Saturday, March 29, 2008

Semantic Cataloguing / "Teach" ICT to Net Generation

OCLC - Cataloging and Metadata - Connexion

OCLC - Connexion

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


and this advanced one

INFOMINE: Scholarly Internet Resource Collections

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)


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


OCLC Connexion 機編資料教學

OCLC Connexion Browser Tutorials

OCLC Connexion Browser Tutorials - Metadata Extraction

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

ReadWriteWeb - Semantic Web Patterns: A Guide to Semantic Technologies

ReadWriteWeb - How YOU Can Make the Web More Structured

ReadWriteWeb - Semantic Web: What Is The Killer App?

ReadWriteWeb - Top-Down: A New Approach to the Semantic Web

ReadWriteWeb - Semantic Web: Difficulties with the Classic Approach


HeyJude - 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


Related readings/references

Alan Poon's Blog - 資訊素養教育的必要資訊素養教育的必要/

Alan Poon's Bookmarks - Information Literacy


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Alan Poon's Blog - Semantic Cataloguing / “Teach” ICT to Net Generation
2008-03-29 4:48:00 pm

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