Semantic Cataloguing / “Teach” ICT to Net Generation

OCLC - Cataloging and Metadata - Connexion
http://www.oclc.org/connexion/default.htm

OCLC - Connexion
http://connexion.oclc.org/

若非導師的介紹和即席示範，真的沒想到現今的編目系統已有能耐從 “Hypertext Markup Language (*.htm or *.html), Adobe Portable Document Format (.pdf), Microsoft® Word document (*.doc), 和 MP3 audio file (.mp3)” 取出 metadata，預製出書目紀錄，並分派好 DDC 分類號。顯示出 Semantic Technologies 中的 Bottom-Up and Top-Down 已得到充分的應用，而且做到基本的 metadata interoperability (互通性)，難怪行內人已有說 10 年後編目人才的需求將大幅減少。機編的目錄已比很多學校圖書館的完整很多，加上書籍全文數碼化的趨勢和 semantic technologies 的進步，編目將會愈來愈準確和有效率，能編的資訊當然也只會愈來愈廣泛 (照片不在以上之列令我相當疑惑，Exif 或 XMP 的資料不可用嗎？數據中的 Geolocation 某程度上可替照片說話耶。再加上圖片辨識，已可做到基本的編目，不是嗎？)，編目要求甚低的學校絶對可以考慮引入減輕老師工作量，更可提高館目的質素，一舉兩得 (前提當然要考慮成本和確定能解讀中文)。

p.s. 對網絡資源 (網站) 編分類號令我想起這個

BUBL Information Service
http://bubl.ac.uk/

和進化版的這個

INFOMINE: Scholarly Internet Resource Collections
http://infomine.ucr.edu/

前者分類的用途為搜尋資料;後者或只是用來融入圖書館目錄作引導連結，文字 (如︰關鍵詞、主題、標題、著者等) 搜尋 (textual search) 才是主力，現在應以後者為發展方向吧…

老實說，說到易用性還是不及簡單的分類系統，如 social bookmarking sites 用的 tagging 或特別為方便建築師找建築物圖片的資料庫的 9 大領域分類

Flamenco UC Berkeley Architecture Slide Library Search (Flamenco)
http://orange.sims.berkeley.edu/cgi-bin/flamenco.cgi/spiro/Flamenco

不過一貫的嚴謹和統一，是很適合學者找資料用的…

p.p.s. 抱怨一句，OCLC 有此技術，給一直人手 tagging 的我有白幹一/數場的感覺。Twine 的 semantic 技術在此看來真是小毛見大毛，沒想到主流工具跟専業的技術差距竟有那麼遠… (在 WorldCat 自建書目不好玩，我要玩 Connexion 啦… j/k)

秋聲 Blog - code4lib年會的一些議題(一)：ILS API
http://soundoffall.blogspot.com/2008/03/code4libils-api.html

圖書館要在資訊服務的市場上與眾多崛起對手競爭，看來勢必要讓有利用價值的資源(metadata、內容或服務…等)公開置於網路上，方便大眾運用才是上策！

OCLC Connexion 機編資料教學

OCLC Connexion Browser Tutorials
http://www.oclc.org/support/training/connexion/browser/tutorial/

OCLC Connexion Browser Tutorials - Metadata Extraction
http://www.oclc.org/support/training/connexion/browser/tutorial/cbextract.htm

Recent blog articles about semantic web/technologies written by Alex Iskold

ReadWriteWeb - Semantic Web Patterns: A Guide to Semantic Technologies
http://www.readwriteweb.com/archives/semantic_web_patterns.php

ReadWriteWeb - How YOU Can Make the Web More Structured
http://www.readwriteweb.com/archives/structured_web_microformats_tagging_meta_data.php

ReadWriteWeb - Semantic Web: What Is The Killer App?
http://www.readwriteweb.com/archives/semantic_web_what_is_the_killer_app.php

ReadWriteWeb - Top-Down: A New Approach to the Semantic Web
http://www.readwriteweb.com/archives/the_top-down_semantic_web.php

ReadWriteWeb - Semantic Web: Difficulties with the Classic Approach
http://www.readwriteweb.com/archives/semantic_web_difficulties_with_classic_approach.php

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HeyJude - School libraries leading learning
http://heyjude.wordpress.com/2008/03/29/school-libraries-leading-learning/

The time has come for those who talk about Web 2.0 to BE Web 2.0 themsleves (themselves) in order to model Learning 2.0 or Library 2.0. Let’s get real about this please!

… digital literacy is with us, here to stay, and therefore we must harness these learner generated contexts for higher order skills of problem solving, communication, team works and technology skills.

An issue for me is the lack of a strong professional community to help each person develop their knowledge and skills. Even where I see people stepping into the Web 2.0 world (and lead by consultants in some instances) those doing the training are such ‘newbies’ that they haven’t understood which key steps to model, which tools to highlight, which techniques to adopt to streamline Web 2.0 use. So overall we have a big bit of learning still to do! quite a bit! - while our students stream ahead and leave us knocking on the doors of Facebook, Myspace and the like.

Choice, co-creation, and information access are changing what it means to be a net-savvy teacher. As we pour our own words, tags, sounds, images, and multimedia into the ever-increasing global knowledge and information pool, we have to become adept at patterns of connectivity in these learning environments. If students think of the internet as a virtual locker, backpack, notebook, diary, and communication tool, then we must create flexible learnign (learning) environments which are transfored by this multi-modal focus. More than ever flexibility and personalization are at the core of re-porposing our libraries and learning environments in a Web 2.0 world.

就早前讀到有關 Net Generation 教育的文章

Alan Poon’s Blog - 網絡集錦
http://alanpoon.wordpress.com/2008/03/23/網絡集錦-99/

在電郵跟以前的導師討論到身為 “digital immigrants” (需要學取 ICT 技能) 的我們是否需要/夠資格去教 (生活在 ICT 中) “digital natives” 如何使用 ICT (Information & Communications Technology)。

我當然認為有需要，不過重點不是教他們基礎的應用技巧，而是 refine/polish 它們，使他們能用得好，用得有效率。如︰

豬欄 - [豬篇的話]如何有效使用電郵
http://pigazine.blogspot.com/2008/03/blog-post_27.html

相關閱讀/參考

Alan Poon’s Blog - 資訊素養教育的必要
http://alanpoon.wordpress.com/2008/03/16/資訊素養教育的必要/

Alan Poon’s Bookmarks - Information Literacy
http://www.diigo.com/user/alanpoon/information-literacy