網絡集錦 2 (Web Clips 2)

HeyJude - Sputtr - or Spluttr!
http://heyjude.wordpress.com/2008/04/09/sputtr-or-spluttr/



Sputtr
http://www.sputtr.com/

很有趣的搜尋引擎 (跟 browser 內 address bar 隔鄰的自訂 search field 差不多)... 透過一個版面，便可搜尋某個自選網站的資料。除可見的 icon button 外還有更多網站可以 Add Buttons 額外加入。

A pretty interesting search engine. It is similar to the custom search field which is next to the address bar in the browser. User can search information in any selected website through the homepage. Apart from icon buttons already on the page, users are allowed to add more website by clicking the "Add Buttons".



簡體中文版

Simplified Chinese version

http://www.sputtr.com/cn/

亦符合用家需要，加入了不少華文網站供搜尋。若選擇未能滿足需要，可建議 Sputtr 提供其他搜尋引擎 (當然若可開放給有能者自由加入就更好了)。

also fit in well with users' needs by providing Chinese websites for search. If users feel unsatisfied, he or she may suggest Sputter to provide more search engines. Of course it'd be even better if the system is opened for adding any website on our own.

若果有繁體中文版的話，各學校可考慮設定 Sputtr 為瀏覽器的首頁，讓學生知道不同資料可用不同渠道搜尋以提高效率，亦是讓他們知道雅虎香港以外的搜資料工具的好機會...

If they launch Traditional Chinese version, schools should consider setting Sputter as the homepage of their browsers so as to let students know that there are many search tools out there for them to find different information efficiently other than just Yahoo! Hong Kong.

補充 [Supplement] (Apr 22, 2008)

ReadWriteWeb - Alternative Search Engines Day - Call For Alts to Band Together
http://www.readwriteweb.com/archives/altsearchengines_day_report.php

Charles [Knight], [ASE editor], pointed out that although Sputtr is a great app, it is difficult for mainstream users to grok. For one thing ordinary users won't know how to make sense of all the logos. Also people outside the tech industry will not know many of the brands of the smaller search companies.

補充 [Supplement] (Apr 25, 2008)

Boolify Project: A Educational Boolean Search Tool
http://www.boolify.org/



同樣多彩的搜尋引擊，最合適用來教 Boolean...

A colourful search engine which is very suitable to be used to teach Boolean...

via

HeyJude - Boolify your boolean search strategy
http://heyjude.wordpress.com/2008/04/25/boolify-your-boolean-search-strategy/

---

Posted at

Alan Poon's Blog - 網絡集錦
2008-04-10 5:25:55 pm
http://alanpoon.wordpress.com/2008/04/10/網絡集錦-104/

***

導師說圖書館助理要花很長時間認照片，好為它們加上適當的描述以供搜尋之用。想像一下，這也實在是無可奈何之事。即便是 Library of Congress 也嘗試開放館藏照片給公眾自由加上補充資料 (tags, notes and comments)，以充實本身描述的不足。

Instructor told us that it takes her Library Assistant a lot of time to catalogue photos well by adding appropriate descriptions for access. It is understandable after imagining the work process. Library of Congress has attempted to open photo collection to public for their contribution, such as tags, notes and comments, for additional information which LoC does not have so to make the description more completed.

Flickr - The Library of Congress' photostream
http://www.flickr.com/photos/library_of_congress/

Alan Poon's Blog - 網絡集錦
http://alanpoon.wordpress.com/2008/01/18/網絡集錦-80/

固然，開放有好有壞︰好的方面是主題以外得到細微的描述，補充了圖書館從不會附上的資料；壞處自然是補充資料質素參差，有的實在令人摸不著頭腦，完全對不上該照片。

In fact, open has pros and cons. In pros, items were described in detail to supplement subjects, which are what library catalogs only provide; in cons, the quality of additional information is somewhat erratic, some of them are irrelevant and confusing.

另一點令我思考的是，即使花上大量人力和時間，資料也未必能十全十美，那自動化用上 semantic technologies 做到可接受水平又有沒有可能呢？

On the other hand, however, information will not be perfect even costing a large amount of manpower and a great deal of time. So, would it be possible to use automated cataloguing with semantic technologies to reach an acceptable level?

Alan Poon's Blog - Semantic Cataloguing / “Teach” ICT to Net Generation
http://alanpoon.wordpress.com/2008/03/29/semantic-cataloguing-teach-ict-to-net-generation/

一般圖片內的文字，運用 OCR 辨認出來，如能有 90% 以上的準確度，其實不經人手再執漏，應該也可以見人吧，畢竟圖書館的目錄一向也不完美 (當然導師的口吻是不認同任何錯漏的)。

Generally, OCR can recognize text in images. If the accuracy is able to reach or over 90%, even without manual correction, the catalog should be good enough to be used. After all, library catalogs have never been perfect, though my instructor seems to not accept any mistakes.

非文字的照片又如何呢？用上內置或外置的 GPS 裝置，將照片 geocoding 是很基本的。

What about images with no text? Internal or external GPS device is the basic need for geocoding photos.

Geocoded photograph. (n.d.). Wikipedia. Retrieved April 13, 2008, from Answers.com Web site: http://www.answers.com/topic/geocoded-photograph

但問題是記錄的位置沒有攝入景的位置，只有影相者的位置 (兩者可相距達數英哩)。而且就算收入攝入景的位置，並可配合地圖將它們轉成景物的名稱，做到如下圖設計師設計的效果

But the problem is it records the position of the photographer, but not the position of the scenery shot in the photo. The two points may be miles away. Even if this problem is solved, the data can be transform into the name of the scenery with the help of the map and make this design product comes true techically

petitinvention - Future of Internet Search: Mobile version
http://petitinvention.wordpress.com/2008/02/10/future-of-internet-search-mobile-version/



亦即是能顯示也能搜尋，可是地圖無標記的景物 (如上圖中的雪、人、植物、天空、雲層、圍欄、雪糕筒等) 的名稱、動作、形容又能如何了？人像照、動植物照、死物、室內照等根本就是毫無 GPS 用境之地的情況

which means display and search both work. But what about the name, action, description of other scenery, such as snow, people, plants, sky, clouds, railings, channelizer cones, etc., in the photos above which the map has not marked? GPS has no use when taking portrait, plant, non-living, indoor photos

petitinvention - Future of Mobile Internet Search: Applications
http://petitinvention.wordpress.com/2008/03/01/future-of-mobile-internet-search-applications/



又要回到 LoC 靠公眾的手法嗎？那不就跟現在相差無幾嗎？這也沒辦法，現在談的自動化來自 semantic technologies，不是 artificial intelligence (AI)。

Going back to what LoC is asking for contribution from public ? So, what is the different from right now then? Perhaps it is not about semantic technologies, but artificial intelligence (AI).

via

Yanko Design - Window To The World
http://www.yankodesign.com/index.php/2008/02/22/window-to-the-world/

---

Posted at

Alan Poon's Blog - 網絡集錦
2008-04-13 9:56:38 pm
http://alanpoon.wordpress.com/2008/04/13/網絡集錦-105/

***

Daily Fongyun - Public records and archives
http://www.xanga.com/fongyun/652922983/public-records-and-archives.html

檔案的價值及檔案管理...

The value of archives and their management...

