providing APIs that foster the development of functional enhancements that benefit everyone; working with a range of partners to embed metadata about, and drive discovery of, library collections in the sites and tools where users start their search.
OCLC is a worldwide cooperative of more than 16,000 libraries, archives and museums, working with members to provide a range of cloud-based, cooperative services that manage the complete library management life cycleOCLC WorldShare. OCLC's unique community-led approach to cataloging has resulted in widespread acknowledgment of the richness and accuracy of libraries' metadata. We are now applying this approach to the description, management and discovery of electronic resources.
By offering applications that address acquisitions, link resolution, authentication, license management, discovery, metadata synchronization and analyticson an open, shared platformOCLC is working with libraries to share the work of managing and delivering licensed resources with services that streamline and automate critical functions at every step of the library's workflow.
Presenters:
Maria Collins
Head, Acquisitions and Discovery, North Carolina State University
Rene Erlandson
Director of Virtual Services, University of Nebraska Omaha
Jill Fluvog
Director of eSolutions, OCLC
Dawn Hale
Head of Technical Services, Johns Hopkins University
Andrew Pace
Executive Director for Networked Library Services, OCLC
The document discusses the concept of blended librarianship, which combines traditional librarian skills with instructional design and technology skills. It defines blended librarianship and provides examples of how skills are blended, including collaborating with instructional designers and taking on leadership and teaching roles. The presentation also provides biographies of thought leaders Steven Bell and John Shank, who developed the concept of blended librarianship. Resources for continuing education in blended librarianship are listed.
Participants will be able to:
Describe the different types of e-resource
Contrast their features and functionality
Describe the different access routes for electronic resources
Identify some of the access options available within developing countries
Access scholarly electronic resources
NISO Two-Part Webinar: E-books for Education
Part 1: Electronic Textbooks: Plug in and Learn
About the Webinar
The most rapid developments in the world of e-books have taken place in the popular market for fiction and non-fiction monographs. However, with the development of new standards such as EPUB 3 that support multimedia and the improvements in reading devices, the penetration of electronic versions of trade books has advanced quite rapidly. The market for digital textbooks, however, has grown at a more modest rate for a variety of reasons. The electronic textbook maretplace is still working through some very complex technological and business model issues.
This two-part webinar series will explore the nascent world of electronic textbooks and how publishers, students, and librarians are dealing with these new products.
In Part 1, we will explore the notion of just what an electronic textbook is. Are e-textbooks an interactive "courseware" website, an application for mobile devices and tablets, or self-contained digital files? Or is there a place for all of these and if so, how do they fit together and combine with a course syllabus?
Agenda
Introduction
Todd Carpenter, Executive Director, NISO
Advocating for Change: Open Textbooks and Affordability
Nicole Allen, Director of Open Education, Scholarly Publishing & Academic Resources Coalition (SPARC)
Open your books and turn to page 10: Getting students to use their e-textbooks
Reggie Cobb, Biology Instructor, Nash Community College
A Proof of Concept Initiative: The Internet2/EDUCAUSE Etextbook Pilots
Monica Metz-Wiseman, Coordinator of Electronic Collections, University of South Florida Libraries
IFLA ARL Hot Topics 2020: Libraries as Catalysts - Inspire, Engage, Enable, C...IFLAAcademicandResea
Libraries in China have seen a rapid growth in Intellectual Property Information Service (IPIS) centers over the past few years, with over 100 established. These centers were encouraged by the Chinese government to support innovation and patent applications. They provide services like patent searches, analysis of patent trends, and support for industries. While still developing, they represent a promising new direction for academic research libraries in China. Compared to the US, where similar centers have existed longer in libraries but not transformed them, the growth of IPIS centers could impact the transformation of Chinese academic libraries.
This presentation was provided by Rachel Vacek of the University of Michigan during the NISO webinar, Library as Publisher, Part Two, held on March 14, 2018.
The Future is a Moving Goal Post: Change Management in Academic LibrariesIFLAAcademicandResea
IFLA ARL Webinar Series | Held online on August 1, 2019
This presentation focuses on Change Management in Academic Libraries, presented by Gulcin Cribb, University Librarian, Singapore Management University.
The document discusses various approaches to addressing the high cost of traditional textbooks. It provides definitions for digital rights management (DRM), open access initiatives, and open educational resources (OER). It then describes some of the alternatives that have emerged, such as digital rentals and open access textbook repositories. Examples of open textbook initiatives like Open SUNY and OpenStax are presented, which provide free and openly licensed textbooks. The document also discusses efforts at the University of North Carolina Charlotte library to promote the adoption of eBooks from their collection for course materials. This helps lower costs for students while increasing access.
This presentation was provided by Salwa Ismail of Georgetown University during the NISO webinar, Library as Publisher, Part Two, held on Wednesday, March 14, 2018.
Challenges facing Academic Librarians with Examples from LebanonHoueida Kammourié
This is a presentation given during Elsevier LibraryConnect Seminar held on April 17, 2012 at Riyad Nassar Library, Lebanese American University, Beirut - Lebanon
This document discusses efforts by a research librarian at City University London to improve digital literacy support for researchers. The librarian conducted a questionnaire that informed the development of a Library Researcher Development Programme. A blog and case study resource were also created. Based on researcher feedback, workshops were held on topics like using social media and open access publishing. The librarian is now conducting further research to identify factors influencing researchers' digital literacy in order to guide future instruction. The conclusion emphasizes engaging researchers and using their work to enhance information literacy support through research-based practice.
This document discusses using semantic web technologies to enhance digital libraries. It describes how ontologies like MarcOnt can lift legacy metadata into a semantic format to improve search and interoperability. The JeromeDL project is presented as a case study that uses MarcOnt and other ontologies to power semantic search and sharing features for bibliographic descriptions. Semantic technologies allow digital libraries to better integrate information and provide more robust, user-friendly search interfaces.
JeromeDL is a social semantic digital library that allows users to easily publish and access resources online through metadata tagging and community sharing features. It integrates information from different metadata sources, provides interoperability between systems, and delivers more robust search interfaces powered by semantics. Resources are accessible by machines through rich metadata and the system involves the community in sharing knowledge through social features like comments, bookmarks, and user profiles.
