Search results

This paper aims to discuss how search, sense making and learning have become more closely integrated, as search services have leveraged new technologies and large and media-diverse data streams.

The paper reviews progress in search over the past 60 years, summarizes different theories of sense making and learning and proposes a framework for integrating these activities.

The arguments are supported with examples from search in 2018 and suggest that even as search becomes an automated process during learning, search strategies must continue to evolve to insure that complex information needs can be met.

The work is limited to search that uses electronic search systems. Implications include the need to understand that multiple levels of system inferences/estimates are used to present search results and that different kinds of learning processes are affected by search systems.

The importance of information literacy is implied.

This paper will provide readers with an understanding of how search services and systems have evolved and their implications for human learning.

Discusses the impact of HyperCard on libraries, issues surrounding its application, design considerations, and its application in a commercial product, Culture 1.0 as an example of information potential and problems. Surmises that librarians′ views of technology are the critical issue, the quality of the information contained by technology being more important than the technology itself.

Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or training as explicit goals or objectives. They also include search engines, social media platforms, video-sharing platforms, and knowledge sharing environments deployed for work, leisure, inquiry, and personal and professional productivity. The new journal, Information and Learning Sciences, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts.

This article introduces the journal at its launch under new editorship in January, 2019. The article, authored by the journal co-editors and all associate editors, explores the lineage of scholarly undertakings that have contributed to the journal's new scope and mission, which includes past and ongoing scholarship in the following arenas: Digital Youth, Constructionism, Mutually Constitutive Ties in Information and Learning Sciences, and Searching-as-Learning.

The article offers examples of ways in which the two fields stand to enrich each other towards a greater holistic advancement of scholarship. The article also summarizes the inaugural special issue contents from the following contributors: Caroline Haythornthwaite; Krista Glazewski and Cindy Hmelo-Silver; Stephanie Teasley; Gary Marchionini; Caroline R. Pitt; Adam Bell, Rose Strickman and Katie Davis; Denise Agosto; Nicole Cooke; and Victor Lee.

The article, this special issue, and the journal in full, are among the first formal and ongoing publication outlets to deliberately draw together and facilitate cross-disciplinary scholarship at this integral nexus. We enthusiastically and warmly invite continued engagement along these lines in the journal’s pages, and also welcome related, and wholly contrary points of view, and points of departure that may build upon or debate some of the themes we raise in the introduction and special issue contents.

The purpose of this paper is to present a high‐level investigation of the physical‐conceptual continuum occupied by both digital and physical libraries.

A framework is provided for thinking about the notions of place and library. The issue of materials and the ideas they represent is considered. Places for people are considered, including issues of people's sense of place in physical and digital spaces. The issue of physical and digital spaces as places for work, collaboration, and community‐building is considered.

As more digital libraries are built, and as more physical libraries offer electronic access to parts of their collection, two trends are likely to result: the role of the library as a storage space for materials will become decreasingly important; and the role of the library as a space for users, for individual and collaborative work, and as a space for social activity, will become increasingly important.

Digital libraries are unable to fulfill some of the functions of the physical library as physical spaces, but are able to offer functions beyond what the physical library can offer as cognitive spaces.

Areas of likely future development for digital libraries are suggested, as vehicles for enhancing cognitive space by augmenting representations of ideas in materials.

This paper argues that in many ways digital libraries really are places in the conceptual sense, and will continue to broaden and enrich the roles that libraries play in people's lives and in the larger social milieu.

By reconstructing the genealogy of digital humanities through examining digital humanities projects and evaluative writings, this paper aims to identify core arguments related to disciplinary transformation and pedagogy in the humanities fields. It also seeks to consider knowledge production and transformation of a general humanistic attitude (the Humanities Program) in relation to digital tools. The paper also seeks to examine its perceived impact on disciplinary development, pedagogy, and forms of digital text.

The paper presents a literature‐based conceptual analysis of distinct and diverse aspects of the enterprise of digital humanities, by identifying their main foci together with implications of these preoccupations within larger discourses. The analysis is grounded in a close reading of 45 exemplary texts published from the 1980s to date, and 14 exemplary projects and initiatives. The analysis highlights several concepts with their underlying assumptions.

The perceived epistemological advantage of digital technology for new forms of reasoning is that community development has produced theoretical frameworks and shaped practical directions. The paper identified three distinct formations characterized by associated digital artifacts: prominent opinion leaders, foundational projects, and document forms (morphs).

Research data are not comprehensive. Selected texts and projects are exemplary. The results and findings are relevant for the English‐language context and limited by a selective corpus.

The paper outlines a historical trajectory of digital humanities and the formative stages of development from the discourses of that evolving field. It also identifies constructions of technological advantage with implications for knowledge production in the writing of humanities scholars. The paper contributes to practitioner awareness of the history of digital humanities practice.

Profiles, in the first of a series, more recently established Open Archives Initiative (OAI) data providers whose content is not only “harvestable” by OAI service providers, and which offer open access to institutional and discipline information resources in a wide variety of publication and media formats. Looks at the Digital Library of the Commons; E‐LIS: E‐prints in Library and Information Science; INFOMINE; and the Open Video Project.

The purpose of this article is to present an overview of the history and development of transaction log analysis (TLA) in library and information science research. Organizing a literature review of the first twenty‐five years of TLA poses some challenges and requires some decisions. The primary organizing principle could be a strict chronology of the published research, the research questions addressed, the automated information retrieval (IR) systems that generated the data, the results gained, or even the researchers themselves. The group of active transaction log analyzers remains fairly small in number, and researchers who use transaction logs tend to use this method more than once, so tracing the development and refinement of individuals' uses of the methodology could provide insight into the progress of the method as a whole. For example, if we examine how researchers like W. David Penniman, John Tolle, Christine Borgman, Ray Larson, and Micheline Hancock‐Beaulieu have modified their own understandings and applications of the method over time, we may get an accurate sense of the development of all applications.

The goal of Project DL (www.coe.missouri.edu/∼is334/projects/Project_DL) is to provide an integrated resource where diverse information sources on the topic of digital libraries may be brought together in a single navigable Web site. The intent is to use the site as a learning tool to support exploration of selected research and development activities associated with digital libraries, and to facilitate end user interaction with the content of these various resources. The focus of this site is on accessing digital library collections as well as information resources related to the study of digital libraries. As such, the Web site is segmented into three distinct but integrated sections: digital library collections, digital library resources and digital library Web sites. This paper presents an overview of those three sections, their development, and the organisational considerations associated with each of the sections. The paper concludes with a special emphasis on the design considerations for creating a searchable Web version of digital library Web sites.