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Joanne S

What Is Web 2.0 - O'Reilly Media - 0 views

oreilly.com/...what-is-web-20.html

IMT122 Reading List IMT122 Week 09 Topic 08 Supplementary Reading

shared by Joanne S on 22 Nov 12 - Cached
  • Joanne S on 22 Nov 12
     
    O'Reilly, T. (2005, September 30). What Is Web 2.0 - O'Reilly Media. Retrieved September 10, 2010, from http://oreilly.com/web2/archive/what-is-web-20.html To discover how Tim O'Reilly originally conceptualised Web 2.0, please read the following explanation. Do not worry too much about understanding every web tool mentioned or all the technical processes. Do pay particular attention to the discussion of RSS on page 3 and the different ways that users relate to the web in this vision.
Joanne S

ScienceDirect.com - The Journal of Academic Librarianship - Social Bookmarking in Acade... - 0 views

www.sciencedirect.com.dbgw.lis.curtin.edu.au/...S0099133310000613

IMT122 social bookmarking diigo Topic 12

shared by Joanne S on 22 Nov 12 - No Cached
  • Social bookmarking can allow academic libraries to network and share appropriate scholarly web sites and work to develop cost-effective electronic resources for reference and curriculum support
  • Using social bookmarking within academic libraries has great potential to not only share helpful web sites but can enhance reference both inside and outside the library.
  • By utilizing social bookmarking, academic librarians can identify a variety of relevant information in numerous formats that will support students' individual learning styles. Social tagging provides an advantage over spiders and search engines that do not have the human capability to conceptually ascertain a web page's subject.
  • ...23 more annotations...
  • earning to use these social bookmarking sites requires some technical know-how and an acquired familiarity with sites' features. In addition, librarians must find time to hone and implement these tools.
  • Within an academic context, social tagging and the folksonomies that can be created by librarians through tagging must provide a measure of semblance of structure and consistency to support curricula
  • Academic librarians are able to qualitatively identify and tag pages according to subject or related topic, even if the subject term(s) are nowhere to be found on the page.
  • A number of academic institutions have bravely ventured into this new social realm of information classification and have developed progressive ways to utilize social tagging sites to reach out to their users and provide these communities with personalized and institution-specific library services. Librarians are using these sites' features to organize and disseminate information to their users as well as to continually discover useful web sites and to network with colleagues.
  • Social bookmarking can also be used to facilitate interaction and professional development among academic librarians and faculty.
  • workshops and instructional sessions. During such instruction, librarians have an opportunity to educate students on the use of social bookmarking and direct them to tagged pages by subject.
  • Diigo8 touts itself as “a powerful research tool and a knowledge-sharing community,” and allows users to bookmark pages but provides a particular feature of note, the capability to “add sticky notes” to tagged pages. The web site facilitates collaboration on projects by allowing users to create groups and communities. Diigo's home page specifically states the site can be used to “discover quality resources on any subject or get personalized recommendations.” Other useful features include tag clouds and links to subject-specific news web sites, user-defined subject lists, and communities of users.
  • “basic assumptions” about finding information today have changed. While librarians are accustomed to consulting traditional library resources such as the catalog, a database or even a book, younger generations including Generation Xers and Mellennials assume any information they need is available somewhere on the web.
  • Academic librarians can use social tagging conceptually to emphasize information literacy and to become more approachable and accessible to users by incorporating other Web 2.0 concepts
  • Social tagging allows academic librarians to develop appropriate folksonomies
  • academic librarians can use social tagging to point users to useful pages while demonstrating the value of information literacy.
  • Social tagging allows users to sign up for an account on any one or several sites and begin collecting and bookmarking online resources by URL and identifying those links with personal “tags” or according to collective tags used by other users who have found the same resources,
  • find e-resources other libraries have discovered as well as librarians' blogs. Tapping into resources already discovered by fellow academic librarians saves time by avoiding duplication.
  • Librarians can also use sites that allow them to make reference notes and give additional tips and guidance for students using particular links for their course-related research.
  • Several new social software tools developed with the advent of Web 2.0 have the potential to enhance library services often at little to no expense.
  • One particular group of students that can benefit from the use of social tagging includes those taking online courses. These students, who often lack any kind of classroom interaction, can benefit from the social aspect of using online tagging sites
  • undergraduate students need to learn how to effectively take advantage of web resources and librarians are in the ideal position to lead the way.
  • Social bookmarking, also called social tagging, might have the most potential as a Web 2.0 tool that can be utilized in academic libraries to benefit their users and enhance their services.
  • “collaborative and interactive rather than static”
  • differences between credible sites and non-authoritative resources
  • Academic libraries might not seem so archaic or overwhelming to younger generations of students if online resources become more interactive and collaborative over time.
  • Academic librarians can create accounts within social bookmarking sites and harvest web resources according to various subjects and related concepts.
  • A number of academic libraries, however, are beginning to embrace these new collaborative tools that younger generations of Web users are already implementing on their own.
Joanne S