---

Posted at

Alan Poon's Blog - 網絡集錦
2008-04-21 9:33:10 pm
http://alanpoon.wordpress.com/2008/04/21/網絡集錦-107/

***

Metadata for digital libraries: state of the art and future directions
http://www.jisc.ac.uk/media/documents/techwatch/tsw_0801pdf.pdf

圖書館如何走，會是

Would which direction libraries are heading

Webware.com - Web 2.0 Expo: What to watch for
http://www.webware.com/8301-1_109-9923360-2.html



引領 Semantics 發展的關鍵嗎？

be the key of Semantics development?

via

HeyJude - The future of libraries
http://heyjude.wordpress.com/2008/04/14/the-future-of-libraries/

Cataloging Futures - Essential reading: Metadata for digital libraries
http://www.catalogingfutures.com/catalogingfutures/2008/04/essential-readi.html

---

Posted at

Alan Poon's Blog - 網絡集錦
2008-04-21 9:33:10 pm
http://alanpoon.wordpress.com/2008/04/21/網絡集錦-107/

***

Jacob 老師的通識日記：教師中學生涯 - 通識書刊
http://hk.myblog.yahoo.com/yacobhui/article?mid=12212

一直在等看誰會回應/補充 Jacob 老師寫的一篇通識科與圖書館合作的文章，結果是一個都沒有。

Have been waiting for the comment or supplement to Jacob's article about the cooperation between Liberal Studies and school library. Disappointedly, there is none.

回應先前有關資訊素養也只得 3 位 (當中應沒一個是同工)

There are only 3 people who replied his previous about information literacy (none of them are teachers, I believe)

Jacob 老師的通識日記：教師中學生涯 - 煮菜通識
http://hk.myblog.yahoo.com/yacobhui/article?mid=12012

可見連這位少有名氣的通識科老師亦沒法吸引到多少同行 (至少是重視學校圖書館的) 意見交流，說到建立社群更是難上加難了。

Even this famed Liberal Studies teacher has not been able to stimulate opinion (school library-related) exchange of the same profession, it is more difficult to create an active community.

HEMiDEMi (黑米共享書籤) - 圖書館
http://www.hemidemi.com/group/libraries/home

難怪修教育時就有導師說香港老師跟同事什麼都會談，就是不會談到教育 (共同備課已是破例的了)，大家都是各自為政的。

No wonder an instructor mentioned that there is no education-related interaction between teachers when studying education, collaborative lesson preparation is an exception. Everyone is working individually.

所以當有什麼新資訊/想法/構思想在同事傳播比做什麼都慢，要實行更要過五關斬六將，才有可能做起來。(如︰廢除老師無限期借書的壞規/習慣，根本連提出就意味著與其他老師為敵一般，得到校長同意也沒用。追老師書更是從沒成功過的，當失書不是；當已借書也不是。)

Hence, the spread of news, thoughts, ideas between colleagues is very slow. It is even difficult to get them implemented. For examples, to abolish the bad regulation/habit of no due date for teacher's lending has the implication to be against most of the colleagues, even having the verbal support from the principal; it had never been successful to get teachers to return the book. Neither was it right to mark it as lost nor discharged book.

這些都離 James Henri [現任 President of the International Association of School Librarianship，前香港學校圖書館界 (無權) 明燈] 一直提倡圖書館主任的工作相差極遠

These are far away form what James Henri, current President of the International Association of School Librarianship and the light of Hong Kong school library in the old days, though without power, has advocated of the work of Teacher Librarian all along

Daily Fongyun - farewell to James
http://www.xanga.com/fongyun/638320738/farewell-to-james.html

跟老師協作教學

要負責那麼多東西的人，不可能是全校最低級的老師。政府要求老師學位化，圖書館主任應該有更高的職級，才可以與其職責相稱。他甚至認為圖書館主任應該列為晉升職級，在香港人的文化中，這樣才令大家重視。

或許學校也帶點中國人/社會的縮影吧 (怕利益受損，失權勢)...

Maybe school in Hong Kong is the epitome of Chinese and Chinese society (fear the loss of advantages and power)...

Ronald吹水地 - 悼柏楊
http://ronald_pou0914.mysinablog.com/index.php?op=ViewArticle&articleId=1133689

三個中國人加在一起，三條巨龍加在一起，就成了一條豬、一條蟲，甚至連虱都不如。因為中國人最拿手的是內鬥。

katana's blog 拙劍園 - 有權者話事，無權者搞事就是為了話事！這個思維......???
http://kendo1231.blogspot.com/2008/04/blog-post_5328.html

中國人社會就是，你提出反對或抗爭，便是來搞事，便是來挑戰我的權力和地位，中間是沒有冷靜反思整件被反對的事中，有沒有出現不公平或者不正常，或者人家受了什麼對待，更什根本是一場決策錯誤的呢？

藉此悼柏楊

To mourn Boyang hereby

石墨工房 5.1β - 悼柏楊
http://fred.ipod.to/blog/?post;1492

---

Posted at

Alan Poon's Blog - 網絡集錦
2008-05-01 11:14:09 am
http://alanpoon.wordpress.com/2008/05/01/網絡集錦-109/

Sphere: Related Content

21st Century Literacy/Testimony on the Future of Bibliographic Control

Scholastic - School Libraries Work!
http://www2.scholastic.com/content/collateral_resources/pdf/s/slw3_2008.pdf

事實盡顯學校圖書館的價值...

Library's value is shown in the fact...

從圖可見，圖書館的功能除了閱讀和閱讀資源外，還有資訊和科技相關的項目。忽略了就麻煩了...

From the image, apart from promoting reading and managing reading resources, libraries are also responsible for teaching information and technology skills and related. It would be a big trouble if school management does not know this...


Model of the School Library as a Dynamic Agent of Learning (Todd, Kuhlthau, & OELMA, 2004, p. 22)

Image from

Todd, R. J., Kuhlthau, C. C., & OELMA. (2004). The Landmark Ohio Study: 13,000 Students Can’t Be Wrong. In School Libraries Work!. Retrieved April 3, 2008, from http://www2.scholastic.com/content/collateral_resources/pdf/s/slw3_2008.pdf.

via

Stephen's Lighthouse - School Libraries Work!
http://stephenslighthouse.sirsidynix.com/archives/2008/03/school_librarie_2.html

###

always learning - Defining the Role of a 21st Century Literacy Specialist
http://mscofino.edublogs.org/2008/04/02/defining-the-role-of-a-21st-century-literacy-specialist/



圖書館主任以外是否需要到 21st Century Literacy Specialist 協作教學？

Is 21st Century Literacy Specialist needed in collaborative teaching beside Teacher-Librarian?

配合不同學科做出 project 來...

Create the project for different subjects need...

always learning - Projects
http://mscofino.edublogs.org/projects/

p.s. 泰國的教育都行得前過香港了...

p.s. Education in Hong Kong is falling behind Thailand...

p.p.s. Taiwan 2.0 的蔡博士心得和技巧俱備，所以自己上馬製出所任教課程的教學網站

p.p.s. Taiwan 2.0's Dr Tsai has both knowledge and skill to create the teaching/learning site for the modules he teaches.

心理學的異想世界
http://hao.dlearn.kmu.edu.tw/blog/

學生的功課和討論均在網上，用到 blog, social bookmarking, wiki 等，是很好的 e-learning 2.0 例子...

Assignments and discussions are on the web. Blog, social bookmarking, wiki, etc. are used. Good example of e-learning 2.0...

###

always learning - Essential Understandings for 21st Century Literacy
http://mscofino.edublogs.org/2007/10/04/essential-understandings-for-21st-century-literacy/

New Literacies 又是什麼？應怎樣教？針對這兩點的研究...

