May 6th, 2009
I could not access the article by Mary Alexander, Core Cataloging and Metadata Standard and Best Practices, Vol 27, issue 4, published in Science and Technology Libraries. But my views on Metadata Librarianship:
My views
To enter data into the description is about layers of meaning. It is the difference between picture of a building and picture of Samford Hall, etc.
Metadata Librarianship requires excellent grammar skills. More precisely, the description field must answer who, what, when, why, and where.
Although, most metadata librarians are not required to have exstensive programming skills, I agree with Mary Alexander that some familiarity with the programming standards of Metadata would be beneficial.
Tags: Descriptive metadata, Layers of meaning, Metadata Librarian, Programming
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April 28th, 2009
I found it helpful to take advice from the brief article by Frank Nguyen and access my instructional objectives: the types of questions that I would want to ask and compose my quizzes respectfully.
Instructional Assessments
There are five types of instructional questions. They are the following: Fact, Concept, Process, Procedure, and Principle. For example, an appropriate assessment for a process article would be secenario-based but not necessaringly matching.
Tags: Frank Nguyen, Instructional assessments, Instructional objectives, Scorm assignment
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April 23rd, 2009
The scorm assignment is straightforward and facilitated with the instructions: download the pharmbooks file and edit it adding quizzes for a more interactive module. Except, I had trouble importing my pharmbooks file.
Where is my file?
I finally with help copied and pasted my pharmbooks file from the download folder to the desktop. Now I can import it.
What to learn from others.
When I missed the short answer, I certainly sat up and began to pay attention. To be able to recover the correct answer in Dan’s blog is extremely interactive for me. Nitin’s quiz was encoruaging to take. I would like to take a simple quiz where I score high. I really appreciate a utilitarian standard like the Sharable Content Object Reference Model.
Tags: Assignments, Pharmbooks, SCORM, Shareable Content Object Refernce Model
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April 20th, 2009
Academic instituions are only begininig to grapple with the implications of developing the digital campus. There is a need for internal repositories in order to provide more interconnectedness within the learning object module. From the article, Interoperability between Library Information Services and Learning Environments – Bridging the Gaps, there seems to be “a tension between “quick fixes” and the need to build sustainable long-term open system frameworks.”
Bridging the gap
The article does not presume to be like any other article but the definitive on the relationship of learning objects and libraries. Pointing out libraries are not knowledgeable of IMS termnology (Instructional Management Systems; the IMS Global Learning Consortium provides interoperable standards for learning objects), while instructors might overlook services which the library provides when instructing with learning objects. Then the two are at odds and need to unite. Learning objects interfaces do source people with articles, books, and videos but lack of interconnectedness makes these online services interoperable. Journal aggregators are “one stop shops” but are partial solutions. This article does not stress partial solutions but complete solutions. Patrons might have to log out of LMS to visit the reference desk. Another “preservation headache” to preserve internal digital repositories for students to use. The re-usability of digital objects is a dream. One desire is a consistent architectural learning module across institutions. Another desire: common technology. The issue with repositories is that they must read the semantics of other objects.
What is needed?
Bridge the gap between librarians and learning environments. Bring students, librarians, course instructions, users, graduates, etc. to test experimental systems. Metadata issues are broader than defining data elements.
Tags: Academic Libraries, Digital repositories, IMS, Interoperability, Learning Management Systems, Learning objects, LMS, Long-term systems, Reusable, Technology, Users
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April 15th, 2009
There is a problem with providing too much metadata in the descritption field. What scanner the institution used does not need to be provided in the descriptive metadata.
Innovations and Metadata
According to Caplan’s article, metadata innovation can become out of hand. The key is to streamline the element fields of the collection so that it is consistent within the institution. But stream-lining innovation early on can lead to a lack of creativity. This might explain why early technology to organize metadata was latent.
Tags: Caplan, Consistency, Descriptive metadata, Innovations, Metadata, Metadata collection, Metadata Librarian, Scanners
Posted in Descriptive Metadata, Metadata Librarianship | 1 Comment »
April 8th, 2009
I truly appreciate a new standard: RDA. I also appreciate understanding why perhaps it is not yet readily accepted. It is due to the amount of content that it contains that will take a while to publish. So for now, libraries must wait.