Learning together: using social media to foster collaboration in higher education - 0 views

www.emeraldinsight.com.dbgw.lis.curtin.edu.au/books.htm

IMT122 social bookmarking diigo Topic 12

shared by Joanne S on 22 Nov 12 - No Cached
  • The personal benefits of social bookmarking are obvious to anyone who works on more than one computer. By storing bookmarks on the Internet (or in “the cloud”), social bookmarking services like Diigo,
  • How Can Social Bookmarking Enable Collaborative Working?
  • have been judged by a human to have some value.
  • ...7 more annotations...
  • population of users on a particular social bookmarking site influences not only the amount but also the type and quality of bookmarks in the system.
  • In all these examples, the community of users is an important factor in ensuring the quality of the resources bookmarked in the system.
  • Social bookmarking tools allow users to classify their bookmarks by assigning tags
  • With regard to information literacy instruction, Luo (2010) found evidence that librarians are using tags to present course-specific resources to students.
  • hey can also be used to engage students in resource discovery
  • This use of social bookmarking initiated from a need to simply collect and share resources but has yielded other benefits. Traditionally in projects of this type, librarians collate lists of resources that are then passed on to the web developer to turn into a web page. This is fairly labour intensive for the web developer and means that any time subject librarians want to add or edit links they have to submit the changes to the web developer. Scholar includes a tool that allows RSS feeds to be created from searches of Scholar tags. In this case, the web developer just created links to the Scholar feeds – rather than manually creating lists of links and descriptions in HTML. As well as saving the initial job of manually creating HTML pages, it allows the page to be dynamic. If a subject librarian wants to add a web resource to the page, all they have to do is to bookmark that page with the appropriate tags in Scholar. The new webpage is automatically added to the feed without the need for the intervention of the web developer.
  • librarians can share each other's discoveries.
Joanne S

Kroski, E. (2008). Web 2.0. In Web 2.0 for librarians and information professionals - 0 views

edocs.library.curtin.edu.au/eres_display.cgi

IMT122 IMT122 Reading List Week 09 Topic 08 Web 2.0 librarians Curtin Login Required Essential Reading

shared by Joanne S on 22 Nov 12 - No Cached
  • Joanne S on 22 Nov 12
     
    Kroski, E. (2008). Web 2.0. In Web 2.0 for librarians and information professionals. New York: Neal-Schuman.  (Available from: https://auth.lis.curtin.edu.au/cgi-bin/auth-ng/authredirect.cgi?redirurl=http://edocs.lis.curtin.edu.au/eres.cgi&url=dc60266981 )
Joanne S

Make Your Own Infographics With Visual.ly - 0 views

mashable.com/visually

infographics Assignment 2 software Visual.ly

shared by Joanne S on 22 Nov 12 - No Cached
  • Joanne S on 22 Nov 12
     
    "If you like clever data visualizations, you'll love Visual.ly, a startup that lets you find and make infographics with all kinds of web-based data. The site aims to be a repository for graphically organized information on the web, as well as a marketplace and community for publishers, designers, researchers and everyday web users."
Joanne S