Academic Libraries Engaging in Publishing: A Burgeoning Service Model in the ...IFLAAcademicandResea
IFLA ARL Webinar Series | Held online on August 1, 2019
This presentation focuses on Academic Libraries Engaging in Publishing: a Burgeoning Service Model in the Open Access Sphere, presented by Jody Bailey, Head of Scholarly Communications Office, Emory University Libraries, and Ted Polley, Social Sciences & Digital Publishing, IUPUI University Library.
วันที่ 10 กันยายน 2558
The Future of Library and Information Science Education: A Global Perspective
By Clara M. Chu 曹惠萍 (Director and Mortenson Distingished Professor Mortenson Center for International Library Programs University of Illinois at Urbana-Champaign)
This presentations have Online educational resources for Research purpose. These are include Databases, Thesis & Dissertations, E-Journals, Social networks etc.
BioMed Central recently hosted a repository workshop at the ACRL conference in Seattle entitled Developing A Repository: The Library’s Journey
The workshop focused on developments in the open access movement and the consequent need for institutions to have their own institutional repository. This was followed by a case study on the journey that a library takes in developing and implementing a repository to their institution.
If you would like any further information about how Open Repository can help your organization implement a repository solution please do not hesitate to get in touch. info@openrepository.com
Putting Research Data into Context: A Scholarly Approach to Curating Data for...OCLC
This was one of three presentations for the panel Putting Research Data into Context: Scholarly, Professional, and Educational Approaches to Curating Data for Reuse at the 77th Annual Meeting of the Association of Information Science and Technology (ASIS&T).
The challenges of promoting academic libraries and referenceAndrea Mullen
The document discusses ways to promote academic library services at Brooklyn College. It notes that while Brooklyn College has a large commuter student population and robust library resources, reference desk numbers are low. The author looks at how other colleges use social media like Facebook and Twitter to market their libraries. The summary suggests Brooklyn College's library could use these channels to promote services like chat reference, announce events and closures, and provide librarian recommendations. Proactive marketing on social media could help increase awareness and usage of the library.
Meeting the e-resources challenge through collaboration: an OCLC perspective ...NASIG
Libraries have been evolving their methods and approaches to managing the increasing range and number of electronic collections; however, much of the technology that has been developed to support this evolution involves the use of closed, disparate systems that each supports a single aspect of electronic resource management. At this session, OCLC staff and experts from member libraries will look at specific challenges of the e-resource management life cycle and share their perspectives about the opportunities to simplify and streamline processes at each step of the workflowselect, acquire, describe, discover, access and renew.
Particular focus will be given to the potential for libraries (and providers) to share data, tools and processes within OCLC's suite of WorldShare applications. These include: working with publishers to provide comprehensive, timely, good quality, reusable metadata to drive the discovery and usage of electronic resources; providing APIs that foster the development of functional enhancements that benefit everyone; working with a range of partners to embed metadata about, and drive discovery of, library collections in the sites and tools where users start their search.
OCLC is a worldwide cooperative of more than 16,000 libraries, archives and museums, working with members to provide a range of cloud-based, cooperative services that manage the complete library management life cycleOCLC WorldShare. OCLC's unique community-led approach to cataloging has resulted in widespread acknowledgment of the richness and accuracy of libraries' metadata. We are now applying this approach to the description, management and discovery of electronic resources.
By offering applications that address acquisitions, link resolution, authentication, license management, discovery, metadata synchronization and analyticson an open, shared platformOCLC is working with libraries to share the work of managing and delivering licensed resources with services that streamline and automate critical functions at every step of the library's workflow.
Presenters:
Maria Collins
Head, Acquisitions and Discovery, North Carolina State University
Rene Erlandson
Director of Virtual Services, University of Nebraska Omaha
Jill Fluvog
Director of eSolutions, OCLC
Dawn Hale
Head of Technical Services, Johns Hopkins University
Andrew Pace
Executive Director for Networked Library Services, OCLC
The document discusses the concept of blended librarianship, which combines traditional librarian skills with instructional design and technology skills. It defines blended librarianship and provides examples of how skills are blended, including collaborating with instructional designers and taking on leadership and teaching roles. The presentation also provides biographies of thought leaders Steven Bell and John Shank, who developed the concept of blended librarianship. Resources for continuing education in blended librarianship are listed.
Participants will be able to:
Describe the different types of e-resource
Contrast their features and functionality
Describe the different access routes for electronic resources
Identify some of the access options available within developing countries
Access scholarly electronic resources
NISO Two-Part Webinar: E-books for Education
Part 1: Electronic Textbooks: Plug in and Learn
About the Webinar
The most rapid developments in the world of e-books have taken place in the popular market for fiction and non-fiction monographs. However, with the development of new standards such as EPUB 3 that support multimedia and the improvements in reading devices, the penetration of electronic versions of trade books has advanced quite rapidly. The market for digital textbooks, however, has grown at a more modest rate for a variety of reasons. The electronic textbook maretplace is still working through some very complex technological and business model issues.
This two-part webinar series will explore the nascent world of electronic textbooks and how publishers, students, and librarians are dealing with these new products.
In Part 1, we will explore the notion of just what an electronic textbook is. Are e-textbooks an interactive "courseware" website, an application for mobile devices and tablets, or self-contained digital files? Or is there a place for all of these and if so, how do they fit together and combine with a course syllabus?
Agenda
Introduction
Todd Carpenter, Executive Director, NISO
Advocating for Change: Open Textbooks and Affordability
Nicole Allen, Director of Open Education, Scholarly Publishing & Academic Resources Coalition (SPARC)
Open your books and turn to page 10: Getting students to use their e-textbooks
Reggie Cobb, Biology Instructor, Nash Community College
A Proof of Concept Initiative: The Internet2/EDUCAUSE Etextbook Pilots
Monica Metz-Wiseman, Coordinator of Electronic Collections, University of South Florida Libraries
IFLA ARL Hot Topics 2020: Libraries as Catalysts - Inspire, Engage, Enable, C...IFLAAcademicandResea
Libraries in China have seen a rapid growth in Intellectual Property Information Service (IPIS) centers over the past few years, with over 100 established. These centers were encouraged by the Chinese government to support innovation and patent applications. They provide services like patent searches, analysis of patent trends, and support for industries. While still developing, they represent a promising new direction for academic research libraries in China. Compared to the US, where similar centers have existed longer in libraries but not transformed them, the growth of IPIS centers could impact the transformation of Chinese academic libraries.
