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Descriptors:
Cognitive Processes; Information Literacy; Synthesis; Epistemology; Influence of Technology; Technological Advancement; Information Technology; Research Needs; Intellectual Disciplines; Metadata; Decision Making Skills; Reputation; Authors; Value Judgment; Information Sources; Critical Reading; Information Utilization

Abstract:
New media, new knowledge practices, and concepts point to the need for greater understanding of cognitive processes underlying knowledge acquisition and generation in open informational worlds. The authors of the articles in this special issue address cognitive and instructional challenges surrounding multiple document comprehension--a prerequisite of digital literacy and knowledge work in the information age. In this article, we raise issues of conceptual clarity regarding constructs such as "source" and "document", and discuss work in disciplinary literacy and knowledge-building communities to clarify uses of information resources to support knowledge creation. The discussion aims to (a) provide insights into the cognitive and social practices needed for students to manage, understand, apply, and create knowledge and (b) suggest research directions to advance these goals. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Literacy; Library Instruction; Academic Libraries; Library Science; Librarians; Surveys; Information Retrieval; Information Utilization; Metadata; Databases; Intellectual Property; Plagiarism; Citations (References); Internet; Search Engines; Student Attitudes; College Students

Abstract:
Librarians regularly encounter students who struggle to understand and apply information literacy concepts. A qualitative survey administered to information literacy practitioners asked about troublesome content and analyzed results using the threshold concepts pedagogical framework first described by Jan Meyer and Ray Land. A threshold concept transforms the learner's view of content and helps integrate previously learned material; threshold concepts are portals that, once traversed, bring insight into how to think and act like a practitioner within a discipline. This project uses the data collected to propose seven threshold concepts for information literacy. (Contains 3 figures and 25 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Handheld Devices; Workplace Learning; Education Work Relationship; Educational Technology; Social Networks; Taxonomy; Informal Education; Conventional Instruction; Computer Assisted Instruction; Web 2.0 Technologies; Computer Software; Cognitive Processes; Difficulty Level; Pilot Projects; Metadata; Consortia; Computer Mediated Communication; Program Development; Internet; Computer System Design; Case Studies; Program Descriptions; Knowledge Management

Abstract:
Social and mobile technologies offer users unprecedented opportunities for communicating, interacting, sharing, meaning-making, content and context generation. And, these affordances are in constant flux driven by a powerful interplay between technological innovation and emerging cultural practices. Significantly, also, they are starting to transcend the everyday lifeworlds of users and permeate the workplace and its practices. However, given the emergent nature of this area, the literature on the use of social and mobile technologies in workplace practices is still small. Indeed, social media are increasingly being accessed via mobile devices. Our main focus, therefore, here is on the question of what, if any, potential there is for the use of social media in informal, professional, work-based learning. The paper provides a critical overview of key issues from the literature on work-based learning, face-to-face and technology-supported, as well as social (mobile) networking services, with particular attention being paid to people tagging. It then introduces an initial typology of informal workplace learning in order to provide a frame for understanding social (mobile) network(ing) services in work-based learning. Finally, a case study (taken from the literature) of People Tagging tool use in digital social networks in the European Commission-funded MATURE project is used to illustrate aspects of our typology. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Search Engines; Computer System Design; Design Preferences; Guidelines; Change Strategies; Organizational Change; Access to Information; Usability; Information Transfer; Information Management; Metadata; Library Administration; Library Automation; Library Development

Abstract:
When staff at the Wisconsin State Law Library began compiling a wish list for a new website, the topic of a new domain name came up almost immediately. Their old website was located at http://wsll.state.wi.us. Spelling that relatively complex domain over the phone day after day provided the impetus to explore other options. Whatever domain name they settled on, they needed to be sure it would work for them. Switching to a new domain name is no small matter. According to the author, who is the web services librarian for the Wisconsin State Law Library, in 2008 more than 65% of their web traffic relied on individuals being able to find them through search engines. One of their top goals for the domain change process was to maintain their high search engine ranking. Though they were moving forward with a large website redesign, several online sources recommended against unveiling a new domain name along with a new website. Too many disruptions in content might confuse users but, even worse, it could also potentially cause problems in the transfer of organic search engine rankings from the old domain to the new. Launching a new domain name well before the redesigned website would help them to ensure a smooth transition between the names. This article discusses 25 steps for changing a domain name. (Contains 3 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Public Libraries; Indexing; Metadata; Use Studies; Library Research; Library Development; Access to Information; Best Practices; Adoption (Ideas); Usability

Abstract:
The study looked into the 307 Koha libraries listed in Breeding's Library Technology Guides. Since all the tag clouds in Koha are user-contributed, their adoption and usage can shed light on the extent to which libraries are supporting user tagging. The research also revealed that public library users are more actively involved in tagging than academic library users, even though more academic libraries than public libraries enabled the tagging function in their OPACs (58% versus 49%). (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Metadata; Profiles; Resource Units; Electronic Learning; Guidelines; Computer Software; Computer System Design; Open Source Technology; Computer Software Evaluation; Graduate Students; Foreign Countries