Archives & Museum Informatics: Museums and the Web 2009: Paper: Gow, V. et al., Making ... - 0 views

www.museumsandtheweb.com/...gow.html

IMT122 Reading List IMT122 Week 10 Topic 09 Essential Reading

shared by Joanne S on 22 Nov 12 - No Cached
  • New Zealand content difficult to discover, share and use
  • DigitalNZ is testing ways to create digital content, collect and share existing digital content, and build smart, freely available search and discovery tools.
  • Memory Maker blurs the line between consuming and producing content. What’s sometimes called ‘remix culture’ […]. Digital technologies have opened up new possibilities for young people to access and represent the stories of their culture by taking sound and images and recombining them to say something new, something relevant to them. (Sarah Jones, Lunch Box: Software & digital media for learning, November 2008) http://lunchbox.org.nz/2008/11/get-coming-home-on-your-schools-website-wiki-or-blog/)
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  • The Memory Maker provides a taste of what is possible when collecting institutions modernise their practices for keeping and managing copyright information, using Creative Commons licenses or ‘no known copyright’ statements.
  • Learning about ‘hyperlinks’ today, these young New Zealanders will be the developers and creators of tomorrow.
  • The full set of contributions is accessible through a Coming Home search tool, occasionally on a google-like hosted search page (Figure 5), but more often through a search widget embedded on many New Zealand Web sites (Figure 6).
  • Digital New Zealand is developing and testing solutions that showcase what’s possible when we really focus on improving access to and discovery of New Zealand content.
  • Technically, the Digital New Zealand system is in three parts: a backend, a metadata store, and a front end.
  • The coolest thing to be done with your data will be thought of by someone else
  • “an API is basically a way to give developers permission to hack into your database”.
    • Joanne S
      Joanne S on 22 Nov 12
       
      George Oates
  • Joanne S on 22 Nov 12
     
    Gow, V., Brown, L., Johnston, C., Neale, A., Paynter, G., & Rigby, F. (2009). Making New Zealand Content Easier to Find, Share and Use. In Museums and the Web 2009. Presented at the Museums and the Web 2009, Toronto: Archives & Museum Informatics, Retrieved from http://www.archimuse.com/mw2009/papers/gow/gow.html
Joanne S

Sidebar: Book typography vs. E-book typography - 0 views

www.alistapart.com/...sidebar.html

IMT122 IMT122 Reading List Supplementary Reading Week 12 Topic 11 ebooks typography

shared by Joanne S on 22 Nov 12 - Cached
  • Joanne S on 22 Nov 12
     
    This post shows examples of why so many common typographical errors appear in the text of ebooks when they are transferred from print: Clark, J. (2010, March 9). Web Standards for E-Books (Sidebar). A list apart: For people who make websites. Retrieved May 9, 2011, from http://www.alistapart.com/d/web-standards-for-e-books/sidebar.html
Joanne S

Learning 2.0 - The Things - 0 views

plcmcl2-things.blogspot.com

web2.0 education learning technology library2.0

shared by Joanne S on 22 Nov 12 - Cached
  • Joanne S on 22 Nov 12
     
    Listed below are 23 Things (or small exercises) that you can do on the web to explore and expand your knowledge of the Internet and Web 2.0.
Joanne S

Reprogramming The Museum | museumsandtheweb.com - 0 views

www.museumsandtheweb.com/...reprogramming_the_museum

IMT122 Essential Reading Week 08 Topic 07 IMT122 Reading List Portals Widgets and Remix

shared by Joanne S on 22 Nov 12 - No Cached
  • An Application Programming Interface (API) is a particular set of rules and specifications that a software program can follow to access and make use of the services and resources provided by another particular software program
  • Joanne S on 22 Nov 12
     
    Dearnley, L. (2011). Repreogramming the museum. In Museums and the Web 2011 : Proceedings. Presented at the Museums and the Web 2011, Toronto: Archives & Museum Informatics. Retrieved from http://conference.archimuse.com/mw2011/papers/reprogramming_the_museum
Joanne S

