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In this paper I will discuss definitions of hypermedia, multimedia and hypertext. Hypertext is the grouping of relevant information in the form of nodes. These nodes are then connected together through links. In the case of hypertext the nodes contain text or graphics. Multimedia is the combining of different media types for example sound, animation, text, graphics and video for the presentation of information by making use of computers. Hypermedia can be viewed as an extension of hypertext and multimedia. It is based on the concept of hypertext that uses nodes and links in the structuring of information in the system. In this case the nodes consist of all the different data types that are mentioned in the multimedia definition above. The ‘node‐and‐link’ concept is used in organisation of the information in hypermedia systems. The ‘book’ metaphor is an example of the way these systems are implemented. This concept is explained and a few advantages and disadvantages of making use of hypermedia systems are discussed. A new approach for the development of hypermedia systems, namely the knowledge‐based approach is now looked into. Joel Peing‐Ling Loo proposed this approach because he thought that it is the most effective way for handling this kind of technology. A semantic‐based hypermedia model is developed in this approach to formulate solutions for the restrictions in presenting information authoring, maintenance and retrieval. The knowledge‐based presentation of information includes the use of conventional data structures. These data structures make use of frames (objects), slots and the inheritance theory that is also used in expert systems. Relations develop between the different objects as these objects are included in the database. Relations can also exist between frames by means of attributes that belong to the frames.

This bibliography was originally compiled for the purpose of a Doctoral degree submitted to Loughborough University of Technology in March 1993. The information in this bibliography, which was started in the last quarter of 1989, was continuously updated by collecting data from all the important current journals and abstracting and indexing sources. It covers all of hypertext, including HyperCard and other hypertext/hypermedia systems which are being used for teaching and training. These systems are also used for conducting research in this field. Full efforts were made to cover all the publications such as periodical articles, conference papers/Proceedings, books and reports that were published until the first quarter of 1993.

In this paper we present a model‐based approach for the development of physical hypermedia applications, i.e. those mobile (Web) applications in which physical and digital objects are related and explored using the hypermedia paradigm. We describe an extension of the Object‐Oriented Hypermedia Design Method (OOHDM) and present an improvement of the popular Model‐View‐Controller (MVC) metaphor to incorporate the concept of located object we illustrate the idea with a framework implementation using Jakarta Struts. We first review the state of the art of this kind of software systems, stressing the need of a systematic design and implementation approach we briefly present a light extension to the OOHDM design approach, incorporating physical objects and “walkable” links. We next present a Web application framework for deploying physical hypermedia software and show an example of use. We evaluate our approach and finally we discuss some further work we are pursuing.

This paper describes the hypermedia authoring and annotation capability of the VTLS InfoStation. Such a capability offers library users services previously unavailable in a traditional library automation system. Hypermedia enables readers to travel from one document to another with ease. In effect, it automates the process of following references in an encyclopedia. It also supports collaboration among researchers, professors and students by allowing them to annotate within the context of a body of scholarly material. Furthermore, it helps users look up related items in a library more efficiently without having to search through an entire database.

The purpose of this study is to build on previous research in hypermedia by including an investigation of the relationships between navigation tools, path patterns and mental representations with traditional measures of navigation outcomes. We examined the effects of four different spatial layouts on three facets of hypermedia use, performance, path patterns and mental representation, during an information search task. Typically, such measures are evaluated independently. We have sought to reveal what types of information in a navigation tool might mediate links between these three aspects of hypermedia use. The performance measures indicated that providing certain types of spatial information does not enhance speed, accuracy or economy but does enhance recall of page titles. Reference is then made to an earlier analysis on the dataset of path patterns using Multidimensional Scaling (MDS) which indicated that users’ paths reflected the most prominent type of information provided in the navigation tool. The MDS configurations were then compared to the results of a distance‐like ratings task using correlation and regression methods. Only users given explicit spatial cues in the navigation tool exhibited ratings that reflected the paths they had actually taken. Although spatial information may not impact surface performance measures such as speed and economy, spatial information does play a role in influencing where users go and the development of their mental representations of the material in a hyper document.

Proposes how a global Hypermedia system could evolve from the “Hyper‐G” system, currently being developed at Graz University. Overviews the development of Internet from post‐war visionary speculation to present. Explains some limitations of the current architecture (World Wide Web, Gopher, WAIS). Presents in detail the architecture of a massively distributed hypermedia system. Explains how the proposed system would be much faster, overcoming such problems as documents being oriented by location rather than by subject. Suggests possible applications.

Since publication of an earlier hypertext/hyper‐media bibliography in Library Hi Tech Bibliography, two trends have experienced accelerated growth. The first is the explosion of hypermedia and hypermedia tools in both quantity and quality. Movies, pictures, and sound are now commonly linked with hypertext in ever‐more complex presentations. This trend will continue as costs begin to decrease.

We live in an age in which decisions made about information access today will have a profound impact on the libraries and librarians of tomorrow. Emerging new developments in information and communication technologies are already affecting the ways we organize work, seek information and develop innovations. Emerging hypertext and hypermedia systems promise to further support new levels of human creativity through explicitly linking related facts and ideas. Project development, too, requires the evolution of new working relationships between librarians, programmers and other team members. Such changes can best occur in the context of nontraditional organizational structures which nurture human creativity and innovativeness among its members.

Learning to teach in ways that are academically, linguistically and culturally responsive to diverse learners in today’s schools is a complex and challenging endeavor for novice and experienced teachers. In recent years, educators in schools and universities have been collaborating to create more powerful ways for prospective and practicing teachers to explore and develop what some call “best practice” in teaching and learning (Zemelman, Daniels & Hyde, 1993, 1998). Meanwhile, the advent of new technologies has provided exciting opportunities to invent innovative ways to document, explore and enhance our understanding of teaching as a professional practice. Many educators have written about the rich potential of hypermedia to document the everyday work in which teachers engage – curriculum development, planning, teaching, assessment and reflection – in ways that preserve the highly contextualized and situated nature of teaching practice (Lacey & Merseth, 1993; Lampert & Ball, 1998; Spiro & Jehng, 1990). Video clips of classroom teaching and artifacts associated with it (e.g. student work, the teacher’s reflections, planning documents, district curriculum) can be accessed by computer in flexible, non-linear ways. Moreover, the use of hypermedia materials affords opportunities for novice and experienced teachers to engage together in taking an inquiring stance to investigate practice and to generate new understandings and insights that can inform future practices (Lampert & Ball, 1999). Lacey and Merseth (1993) argued that hypermedia is a curricular innovation that addresses “three currently held beliefs about teaching and learning to teach: namely, that teaching is complex and context-dependent; that engaging in the construction of knowledge about teaching is a powerful way to learn it; and that learning to teach can be greatly enhanced by participation in a community of inquiry” (p. 547).