This presentation was provided by Rachel Vacek of the University of Michigan during the NISO webinar, Library as Publisher, Part Two, held on March 14, 2018.
The Future is a Moving Goal Post: Change Management in Academic LibrariesIFLAAcademicandResea
IFLA ARL Webinar Series | Held online on August 1, 2019
This presentation focuses on Change Management in Academic Libraries, presented by Gulcin Cribb, University Librarian, Singapore Management University.
The document discusses various approaches to addressing the high cost of traditional textbooks. It provides definitions for digital rights management (DRM), open access initiatives, and open educational resources (OER). It then describes some of the alternatives that have emerged, such as digital rentals and open access textbook repositories. Examples of open textbook initiatives like Open SUNY and OpenStax are presented, which provide free and openly licensed textbooks. The document also discusses efforts at the University of North Carolina Charlotte library to promote the adoption of eBooks from their collection for course materials. This helps lower costs for students while increasing access.
This presentation was provided by Salwa Ismail of Georgetown University during the NISO webinar, Library as Publisher, Part Two, held on Wednesday, March 14, 2018.
Challenges facing Academic Librarians with Examples from LebanonHoueida Kammourié
This is a presentation given during Elsevier LibraryConnect Seminar held on April 17, 2012 at Riyad Nassar Library, Lebanese American University, Beirut - Lebanon
This document discusses efforts by a research librarian at City University London to improve digital literacy support for researchers. The librarian conducted a questionnaire that informed the development of a Library Researcher Development Programme. A blog and case study resource were also created. Based on researcher feedback, workshops were held on topics like using social media and open access publishing. The librarian is now conducting further research to identify factors influencing researchers' digital literacy in order to guide future instruction. The conclusion emphasizes engaging researchers and using their work to enhance information literacy support through research-based practice.
This document discusses using semantic web technologies to enhance digital libraries. It describes how ontologies like MarcOnt can lift legacy metadata into a semantic format to improve search and interoperability. The JeromeDL project is presented as a case study that uses MarcOnt and other ontologies to power semantic search and sharing features for bibliographic descriptions. Semantic technologies allow digital libraries to better integrate information and provide more robust, user-friendly search interfaces.
JeromeDL is a social semantic digital library that allows users to easily publish and access resources online through metadata tagging and community sharing features. It integrates information from different metadata sources, provides interoperability between systems, and delivers more robust search interfaces powered by semantics. Resources are accessible by machines through rich metadata and the system involves the community in sharing knowledge through social features like comments, bookmarks, and user profiles.
How Much to Semanticize? Looking at the future of Library Data and the Semant...Jenn Riley
Riley, Jenn. “How Much to Semanticize? Looking at the future of Library Data and the Semantic Web.” University of Illinois at Urbana Champaign Library Colloquium Series, April 21, 2010.
Wnl 122 towards social sementic by samhati soorKishor Satpathy
Paper Presented during International Conference on What’s next in libraries? Trends, Space, and partnerships held during January 21-23, 2015 at NIT Silchar, Assam. It is being jointly organized by NIT Silchar, in association with its USA partner the Mortenson Center for International Library Programs, University of Illinois at Urbana-Champaign.
The document proposes a framework that uses weblogs, digital libraries, and semantic web services to improve knowledge management and productivity for engineers during design projects. It discusses how weblogs can facilitate knowledge sharing and socialization among engineers, and how digital libraries can serve as a centralized knowledge base. It also introduces semantic web services to help integrate and utilize scattered computing resources for automated analysis. The framework aims to address common obstacles engineers face regarding limited access to relevant knowledge and convenient tools. An example social-web system prototype is presented to illustrate how the proposed technologies can be combined into a knowledge management system.
This document discusses the emerging field of social semantic sensor web. It describes how the proliferation of sensors embedded in devices, homes, cars, etc. can be connected to the social web and annotated with semantic technologies. This would allow machines to better understand sensor data, such as using ontologies to infer weather conditions from different sensor readings. The document outlines technologies like the SSN ontology for describing sensors and how sensor data could be attached to social media posts. Finally, it discusses potential applications in areas like disaster management, traffic reporting, and crowdsourcing health data.
Advantages & disadvantages of web 1.0 vs web 2.0Nifras Ismail
Web 2.0 emerged after 1999 and features more interactivity and user-generated content than earlier versions of the web. It includes social media sites, user-created websites, self-publishing platforms, tagging, and social bookmarking. While Web 2.0 provides greater accessibility, mobility, and opportunities for creativity, it also poses security and privacy risks if personal information is exposed, and content quality cannot always be verified.
The diversity and complexity of contents available on the web have dramatically increased in recent years. Multimedia content such as images, videos, maps, voice recordings has been published more often than before. Document genres have also been diversified, for instance, news, blogs, FAQs, wiki. These diversified information sources are often dealt with in a separated way. For example, in web search, users have to switch between search verticals to access different sources. Recently, there has been a growing interest in finding effective ways to aggregate these information sources so that to hide the complexity of the information spaces to users searching for relevant information. For example, so-called aggregated search investigated by the major search engine companies will provide search results from several sources in a single result page. Aggregation itself is not a new paradigm; for instance, aggregate operators are common in database technology.
This talk presents the challenges faced by the like of web search engines and digital libraries in providing the means to aggregate information from several and complex information spaces in a way that helps users in their information seeking tasks. It also discusses how other disciplines including databases, artificial intelligence, and cognitive science can be brought into building effective and efficient aggregated search systems.
This document discusses semantic search over the web. It begins by introducing semantic search and how it aims to improve search accuracy by understanding context. It then discusses several technologies used to publish structured data on the web, including Resource Description Framework (RDF), Microformats, RDFa, Microdata, and Linked Data. It also covers challenges like semantic heterogeneity and data quality when dealing with structured data on the web. Finally, it discusses approaches to storing and indexing structured RDF data, including relational and entity-based perspectives.