Research to answers what are new literacies and how to prepare our youth for these...

University of Connecticut - New Literacies Research Team
http://www.newliteracies.uconn.edu/

via

superkimbo's bookmarks on del.icio.us
http://del.icio.us/superkimbo

相關閱讀/參考

Related reading/reference

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

***

Cataloging Futures - Testimony to the LC Working Group now available!
http://www.catalogingfutures.com/catalogingfutures/2008/03/testimony-to-th.html

Testimony Submitted to the LC Working Group on the Future of Bibliographic Control (December 15, 2007)

Part I - Organizational and Institutional Submissions [PDF, 638 KB]
http://www.loc.gov/bibliographic-future/news/organizationaltestimony_1.pdf

Part II - Submissions by Individuals [PDF, 725 KB]
http://www.loc.gov/bibliographic-future/news/individualtestimony_2.pdf

各界對報告的意見...

Testimony on the Future of Bibliographic Control from all who are concerned...

On the Record: Report of The Library of Congress Working Group on the Future of Bibliographic Control (January 9, 2008)
http://www.loc.gov/bibliographic-future/news/lcwg-ontherecord-jan08-final.pdf

via

Cataloging Futures - Testimony to the LC Working Group now available!
http://www.catalogingfutures.com/catalogingfutures/2008/03/testimony-to-th.html

相關閱讀

Related reading

Alan Poon's Blog - 網絡集錦
http://alanpoon.wordpress.com/2008/01/12/網絡集錦-79/

---

Posted at

Alan Poon's Blog - 21st Century Education
2008-04-03 5:20:11 pm
http://alanpoon.wordpress.com/2008/04/03/21st-century-education/

Sphere: Related Content

LibraryThing hits another milestone!

LibraryThing - 669 Data Sources!
http://www.librarything.com/blog/2008/04/669-data-sources.php



LibraryThing
http://www.librarything.com/

新增 417 個書籍資料來源，中、港、台、新四地均有圖書館上榜，日文書的亦並不再只有書店 (Amazon.co.jp) 而已。但因缺乏 Amazon.com 之流的大型書店提供資料，華文新書和消閒類書籍仍需依賴人手輸入。搜尋引擎則一如以往，不太能搜亞洲字詞，繼續耐心等待吧...

added 417 new cataloging sources, There are libraries on the list from China, Hong Kong, Taiwan and Singapore. Bookstore (Amazon.co.jp) is no longer the only source of Japanese books' data. Owing to the lack of book data from bookstore, Chinese new and recreational books' still needed to heavily rely on the manual input. The search engine is the same as always that it does not function well in searching books by Asian characters. So, wait for the improvement patiently...

Hong Kong

• Chinese University of Hong Kong (香港中文大學)


• City University Hong Kong (香港城市大學)


• Hong Kong Academy of Performing Arts (香港演藝學院)


• Hong Kong Baptist University (香港浸會大學)


• Hong Kong University of Science and Technology (香港科技大學)


• Lingnan University (嶺南大學)


• University of Hong Kong (香港大學)

Taiwan

• Academia Sinica (中央研究院)


• Feng Chia University (逢甲大學)


• National Cheng-chi University Libraries (國立政治大學圖書館)


• National Kaohsiung First University of Science (國立高雄第一科技大學)

Singapore

• National University of Singapore (新加坡國立大學)

China

• Zhejiang Provincial Library (浙江省圖書館)

Japan

• Waseda University (早稻田大學)

***

補充 [Supplement] (Apr 2, 2008)

LibraryThing - Common Knowledge in your library
http://www.librarything.com/blog/2008/04/common-knowledge-in-your-library.php





就是這個 Common Knowledge，圖書館目錄需要開放給讀者為館藏補充資料的欄目...

That is it. Common Knowledge is the field library catalogs should have for patrons to fill in additional information of the library materials...

Alan Poon's Blog - Library 2.0 & Web 2.0
http://alanpoon.wordpress.com/2007/07/03/library-20-web-20/

在資訊全面開放的情況下，圖書館的系統實在不宜緊閉，但又不應將編目、分類等需要相當技能和知識的工作給予所有人參與... 見到 social bookmarking 的 tag 有多混亂、不統一就會了解我的論點。現時大多數的 tag 對搜尋資料的幫助相當有限，就是因為這樣，「搜字型」的搜尋引擎才會繼續受人歡迎。

As information is open to reach, library system should not be kept closed anymore. However, it is unsuitable to open cataloguing and classification those requiring rather skills and knowledge to all to participate... As you can see how chaotic and inconsistent tags in social bookmarking are, you would understand my point. Presently, most of the tags give limited help in searching information. That is why traditional "word searching" search engines are still popular.

但若從另一個角度來看，排除混亂其實會導致有用資訊的流失，這又不是我所樂見的。例如 Social bookmarking 是混亂，但分享的貢獻是不容否定的。所以我就在想系統仍舊由專業的館員管理，但就容許所有人貢獻，不過就要標明權威性，讓使用目錄的人自行評定可參考性。在這方面，融合了 LibraryThing 主題和推薦項的目錄就是很好的先驅。

But from another point of views, excluding disorder would result in the loss of information, that is not what I am pleased to see. Say for example, social bookmarking is chaotic, but the contribution from sharing is undeniable. Hence, I think the system should still be managed by professional librarians, but allow any contribution. The authority has to be indicated so that users can evaluate the value of it. In this aspect, the OPAC contains LibraryThing's subjects and recommendations is a very good example and pioneer.

---

Posted at

Alan Poon's Blog - LibraryThing hits another milestone!
2008-04-02 12:36:18 pm
http://alanpoon.wordpress.com/2008/04/02/librarything-hits-another-milestone/

Sphere: Related Content

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)。

If not the introduction and demonstration by the instructor, I would not know the cataloguing system nowadays is able to extract metadata from electronic resources, such as "Hypertext Markup Language (*.htm or *.html), Adobe Portable Document Format (.pdf), Microsoft® Word document (*.doc), and MP3 audio file (.mp3)", "produce preliminary bibliographic record" and "supply DDC classification numbers". It showed that Bottom-Up and Top-Down apporaches to semantic technologies have been applied and the basic metadata interoperability is made. No wonder people in the profession would say the demand of cataloguer will shrink dramatically after a decade. The record created by the automated system is already more completed than most of school libraries'. Considering the trend of full-text digitized books and the fast development of semantic technologies, automated cataloguing will just be more accurate and efficiency. Information which can be catalogued will also be wider (It makes me wonder why extracting metadata from photo is unavailable. Can Exif or XMP not be used? Geolocation in the metadata can tell where the photo was shot. Plus, image recognizer, preliminary record could be done, could it not?), it would be one stone two birds for the school library as it can help reduce Teacher Librarians' workload, as well as increase the quality of the library catalog (Of course they have to evaluate the cost and be sure that the system can comprehend and extract metadata from Chinese).

p.s. 對網絡資源 (網站) 編分類號令我想起這個

Supplying classification numbers to internet resource (website) reminded me of this



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

和進化版的這個

and this advanced one



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...

The use of classification in the former directory is for users to search information; the latter may just for merging with library catalog so as to create the connection between, textual (e.g. keyword, subject, title, author, etc.) search should be the main approach. It is believed that the latter is the direction of today's development...

