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This chapter addresses the needs of ongoing educational reform and presents the merits of social bookmarking as a technology integration option for pre-service teachers. Delicious, a social bookmarking tool, was introduced as a Web 2.0 tool that assists in tracking websites that hold the potential to contribute toward the meaningful learning of students. Delicious and other social bookmarking tools give 24/7 access to tagged websites from any computer anywhere in the world as long as Internet access is available. Numerous emerging technologies are making their way into the classrooms. As such, K-12 schools and post-secondary institutions of higher learning bear the responsibility for preparing all students to successfully use them to compete in this global economy. During fall 2009 and spring 2010 semesters, the authors piloted use of Delicious in seven mandatory teacher education technology-based courses. Specific instructions were provided for selecting interactive, user-friendly websites with content that would complement lesson plan content and thereby contribute toward greater learning potential. A total of 106 graduate and undergraduate pre-service teachers located, standardized, and began sharing their tagged Delicious bookmarks as part of a major course project for integrating technology into a classroom. The websites were documented within full and abbreviated lesson plans that detailed the rationale for use of each technology resource/tool. Approximately 300 websites that met specifically defined criteria were located by the pre-service teachers who also benefited from the merits of collaboration and sharing through social bookmarking with Delicious. They simultaneously experienced how ready-access to quality technology resources/tools could positively impact the learning opportunities of their K-12 students. Access to the Delicious database collection is available by contacting the authors.

Social bookmarking is an online tool that can enable students to develop their skills in finding, sharing and (re)organising online information. Research has demonstrated that it has the potential to impact positively on students’ digital literacies – their ability to use the Internet critically to support their learning – and particularly on the kinds of online research skills that are vital to supporting inquiry-based approaches to learning and teaching in history. This chapter provides a detailed overview of how online social bookmarking tools have been used to support the development of students’ digital literacies in history in a number of UK higher education institutions. The general approach which has been adopted is based on constructivist principles and requires students to develop their skills and appreciation of the Internet as a venue for scholarly research in order to strengthen their inquiry skills in preparation for more independent work at higher levels of study. The chapter presents evaluative data that has been collected from students who have used social bookmarking to support inquiry activities within modules and as part of their independent learning activities. We also report staff reflections on the usefulness of social bookmarking to support student learning in history and make some recommendations for the practical application of such tools elsewhere. These include the potential significant impact of social bookmarking on students’ ability to interact productively and creatively with online resources in the course of their learning; the usefulness of the tool in supporting collaborative working and sharing materials; the need to ensure that students receive adequate training in using social bookmarking and that their work receives adequate credit (which will, in turn, increase motivation).

This chapter focuses on how social media tools can be used to enhance collaboration in higher education and the benefits and challenges that this can bring. We investigate how two social media tools, social bookmarking, and microblogging, can be utilized to foster collaboration and determine why this is important in contemporary higher education. Case studies of social media use at Bournemouth University show how social bookmarking and microblogging have already yielded benefits.The case studies are grounded in the challenges facing higher education in 2010. We explore how social media has been used in the context of a need to enhance academic excellence and drive efficiencies in the face of funding constraints and changing demographics.

The case studies illustrate, first, how social bookmarking has been used to foster group cohesion, reflective practice, and evaluative skills in students, as well as being used at an institutional level to drive professional and administrative efficiencies; and second, how microblogging has made a difference in promoting reflective learning, group cohesion, and professional awareness in students and how this style of social networking has contributed to enhancing academic and professional networks.

Whilst the tools, uses, and stakeholders vary, the case studies show how social media has enabled collaboration between, students, academics, librarians, learning technologists, and even professional groups beyond the institution. We conclude that, when used appropriately, social media can facilitate the collaboration that will be essential to overcome the challenges facing higher education.

While prior studies have explored the relationship between visual appeal and purchasing decisions, the role of bookmarking has largely been underemphasized. This research aims to address this gap by focusing on the impact of bookmarking on consumer behavior, guided by the cognitive load theory and dual-system theory.

The authors executed a controlled experiment and analyzed the results using a two-stage regression method that linked visual appeal, bookmarking and purchase intent. Further empirical analysis was conducted to authenticate the authors' proposed model, utilizing real-world mobile commerce data from a clothing company.