STELLAR Project - ELAG conference paper May 2013sarahbrown7272
This paper was presented at ELAG 2013, in Ghent. It gives an overview of the JISC-funded STELLAR project which is led by The Open University's Library Services. The project is investigating the sustainability of enhancing non-current learning materials with semantic technologies
Open to Opportunity: Possibilities for libraries in open education Sarah Cohen
Libraries around the country, and the world, are increasingly devoting time and resources to open education. But why? In what way are libraries part of this movement and how does it serve our missions and services? This presentation will describe the value that libraries’ engagement in this space can offer to our institutions, our students, and our profession; and, to outline possible ways forward for libraries that are interested in committing their limited resources to this transformative effort.
This document provides an overview of open educational resources (OERs) and massive open online courses (MOOCs) presented by Gerry McKiernan at the Electronic Resources & Libraries Conference in 2014. It defines OERs and MOOCs, outlines ways for librarians to develop professional knowledge in these areas through activities like training, conferences, and literature, and suggests how librarians can promote awareness of OERs on their campuses through guides and research. The document encourages librarians to learn more by taking the free OER-101 and OER MOOC courses themselves.
We Can and We Should: libraries' role in open educationSarah Cohen
We can and we should: the libraries' role in open education
Libraries around the country, and the world, are increasingly devoting time and resources to open education. But why? In what way are libraries part of this movement and how does it serve our missions and services? This presentation will describe the value that libraries’ engagement in this space can offer to our institutions, our students, and our profession; and, to outline possible ways forward for libraries that are interested in committing their limited resources to this transformative effort.
OER: What are they and how can I use them?Rob Darrow
This document provides an overview of Open Educational Resources (OERs). It begins by defining OERs as educational resources that are freely available online for use and adaptation. It then discusses the history and growth of OERs, provides examples of OER content and projects, and outlines ways that teachers and schools can use, adapt, and collaboratively develop OERs. It emphasizes that OERs allow unprecedented opportunities for sharing and distributing educational resources at low or no cost.
The Open Ecosystem: Issues and challenges for Institutional RepositoriesH Anil Kumar
The document discusses the open ecosystem and trends in education, with a focus on institutional repositories (IRs). It outlines the importance of IRs, as well as some of the key issues and challenges they face. These include technology, preservation, impact on scholarship, content types, policies, discoverability, integration, copyright, and metrics. The document then provides details on the IR at the Vikram Sarabhai Library, including usage statistics and technical details. It outlines the library's plans to upgrade its IR software, expand content types like video archives and student projects, and analyze research trends. Finally, it discusses some overall library trends to consider, such as the focus on open access, changing roles, and demand for India-specific
This document discusses e-resources and information literacy. It describes Libraries Thriving, a nonprofit organization dedicated to building a positive future for libraries. It discusses several studies on challenges students face with research in the digital age. Common frustrations include overwhelming information, lack of context, unfiltered search results, and not finding citable sources. The document also discusses the value of librarian and faculty collaboration, technology trends, and provides examples of initiatives at different institutions to improve student learning and use of e-resources.
From local to global: sharing information literacy teaching as open education...Jane Secker
This document summarizes a presentation on open and sustainable ways to share teaching resources. It discusses definitions of open educational resources (OER) and communities of practice. Current methods of sharing are explored, such as repositories and sites used. Case studies from the University of Northampton and University of Leeds describe their OER programs. Barriers to sharing include finding high quality resources, and the role of communities of practice in supporting librarians globally in sharing materials is examined.
This document provides an outline for a presentation on strategies for promoting open educational resources (OERs) and massive open online courses (MOOCs). It discusses how librarians can become more knowledgeable about OERs and MOOCs through professional development, current awareness, and promotion activities. These include reading literature on the topics, exploring relevant websites and course offerings, attending conferences, taking MOOCs, following blogs and listservs, and engaging in research. The document also provides examples of guides and articles librarians can create to promote OERs and MOOCs within their communities.
The Evolving Collection and Shift to OpenLynn Connaway
Connaway, Lynn Silipigni, and Cathy King. 2020. “The Evolving Collection and Shift to Open.” Presented at the Research Information Exchange, February 14, 2020, Melbourne, Australia.
The document discusses how the Smithsonian Institution is working to give teachers more control over educational resources by developing the Smithsonian Learning Lab digital platform. It provides an overview of the Smithsonian, details research conducted on how educators use digital resources, and describes the Learning Lab which provides over 1 million digitized objects and lessons to teachers. The goal is to better understand teacher needs and empower them to create customized lessons and share resources through the platform.
According to the Open Education Consortium, “sharing is probably the most basic characteristic of education: education is sharing knowledge, insights, and information with others, upon which new knowledge, skills, ideas, and understanding can be built." Whether they are purchased or freely acquired, librarians should be open to sharing their resources to everyone who wants to use them to enrich their lives through education. Open Education Resources (OER) include resources or tools that can be used and modified for free and without any legal or technical barriers, and when used properly can help foster a transparent culture of learning and engagement in our communities. In this webinar:
• Learn what Open Education Resources (OER) are and how they can be used to engender trust, generate rigorous learning opportunities, and potentially lead to smarter decision-making strategies.
• Discover a variety of OER and Open Access (OA) repositories to find accessible and authoritative resources, including textbooks, to use in curriculum.
• Acquire OER strategies for developing a variety of educational opportunities using a variety of formats.
•Understand various issues (e.g., GDPR) impacting OER in libraries.
This document discusses using online primary sources to foster historical thinking in history education. It outlines the "The History Lab" initiative, which aims to support flexible learners in developing research skills using online primary sources. The History Lab includes an interactive guide to 40 relevant online primary source resources, an accompanying social bookmarking page for collaboration, and an online tutorial practicing finding, evaluating, and using sources. The goal is to cultivate skills for reading and thinking critically about sources, based on research finding instruction with multiple documents improves learning outcomes.
This document discusses the relationship between MOOCs and libraries. It notes that the British Library has partnered with FutureLearn to offer its digitized resources to MOOC participants. FutureLearn will have office space in the British Library. The document then discusses how libraries can adapt to better support MOOCs, such as through online tutorials, favoring electronic materials, and exploring new licensing options. Key roles for libraries are identified, such as content creation and storage, discovery, procurement and advising on ownership issues like copyright and fair use. Challenges like determining ownership of created content and using third-party content are examined. The importance of open access for MOOCs is discussed.