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

To be honest, they are still no match against system which information is sorted into simple categories, such as, tagging in social bookmarking sites and 9 regions in the database designed specially for architect being able to architecture images easily and efficiently

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...

But information catalogued with consistency and accuracy is very suitable for the use by scholars...

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)

p.p.s Moaning: After knowing the technology OCLC owns, I feel like I have wasted my time and effort in tagging manually. Semantic technologies used in Twine is like a child's play. I have never thought there is such large technology gap between mainstream and professional application... (It is not fun to play WorldCat, I want to play Connexion... 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

***

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 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

About the book, Educating the Net Generation, I read earlier

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)。

I have a discussion with my former instructor in email that as "we are only 'digital immigrants' (we need to acquire the ICT skills) and they are
'digital natives' (they live with ICT), do we need (or qualify) to 'teach' them how to use ICT.

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︰

Of course I think we do. The focus is not teach them basic application skills, but refine/polish them so that they can use them well and efficiently. For example, email

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

Related readings/references

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

---

Posted at

Alan Poon's Blog - Semantic Cataloguing / “Teach” ICT to Net Generation
2008-03-29 4:48:00 pm
http://alanpoon.wordpress.com/2008/03/29/semantic-cataloguing-teach-ict-to-net-generation/

Sphere: Related Content

資訊素養教育的必要 (Necessity for Information Literacy Education)

Daily Fongyun - Nothing hard as plastic
http://www.xanga.com/fongyun/646870947/nothing-hard-as-plastic.html

學生似乎並不理會資料來源是否可信和準確

他們只關注難不難找、要花多少時間。

花最短時間搜尋答案的兩個人(即是最快放棄的人)，平時不會去圖書館。
同樣地，他們花在看書本和新聞的時間也很少。

(在解答某些題目時) 很多學生「解錯題」

用 Benjamin Bloom 的 Taxonomy of Educational Objectives 來看學習階段

Apply Benjamin Bloom's Taxonomy of Educational Objectives to see each learning stage



Alan Poon's Blog - 小小黑 (AP) / 網絡集錦
http://alanpoon.wordpress.com/2007/12/02/小小黑-ap-網絡集錦/

做問卷的中三學生明顯在第一 (知識) 和第二階段 (理解) 已出現問題。在根基是如此薄弱的情況下，要他們做到需要有穩固基礎後才能做到的應用、分析、綜合和評鑑根本就是妄想。

Secondary 3 students who did the survey clearly have problems at the first (Knowledge) and second (Comprehension) level. It is out of the question that they are unable to do Application, Analysis, Synthesis, Evaluation well, as these require stable foundation that they do not have.

所以方兄也說

Therefore, Mr Fong has stated that

一個人能夠看出某些資料是胡說八道，需要是一定的閱歷、知識基礎、和把不同知識融會貫通的能力。

不過話說回來，要中三，甚至中一生達到能評鑑資料的水平，是否有點兒強人所難？

But on the other hand, was it an impossible task for secondary 3, even 1 students to reach the level of being able to evaluate information?

Education Bureau - Bridging Modules for S1 students. Technology Education. Unit 1. Technology and Society - Believe it or not - The Credibility of Information on the Internet
http://www.edb.gov.hk/FileManager/EN/Content_3849/TE_1_Eng.pdf

他們的三年高中通識科還未開始上呢...

Bear in mind that they have not had their Senior Secondary Liberal Studies...

Queensland University of Technology Library - Syllabus with Proficiency Map with Acquisitions
http://www.library.qut.edu.au/services/teaching/documents/Syllabus_Proficiency_Map_with_Acquistions.xls

QUT 根據 Australian Information Literacy Standards 定的大綱，大一生只需要達到

According to the syllabus created by QUT based on Australian Information Literacy Standards. Year 1 students need only reach this level

Elementary (green) - the student has a basic understanding of the concepts associated with this task and can perform most of the relevant skills with little or no guidance.

就可以了。大二、甚至大三才要求到熟練的程度。

Only Year 2, even 3 need to reach what we had expected high school students should have been masted.

Proficient (yellow) - the student understands all of the concepts associated with this task, can demonstrate mastery of all the relevant skills, and apply them with no guidance.

台灣那邊

In Taiwan

國家圖書館 - 圖書館與資訊素養叢書
http://cu.ncl.edu.tw/1000110044/9576782767/BOOK/

注重初中生的也只是資源的認識和搜尋技巧，到高中篇才開始提到「尋求解決資訊問題的途徑」。

They also only emphasize knowing information resources and its search strategies on junior students. They begin to mention the approach at senior level.

所以當初我在規劃課科活動「資訊素養班」時，

While I was planning to create and lead a "Information Literacy class" in extracurricular activity,

類似 QUT Pilot 的現實版，

it was like a virtual QUT Pilot tutorial,



Queensland University of Technology Library - Pilot: Online Information Literacy Tutorial
http://pilot.library.qut.edu.au/

設定的對象是中四生，原因之一就是認為初中生未有足夠程度去學進階的資訊素養；其二就是新高中通識科由中四開始，在未開始前來個預演和接受回應，並作出適當的修訂；其三就是實習教中六通識時，要求學生搜集資料，為辯論活動做好準備，豈料他們仍準備不足，幾乎完全依賴我即堂派給他們的補充資料，到頭來既沒時間理解和綜合資料，臨場辯論的表現自然就不理想了。有了這次教訓，我想換作新高中，中六已是最後一年，測試放在中四一來可評估學生程度，以後即使做中六也可以做參考，二來就是今年中四若能對資訊素養有初步的認知，對其來年的會考或許也有幫助。可是前後 8 ~ 10 課的「資訊素養班」跟學校圖書館網頁一樣，因我離職意願已起，不好做到一半將燙手山芋留給我的拍檔 (或者說沒合適的繼任人吧)，到頭來只能止於規劃階段了 (我沒時間帶課科活動也是原因之一)。

my target were secondary 4 students. The reason were I believed that junior students did not have enough foundation to learn advanced Information Literacy; New Secondary School Liberal Studies begins at secondary 4, this attempt could be like a rehearsal, so that I could receive feedback and necessary modification before a real run; moreover, when I had my practicum and taught Liberal Studies to secondary 6 students, I asked students to collect information for the debate in the following lesson. In the end, their preparation was rather poor. They relied very much on the information I prepared. Since they had no time to comprehend, analyze and synthesize, their performance was unsatisfactory. With this lesson, I thought secondary 6 is last year in new senior secondary, it had been better to put the test in secondary 4 so as to evaluate levels of students, and it could be used as reference even if it would be apply in teaching secondary 6 students. In addition, if secondary 4 students had learned basic concept and developed information literacy, they could be helpful for their taking HKCEE next year. But, this 8 - 10 Information Literacy tutorials was terminated in the planning stage as the school library website. Because, I had the desire to leave the job (I had no time to lead the extracurricular activity was another reason). Leaving the tutorial to my partner was considered bad decision (in other word, there is no right successor to take it).

而方兄從問卷發現

From the survey, Mr Fong noticed that

當學生找資料遇上困難時... 沒有人打算找圖書館主任。

所有學生都說沒有人教他們搜尋技巧

正正是學校沒能充分發揮圖書館主任存在價值

it is the evidence that school has not seen the value of Teacher Librarian and made the best use of them.