A List Apart: Articles: Web Standards for E-books - 0 views

www.alistapart.com/...ebookstandards

IMT122 IMT122 Reading List Supplementary Reading Week 12 Topic 11 ebooks standards web

shared by Joanne S on 22 Nov 12 - No Cached
  • Joanne S on 22 Nov 12
     
    Clark, J. (2010, March 9). Web Standards for E-Books. A list apart: For people who make websites. Retrieved May 9, 2011, from http://www.alistapart.com/articles/ebookstandards/
Joanne S

Library 2.0 Theory: Web 2.0 and Its Implications for Libraries - 0 views

www.webology.org/...a25.html

IMT122 IMT122 Reading List Week 09 Topic 08 Web 2.0 libraries Essential Reading

shared by Joanne S on 22 Nov 12 - No Cached
  • Already libraries are creating RSS feeds for users to subscribe to, including updates on new items in a collection, new services, and new content in subscription databases.
  • hybrid applications, where two or more technologies or services are conflated into a completely new, novel service.
  • personalized OPAC that includes access to IM, RSS feeds, blogs, wikis, tags, and public and private profiles within the library's network.
  • Joanne S on 22 Nov 12
     
    Maness, J. (2006). Library 2.0 Theory: Web 2.0 and its Implications for Libraries. Webology, 3(2). Retrieved from http://webology.ir/2006/v3n2/a25.html
Joanne S

Blogs in Plain English - YouTube - 0 views

www.youtube.com/watch

IMT122 IMT122 Reading List Week 09 Topic 08 youtube blogging Essential Reading

shared by Joanne S on 22 Nov 12 - Cached
    • Joanne S
      Joanne S on 22 Nov 12
       
      You've seen the word, you've seen the web sites and you may even have one.  But have you ever wondered:  What's the big deal about blogs? This is Blogs in Plain English. To make sense of blogs, you have to think about the news and who makes it. We'll look at news in the 20th vs. the 21st century to make our point. In the 20th century, the news was produced professionally.  When news happened, reporters wrote the stories and a tiny group of people decided what appeared in a newspaper or broadcast. Professional news was mainstream: general and limited. The 21st century marked the point where news became both professional and personal.   A new kind of web site called a weblog or blog came onto the scene that let anyone be a reporter and publisher - often for free. As blogs became popular, they created millions of news sources and gave everyone an audience for their own version of news. Of course, we're using the word "news" loosely.  But really - isn't everything news to someone?  With a blog...A business owner can share news about his business A mother can share news about her family Or a sport star can share news with fans These people are all "bloggers". How did this happen? Well, blogs made sharing news on the web easy.  Anyone with an idea can start a new blog with the click of a button and share news minutes later. Here's how blogs work. Blogs are websites that are organized by blog posts - these are individual news stories, like articles in the paper. Bloggers simply fill out a form like this one to post a new story. With the click of a button, the blog post appears at the top of the web page, just above yesterday's news.  Over time, the blog becomes a collection of these posts, all archived for easy reference. Also, Each blog post can become a discussion through comments left by readers. Blogs make the news a two way street. But really, the fuss is not about how blogs work - it's about what people like you do with
  • Joanne S on 22 Nov 12
     
    Blogs in Plain English. (2007). Retrieved from http://www.youtube.com/watch?v=NN2I1pWXjXI
Joanne S

Hull, D., Pettifer, S. R., & Kell, D. B. (2008). Defrosting the Digital Library: Biblio... - 0 views

www.ploscompbiol.org/...10.1371%2Fjournal.pcbi.1000204

LIS100 Topic 05 Supplementary Reading

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  • Joanne S on 29 Mar 14
     
    Hull, D., Pettifer, S. R., & Kell, D. B. (2008). Defrosting the Digital Library: Bibliographic Tools for the Next Generation Web. PLoS Comput Biol, 4(10), e1000204. doi:10.1371/journal.pcbi.1000204
Joanne S

