http://hdl.handle.net/2142/152 Articles, papers, and other research and scholarship from GSLIS faculty and staff http://hdl.handle.net/2142/14200 Participatory Transformations Haythornthwaite, Caroline A. Learning, in its many forms, from the classroom to independent study, is being transformed by new practices emerging around Internet use. Conversation, participation and community have become watchwords for the processes of learning promised by the Internet and accomplished via technologies such as bulletin boards, wikis, blogs, social software and repositories, devices such as laptops, cell phones and digital cameras, and infrastructures of internet connection, telephone, wireless and broadband. This chapter discusses the impact of emergent, participatory trends on education. In learning and teaching participatory trends harbinge a radical transformation in who learns from whom, where, under what circumstances, and for what and whose purpose. They bring changes in where we find information, who we learn from, how learning progresses, and how we contribute to our learning and the learning of others. These trends indicate a transformation to "ubiquitous learning" – a continuous anytime, anywhere, anyone contribution and retrieval of learning materials and advice on and through the Internet and its technologies, niches and social spaces. learning online learning peer production Internet information http://hdl.handle.net/2142/14198 Online Knowledge Crowds and Communities Haythornthwaite, Caroline A. While much has been written about virtual knowledge communities, particularly in how to create and sustain long-term, strong-tie relationships, the connection has not been made to newer forms of online organizing such as crowdsourcing. This paper addresses the way knowledge collectives are organized online, considering the organizational and motivational structures that support these new knowledge collectives, and contrasting the social mechanisms that support crowdsourced knowledge from those that support community-based knowledge. Examination of the literature and cases of crowds and virtual communities suggest a number of important dimensions that distinguish these two forms of organizing, including contribution type and size, personal coorientation and commitment to the knowledge topic, interpersonal ties among contributors, authority and control of contributory practices, and recognition and reward systems. Exploring these different models of organizing knowledge provides insight into the ways to establish and maintain crowd- and community-based knowledge collectives, and also show why strong knowledge communities such as those found in academia come to change their knowledge distribution practices, notably from print to online publication. knowledge communities online community crowdsourcing http://hdl.handle.net/2142/14100 Pauline Atherton Cochrane: Selected Publications La Barre, Kathryn Anne This is a comprehensive listing of publications by Pauline Atherton Cochrane prepared for a forthcoming article: Pauline Atherton Cochrane: Weaving Value from the Past. Libraries and the Cultural Record Volume 44, Issue 4 (Spring 2010). Abstract: This paper explores the contributions of Pauline Atherton Cochrane. Actively engaged in research and teaching in the field of Library and Information Science (LIS) for over fifty years, Cochrane remains one of the most highly cited authors in LIS. She offered particularly deep analysis of the fundamental problems of evaluation and testing of early document retrieval systems and subject analysis tools. The editor, David Gracy, recommended that an excerpted version of this list be published in the article, with the full list made available elsewhere. Thus I have selected IDEALS as a suitable repository. I have also deposited a copy of this bibliography with the Syracuse University Archives, which holds the Pauline Cochrane papers as Record Group [13] Accession numbers [1038, 1042, 1234, and 3048]. Bibliography of Pauline Atherton Cochrane, Subject Access, Controlled Vocabulary http://hdl.handle.net/2142/13624 Metadata Librarians Today: Roles and Competencies Han, Myung-Ja Hswe, Patricia The title of Metadata Librarian first appeared in the late 1990's in conjunction with developments in information technology and digital library initiatives. Since the title is a relatively new one, the responsibilities and competencies of the position have yet to be clearly defined. This study examined 86 job descriptions for metadata librarian positions and 83 job descriptions for cataloging librarian positions, all posted from 2000 to 2008. The authors focused on three properties common to most of the job descriptions: education, required qualifications, and desired qualifications. metadata librarians cataloging librarians http://hdl.handle.net/2142/13619 Evaluation Strategy for NSDL Bruce, Bertram C. The overarching question for the NSDL evaluation should be, "How does this online network of learning environments and resources support education?" Implied within that question are crucial ones about the NSDL as a defined technology, such as "How are people using it? How well do the mechanisms of acquisition, classification, access, and retrieval work? What is the quality of the resources?" as well as questions about the construction process, such as "How are the collections and tools changing? How well does the distributed development process work?" Evaluation research Digital libraries Science education Situated evaluation http://hdl.handle.net/2142/13618 Community Inquiry and Collaborative Practice: The iLabs of Paseo Boricua Bishop, Ann Peterson Bruce, Bertram C. Many studies of human-computer interaction focus on environments that are fairly fixed and well-defined. These, however, leave many questions unanswered for the field of community informatics, which aims to understand how information and communication technologies (ICTs) are employed to help communities achieve their goals. In this paper, we describe and discuss the development of the iLab software and its integration with the philosophy and practice of community inquiry, by presenting our collaborative work with Chicago s Paseo Boricua neighborhood. Questions we address include: 1) What role does human-computer interaction have in the overall collaborative practices of Paseo Boricua? 2) How does the work with Paseo Boricua inform the development of ICTs for collaboration? 3) How does community inquiry theory help us to understand these processes and practices? Paseo Boricua Community inquiry Community Inquiry Labs community informatics ICTs for collaboration http://hdl.handle.net/2142/13616 Research on the Use of Technology in the Classroom Bruce, Bertram C. Jacobson, Michael Osborne, Margery Levin, James A. Waugh, Michael Weller, Martha This session involved brief presentations followed by active use of computers and various technology programs by participants and presenters. Approximately thirty participants attended and had opportunities to experiment with a variety of programs and multimedia products and to interact with others while doing so. Technology-enhanced learning Discoveries Teaching teleapprenticeships Computer-based training programs Networks for science education Hypermedia learning environment Conceptual change Environment for learning http://hdl.handle.net/2142/13615 Speaking the Unspeakable About 21st Century Technologies Bruce, Bertram C. The articles in this section are not content to remain in the realm of technique. This, despite the fact that I suspect none of the authors would easily dismiss Ellul’s assertion that it is vain to pretend that “the monolithic technical world that is coming to be...can be checked or guided” (1973, p. 428). But they shift the issues from technical to ethical. They ask different questions, such as...What do we want students to learn? How can we use new technologies? How should we? Why should we? What will change when we do? Do we want those changes? What do they mean for us, our students, society? What is fair? What kind of society do we want to live in? And, perhaps ultimately, who do we want to become? Composition Writing Studies Accessibility to technology Writing technologies http://hdl.handle.net/2142/13609 The Inquiry Page Poster Bruce, Bertram C. Inquiry Page http://hdl.handle.net/2142/13608 What does the university know?: Ethnography of the university Bruce, Bertram C. How the university needs to become more self aware in order to participate better with the communities around it. Ethnography of the University Initiative Public engagement community informatics