Alan Poon's Blog - 圖書館員的角色
http://alanpoon.wordpress.com/2006/10/22/圖書館員的角色/

圖書館館藏的權威性不會因知識來源的增加而有所影響，在訊息真偽難辨的時候，圖書館員仍舊是讀者最能依賴的對象。

the increase of information source will not affect the authority of library collection. When information is hard to define its reliability, librarian still is the most trustworthy person patron can rely on.

其實，「擁有以往只有圖書館員才擁有的能力」的人數並沒有預期的多，能夠真真正正有效率地搜尋資訊的人只有很少數。可是人們不知自己能力有限，已經減少使用圖書館和館員提供的資源和服務。

In fact, the amount of people "who own the ability which only owned by librarian in the old days" is not as many as we expected. People who are really able to search information effectively is still minority. Unfortunately, people do not know their ability limitation, but they have already reduce to use library and the service and information providing by librarians.

所以在想下一個角色之前，圖書館員要做的就是推廣使用圖書館和教育大眾成為 information and library literate。單是這兩項已經是永無止息的工作。

Hence, librarian need to promote using library and educate people being information and library literate before thinking about what role they should play next. These two jobs should already be everlasting.

的證明。

或許他們還未知道資訊素養 [Information Literacy (IL)] 對這個時代的教育有多重要吧。

Perhaps they still do not know how important Information Literacy (IL) is in this age's Education.

Alan Poon's Blog - 網絡集錦
http://alanpoon.wordpress.com/2007/07/07/網絡集錦-31/

| View | Upload your own

(Credit: Jeff Brenman)

p.s. 試過之前出通告，給副校過目時，他將「資訊素養」修改成「資訊科技」，我唯有偷偷還原，圖書館發出的通告才不致變成像是資訊科技科發出的樣式。

Had a time that drafting a circular to Library Helper's parents, "Information Literacy" was corrected to "Information Technology" by Vice Principal. I had to recover it secretly, the circular issued by library was not misunderstood as by Information Technology.

p.p.s. 而 chemhazard 的回應

chemhazard's comment

沒甚麼人以"學知識"為樂趣, 大多數人只求應付困難而讀書, 這才是問題的關鍵

在

In

北歐四季透明筆記 - 芬蘭教育，為何第一？
http://life.newscandinaviandesign.com/?p=40

介紹芬蘭的優質教育時，帶出學生的 PISA 閱讀能力評比 (OECD Programme for International Student Assessment)

when introducing high quality Education in Finland, it indicated that Finland students scored high in OECD Programme for International Student Assessment,

Organisation for Economic Co-operation and Development - PISA 2006 results
http://www.pisa.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.html

不但名列前茅 (僅次於南韓)，而且學生的閱讀興趣和動機均相當強，當然也非常喜歡到圖書館看書。芬蘭學生之所以在閱讀能力有那麼好的表現，很大因素是他們根本就愛閱讀，為興趣而讀，而不是為求升學而去做 (日本和排第 3 的香港？「閱讀胃口也給學校教育打壞了」)。

just behind South Korea, and they have very high interest in reading and learning motivation, of course, they like to visit library. The reason Finland students have such good performance in reading is simply because they love reading, and read because it is their habit, whereas unlike Japan and Hong Kong (ranked No. 3) for the advancement, "their reading appetite has been spoiled by school education".

Alan Poon's blog - 台灣和香港人的閱讀習慣
http://alanpoon.wordpress.com/2007/08/15/台灣和香港人的閱讀習慣/

Alan Poon's blog - [中英對照轉載] Thirty ways to Kill Reading (三十個窒息閱讀的方法)
http://alanpoon.wordpress.com/2007/10/07/中英對照轉載-thirty-ways-to-kill-reading-三十個窒息閱讀的方法/

所以就算已畢業，他們仍會持續閱讀，不會因已完成學業而停止。

Hence, they do not stop reading even they have graduated.

閱讀花園:讀書會部落格 - PISA測驗
http://blog.yam.com/readclub/article/12863122

有了深厚的「閱歷」，分析、綜合和評鑑資料的能力自然就可以做到了。反觀香港，傳媒、家長「閱歷」不夠，或久疏閱讀，沒有常識

Owing to the growth of their knowledge and reading experience, naturally, application, analysis, aynthesis and evaluation skills will be developed naturally. On the contrary, media and parents lack them and common sense because they seldom read

知日部屋 - 沒有自由的免費午餐
http://www.cuhkacs.org/~benng/Bo-Blog/read.php?879

也沒有像這幾位的查根究底精神

They have no consciousness to investigate what they are unsure about like these people

Daily Fongyun - what does "no cold day" prediction means
http://www.xanga.com/fongyun/647203490/what-does-no-cold-day-prediction-means.html

The doctor is IN 這醫生很~潮* - 「超級爆發」有多爆？（增修版）
http://singsit01.mysinablog.com/index.php?op=ViewArticle&articleId=1053503

肥醫生@西九龍貧民區 - 從所謂超級爆發說起
http://doctorfat.wordpress.com/2008/03/14/從所謂超級爆發說起/

1-555-CONFIDE - 冷血的公共衛生
http://blog.tiney.com/?p=1358

沒法理性思考往往就會感到不必要的恐慌。

With no rational thinking, people would feel panic due to trivia

說到尾，裝備知識很重要

To conclude, knowledge is powerful

有涯小札 - Reading Notes for “Create your own future”
http://taogate.wordpress.com/2008/02/18/reading-notes-for-create-your-own-future/

而知識來自主動的學習/閱讀

Knowledge is from active learning/reading

Taiwan 2.0 - 閱讀與認知
http://taiwan.chtsai.org/2006/05/18/yuedu_yu_renzhi_2006/

「學知識」的「熱情來自未知的興奮與好奇」，有學歷才會質疑，創意亦由此而來

Passion for getting knowledge is from the excitement and curiosity

研究所完全求生手冊 - 存在來自於虛無、真空來自於妙有、而創造來自於質疑
http://www.wretch.cc/blog/gradlive&article_id=7100740

創造 (Create) 就是新版

Create is

A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives



認知歷程的最高層級

the top category in the revision of the Taxonomy

國立彰化師範大學生物學系 - 布魯姆認知領域教育目標分領修訂版之探討
http://www.bio.ncue.edu.tw/bio95/1/data/t2/10 04/bloom.doc

所以激發好奇心，創造學習動機就成了教育根本的根本。

Hence, stimulating curiosity and learning motivation become the root of the root of Education

可是要怎樣刺激這一代已受到過度刺激(over-stimulation) 而麻痺的小朋友

But, how to stimulate the current generation who have been overly stimulated, resulting in numbing with plain teaching,

Daily Fongyun - Tuesday, February 12, 2008
http://www.xanga.com/fongyun/641942960/item.html

學習才可行？堂堂都是表演？

into learning? Teaching like play a show?

Mr./Ms. Days (MMDays) - 網路, 資訊, 觀察, 生活 - 教學如同表演: Walter Lewin
http://mmdays.com/2008/03/16/walter-lewin/



Youtube - Walter Lewin Promo


More at

MIT OpenCourseWare - Physics - Physics I: Classical Mechanics - Video Lectures
http://ocw.mit.edu/OcwWeb/Physics/8-01Physics-IFall1999/VideoLectures/index.htm

這實在是教師的一大挑戰。

It really is a huge challenge to teachers.