This document discusses the relationship between MOOCs and libraries. It notes that the British Library has partnered with FutureLearn to offer its digitized resources to MOOC participants. FutureLearn will have office space in the British Library. The document then discusses how libraries can adapt to better support MOOCs, such as through online tutorials, favoring electronic materials, and exploring new licensing options. Key roles for libraries are identified, such as content creation and storage, discovery, procurement and advising on ownership issues like copyright and fair use. Challenges like determining ownership of created content and using third-party content in MOOCs are also examined.
Libraries, collections, technology: presented at Pennylvania State University...lisld
Library collections are changing in a network environment. This presentation considers how collections are being reconfigured, it looks at research support services, and it explores the shift from the purchased/licensed collection to the facilitated collection.
Questions to Ask Across the Ethnographic LifecycleCelia Emmelhainz
This presentation highlights questions for anthropologists and other qualitative researchers to ask themselves across the research data management lifecycle, including in finding, annotating, securing, and archiving qualitative research materials.
This document provides information on developing research skills for a computing project. It discusses developing an effective search strategy, evaluating information sources for quality and relevance, and using appropriate referencing. Key resources for research are identified, such as journal databases, interlibrary loans, and citation management tools. Evaluation criteria are outlined, like considering the authority, relevance, objectivity and currency of sources. Tips are provided on refining searches, accessing full-text articles, and getting help from the subject librarian.
About the Webinar
The most rapid developments in the world of e-books have taken place in the popular market for fiction and non-fiction monographs. However, with the development of new standards such as EPUB 3 that support multimedia and the improvements in reading devices, the penetration of electronic versions of trade books has advanced quite rapidly. The market for digital textbooks, however, has grown at a more modest rate for a variety of reasons. The electronic textbook maretplace is still working through some very complex technological and business model issues.
This two-part webinar series will explore the nascent world of electronic textbooks and how publishers, students, and librarians are dealing with these new products.
In Part 1, we will explore the notion of just what an electronic textbook is. Are e-textbooks an interactive "courseware" website, an application for mobile devices and tablets, or self-contained digital files? Or is there a place for all of these and if so, how do they fit together and combine with a course syllabus?
Agenda
Introduction
Todd Carpenter, Executive Director, NISO
Advocating for Change: Open Textbooks and Affordability
Nicole Allen, Director of Open Education, Scholarly Publishing & Academic Resources Coalition (SPARC)
Open your books and turn to page 10: Getting students to use their e-textbooks
Reggie Cobb, Biology Instructor, Nash Community College
A Proof of Concept Initiative: The Internet2/EDUCAUSE Etextbook Pilots
Monica Metz-Wiseman, Coordinator of Electronic Collections, University of South Florida Libraries
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Similar to Semantic web technologies and digital library search (20)
Sherif presentation richard nurse new templateRichard Nurse
1) The study analyzed usage data from eResources at the Open University, a distance learning institution, to determine if there was a relationship between library resource usage and student success, as has been found at traditional universities.
2) The results showed that students who passed modules accessed library eResources twice as often as students who failed. Further statistical analysis found a significant association between higher levels of eResource access and better student results.
3) The findings suggest that even in a digital library environment, higher student engagement with library resources is still correlated with academic success, as seen in other university studies.
The document outlines recommendations to improve the search experience on a library website. It discusses analyzing log data from the library search engine and EZProxy to help enhance the user experience through a new recommender system. The project will collect and analyze activity data to provide personalized recommendations and improve search capabilities. Privacy and ethics are also addressed.
Rise presentation for programme meeting 2011 07-05Richard Nurse
This document summarizes a presentation on improving search experiences through recommendations. It discusses collecting user data on searches, resources viewed, and user ratings to generate course, search, and relationship recommendations. A recommender database was created from databases like EZProxy, CIRCE, and Crossref. Student surveys found that recommendations were useful and improved search results. Analyzing user data can provide recommendations to help users discover additional relevant resources.
Rise presentation for jisc online mtg 2011 06-02Richard Nurse
The document discusses an online event about using activity data from online resources to improve search experiences. It lists various online resources like EZProxy, CIRCE, and RISE that collect usage data and the attributes available from each resource. The document also questions how the data could be used, such as seeing which courses students accessing certain resources are studying, and whether the data can be aggregated or has any legal or privacy implications.
Rise presentation for jisc online mtg 2011 06-02Richard Nurse
The document discusses collecting activity data from online resources like EZProxy, CIRCE, and RISE to provide recommendations to users about courses, searches, and relationships. It asks questions about what resources and attributes the data involves, how the data is extracted, what insights the data can provide, whether aggregating this data with other activity data would be useful, and addresses any potential legal or privacy issues.
The document discusses gaining business intelligence from user activity data in libraries and higher education institutions. It outlines challenges in collecting and analyzing comprehensive user data from different systems. The Open University perspective is that most students do not visit physical libraries and sign up for individual courses rather than degrees. However, the university has significant online user traffic that could provide insights if integrated across various learning and library systems. Overcoming cultural, technical, and data challenges will be key to developing a comprehensive view of user activity data.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
3. Open University
•
•
•
•
•
UK distance learning University +200,000 students
Undergraduate/Postgraduate/Research
Online learning supported by course materials & local tutors
Milton Keynes campus and regional/national offices
BUT… most students never visit the main campus
4. Library Services
•
•
•
•
24/7 helpdesk
Online library resources
Online help sessions
Links to library resources and skills activities
embedded in VLE
• Discovery platform, website resource lists
• Librarians work with academics to build new courses
5. Library Services
•
•
•
•
•
•
Cross-university Information Management services
Institutional Repository ORO http://oro.open.ac.uk/
Research Data Management Project
Data retention and records management
University Archive
Metadata expertise
7. Library Services
•
•
•
•
Innovation and development
OU Knowledge Media Institute and others
Semantic web
Video search
http://www.open.ac.uk/blogs/AVA/
http://projects.kmi.open.ac.uk/reflex/index.xml
http://kmi.open.ac.uk/projects/name/lucero
9. Search
“It‟s always so hit-and-miss… I used to sit
there for hours and just not find anything.
There were thousands and thousands of bits
of material but no way of drilling down to find
what I really needed. My manager needed
to know, by tomorrow, whether there was
something we could use or not and I didn‟t
know the answer, so had to say no”.