This study's findings suggest that visual appeal influences purchase intent primarily through the full mediation of bookmarking, rather than exerting a direct influence. Furthermore, an increase in colorfulness corresponds positively with visual appeal, while visual complexity exhibits an inverted U-shaped relationship with it.

This study provides novel insights into the choice-set formation process through the theoretical lens of dual-system theory. Additionally, the authors employed an image processing technique to quantify a product's visual appeal as depicted in a photograph. This study also incorporates a comprehensive econometric analysis to connect the objective aspects of visual appeal with subjective responses.

With a mass of electronic multi-topic documents available, there is an increasing need for evaluating emerging analysis tools to help users and digital libraries analyze these documents better. The purpose of this paper is to evaluate the effectiveness, efficiency and user satisfaction of THC-DAT, a within-document analysis tool, in reading a multi-topic document.

The authors reviewed related literature first, then performed a user-centered, comparative evaluation of two within-document analysis tools, THC-DAT and BOOKMARK. THC-DAT extracts a topic hierarchy tree using hierarchical latent Dirichlet allocation (hLDA) method and takes the context information into account. BOOKMARK provides similar functionality to the Table of Contents bookmarks in Adobe Reader. Three novel kinds of tasks were devised for participants to finish on two tools, with objective results to assess reading effectiveness and efficiency. And post-system questionnaires were employed to obtain participants’ subjective judgments about the tools.

The results confirm that THC-DAT is significantly more effective than BOOKMARK, while not inferior in efficiency. There is some evidence that suggests THC-DAT can slow down the process of approaching cognitive overload and improve users’ willingness to undertake difficult task. Based on qualitative data from questionnaires, the results indicate that users were more satisfied when using THC-DAT than BOOKMARK.

Adopting THC-DAT in digital libraries or electrical document reading systems contributes to promoting users’ reading performance, willingness to undertake difficult task and general satisfaction. Moreover, THC-DAT is of great value to addressing cognitive overload problem in the information retrieval field.

This paper evaluates a novel within-document analysis tool in analyzing a multi-topic document, and proved that this tool is superior to the benchmark in effectiveness and user satisfaction, and not inferior in efficiency.

A total of 17 user‐compiled collections of webpages, comprising 833 bookmarked links in terms of genre, are studied. The purpose of this paper is to find out whether users tend to bookmark certain web genres more than others. Genre theory helps to make sense of the different pages included in these collections, and to classify them, according to their communicative purpose and salient non‐topical features, into blogs, search interfaces, articles, tutorials.

A total of 17 participants took part in the research by providing their collections of bookmark links. They were also interviewed about the reasons for bookmarking and to comment on their collections. Relying on the interview results and on the previous literature, the bookmarks were classified into four super‐genres: main or access pages, transactional pages, navigational pages, and content pages.

The results of the classification into web genres revealed a clear tendency to bookmark main pages, such as homepages, which accounted for 42 per cent of all bookmarked web links. Moreover, some aspects of relevance were highlighted such as the connections to use, time, and context, as well as to the main web activity (browsing or searching).

Previously, bookmarks have mostly been studied as tools for information reuse, but very rarely as sources of implicit relevance feedback. In addition, from the point of view of genre theory, this research shows the importance of relating web genres to users' intentions behind queries.

Altmetric indicators have been proposed as a complement to citation counts in research evaluation. Conceivably, they might also be used to supplement other methods for estimating journal readership. The purpose of this paper is to explore the use of Mendeley reference management software to characterize the features of the readership of library and information science (LIS) literature.

The authors used the Social Sciences Citation Index to retrieve 54,655 articles and reviews published between 1995 and 2014 and indexed in the category “Information Science & Library Science”. Each record was then searched in Mendeley to obtain the number of bookmarks of the paper and the academic status of the users.

Mendeley covers 61 per cent of the LIS literature published in the last 20 years. In all, 75 per cent of the papers published in the last five years had been bookmarked at least once in Mendeley whereas just 55 per cent had been cited in Web of Science. Reviews are bookmarked more frequently than articles, and papers in English have more bookmarks than papers in any other language. Most users of LIS literature are PhD and postgraduate students.

The study shows that altmetrics can be used as a source of data in information behaviour studies. Reference management software provides an unobtrusive means of capturing reading habits in the scholarly literature. Compared to citation counts, bookmarks are rapidly available and also reflect usage outside the academic community.

