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The concept of a single, ‘authoritative text’ for literary works has been recognised for some years as unrealistic, and their polytextual nature accepted as a more authentic basis for the study of imaginative literature. At the same time, presentation of scholarly editions in the traditional paper medium continues to privilege one particular text (the ‘copy‐text’), relegating others to subordinate, fragmentary status as footnoted variants. There is, therefore, an inevitable conflict — perceived or not — between the conceptualisation of literary texts and the documentary form they currently take. Hypertext is thus proposed as an alternative medium for the publication and study of scholarly texts, which would provide a more helpful, flexible, and dynamic environment for the advanced study of imaginative literature. The proposition is illustrated by examples from a small‐scale experimental system, based on a seventeenth‐century collection of poetry, and using the Guide hypertext software.

It seems that the Internet boom, which started at the end of the 1990s and finished with the spectacular collapse of the so-called dotcoms, is probably over. We are currently enjoying a period of fast and stable growth. This is manifested by the growing number of both Internet users and companies which – to an ever-increasing extent – use the Internet as a form of communication (both internal and external), promotion, sales etc. Expenditures on Internet advertising are growing continuously and now constitute more than 25% of all advertising expenditure. A natural consequence of this development is the need for the standardisation and organisation of the world of the Internet. These activities will result in a greater awareness of the benefits which this medium provides, increasing the possibilities of its use, and – most importantly – the opportunity to evaluate the return on investments made on the Internet. Nowadays, it is clear that many companies are striving to increase the quality of their activities on the Internet or to improve the effectiveness of such activities. As a consequence, the number of companies that look for indices which would enable the making of more precise and effective decisions in the scope of online operations is growing.

This chapter is dedicated to the phenomenon of the increasing role of the Internet in business, including the scale of its use by Polish and international companies. We present the most commonly used measures of marketing activities on the Internet and in social media. This group includes the indices which make it possible to determine whether a company actually needs a website. Other measures allow for the improvement in the effectiveness of the activity on the Internet, whereas others specify the costs of activities on the Internet and often serve as the basis for settlements between a company and advertising agencies or companies specialising in website design. It is worth emphasising that the Paid, Earned, Shared, Owned (PESO) model, worked out by Don Bartholomew,¹ is the basis for creation and description of indices concerning social media. This model has gained certain popularity in the social media industry. It does not, however, specify how individual indices should be named and calculated. It maps already existing indices and adapts them to specific levels of marketing communication measurement. All the measures indicated by the author of the model have been grouped into five major areas: exposure, engagement, brand awareness, action and recommendations. This model– similarly to all models of performance measurement – inspired by the sales funnel concept, adjusts certain standard indices and proposals of measurements for specific levels. Additionally, the measures are divided into four types, depending on who the owner of the content is: Paid (P) – refers to all forms of paid content; Owned (O) – all websites and web properties controlled by a company or brand; Earned (E) – the contents about a given brand created spontaneously by Internet users; and Shared (S) – the contents shared by Internet users.

This paper aims to present the schematic for building a multimedia information visualization system and digital archive which takes advantage of a wider spectrum of media elements (images, sound, datasets) and interactivity with regards to research level historical body of knowledge.

The methodology for this interactive multimedia visualized system was based on create a digital environment to explore larger bodies of research that expand on simple text‐based Information Retrieval Database systems. Through photos, videos, interactive maps, digital audio interviews, primary documents and narrative structures the system presents new methodologies for building digital libraries. The “educational” objective of this project was to present a stylistically elegant yet intellectually robust interactive multimedia information system for academic libraries.

Building new online digital libraries must involve robust interactivity to take advantage of the computer's intrinsic specificity and the wider set of choices open to the human perceptual apparatus. Instead of text‐based navigation systems, a more creative set of visual “tools” should be explored for digital libraries including interactivity and cognitive cartographies. Key here are the terms “visual metaphor” and innovatively structuring visually intuitive “narratives” into non‐linear dynamic but humanly usable information systems.

In expanding the range of “allowable” “historical archival media” (audio, video, images, datasets, databases) in digital libraries and keeping research level academic integrity, future questions regard what this means for historiography, information construction, and questions surrounding epistemology and “archives” of the future.

Technically, the successes in building this digital library information system solve the question of how to present a large robust amount of information indifferent rich media formats in an interesting and engaging manner. The project points to methodologies to present a research spectrum depth structure of textual material that can seamlessly be incorporated through wider spectrum of media elements: images, video, audio, music, datasets and interactivity.

This paper provides a methodology for marrying a textual body of academic research with a wider spectrum of media elements (sound, images, datasets, music) and incorporating them into a digital library through an innovative methodology. It will be valuable to anyone needing guidelines and specific algorithmic recipes and suggestions for building new millennia digital libraries which take advantage of a wider spectrum of media elements.