Further readings

Council of Australian University Librarians - Australian and New Zealand Information Literacy Framework : principles, standards and practice
http://www.caul.edu.au/info-literacy/InfoLiteracyFramework.pdf

American Association of School Librarians - Information Literacy Standards for Student Learning
http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf

The Association of College and Research Libraries - Information Literacy Competency Standards for Higher Education
http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm

Queensland University of Technology Library - Evaluating information
http://www.library.qut.edu.au/learn/learnhow/evaluatinginformation.jsp

University of Southern Maine Libraries - Checklist for Evaluating Web Resources
http://library.usm.maine.edu/research/researchguides/webevaluating.html

北國風情 - 芬蘭教育篇
http://tw.myblog.yahoo.com/yolanda-chen/archive?l=f&id=26



天下網路書店 - 芬蘭教育，世界第一的祕密
http://www.cwbook.com.tw/common/book.jsp?productID=1797



圓神書活網 - 北歐四季透明筆記─芬蘭創意、人文、生活
http://www.booklife.com.tw/asp/showbook_cart.asp?bookid=04600033

Two Bloom's Taxonomy images from

Taxonomies of Educational Objectives. (n.d.). Wikipedia. Retrieved March 16, 2008, from Answers.com Web site: http://www.answers.com/topic/taxonomy-of-educational-objectives

補充 [Supplement] (Apr 3, 2008)

Educational Origami
http://edorigami.wikispaces.com/

via

superkimbo's bookmarks on del.icio.us
http://del.icio.us/superkimbo

補充 [Supplement] (Apr 3, 2008)

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

補充 [Supplement] (Apr 22, 2008)

JISC - Google Generation
http://www.jisc.ac.uk/whatwedo/programmes/resourcediscovery/googlegen.aspx

JISC - Information behaviour of the researcher of the future - Executive summary
http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf

or

The British Library - information behaviour of the researcher of the future
http://www.bl.uk/news/pdf/googlegen.pdf

Young people's information behaviour

• the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems

• internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority

• young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies

• as a result, they exhibit a strong preference for expressing themselves in natural language rather than analysing which key words might be more effective

• faced with a long list of search hits, young people find it difficult to assess the relevance of the materials presented and often print off pages with no more than a perfunctory glance at them

• young people have unsophisticated mental maps of what the internet is, often failing to appreciate that it is a collection of networked resources from different providers

• as a result, the search engine, be that Yahoo or Google, becomes the primary brand that they associate with the internet

• many young people do not find library-sponsored resources intuitive and therefore prefer to use Google or Yahoo instead: these offer a familiar, if simplistic solution, for their study needs

(p. 12)

• They are more competent with technology

• They have very high expectations of ICTs

• They prefer interactive systems and are turning away from being passive consumers of information

• They find their peers more credible as information sources than authority figures

• They are the `cut-and-paste’ generation

• They pick up computer skills by trial-and-error

• They prefer quick information in the form of easily digested chunks, rather than full text

• They are expert searchers

• They do not respect intellectual property

(p. 18-20)

###

JISC - Work Package III: Age-Related Information Behaviour
http://www.jisc.ac.uk/media/documents/programmes/reppres/ggworkpackageiii.pdf

1. Young people prefer print to onscreen reading


2. Young people prefer to read at home


3. Young people use older library materials


4. Young people use a range of article and book discovery methods but lack search skills


5. Young people underutilise print information sources


6. Use of the physical library is in decline


7. Importance of colleagues


8. Importance of following up the references


9. Young researchers are hooked on search engines


10. Article downloads account for half of all readings from digital journal platforms


11. Use of e-books is mainly confined to students and early to mid-career researchers


12. The library catalogue is alive and well

(p. 3-5)

via

EducationGuardian.co.uk - Library unleashed - Information alert
http://education.guardian.co.uk/librariesunleashed/story/0,,2274796,00.html

via

EducationGuardian.co.uk - Library unleashed
http://education.guardian.co.uk/librariesunleashed/0,,2274706,00.html

via

Lorcan Dempsey's weblog - Libraries of the future
http://orweblog.oclc.org/archives/001614.html
---

Posted at

Alan Poon's Blog - 資訊素養教育的必要
2008-03-16 10:09:24 am
http://alanpoon.wordpress.com/2008/03/16/資訊素養教育的必要/

Sphere: Related Content

隨目錄預覽圖書/好好運用書面的吸引力/個人的資源中心 (Preview books in any catalog/Make the best use of book cover/Personal resource centre)

Inside Google Book Search - Preview books anywhere with the new Google Book Search API
http://booksearch.blogspot.com/2008/03/preview-books-anywhere-with-new-google.html

Official Google Blog - Book info where you need it, when you need it
http://googleblog.blogspot.com/2008/03/book-info-where-you-need-it-when-you.html

Examples from Library Catalog Pages

Examples from Library Search Results Pages

(See a larger screenshot.)

(See a larger screenshot.)

拜

Thanks



Google Book Search
http://books.google.com/

和其 API

Google Book Search Book Viewability API
http://code.google.com/apis/books/

所賜，任何 catalog 都可加入預覽圖書功能

and its API, book preview can be added to any catalog now

LibraryThing - Google Books in LibraryThing
http://www.librarything.com/blog/2008/03/google-books-in-librarything.php



讀者要挑選合需要的書本將更為方便，同時亦為將來 (全文) 電子書與紙本共同出現 (融合) 給讀者選擇的一大里程碑 (傳統的目錄會將電子資源分開顯示，相當不方便。)。

Patrons is able to pick the right book easily. It is also a milestone of showing and giving the choice of both (full text) digital book and print book to the patron in the same catalog page in the future.

Alan Poon's Blog - Library 2.0 & Web 2.0
http://alanpoon.wordpress.com/2007/07/03/library-20-web-20/

我很有信心，全面書藉電子化最終應該會成事。我可沒說過紙本會成為歷史，我認為 e-book 和 print 版會一同推出，甚至會好似英英字典那樣，隨書附上光碟 (到時應該會係一個密碼之類，供用家使用網上版和下載版)，三版齊下，讀者在任何環境想怎樣看就怎樣看，全是他們的自由。將情況放在圖書館，讀者也會有這些選擇。

I have strong confidence that complete digitalization will come true in the end. I did not say print materials will become history. I think e-book and print version will be published together, even like English dictionaries, sold with a CD. At that time, it would be sort of like a code for user to use online version or download version. With 3 versions, users can use whatever wherever and whenever. It is their freedom. In the library, users will be given the same options.

###

IX Blog - 你要買什麼我們通通都有
http://blog.insightxplorer.com/2008/03/13/你要買什麼我們通通都有/

美國連鎖書店Borders前陣子嘗試了一個新的行銷點子，把原本架上的書改變成橫的展示，也就是把書的封面秀出來讓人一目瞭然有哪些書可以選購。

這個嘗試竟然讓營收成長9%... 只是這樣的改變會讓藏書量減少5-10%，大約每間分店會減少4700到9300本書...

圖書館實在應考慮用同樣的做法，約 1 成的增長絶不容忽視 (即使只是實施的首兩星期)

Libraries should consider using the same method to boost the circulation. 10% growth should not be overlooked (even though it was made in the first two weeks)

Alan Poon's Blog - 回歸遠流 / 杜威 (DDC) 再見？ / 模範老闆/上司
http://alanpoon.wordpress.com/2007/07/24/回歸遠流-杜威-ddc-再見？-模範老闆上司/

在排書時花點心思，新書、受歡迎的、重點推介的都書面向外，而非一律書脊向出。

placing books on shelves with new ideas, such as facing out the cover of new, popular and recommended books whereas not spine.