What is RDA based on?
The backbone of RDA is FRBR (Functional Requirments for Bibliographic Records). An easy way to recollect the entities is the acroynm WEMI (Work, Expression, Manifestation, and Item). The question is finally settled. RDA will be online: the new catalog for the digital world.
Some distinct changes in RDA
RDA will be yet similar to AACR2. There will fortuanately be some changes in terminology. For example, the chief source of information will use preferred source of information. Many abbreviations will be whole words only. I think that if RDA improves recall (more relevant choices) and precision (more exact searches) changes will be beneficial to users. Will improved recall and precision make better searchers? Not necessarily.
Tags: Digital, FRBR, New Technology, Precision, RDA, Recall, Users, WEMI
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April 6th, 2009
I finally have the answer to what a metadata librarian does. While the position focuses on collecting new projects for digitalization the metadata librarian’s main role is twofold:
- ensure that the collection is consistent from collection to collection
- and that the project meets best practice.
I learned that from my internship. The metadata librarian–which is like an upgraded position from traditional cataloging–still continues with traditional cataloging. Although, metadata cataloging is easier I think; a lot more simpler. Less rules compared to traditonal cataloging since, the field is being pioneered. Traditional cataloging requires aptitude and ability. Both metadata librarianship and traditional cataloging require the dispostion for technical detail.
Tags: Collections, Consistency, Digitilization, Internship, Librarian roles, Metadata Librarian, Traditional cataloging, Upgrade
Posted in Metadata Librarianship | 6 Comments »
April 2nd, 2009
This was a nice project to learn experimentially. I began by calling the help desk.
Projects
My first project is Latin phrases. Really short, I did not rehearse and seemed to have forgotten that the software was recording the Latin phrases web site. Next, I captured the UA help desk page for downloading ssh secure shell. My last project–dictionary.com. I believe I enjoyed mostly the first project because it was simple and short. The second project was fine as well.
Problems
Except I did not manage to fit in the entire screen. My bama web page can not be for now since I can not download ssh secure shell. I tried VPN access but so far, the wizard is unable to connect to the UA server. I could not use the product code so I used the thirty day free trial. Finally, the last project could not take place I could not recollect how to get Adobe to perform like for the first two projects. But I would gladly try it on Record create new project: software simulation.
Tags: Adobe project, Latin phrases, UA help desk
Posted in Adobe Captivate | No Comments »
March 27th, 2009
Cultural heritage institutions are indeed setting “ground breaking changes” in digitalizing their collections. Dublin core was not enough, set in 1999. Due to their unique desires innovative standards in technical metadata are being set.
Through cultural heritage instituions perservation of digital images is coming along.
Tags: Cultural heritage institutions, Dublin core, Technical metadata
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March 26th, 2009
Learning objects are an example of an unlayered topic that appears complex at first; unlayered or basic. I would not have understood what “resuable” learning objects were had I not seen the Merlot site. Merlot is a repository of learning objects and a referitory; or a site that points to learning objects.
Worthwhile technology?
A learning object is technology since it saves money and accomplishes a task quickly. Accordingly to The emerging learning objects: The librarians role by, John Shank: “Learning objects are beginning to draw much interest in higher education. They can be powerful teaching and learning tools that the instructor can use both in and outside the classroom.” However, multimedia technology reportedly has little benefits to learning: except if the multimedia educational website is targeted to a specific subject. Yet, the learning of the definition of a “complicated” field narrows: learning objects are of interest to Librarians because they are educational. Librarians will need to be able to keep pace with instructors who use learning objects.
Wiley does not agree.
Learning objects have been described as lego building blocks but David Wiley in the article: Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy does not agree on that simile nor does he agree with the terminology “resuable” rather we must find new ways to define learning objects.
Tags: David Wiley, Education, Learning objects, Lego building blocks, Merlot site, Referitories, Resuable, Technology, Unlayered topic
Posted in Technology | 1 Comment »