Purpose – The primary purpose of this chapter is to offer classroom teachers, administrators, and program specialists specific “big picture” strategies to support upper grade English learners in comprehending expository content-area texts that offer challenges not present in narrative or story-like texts.Design/methodology/approach – Two separate approaches for helping English learners to identify content topics, text structures, and key ideas that control text selections are described and modeled: the Advance Organizer and PLAN (Predict, Locate, Add, and Note).Findings – When learners engage in specific, step-by-step “big picture” processes to understand text structure, organization, and concepts/vocabulary (not relying simply on decoding, or sounding out words), they attain higher levels of comprehension and retention.Research limitations/implications – “Big picture” strategies are well-documented in research as having advantages for all learners who interact with expository text structures – but are especially effective for English learners who may struggle with unfamiliar text structures and higher levels of academic and technical content-area vocabulary.Practical implications – Specific directions for (and advantages of) implementing two big picture strategies that are adaptable to a wide range of grade levels and content-area topics are presented. Teachers can easily modify the strategies in flexible ways to personalize the use of these strategies for English learners in any content-area context.Originality/value of chapter – With step-by-step directions, templates, and examples of content-area texts to guide them, teachers can easily utilize these strategies with English learners using a whole class, small-group, or one-to-one intervention approach.

Play and playful literacies shape essential spaces for belonging, connection, transformation and joy: from embodied immersions into fantasy worlds, to the creation of interest-led groups overflowing with varied knowledges and identities, and the disruption of societal hierarchies through roleplayed restorying. Yet, theorizations delineating playful possibilities – while plentiful and varied – are often rigidly constructed in relation to neoliberally/biopolitically motivated notions of value, use and productivity. Imbued with forms of modern power, play’s full flourishing has been regulated and quelled, particularly within the realm of education. This study, a literature review, seeks to defy this fatuous notion of a frivolous play.

Drawing from research within the fields of literacy and educational studies, the author centers playful methods commonly trivialized in contemporary discourse, including in global out-of-school spaces (e.g. gaming clubs, improvisational theater groups), with popular culture texts (e.g. picture books, digital fanfiction) and for older youth and adults.

This exploration of play’s potential across lifespans, formal/informal learning ecologies and worldwide contexts foregrounds its intrinsic nature and essential entwining with socio-culturally/materially mediated forms of knowledge and communication.

With a unique focus on the playful literacies emerging across ages, spaces and places, this review advocates a turn toward the imaginative, messy, uncontrollable worlds of play in future research and practice.

Students in flipped classrooms are challenged to orchestrate an increasingly heterogeneous collection of learning objects, including audiovisual materials as well as traditional learning objects, such as textbooks and syllabi. This study aims to examine students' information practices interacting with and synthesizing across learning objects, technologies and people in flipped classrooms.

This grounded theory study explores the information practices of 12 undergraduate engineering students as they learned in two flipped classrooms. An artifact walkthrough was used to elicit descriptions of how students conceptualize and work around interoperability problems between the diverse and distributed learning objects by weaving them together into information tapestries.

Students maintained a notebook as an information tapestry, weaving fragmented information snippets from the available learning objects, including, but not limited to, instructional videos and textbooks. Students also connected with peers on Facebook, a back-channel that allowed them to sidestep the academic honesty policy of the course discussion forum, when collaborating on homework assignments.

The importance of the interoperability of tools with elements of students' information space and the significance of designing for existing information practices are two outcomes of the grounded theory approach. Design implications for educational technology including the weaving of mixed media and the establishment of spaces for student-to-student interaction are also discussed.

In this article the author discovers a most economic method of velocity calculation of ocean currents with the help of salinity measurements at different depths instead of density measurements‐method that has been followed by the midshipmen and marine research fellows. He also presents all possible applications of ocean currents in the development of navigation, navy, power and energy‐production, oceanography, meteorology, food and medicine‐supplies. The application of ocean current dynamics on ecological life is elaborated in the case of different kinds of fish and amphibian life. The ethico‐scientific implications of these case studies are based on the knowledge of harmonious interactions that exist between the inanimate natural world (ocean currents), the animate natural world (amphibian life) and the human world.

WE have now to regard Indexing from quite another standpoint. Hitherto we have been assuming it to be undertaken from a co‐operative point of view, as in the case of Poole's Index and also in that of the Review of Reviews. In special work, the greater the magnitude of the task, as in the instance of Science as a whole, and any large divisions of Science, the more likely is co‐operative effort to be required, but speaking generally special indexes are largely the result of individual effort. It is here that that discrepancy in execution, allusion to which has been made earlier, becomes so manifest. It is my principal object to show how these contradictory methods, the natural result of several minds working on no fixed or settled plan, may be avoided. No space, therefore, will be wasted on detailing these inconsistencies, for the reader's and student's interests will be better served by the more positive method of pointing out how to index on a fixed and settled system. As in the previous section practical illustrations will appear later on to demonstrate this.

The purpose of this paper is to investigate the use of information resources in the research papers of the graduate students in Library and Information Science (LIS) at Kuwait University.

The methodology chosen for this paper is the bibliometric method by way of citation count of the references found in the literature review papers of LIS graduate students at Kuwait University by identifying the preferred form of publications, retrieval method, time span, subject distribution, and the most cited journals.

It is shown that the majority of students used journal articles, web pages, and books as the most preferred form of resources. Their preferred method of retrieval was the printed format. Time span of the most used citations is from three to ten years. They mostly used traditional library journals such as Bulletin of MLA, Library Review, The Electronic Library, Library Management, and College and Research Libraries.

The quantity and quality of citations were reviewed and approved by the student advisor, and the sample was drawn from a population of 74 papers based on the availability of original papers.

The findings in this paper provide important insights for the academic library administration to take appropriate measures to achieve a higher level of awareness and skill by the users.