至於
Whereas

到底是該要給消費者夠多的選擇讓他們買得到想買的那項商品，還是展示少一點數量的商品但是多一些的資訊，誘導消費者去思考是不是想購買該項商品。

圖書館閉架的書已經有很多，所以再多 5-10% 也不是什麼大問題，而且不見於書架的 (不流通) 書依然可見於目錄，想要的話等少許時間仍可取閱。反而是採購部應該在考慮購入熱潮書時手緊一點，那應可以大大減少熱潮冷卻後安放一大堆複本的問題。

There are a lot of books in the closed stack status. It should not be a big problem that 5-10% of books are set in the same status. Besides, these books could still be searched out in the library catalog. If the patron wants to have it, he/she would just need to wait a short period and the book would be ready. Instead, acquisition department should be in tight hand when considering purchasing popular books with short period of wave so that the problem of storing copies of the same title book after it would be less troublesome.

Image origin and further reading

The Wall Street Journal Online - Borders Tries About-Face on Shelves
http://online.wsj.com/article_print/SB120528554163329185.html

補充 [Supplement] (Apr 5, 2008)

老貓學出版 - 長尾到底有沒有發生
http://b-oo-k.net/blog/blog.php/2008/346

***

Lib News 圖書館資訊網誌 - 當街玩親親 禁閃光海報爆紅
http://www.wretch.cc/blog/libnews&article_id=21070710



想不到圖書館也會幽人一黙，為刻板的嚴禁標語增添活潑感... 意念相當不錯...

Never thought library had such sense of humour. It livens up the stiff caution sign... Very good idea indeed...

***

ReadWriteWeb - Twine Disappoints After Semantic Web Hype
http://www.readwriteweb.com/archives/twine_disappoints.php

即使 Marshall 對 Twine 表現稍為失望，但從圖片

Even though Twine disappoints Marshall, but from the look of screenshots

Twine - Take the Tour
http://www.twine.com/tour/overview







看到的模樣，我對它的期待仍然熱切非常，所以我破例在較早前於

I am still desperate for it to use, therefore, I made an exception earlier that I

Webware.com - The Semantic Web takes shape, with Twine
http://www.webware.com/8301-1_109-9889057-2.html

登記試用還在 private beta 階段的 Twine。希望戶口能早日到手，到時的文章/資料分享應會集中在那邊吧。長遠來看，我想每個人應有一個 Twine 的戶口，以設立公開的個人 resource centre (資源中心)。到時每個人都是館員，館與館之間有交流和合作，資料會比現在管理得有條理，要獲取資訊也就變得輕鬆簡單了。

registered to test Twine, in the private beta. I wish the account will be arrived shortly. After that, I think the article/information sharing will be gathered up there. In the long term, I think everyone will have a Twine account for setting up a public personal resource centre. At that time, everyone will be a librarian. There are interaction and collaboration between centres. Information will be managed more systematically than now. It will be convenient and easy to access to the information.

補充 [Supplement] (Mar 20, 2008)

Personal experience

Awesome Auto-tagging, mediocre other features, no Chinese language support at all.

Response from Twine team

We are only currently supporting the English language right now. We are going to expand into other languages down the road...

No shift will happen till I see the improvement, so stay tuned.

***

Webware.com - Evernote: 'A tool for lazy slobs' (Invites!)
http://www.webware.com/8301-1_109-9892457-2.html



EverNote
http://www.evernote.com/



看似是

looks like a combination of



Clipmarks
http://www.clipmarks.com/

和

and



scanR
http://www.scanr.com/

的結合體...

[youtube=http://www.youtube.com/watch?v=i_ncr1Ee9e8]

一向都沒有用筆記簿 (notebook) 的習慣，因為我用這個 blog 做 web clip。雖然我的做法沒有 click to clip 那麼方便，樣樣都要靠人手，但分享起來比較集中，不像其他平台那般零碎，別人想獲取資料應較方便。不過 EverNote 能從圖中認字 (以後甚至能認人)，作為個人的資料/圖片庫應該相當不錯。

I am not used to use notebook, because I do the web clip on this blog. I know click to clip makes everything simpler than what I have done manually. Despite the shortcoming, the sharing is centralized and easy for people to get access to. EverNote can recognize text in the image (even people's face in the future), however, it should be a good application to be used as personal information/image database.

---

Posted at

Alan Poon's Blog - 隨目錄預覽圖書 / 好好運用書面的吸引力 / 個人的資源中心
2008-03-14 11:25:33 am
http://alanpoon.wordpress.com/2008/03/14/隨目錄預覽圖書-好好運用書面的吸引力-個人的資/

Sphere: Related Content

Behaviours & restraint on the Internet / Objectives of libraries in this age (網上行為問題和約束 / 圖書館的方針)

The Future of Reputation : gossip, rumor, and privacy on the internet
http://docs.law.gwu.edu/facweb/dsolove/Future-of-Reputation/text.htm



只略閱過結論

Have scanned the conclusion only

The Future of Reputation - Chapter 8. Conclusion: The Future of Reputation
http://docs.law.gwu.edu/facweb/dsolove/Future-of-Reputation/text/futureofreputation-ch8.pdf

作者認為保護 (個人和他人) 私隱首以社會規範限制，其次為法律阻嚇，最後無辦法底下才訴諸法律制裁。亦即是說不影響他人的自由建基於人的自律性，而教育就是自律性有多高、社會規範有多合理的關鍵。而現在往往很倚賴法律，就是因為人們對新多出來的空間 (網絡世界) 的威力不夠敏感，沒有相應的教育自然就是問題所在。

The author thought that privacy (personal and others) should be protected by the social norm first, and followed by law. Suing should be the last resort. That means freedom is owned based on self-discipline. Education is the key of how good self-discipline and how reasonable of social norm are. But now, law has been relied on so much because people are not sensitive enough to the power of the new space (Internet). No relevant education to users makes it worse.

Stephen 推介與同工討論以下問題 (課堂適用)，並作為制訂資訊素養培訓和圖書館政策發展的考慮。

Stephen recommended the profession to discuss the following questions (also suitable for the use in class). They should be considered in the information literacy training and library policy development.

Questions for Discussion
http://docs.law.gwu.edu/facweb/dsolove/Future-of-Reputation/discussion.htm

via

Stephen's Lighthouse - Reputation Privacy. Gossip and Rumor
http://stephenslighthouse.sirsidynix.com/archives/2008/02/reputation_priv.html

***

New York University Libraries - NYU 21st Century Library Project: Designing a Research Library of the Future for New York University. Report of a Study of Faculty and Graduate Student Needs for Research and Teaching
http://library.nyu.edu/about/KPLReport.pdf

The objectives of the 21st Century Library Project are to:

Provide a stimulating, adaptable environment that facilitates the creative work of scholars

• The library is a center for exploring and supporting the changing ways scholars discover, use, and create knowledge.

• The library provides a gateway to digital content, with tools for thinking that enable scholars to navigate and make use of the explosion of information available online.

• The library invents new ways to make its different types of collections (non-print media, books, journals, archives) accessible, navigable, and meaningful.

• The library fosters a dialogue about how continuing innovation in services, collection-building, and space can enable the work of individual scholars and the scholarly community.

• The library enables collaborative and experimental uses of the collection.

Enable both formal and informal collaboration

• The library creates valued places for multi-disciplinary groups within the University to meet and work together, including experimental spaces.