An Alternative to Existing Library Websites : Evaluation of Nine Start Pages using Crit... - 0 views

researcharchive.vuw.ac.nz/...1276

IMT122 Week 08 Topic 07 IMT122 Reading List Portals Widgets and Remix Supplementary Reading

shared by Joanne S on 22 Nov 12 - No Cached
  • Joanne S on 22 Nov 12
     
    WEB START PAGES AS LIBRARY HOME PAGES This is long, so just browse it to get the gist of the tools examined and the criteria used. Pigott, C. (2009). An Alternative to Existing Library Websites: Evaluation of Nine Start Pages Using Criteria Extracted from Library Literature. School of Information Management, Victoria University of Wellington. Retrieved from http://researcharchive.vuw.ac.nz//handle/10063/1276
Joanne S

Mobile Opportunity: The future of publishing: Why ebooks failed in 2000, and what that ... - 0 views

mobileopportunity.blogspot.com.au/...lishing-why-ebooks-failed.html

IMT122 IMT122 Reading List Essential Reading Week 12 Topic 11 ebooks market future

shared by Joanne S on 22 Nov 12 - No Cached
  • Joanne S on 22 Nov 12
     
    Mace, M. (2010). The future of publishing: Why ebooks failed in 2000, and what that means for 2010. Mobile Opportunity: At the intersection of the web, wireless, entertainment and computing. Retrieved May 9, 2011, from http://mobileopportunity.blogspot.com/2010/03/future-of-publishing-why-ebooks-failed.html
Joanne S

Garnter's Newest Hype Cycle: Discuss - 0 views

readwrite.com/...ters_newest_hype_cycle_discuss

IMT122 Reading List IMT122 Essential Reading Week 13 Topic 12 Developments in Information Technologies Curtin Login Required

shared by Joanne S on 22 Nov 12 - No Cached
  • Joanne S on 22 Nov 12
     
    Kirkpatrick, M. (2010, October 14). Garnter's [sic.] Newest Hype Cycle: Discuss. Read Write Web. Retrieved October 21, 2010, from http://www.readwriteweb.com/archives/garnters_newest_hype_cycle_discuss.php Although this is from 2010, please read it for the way it casts a critical eye over the conclusions to the report
Joanne S

Video: RSS in Plain English - YouTube - 0 views

www.youtube.com/watch

IMT122 IMT122 Reading List Week 09 Topic 08 RSS youtube Essential Reading

shared by Joanne S on 22 Nov 12 - No Cached
    • Joanne S
      Joanne S on 22 Nov 12
       
      Welcome to RSS in Plain English. The Internet has problems. Technorati says there are 50 million weblogs, and as you can see, it's going up. This is overwhelming. Today's show is about a new and efficient way to keep up with all this cool stuff that's happening on the Internet. I'm going to talk about two ways that you can keep up with what's happening on the Web. There's the old slow way - Boo. Then, there's the new and fast way - Yay! Here's the difference between the new and the old way. This is you, and here are your favorite websites. You log on to your computer, and you're looking for something new. You go out to your favorite blogs. Anything new? No. You go out to your favorite news sites. Anything new? Nope. Every time you look for something new and its not there, you've wasted valuable time. This is the old way. Now, let's consider the new and fast way, which is simply taking these arrows and turning them the other direction. This means the new things from blogs and new things from your news sites come to you instead. It's like Netflix compared to the video store. So, what we're talking about is using a single website that becomes your home for reading all the new stuff that's coming from your favorite websites. There are two steps to getting started. The first step is you need a home for reading new posts. This is a website called a reader. It is free and all you need is an account. I use a site called Google Reader. It looks like this. My favorite sites are listed on the left, and on the right I can scroll through all the new posts from my favorite sites in a single place. So, to complete step one, you need to sign up for a reader. Google Reader, Bloglines, Newsgator, My Yahoo! are good places to start. Step number two, is to set up a connection between your reader and your favorite websites. Setting up these connections is called subscribing, and it's really important. Nearly every blog and news site offers the ability for you
  • Joanne S on 22 Nov 12
     