The aim of this study is to provide a theoretical extension to the private‐collective model of information sharing along with an empirical test with users of a social bookmarking website.

The paper includes a survey of 112 users of an actual bookmarking site recruited through an online research panel firm. The survey consisted of scales adapted from the literature as well as scales developed by the authors.

The results indicate that contributions to a social bookmarking site are a combination of intentional and unintentional contributions. A significant predictor of intentional public contributions of bookmarks is an egoistic motivation to see one as competent by contributing valuable information. However, there is also a significant but negative relationship between altruism and public contribution whereby users concerned with the needs of others limit their public contributions.

The sample consists of users of a particular social bookmarking site (Yahoo!'s MyWeb). Therefore, the results may not be generalizable to other social bookmarking websites, different types of social networks, or other contexts lacking the public/private option for contributions. Second, since the data comes from a cross‐sectional survey, as opposed to a longitudinal study, the causal relations posited in the model and substantiated with the statistical analyses can only be inferred based on the authors’ theoretical development. Third, although the size of the sample (112 respondents) is appropriate for PLS analysis it may have been insufficient to detect other significant relationships.

Administrators of social bookmarking sites should incorporate incentive and feedback mechanisms to inform contributors whether they contributions have been used (for example, with times viewed) and/or deemed useful (with numeric or qualitative ratings).

The results suggest that both selfish motivations associated with the need to feel competent (egoism), as well as selfless concerns for the needs of other users (altruism) drive intentional contributions to the public repository in social bookmarking systems. These two counterbalancing forces indicate that a mix of egoism and altruism is crucial for the long‐term sustainability of social web sites based on information sharing.

This study provides theoretical explanations and empirical evidence of egoism and altruism as significant explanations for cooperation in private‐collective models, such as the ones represented by social bookmarking systems.

Video summarisation is one of the most active fields in content‐based video retrieval research. A new video summarisation scheme is proposed by this paper based on socially generated temporal tags.

To capture users' collaborative tagging activities the proposed scheme maintains video bookmarks, which contain some temporal or positional information about videos, such as relative time codes or byte offsets. For each video all the video bookmarks collected from users are then statistically analysed in order to extract some meaningful key frames (the video equivalent of keywords), which collectively constitute the summary of the video.

Compared with traditional video summarisation methods that use low‐level audio‐visual features, the proposed method is based on users' high‐level collaborative activities, and thus can produce semantically more important summaries than existing methods.

It is assumed that the video frames around the bookmarks inserted by users are informative and representative, and therefore can be used as good sources for summarising videos.

Folksonomy, commonly called collaborative tagging, is a Web 2.0 method for users to freely annotate shared information resources with keywords. It has mostly been used for collaboratively tagging photos (Flickr), web site bookmarks (Del.icio.us), or blog posts (Technorati), but has never been applied to the field of automatic video summarisation. It is believed that this is the first attempt to utilise users' high‐level collaborative tagging activities, instead of low‐level audio‐visual features, for video summarisation.

Purpose – As researchers need partners to collaborate with, this study aims to provide author recommendation for academic researchers for potential collaboration, conference planning, and compilation of scientific working groups with the help of social information. Hereby the chapter analyzes and compares different similarity metrics in information and computer science.

Methodology/approach – The study uses data from the multidiscipline information services Web of Science and Scopus as well as the social bookmarking service CiteULike to measure author similarity and recommend researchers to unique target researchers. The similarity approach is based on author co-citation, bibliographic coupling of authors and collaborative filtering methods. The developed clusters and graphs are then evaluated by these target researchers.

Findings – The analysis shows, for example, that different methods for social recommendation complement each other and that the researchers evaluated user- and tag-based data from a social bookmarking system positively.

Research limitations/implications – The present study, providing author recommendation for six target physicists, is supposed to be a starting point for further approaches on social academic author recommendation.

Practical implications – The chapter investigates in recommendation methods and similarity algorithm models as basis for an implementation of a social recommendation system for researchers in academics and knowledge-intensive organizations.

Originality/value of chapter – The comparison of different similarity measurements and the user evaluation provide new insights into the construction of social data mining and the investigation of personalized recommendation.