15. Semantic web
Definition: "The Semantic Web is not a separate Web
but an extension of the current one, in which information
is given well-defined meaning, better enabling computers
and people to work in cooperation."
The Semantic Web
Tim Berners-Lee, James Hendler, and Ora Lassila
Scientific American, 2001
http://www.sciam.com/article.cfm?id=the-semantic-web
http://www.nature.com/scientificamerican/journal/v284/n5/pdf/scientifica
merican0501-34.pdf
16. Semantic web basics
• „web of meaning‟
• „web of data‟
http://www.w3.org/2001/sw/
http://semanticweb.org/wiki/Main_Page
http://www.slideshare.net/fadirra/semanticweb-intro-040411
19. Linked data
• “Linked Data is about using the Web to connect related
data that wasn't previously linked, or using the Web to
lower the barriers to linking data currently linked using
other methods.”
• Wikipedia defines Linked Data as "a term used to
describe a recommended best practice for exposing,
sharing, and connecting pieces of data, information,
and knowledge on the Semantic Web using URIs and
RDF."
http://linkeddata.org/home
20. Subject > Predicate < Object
Jane Austen
„is the author of‟
Pride and Prejudice
http://www.nature.com/scientificamerican/journal/
v284/n5/pdf/scientificamerican0501-34.pdf
21. Ontologies
“An ontology is a formal specification of a shared conceptualization”
Tom Gruber
http://en.wikipedia.org/wiki/Tom_Gruber
http://viaf.org/viaf/72955884/
http://www.slideshare.net/mdaquin/sssw13-ldtut
22. Ontologies
eg
Virtual International Authority File – VIAF – maintained by OCLC
Friend of a Friend – FOAF http://www.foaf-project.org/
http://oclc.org/developer/documentation/virtual-international-authority-file-viaf/viaf-rdf-example
26. Why is this of interest?
Lorcan
Dempsey
OCLC
http://www.slideshare.net/lisld/the-inside-out-library
27. Why is this of interest?
Quoted by Lorcan
Dempsey
“Inside Out library:
Scale, Learning and
Engagement”
http://www.slideshare.net/lisld/the-inside-out-library
28. Why is this of interest?
“The change that libraries will need to make …
must include the transformation of the library’s
public catalog from a stand-alone database of
bibliographic records to a highly hyperlinked data
set that can interact with information resources on
the World Wide Web.”
Karen Coyle
Understanding the semantic web
http://www.alatechsource.org/library-technologyreports/understanding-the-semantic-webbibliographic-data-and-metadata
29. Why is this of interest?
Search is a major “pain point” for students and staff
Students
‘The library is very expansive which is great but
you can never find what you need. They need
to redo the system make it easier.’
NSS comment
Staff
‘I would be more likely to explore existing noncurrent learning materials if there were a
better way of finding them.’
STELLAR survey comment
30. What are libraries doing?
http://lodlam.net/
http://datahub.io/group/lld
http://www.w3.org/2005/Incubator/lld/
31. at the OU Library
• Library catalogue
• Archival material
• Old course materials in the University Archive
32. University Archive
• OU study materials – print and audio-visual
• Historical materials – photographs, oral history
• Papers of OU people
http://www.open.ac.uk/library/library-resources/the-openuniversity-archive
36. The OU Digital Library (OUDL)
FEDORA Flexible Extensible Digital Object Repository
Architecture
Open source, created by and supported by the digital
preservation community
purpose-designed
Supports international metadata standards
PREMIS – METS – MODS – EAD – DC - OAI
Supports Linked Data natively
Mulgara triplestore
37. The STELLAR project
• Semantic Technologies Enhancing the Lifecycle of Learning
Resources
• OU Library Services/OU Knowledge Media Institute
• Experiment with semantic technologies in a digital library
environment … and to consider the sustainability implications
of using semantic technologies.
• Jisc-funded 2012-2013
• Jisc Digital Infrastructure programme – Sustainability of digital
content
38. STELLAR project aims
Taking collections preserved in the OUDL, the STELLAR project was
established to:
• Develop a detailed understanding of the value of legacy learning materials
as perceived by academic staff and other key stakeholders
• Experiment with the use of semantic technologies in a digital library
environment to ascertain the extent to which the perceived value of these
materials might be enhanced and to consider the sustainability
implications of using semantic technologies.
• Inform the development of digital libraries of learning resources by
contributing to the evidence base for their effectiveness
• Increase the return on investment of learning materials by
developing an evidence based model for lifecycle
management
39. The STELLAR project
•
•
•
•
Project approach
Create a baseline of perceptions of the value of the collection
Carry out an enhancement of the collection
Assess the impact of that enhancement on perceptions of value
40. Initial survey into value
• 89.2% of respondents (501) agreed or strongly agreed
with the statement that maintaining an archive of
non-current OU learning materials is important to the
reputation of the OU.
• 75.9% of respondents thought that this should be
maintained in perpetuity.
• 90.16% of respondents (504) agreed or strongly
agreed that non-current learning materials are
important to the context of the history of higher
education.
• 91.75% of those respondents who were involved in
module production (356) agreed or strongly agreed
that when producing new OU learning material, I am
likely to look to previous material, whether for
inspiration or for potential reuse.
“We are the world leaders in distance learning, so our curriculum designs
are much admired and so are our materials. It would be remiss of us not to
treat them as potential objects of scholarship themselves”.
41. Capturing perceptions
Using a balanced scorecard approach we conducted a benchmarking survey of academic staff
and stakeholders to investigate the value they place on non-current learning materials
Personal and professional perspectives of value
I would be disappointed if the OU learning
materials that I helped to produce were not kept
I keep my own copies of the OU learning
materials that I am involved in producing
I would be pleased if others chose to reuse of
reversion the OU learning materials that I have
helped to produce
Value to internal processes and cultures
I keep my own copies of the OU learning
materials that I am involved in producing
When producing new OU learning material, I am
likely to look to previous material, whether for
inspiration or for potential reuse
I would be more likely to explore existing noncurrent learning materials if there were a better
way of finding them.