    Video: RSS in Plain English. (2007). . Retrieved from http://www.youtube.com/watch?v=0klgLsSxGsU
Joanne S

The Code4Lib Journal - How Hard Can It Be? : Developing in Open Source - 0 views

journal.code4lib.org/...1638

IMT122 Essential Reading Week 06 Task 06 Koha

shared by Joanne S on 22 Nov 12 - Cached
  • We experienced freedom to explore alternate avenues, to innovate, to take risks in ways that would have been difficult under the direct control of a district council.
  • patrons made it clear that while they appreciated that computers were a necessary part of a modern library, they did not consider them the most important part.
  • Our overall objective was to source a library system which: could be installed before Y2K complications immobilised us, was economical, in terms of both initial purchase and future license and maintenance support fees, ran effectively and fast by dial-up modem on an ordinary telephone line, used up-to-the minute technologies, looked good, and was easy for both staff and public to use, took advantage of new technology to permit members to access our catalogue and their own records from home, and let us link easily to other sources of information – other databases and the Internet. If we could achieve all of these objectives, we’d be well on the way to an excellent service.
  • ...14 more annotations...
  • "How hard can it be" Katipo staff wondered, "to write a library system that uses Internet technology?" Well, not very, as it turned out.
  • Koha would thus be available to anyone who wanted to try it and had the technical expertise to implement it.
  • ensure the software writers did not miss any key points in their fundamental understanding of the way libraries work.
  • fairly confident that we already had a high level of IT competence right through the staff, a high level of understanding of what our current system did and did not do.
  • The programming we commissioned cost us about 40% of the purchase price of an average turn-key solution.
  • no requirement to purchase a maintenance contract, and no annual licence fees.
  • An open source project is never finished.
  • Open source projects only survive if a community builds up around the product to ensure its continual improvement. Koha is stronger than ever now, supported by active developers (programmers) and users (librarians)
  • There are a range of support options available for Koha, both free and paid, and this has contributed to the overall strength of the Koha project.
  • Vendors like Anant, Biblibre, ByWater, Calyx, Catalyst, inLibro, IndServe, Katipo, KohaAloha, LibLime, LibSoul, NCHC, OSSLabs, PakLAG, PTFS, Sabinet, Strategic Data, Tamil and Turo Technology take the code and sell support around the product, develop add-ons and enhancements for their clients and then contribute these back to the project under the terms of the GPL license.
  • FRBR [5] arrangement, although of course it wasn’t called that 10 years ago, it was just a logical way for us to arrange the catalogue. A single bibliographic record essentially described the intellectual content, then a bunch of group records were attached, each one representing a specific imprint or publication.
  • The release of Koha 3.0 in late 2008 brought Koha completely into the web 2.0 age and all that entails. We are reconciled to taking a small step back for now, but the FRBR logic is around and RDA should see us back where want to be in a year or so – but with all the very exciting features and opportunities that Koha 3 has now.
  • In the early days, the Koha list appeared to have been dominated by programmers but I have noticed a lot more librarians participating now
  • "Adopt technology that keeps data open and free, abandon[ing] technology that does not." The time is right for OSS.
  • Joanne S on 22 Nov 12
     
    For more information about Koha and how it was developed, see: Ransom, J., Cormack, C., & Blake, R. (2009). How Hard Can It Be? : Developing in Open Source. Code4Lib Journal, (7). Retrieved from http://journal.code4lib.org/articles/1638
Joanne S

Towards a Typology for Portals | Ariadne: Web Magazine for Information Professionals - 0 views

www.ariadne.ac.uk/miller

IMT122 Week 08 Topic 07 IMT122 Reading List Portals Widgets and Remix Supplementary Reading

shared by Joanne S on 22 Nov 12 - No Cached
  • Joanne S on 22 Nov 12
     
    PORTALS Miller, P. (2003) "Towards a typology for portals" Ariadne Issue 37. Retrieved from http://www.ariadne.ac.uk/issue37/miller
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