Jane Chandler

Linked Data for libraries Benefits of a conceptual shift from library-specific record structures to RDF-based data models

Contemporary metadata principles and standards tended to result in document-centric rather than data-centric; human-readable rather than machine-processable metadata. In order for libraries to create and harness shareable, mashable and re-usable metadata, a conceptual shift can be achieved by adjusting current library models such as Resource Description and Access (RDA) and Functional Requirements for Bibliographic Records (FRBR) to models based on Linked Data principles. In relation to technical formats, libraries can leapfrog to Linked Data technical formats such as the Resource Description Framework (RDF), without disrupting current library metadata operations. This paper provides six key recommendations for libraries and standards agencies. These include rising to the challenges and embracing the opportunities presented by current technological trends, adopting minimal requirements of Linked Data principles, developing ontologies, deciding on what needs to be retained from current library models, becoming part of the Linked Data cloud, and developing mixed-metadata (standards-based and socially-constructed) approaches. Finally, the paper concludes by identifying and discussing five major benefits of such metadata re-conceptualisation. The benefits include metadata openness and sharing, serendipitous discovery of information resources, identification of zeitgeist and emergent metadata, facet-based navigation and metadata enriched with links.

Virtual Worlds in Computing Education

This article reports on the use of a virtual world (Second Life) in computing education, and identifies the precursors of current virtual world systems. The article reviews the potential for virtual worlds as tools in computing education. It describes two areas where Second Life has been used in computing education: as a development environment; as a collaboration tool and to provide a environment for simulation. The benefits of virtual worlds for computing education (with a particular emphasis on Second Life) are discussed. Qualitative feedback from students is reported which, although not definitive, illustrates many of the benefits and disadvantages of using virtual worlds in computing education.

The Social Space of Metadata: Perspectives of LIS Academics and Postgraduates on Standards-Based and Socially Constructed Metadata Approaches

This article aims to contribute to the discussion on user-generated metadata. It presents the perspectives of eleven purposefully selected library and information science (LIS) academics and postgraduates on optimality of standards-based versus socially constructed metadata approaches and develops conceptual themes that emerged, which include the obsolescence of the Online Public Access Catalogue (OPAC) in relation to web search engines, the preference of users for searching versus browsing, and the proliferation of extant metadata standards resulting in interoperability challenges. This study also reveals the role ascribed to Web 2.0 and to semantic web technologies in libraries and the importance of enriching information objects with metadata that better conveys the various perspectives of users. Finally, the importance of underpinning metadata decisions with sound theoretical foundations is identified.

Toward an Emerging Principle of Linking Socially-Constructed Metadata

Current discussions on the use of Linked Data for digital libraries favor standards-based (expert-created) metadata approaches. The inclusion of socially-constructed (user-created) metadata such as tagging, ratings, reviews, and recommendations is scant or absent. While efforts by the worlds major national and academic libraries to release their bibliographic data (metadata) are an important step toward the adoption of Linked Data principles, as this article argues, without the metadata richness that would be obtained by including socially-constructed metadata (Web 2.0), the current efforts may result in sub-optimal utilization of the potential of Linked Data. With the aim of exploring and investigating the potential roles of metadata linking, this article presents the results of 21 in-depth interviews conducted with Library and Information Science (LIS) professionals. A constructivist grounded theory analysis of the interview data resulted in the emergence of four metadata principles—namely, the principles of metadata enriching, metadata linking, metadata openness, and metadata filtering. Considering the evidence from data analysis, it was found to be essential that a mixed-metadata approach should be considered, so that socially-constructed metadata approaches augment and enhance standards-based ones through proactive user engagement and a platform of collaboration afforded through the adoption of Web 2.0 technologies. After highlighting each of these principles, this article focuses on discussions of the principle of metadata linking.

Derbyshire Language Scheme in use: an appraisal for computer-assisted learning:

The Derbyshire Language Scheme (DLS) is a widely-used structured method to aid in the teaching of both expression and comprehension to children with difficulties in learning their first language. This study examines the teaching strategies for comprehension within DLS em ployed by three speech therapists, with a variety of children ranging from the two-word to four-word level. The results indicate that a range of techniques were used by the therapists in response to the children, and these are discussed in relation to their inclusion in a computer-aided learning system to help speech therapists.