Value to HE and academic communities
Maintaining an archive of non-current OU learning
materials is important to the reputation of the OU
I think the non-current OU learning materials are
important in the context of the history of higher
education
I think the non-current OU learning materials are
important in showing how the OU taught at
particular times in history
Financial / bottom line perspectives of value
I think that there is a monetary value to non-current
OU learning materials
The OU could make savings if more learning material
were reused
http://www.gla.ac.uk/services/library/espida/
42. Module Information
A metadata
module record
was created
which connects
the complicated
web of content
and metadata
associated with
each module
STELLAR allowed us to link the metadata for all this
module content, making it more discoverable & reusable
43. Basic linked data model
(for data.open.ac.uk and to comply with current module descriptions)
doau:a103
dc:title | rdfs:label | courseware:has-title
rdf:type
courseware:istaught-present
courseware:ha
s-courseware
daou-library:339347
dc:title
dc:isVersionOf
aiiso#code
“An Introduction to
the Humanities”
courseware:Course
|
mlo:LearningOppor
tunitySpecification |
aiiso:Module |
xcri:course
“false”
dc:subject“A103”
doau:a102
dc:isVersionOf
doau:a101
“An introduction to the
humanities : resource book 2”
jacs:V900 |
doau-topic:artsand-humanities
47. Application of Linked Data
• Text entered into the tool is passed through a semantic meaning
engine and concepts are matched against the concepts
contained within the digital library dataset.
• A selection of the closest matches are then displayed. These link
through to the object in the Fedora digital library
• The semantic web tool analyses
the meaning of those words and
finds related material
• the tool can also show related
material from other
datasets from data.open.ac.uk
49. Directly access digitised
content stored in the OUDL
Materials include those
originally in print, audio and
video formats
Links to the extensive metadata about the
course or element of the course, held on a
data.open.ac.uk page
56. Headline findings
• A consistently positive reaction to the enhanced collections. In every area
the majority of respondents agreed or strongly agreed that the enhanced
materials had value
• Were two dimensions where the evaluation indicates the transformation of
the materials has increased the perceived value of the material:
• value to internal processes & culture
• financial/bottom line value
• Participants also made several comments regarding which materials should
be preserved & enhanced
• Read the full report on the blog:
http://www.open.ac.uk/blogs/stellar/wp-content/uploads/2013/07/STELLAR-Post-Enhancement-Survey-Report.pdf
57. Value to internal processes
& culture
• 89% of respondents agreed or strongly agreed that they would be more likely
to explore existing materials if they knew they had been enhanced
• 94% agreed or strongly agreed that such enhancement makes content easier to
reuse or refer to for inspiration during module production
• When thinking about existing systems, 94% also agreed or strongly agreed that
the semantic analysis they had seen suggested material which they would not
have found using a traditional search
• 78% of respondents agreed or strongly agreed that enhanced materials are
more likely to be referred to during module production than those preserved
in existing OU systems
58. Financial / bottom line value
• Improving the discoverability and reusability of the materials appears to
have increased the perceived financial value of the materials
• In the pre-enhancement survey 75.9% of respondents agreed that the OU
could make savings if more learning material were reused
• Following the enhancement, an increased 83% agreed or strongly agreed
that the OU could make cost savings if existing materials were enhanced
to make them more discoverable
“It will be helpful to know what kind of support
and budget is available to make more old course
resources available. This will help reducing costly
budgets for new modules in production.”
59. Value of semantic search
Stakeholder views of semantic search
• ‘More likely to use material’ - 89% agreed/strongly agreed
• ‘Content easier to reuse’ – 94% agreed/strongly agreed
• ‘Found material that traditional search wouldn’t – 94% agreed/strongly agreed
Cost-savings could be made if material re-used
After
Before
72.00% 74.00% 76.00% 78.00% 80.00% 82.00% 84.00%
http://www.open.ac.uk/blogs/stellar/wp-content/uploads/2013/07/STELLARPost-Enhancement-Survey-Report.pdf
60. Key findings
• Significant effort required to improve the metadata
• To make best use of the Linked Data, it was beneficial to digitise and
preserve all course materials for the selected courses
• Trade-off between value of extra content digitised and the
cost of cataloguing
• Once you’ve built it into your system you can automatically generate linked
data for new content of that type
• Stakeholders can see the value of this type of search
61. Follow-up work to STELLAR
• Linked Data embedded into OU Digital Library
• Used to link to related iTunesU and OpenLearn material
62. STELLAR
• STELLAR blog www.open.ac.uk/blogs/stellar
• Final report http://www.open.ac.uk/blogs/stellar/wpcontent/uploads/2013/09/STELLAR-JISC-Final-Report.pdf
• Final report in Jorum http://hdl.handle.net/10949/18379
Today I’m going to talk about some work we’ve been doing at the Open University to explore the potential of semantic web technologies as a tool to improve search in digital libraries
I’ll give you a bit of background to OU Library ServicesA very brief introduction to semantic web technologiesTalk about the context for looking at these search technologies and look at the work of the Stellar search projectThere’ll be time for questions at the end but feel free to interrupt me as we go along if you have questions
Brief background about the OUDistance learning so most students never visit the main campus
Range of library services – we aim to embed links to library material directly into course websites – online and digital library resources – not providing access to books for students
We also run a range of Information Management services, as well as the Institutional Repository and a University ArchiveA key area of expertise is metadata – I’ll cover later how important that is in relation to the semantic web
We’ve a good track record in recent years of running several Jisc-funded projects covering a range of different subjects – reference management, activity data and mobiles
And have carried out a number of other projects looking at video technology – so the AVA project looked at the University’s large collection of videos and built a system to find and digitise video content, particularly material on obsolete video media formatsWe’ve also been working with the University’s Knowledge Media Institute on several semantic web projects, including the Lucero project that built data.open.ac.uk which was the first University-wide linked data repository in the UK
Why searchSearch is critical to us – we spend a lot of time and effort on itWhether that is buying search systems, or teaching people how to search, or providing help and support materials, or trying to resolve problems that people have with trying to find library materialsIt’s a major part of what libraries do
And if people can’t find what they are searching for, then it’s a big problemStudents get frustrated, it affects their studies, it might affect your reputation through National Student Survey scoresSo it’s an important area for usFor staff, it can stop them from being able to effectively do their job and cost you money – this quote is from a person in an academic department asked to look at whether there was material from earlier courses that could be reused – in many cases they end up redoing the teaching materials
Ok searchWell we all know how to searchWe put some words into a search boxWe might also use some special instructions such as boolean logic or put things between inverted commas to help refine the search query
So a traditional search system takes your search query and compares it against an indexEssentially what systems are doing is matching what you typed with what is in the index – character by characterThey might tweak what gets presented, or offer you a ‘did you mean’ feature if you’ve typed something that looks similar to something else, but essentially they match your string of characters with an index derived from whatever they are indexing
But the systems don’t actually understand what you mean when type your search into the search boxThey don’t understand what the words mean, they don’t understand what the concepts are about, and they don’t understand how one search term might relate to another, other than by trawling their logs of what searchers who search for this… searched for that…
So even Google have been starting to think that just responding to a search with things that match character by character might not be the only approachSo they’ve started to explore alternatives with their Knowledge Graph
Which is what they using to flag up relevant material in their search resultsSo where does this different approach come from?
