• The Core: Digital Library Education in Library and Information Science Programs

      Pomerantz, Jeffrey; Oh, Sanghee; Yang, Seungwon; Fox, Edward A.; Wildemuth, Barbara M. (2006-11)
      This paper identifies the "state of the art" in digital library education in Library and Information Science programs, by identifying the readings that are assigned in digital library courses and the topics of these readings. The most frequently-assigned readings are identified at multiple units of analysis, as are the topics on which readings are most frequently assigned. While no core set of readings emerged, there was significant consensus on the authors to be included in digital library course reading assignments, as well as the topics to be covered. Implications for the range of assigned readings and topics for digital library education in library science education are discussed.
    • Creating a Large-Scale Digital Library for Georeferenced Information

      Zhu, Bin; Ramsey, Marshall C.; Ng, Tobun Dorbin; Chen, Hsinchun; Schatz, Bruce R. (1999-07)
      Digital libraries with multimedia geographic content present special challenges and opportunities in today's networked information environment. One of the most challenging research issues for geospatial collections is to develop techniques to support fuzzy, concept-based, geographic information retrieval. Based on an artificial intelligence approach, this project presents a Geospatial Knowledge Representation System (GKRS) prototype that integrates multiple knowledge sources (textual, image, and numerical) to support concept-based geographic information retrieval. Based on semantic network and neural network representations, GKRS loosely couples different knowledge sources and adopts spreading activation algorithms for concept-based knowledge inferencing. Both textual analysis and image processing techniques have been employed to create textual and visual geographical knowledge structures. This paper suggests a framework for developing a complete GKRS-based system and describes in detail the prototype system that has been developed so far.
    • The Design and Evaluation of Interactivities in a Digital Library

      Budhu, Muniram; Coleman, Anita Sundaram; Wilson, Bonita (CNRI, 2002-11)
      The US National Science Foundation has established a program to create a National Science, Mathematics, Engineering and Technology Education Digital Library (NSDL). One of the subsidiary NSDL libraries under development is the National Civil Engineering Educational Resources Library (NCERL). The first phase of NCERL is the creation and collection of digital resources in three areas of civil engineeringâ geotechnical (soil), rock, and water engineering (GROW). The concept of interactivities guides the design, development, and evaluation efforts of the GROW digital collection. This article describes the salient features of GROW, defines and discusses interactivities as an emerging, integral part of teaching and learning in civil engineering education. Interactivities take place at three distinct levels: the information resource, the collection, and the context. Very simply, the concept of interactivities can be defined as the emphasis on structured representations of interactive multimedia resources. Additionally, resources are designed with rich learning tasks and organized in pedagogical collections supplemented with contextual information. Preliminary evaluation of GROW-NCERL using interactivities is briefly described.
    • Digital Libraries in the Science Classroom: An Opportunity for Inquiry

      Wallace, Raven; Krajcik, Joseph; Soloway, Elliot (1996-09)
      Digital libraries offer a unique and unprecedented resource through which teachers can facilitate student inquiry. In the recent National Research Council publication quoted above, National Science Education Standards, emphasis on inquiry is pervasive. Yet, when it comes to textbooks and curricula as they exist today, the clear emphasis is on learning science content disconnected from experience. Although digital libraries can't change pedagogy or textbooks, they can make it possible for students to have access to scientific information and data which interests them, a fundamental requirement for authentic inquiry. Digital libraries can provide teachers with a feasible way to let students pursue their own interests within the bounds of the curriculum and without creating an enormous amount of extra work in providing students with materials to support their investigations. This article will explore the ways in which digital libraries can support inquiry learning. We are looking at the benefits of digital libraries in high schools and middle schools through our experiences with implementation of University of Michigan's Digital Library (UMDL). In particular, we will focus here on students asking their own questions, and learning through sustained inquiry. This article will address the following questions: Why is it important for students to ask their own questions and how does it contribute to inquiry based learning? How do digital libraries help make inquiry learning possible? How is UMDL supporting sustained inquiry? What is our research telling us about tools and techniques needed to make it happen?
    • The Integration of Non-OAI Resources for Federated Searching in DLIST, an Eprints Repository

      Coleman, Anita Sundaram; Bracke, Paul; Karthik, Subramaniam; Wilson, Bonita (Corporation for National Research Initiatives (CNRI), 2004-07)
      Federated, distributed, and broadcast searches on the Internet depend on an underlying common metadata framework by which the information resources to be searched are organized. The Open Archives Initiative Protocol for Metadata Harvesting (OAI-PMH) is designed to facilitate searches across OAI-compliant databases. Software such as Arc allow service providers to offer federated searching of multiple, OAI-compliant resources. The majority of web-accessible information resources, however, are not OAI-compliant. This article describes a process whereby readily available open source tools and customized scripts were developed for integrating metadata from non-OAI compliant repositories for a federated search. The work described is being carried out as part of the development of the Digital Library of Information Science and Technology (DLIST), an Eprints repository.
    • Interdisciplinarity: The Road Ahead for Education in Digital Libraries

      Coleman, Anita Sundaram; Wilson, Bonita (CNRI, 2002-07)
      This article reviews the state of education in digital libraries and curriculum planning documents from professional associations in two areas: Library and Information Science; and Computing. It examines suggestions for integration and interdisciplinarity in education for digital libraries curricula using definitions of a discipline, interdisciplinarity, and the transdisciplinary structure of a university in order to discover how such integration may be successfully accomplished. A plan to use learning communities and develop an interdisciplinary curriculum for Knowledge Organization is briefly discussed.
    • Meta-Design of a Community Digital Library

      Wright, Michael; Marlino, Mary; Sumner, Tamara (2002-05)
      The community digital library has emerged as a recent evolution in the development of digital libraries. A community digital library is distinct through having a community of potential users define and guide the development of the library. In this article, we present how the geoscience community has worked to develop The Digital Library for Earth System Education (DLESE) in the light of recent work in the area of meta-design, the design of the design process. The development of DLESE is described utilizing a conceptual framework developed from the analysis of a variety of open source projects.
    • The NSF National Science, Technology, Engineering, and Mathematics Education Digital Library (NSDL) Program: New Projects and a Progress Report

      Zia, Lee L. (2001-11)
      The National Science Foundation's (NSF) National Science, Technology, Engineering, and Mathematics Education Digital Library (NSDL) program comprises a set of projects engaged in a collective effort to build a national digital library of high quality science, technology, engineering, and mathematics (STEM) educational materials for students and teachers at all levels, in both formal and informal settings. By providing broad access to a rich, reliable, and authoritative collection of interactive learning and teaching resources and associated services in a digital environment, the NSDL will encourage and sustain continual improvements in the quality of STEM education for all students, and serve as a resource for lifelong learning. Though the program is relatively new, its vision and operational framework have been developed over a number of years through various workshops and planning meetings. The NSDL program held its first formal funding cycle during fiscal year 2000, accepting proposals in four tracks: Core Integration System, Collections, Services, and Targeted Research. Twenty-nine awards were made across these tracks in September 2000.
    • Semantic Research for Digital Libraries

      Chen, Hsinchun (1999-10)
      As applications become more pervasive, pressing, and diverse, several well-known information retrieval (IR) problems have become even more urgent. Information overload, a result of the ease of information creation and transmission via the Internet and WWW, has become more troublesome (e.g., even stockbrokers and elementary school students, heavily exposed to various WWW search engines, are versed in such IR terminology as recall and precision). Significant variations in database formats and structures, the richness of information media (text, audio, and video), and an abundance of multilingual information content also have created severe information interoperability problems -- structural interoperability, media interoperability, and multilingual interoperability.