Abstract:
A number of international initiatives, such as the Open Educational Resources initiative, have recognized the potential value of sharing and reusing digital resources among educational communities. As a result, organizing, offering, and accessing these resources over the web have been key issues for both the research and the educational community. Within this framework, a popular way for describing digital educational resources is the IEEE Learning Object Metadata (LOM) Standard. On the other hand, it has been also recognized that it is not possible for a generic standard such as IEEE LOM to fully meet the specific requirements and accommodate the particular needs of different educational communities. Therefore, the practice of generating Application Profiles (APs) of the IEEE LOM has emerged and a number of different APs have been developed worldwide. However, despite the widespread development of APs it seems that only a limited number of software tools exist, to support the process of LOM Application Profiling. Within this context, in this paper we target addressing this problem by introducing a new web-based tool (ASK-LOM-AP) that aims to overcome the identified limitations of existing tools and facilitate its users to easily develop and manage LOM APs for different educational communities. (Contains 6 tables, 1 footnote and 11 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Electronic Learning; Distance Education; Internet; Video Technology; Web Browsers; Metadata; Data Analysis; Educational Resources; Open Universities; Data; Information Retrieval; History Instruction; Educational Technology; Computer System Design; Computer Software Evaluation; College Students; College Instruction; Program Effectiveness; Questionnaires

Abstract:
Multimedia educational resources play an important role in education, particularly for distance learning environments. With the rapid growth of the multimedia web, large numbers of educational video resources are increasingly being created by several different organizations. It is crucial to explore, share, reuse, and link these educational resources for better e-learning experiences. Most of the video resources are currently annotated in an isolated way, which means that they lack semantic connections. Thus, providing the facilities for annotating these video resources is highly demanded. These facilities create the semantic connections among video resources and allow their metadata to be understood globally. Adopting Linked Data technology, this paper introduces a video annotation and browser platform with two online tools: Annomation and SugarTube. Annomation enables users to semantically annotate video resources using vocabularies defined in the Linked Data cloud. SugarTube allows users to browse semantically linked educational video resources with enhanced web information from different online resources. In the prototype development, the platform uses existing video resources for the history courses from the Open University (United Kingdom). The result of the initial development demonstrates the benefits of applying Linked Data technology in the aspects of reusability, scalability, and extensibility. (Contains 12 figures and 17 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Lifelong Learning; Metadata; Information Retrieval; Search Engines; Information Systems; Computer System Design; Comparative Analysis; Foreign Countries

Abstract:
This paper discusses the provision of flexible querying facilities over heterogeneous data arising from lifelong learners' educational and work experiences. A key aim of such querying facilities is to allow learners to identify possible choices for their future learning and professional development by seeing what others have done. We motivate and describe the development of a prototype system, called ApproxRelax, that provides users with a graphical facility for incrementally constructing their queries and that supports both query approximation and query relaxation, thus allowing for flexible matching of users' queries against the data provided by other learners. We show how the system is able to return results in ranked order of their "distance" from the user's query. Our approach is novel both in its aim of supporting lifelong learners in reflecting on their learning and career choices, and also in its technical foundations that combine for the first time query approximation and query relaxation techniques for querying semistructured data. (Contains 16 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Electronic Libraries; Metadata; Programming; Computer Software; Standards; Educational Technology; Classification; International Organizations; Automation; Natural Language Processing; Computer System Design; Educational Resources

Abstract:
Large-sized repositories of learning objects (LOs) are difficult to create and also to maintain. In this paper we propose a way to reduce this drawback by improving the classification mechanisms of the LO repositories. Specifically, we present a solution to automate the LO classification of the Universia repository, a collection of more than 15 million of LOs represented according to the IEEE LOM standard. Although a small part of these LOs is correctly classified, most are unclassified and therefore searching and accessing information is difficult. Our solution makes use of the categories provided by DBpedia, a linked data repository, to automatically improve its classification through a graph-based filtering algorithm, which selects the most suitable categories for describing a LO. Once selected, these categories will classify the LO, linking its classification metadata with a set of DBpedia categories. (Contains 6 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Computer Uses in Education; Information Technology; Open Source Technology; Databases; Metadata; Computer System Design; Data Analysis; Data; Information Retrieval; Program Descriptions; Educational Policy; Educational Research; Research Methodology; Research Tools; Information Sources; Programming; Comparative Analysis; Educational Trends

Abstract:
In various research areas, the availability of open datasets is considered as key for research and application purposes. These datasets are used as benchmarks to develop new algorithms and to compare them to other algorithms in given settings. Finding such available datasets for experimentation can be a challenging task in technology enhanced learning, as there are various sources of data that have not been identified and documented exhaustively. In this paper, we provide such an analysis of datasets that can be used for research on learning and knowledge analytics. First, we present a framework for the analysis of educational datasets. Then, we analyze existing datasets along the dimensions of this framework and outline future challenges for the collection and sharing of educational datasets. (Contains 3 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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