So where did the concept that the web might be organised differently come from?The concept for the semantic web came in an article by Tim Berners-Lee and others in Scientific American in 2001The article outlined an idea that the web should be adapted to allow computers to understand the ‘meaning’ of pages (the semantic content) and proposed structured collections of data
Semantic web technologies have been described as the web of meaning and the web of data.So there is a stack of protocols and technologies and standards used within this spaceThere are a few resources listed here if you want to follow up in more detail
These are some of the key elements of the semantic web toolkitAnd I’ll talk briefly about some of the basic concepts but won’t go into a lot of detail
URIs are Uniform Resource Identifiers – a string of characters used to identify a name of a web resource, this might include the name and the location but could be eitherSo an example of a URI is this OU course – the simple structure of a URI like this leads to a URI like this being described as a ‘cool’ URI
Linked data is the term used to describe the methods of exposing data on the semantic web
The key concept around linked data is around relationships between one piece of data and another. This picture comes from the original semantic web article in Scientific AmericanLinked data uses the concept called triples – where there is a subject and an object that are connected together by a predicate, so for example Jane Austen ‘is the author of’ Pride and PrejudiceThese triples are represented using a data interchange framework called RDF (the resource description framework) and stored in databases called ‘triplestoresThis is the basic building block of linked data
To be able to link data together you need to be able to have a shared vocabulary or ontology that allows you to describe the concepts in your data.These could be about people or places for example, or about things – such as a university courseSo you will need to go through an exercise to map all the concepts against relevant ontologies and then use RDF (the Resource Description Framework) to encode it
By coding the concepts in your data with standard vocabularies, essentially saying that we know where there is data about this concept that we can link to, you can allow connections to be made between websitesSo VIAF and FOAF are ways of linking together your content (in a catalogue for example) that mentions Jane Austen with other pages on the web that contain information about Jane Austen
So if we dig into the schema for that record you can see that there is a URI that identifies that your data is about a person and that there is information about that person at the VIAF URIAnd what you can do is to link the concepts represented by your triples to different ontonlogies
And there are places that you can go to find suitable ontologies and content
So this is part of the basic model
And this shows a bit more of the complexity
Within Fedora this is the approach This is the record for an OU module S100, showing some of the study materials that form part of the course
From the Fedora record then we can automatically create the linked data triple store content
Having created the data in RDF format we were then able to look at testing semantic web search tools to see if it improved the discoverability of the materialWe were able to use a tool called DiscOU developed by the Knowledge Media Institute (KMi)So the tool analyses the meaning of the words in your query to extract concepts in the digital library dataset then displays closest matchesAs well as showing digital library content we’ve also been able to easily connect it to other linked data datasets at the OU such as our OER platform OpenLearn
If you look a bit more closely at the toolThe tool works best with a rich piece of textYou get the concepts in the query displayed on the left with results on the rightYou can then change the priority of the concepts, or exclude them entirely, and as you change the concepts the data displayed refreshesThere’s a link to a short 1 minute screencast on the stellar blog
When you click on the item you get taken through to the content from the digital library – this might be the page of a book or a video
If you click on an OU course code it takes you to a page from data.open.ac.uk – but it could equally well take you to the main page on the university website about that particular course
This is how the system architecture looks, showing the main elements of the system and how it fits together
There’s a publicly available version that you can use to try out the technologyIn this case it searches the OU’s OER platform OpenLearn
But as you can see it is similar to DiscOU Stellar
If you remember our approach to Stellar – which was to measure value, carry out an enhancement and then assess the impact on perceptions of value, using a balanced scorecard approach with these four dimensions of value – how did this work affect user views?
A good positive reactionIn every area the majority agreed that the enhanced materials had valueWhere we saw particular increases in perceived value were maybe unsurprisingly to internal processes and financial value
So if we look in a bit more detailIt’s clear that users are more likely to explore enhanced materialSemantic search also finds material that a traditional ‘strings’ search would not have foundMaterial found through such a semantic search system would be more likely to be used through our course production system
When asked about the impact on the financial aspects it’s clear that the semantic enhancement has actually increased users perception of the value of the materialsIn particular there is a big jump in the percentage of people that think that the University could make cost savings if material was enhanced in this wayBut there’s a caveat that money needs to be invested in the process to make more material available
So to summarise how semantic search helpsUsers are more likely to find material, so more of it can be reused as an alternative to recreating course materialA key point is that semantic search finds things that traditional search can’tAnd users views had shifted in that an even greater percentage thought that there were cost benefits in reusing material
For us the key messages about the semantic search is that it was quite time-consuming to setup the ontologies and metadata for each of the types of material you are dealing with. But for that type of material once the process is done then you can continue to add more material of that type and automatically generate linked dataThere is a trade-off between the amount of enhancement you do and the improvements that gives you with discoverability – but that is pretty much the case with anything that involves metadataBut stakeholders do see and appreciate the value of an improved search feature
We’re now working on embedding the learning from STELLAR into the OU Digital Library. So linked data is in-built and we are using that capability to link out to related materials in other linked data datasets, in this case in OpenLearn and iTunesU.We haven’t yet built a semantic search tool as that will need some further development to build a version of the semantic meaning engine that we can integrate into the digital libraryWe’re also talking more widely across the university about how we could use the technology across other repositories of learning and teaching materials.
Ok, so that was a run through linked data and the semantic searching work carried out by the STELLAR projectFurther information including the final report along with about 20 blogs posts we put up during the project are on the project blogHope that was of interest