• The library builds exhibits, spaces, and collections in a way that inspires scholars and fosters interaction among them.

• The library connects people who share research interests, while establishing and supporting networks with the institutions around the world that offer the most to NYU faculty and students.

Be a vibrant enabler of individual and community intellectual life

• The library identifies opportunities – and plays an active role – in the forums we have for publishing and presenting research, and finds ways to support and encourage knowledge sharing between scholars and across institutions.

• The librarians are known as a source of thought partnership for the University community, working face-to-face and virtually.

• The library enriches the University community’s sense of place by facilitating access to all that New York City has to offer.

(New York University Libraries, & Katzenbach Partners LLC, 2007, p. 38-39)

Recommendations

1. Improving and expanding spaces for work


2. Enabling collaboration and connections across disparate disciplines


3. Making the discovery process more powerful


4. Expanding beyond traditional conceptions of the library


5. Creating more spaces and mechanisms for inspiration

(New York University Libraries, & Katzenbach Partners LLC, 2007, p. 39-40)

只掃閱過整份報告，用家對空間和合作看得很重要，這其實會否帶點創造的意味？圖書館提供發掘資料的系統，用家吸收了資料後想有地方共同討論，以發展出屬於自己的見解和知識。Web 2.0 不就是這樣嗎 [空間 = Internet (wiki, blogging, etc.)；合作 = social networking + web apps.；search = search]？難道這才是真正的 Library 2.0 (Web 2.0 的實體)？

Have scanned the whole report. Patrons place importance on spaces and collaboration. Would it imply on the creativity? The library provides system for information discovery. When patrons have absorbed them, they would like to have a place to have discussion so that new ideas are developedin the collaboration. Is Web 2.0 not the same [Spaces = Internet (wiki, blogging, etc.)；collaboration = social networking + web apps.；search = search]? I wonder if it is the real Library 2.0 (Web 2.0 in reality)?

New York University Libraries, & Katzenbach Partners LLC. (2007). NYU 21st Century Library Project: Designing a Research Library of the Future for New York University. Retrieved February 29, 2008, from http://library.nyu.edu/about/KPLReport.pdf.

via

OCLC News - OCLC Members Council discusses innovation in libraries
http://www.oclc.org/news/releases/20084.htm

---

Posted at

Alan Poon's Blog - 網上行為問題和約束 / 圖書館的方針
2008-02-29 2:30:24 pm
http://alanpoon.wordpress.com/2008/02/29/網上行為問題和約束-圖書館的方針/

Sphere: Related Content

Obstacle to the information management/Patrons-centred services

Lightspeed Venture Partners Blog - Meaning = Data + Structure: User Generated Structure
http://lsvp.wordpress.com/2007/10/24/meaning-data-structure-user-generated-structure/

Lightspeed Venture Partners Blog - Meaning = Data + Structure: Inferring Structure from domain knowledge
http://lsvp.wordpress.com/2007/10/29/meaning-data-structure-inferring-structure-from-domain-knowledge/

Semantic Web 目前發展障礙精要... 對資訊管理有興趣的必讀...

The essence of what is blocking the development of semantic web... Who have interest in information management must read them...

via

ReadWriteWeb - Semantic Web: Where Are The Meaning-Enabled Authoring Tools?
http://www.readwriteweb.com/archives/semantic_web_authoring_tools.php

Web 2.0 創詞人 Tim O'Reilly 指出

The creator of the term Web 2.0, Tim O'Reilly, indicated that

"It seems easy enough, but why hasn't this approach taken off? Because there's no immediate benefit to the user. He or she has to be committed to the goal of building hidden structure into the data. It's an extra task, undertaken for the benefit of others. And as I've written before, one of the secrets of success in Web 2.0 is to harness self-interest, not volunteerism, in a natural 'architecture of participation."

Web 2.0 到 Web 3.0 的樽頸位就在於此。若人心不能變的話，就只能靠技術改進，還要靠少部分人的貢獻促成...

That is the bottleneck between Web 2.0 and Web 3.0. If there is no change of people's mind, it could be achieved only by the improvement of technology and contribution from few people...

身為 Time's Person of the Year 的 You，願意撇開 Web 2.0 的身分向前邁進嗎？

As Time's Person of the Year, will You be willing to stride forward from Web 2.0 to Web 3.0?

補充 [Supplement] (Feb 26, 2008)

網絡暴民 Jacky's Blog - 網絡隨想三則
http://jacky.seezone.net/2008/02/25/1959/

***

ReadWriteWeb - Will Social Bookmarking Pay Dividends with Search Result Augmentation?
http://www.readwriteweb.com/archives/social_bookmarking_search_augmentation.php

Paul Heymann - Can Social Bookmarking Improve Web Search?
http://heymann.stanford.edu/improvewebsearch.html

收錄或

Data of web statistics

ReadWriteWeb - How Vulnerable is Google on Search?
http://www.readwriteweb.com/archives/how_vulverable_is_google_on_se.php

Ask's Official Blog - Better Binoculars
http://blog.ask.com/2008/02/better-binocula.html



流量數據有參考價值，但影響力太小，暫未有指標作用...

Data of web statistics have a certain of reference value, but the impact is small. In this stage, they can be used to value the usefulness of the website...

***

Pew Internet: Early Adopters
http://www.pewinternet.org/PPF/r/240/report_display.asp

A Portrait of Early Adopters: Why People First Went Online --and Why They Stayed
http://www.pewinternet.org/pdfs/PIP_Early_Adopters.pdf

via

Stephen's Lighthouse - Early Adopters in Libraries
http://stephenslighthouse.sirsidynix.com/archives/2008/02/early_adopters.html

###

Stephen's Lighthouse - Preparing for a 2.0 World
http://stephenslighthouse.sirsidynix.com/archives/2008/02/preparing_for_a.html

Web 2.0, Library 2.0, and Librarian 2.0: Preparing for the 2.0 World
http://www.sirsidynix.com/Resources/Pdfs/Company/Abram/OnlineIntrenationalProceedings1.pdf

只約略掃視過全部報告，認為有意思暫且收錄...

Think they are worth marking after scanning...

###

Library Views 圖書館觀點 - The Joy of Computing － 公用電腦管理手冊
http://libraryviews.blogsome.com/2008/02/21/638/

The MaintainIT Project
http://maintainitproject.org/

中的兩份報告，有關系統設置和管理...

two reports from the project. It is about the installation and management of system used in the library...

The MaintainIT Project - A Cookbook for Small and Rural Libraries
http://maintainitproject.org/files/Cookbook%20one%20rural_0108.pdf

The MaintainIT Project - Recipes for a 5-Star Library
http://maintainitproject.org/files/CB2-FiveStarLibrary-022108.pdf

###

Added on Feb 24, 2008

Cataloging and Acquisitions - Library of Congress Subject Headings: Pre- vs. Post-Coordination and Related Issues
http://www.loc.gov/catdir/cpso/pre_vs_post.html

Library of Congress Subject Headings: Pre- vs. Post-Coordination and Related Issues (PDF - 49 p.; 362K)
http://www.loc.gov/catdir/cpso/pre_vs_post.pdf

via

Cataloging Futures - Essential reading: LC subject headings report
http://www.catalogingfutures.com/catalogingfutures/2008/02/essential-readi.html

---

Posted at

Alan Poon's Blog - 網絡集錦
2008-02-22 7:12:33 pm
http://alanpoon.wordpress.com/2008/02/22/網絡集錦-91/

Sphere: Related Content