INLS 520 - Schedule and readings
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Table of Contents
- About this schedule
- To-do list
- Jan 12 (M) Session 1: What is this class going to be like? (Sessions left after today: 27)
- Jan 14 (W) Session 2: What are we doing and to/with what are we doing it? (Sessions left after today: 26)
- Objectives
- Distinguish between information and documents embodying information.
- Name the core tasks of all information organization.
- Explain why it is necessary to define and discuss information and documents separately in the context of information organization.
- Name issues that complicate the task of organizing information and explain why the issues are problematic.
- To do before class:
- To do after this class:
- Objectives
- Jan 19 (M) Session : MLKJr Holiday - No class (Sessions left after today: 26)
- Jan 21 (W) Session 3: Why do we organize information and how do we know if it is working? (Sessions left after today: 25)
- Jan 26 (M) Session 4: How can we think about organizing information in an organized way? (Sessions left after today: 24)
- Jan 28 (W) Session 5: How do we specify how to organize information? Bibliographic languages (Sessions left after today: 23)
- Objectives
- Distinguish between creating a description and creating a surrogate.
- Describe why it is important to recognize the different roles played by descriptions and surrogates.
- Identify the bibliographic language functions of a given metadata standard. In other words, when you run across a new standard, you should be able to determine whether it functions as a vocabulary, specification of semantics alone, specification of semantics and syntax, etc.
- To do before class:
- Objectives
- Feb 2 (M) Session 6: How do we represent information so we can organize it?: Principles of description (Sessions left after today: 22)
- Objective
- To do before class:
- Svenonius, Chapter 5
- pp. 141–155 of Jacob, Elin K. & Shaw, Deborah. (1998) "Sociocognitive Perspectives on Representation." Annual Review of Information Science and Technology 33. (Black bar on left side indicates sections to read closely.)
- Tauberer, Joshua. What is RDF? (Resource Description Framework)
- Submit a reading response on the Svenonius and Jacob/Shaw reading.
- Explain in natural language what the following RDF expresses. Put this in the same email as your reading response.
- To do after this class:
- Feb 4 (W) Session 7: How do we bring like information together? Work languages (Sessions left after today: 21)
- Feb 9 (M) Session 8: How do we distinguish similar information? Document languages (Sessions left after today: 20)
- Objectives
- To do before class:
- Svenonius, Chapter 7
- Dunsire, Gordon. (2007) "Distinguishing content from carrier: the RDA/ONIX framework for resource categorization." D-Lib Magazine 12(1/2): n.p. Click here for reading notes.
- OPTIONAL: READ Veltman, Kim H.. (2000) "Content, form and expression in electronic media." In Musica Scienza 2000, p. 1-9. (Click here for reading notes.)
- Submit a reading response
- Feb 11 (W) Session 9: How do we speak a bibliographic language intelligibly? Metadata, or an unstandardized host of standards (Sessions left after today: 19)
- Feb 16 (M) Session 10: How do we speak a bibliographic language intelligibly? Metadata nuts and bolts (Sessions left after today: 18)
- Feb 18 (W) Session 11: How do we transmit a bibliographic language intelligibly? Encoding standards (Sessions left after today: 17)
- Feb 23 (M) Session 12: How do we think (about subjects)? Concepts and categories (Sessions left after today: 16)
- Objectives
- To do before class:
- Huggett, M.; Hoos, H. & Rensink, R. Cognitive Principles for Information Management: the Principles of Mnemonic Associative Knowledge (P-Mak) Minds and Machines, 2007, 17, 445-485. Read the parts marked with a blue line down the side. Exactly how the authors propose implementing the system is of less importance than a) what the features/capabilities of the system should be, and b) why they should be that way.
- Categories and concepts crash course
- Submit a reading response
- To do after this class:
- Feb 25 (W) Session 13: How do we know what the subject of information is? Subject analysis (Sessions left after today: 15)
- Objectives
- To do before class:
- Hjørland, Birger.(2001) "Towards a Theory of Aboutness, Subject, Topicality, Theme, Domain, Field, Content … And Relevance." Journal of the American Society for Information Science and Technology 52(9): 774-778.
- Layne, Sara Shatford. (1994) "Some issues in the indexing of images." Journal of the American Society for Information Science 45(8): 583-588
- Submit a reading response
- Mar 2 (M) Session 14: What kinds of subject languages and semantic relationships are there? (Sessions left after today: 14)
- Objectives
- To do before class:
- FIRST: Sections 1-4 of Zeng, Marcia Lei. 2005. Construction of Controlled Vocabularies, A Primer (based on Z39.19).
- THEN: Leise, Fred, Karl Fast, and Mike Steckel. "What is a Controlled Vocabulary?" Boxes and Arrows. 2002/12/16
- THEN: Svenonius, Ch. 9 (click on this heading for a list of sections to read)
- Look at: Taxonomy of Subject Relationships
- For your reference: Leise, Fred, Karl Fast, and Mike Steckel. Controlled vocabularies: A Glosso-Thesaurus. Boxes and Arrows. 2003/10/27.
- Submit a reading response
- To do after this class:
- Mar 4 (W) Session 15: How do we name subjects? Alphabetic-subject languages. Controlled vocabulary (Sessions left after today: 13)
- Objectives
- To do before class:
- Svenonius, Ch. 8
- Bailey, Penny. (2007) "Always start with structure." Library + information gazette, 19 October–1 November.p. 9.
- Finish reading: Zeng, Marcia Lei. 2005. Construction of Controlled Vocabularies, A Primer (based on Z39.19).
- FOR REFERENCE, LOOK AT: ANSI/NISO Z39.19-2005 Guidelines for the construction, format, and management of monolingual controlled vocabularies. If you are confused by anything in Zeng, this document goes into more depth and gives many more examples that clarify things.
- TOOLS: Thesauri can be constructed with ThManager or Protege 4 with SKOS Editor plugin
- Submit a reading response
- Mar 9 (M) Session : Spring Break - No class (Sessions left after today: 13)
- Mar 11 (W) Session : Spring Break - No class (Sessions left after today: 13)
- Mar 16 (M) Session 16:How do we name subjects? Alphabetic-subject languages. Controlled vocabulary (Sessions left after today: 12)
- Mar 18 (W) Session 17: How do we structure subjects? Classificatory subject languages (Sessions left after today: 11)
- Objectives
- To do before class:
- Kwasnik, Barbara H.. (1999) "The role of classification in knowledge representation and discovery." Library Trends 48(1): 22-47. pdf - nice layout, but text hard to read - pdf - web-page layout, clearer text
- Hunter, Eric. Classificaton made simple. Chapters 2 and 3.
- OPTIONAL William Denton, "How to make a faceted classification and put it on the web" - Read through section 2.5 for more examples of aspects of faceted classification. If you are creating a faceted classification scheme, you will want to read the rest while working on your scheme. Suffers from some link-rot, but is a good step-by-step tutorial. Related podcasts he mentions now begin here. (I have not listened to them, and so cannot vouch for their quality)
- Submit a reading response
- Mar 23 (M) Session 18: How do we structure subjects? Classificatory subject languages (Sessions left after today: 10)
- Mar 25 (W) Session 19: Tying up loose ends of classification, looking toward knowledge representation (Sessions left after today: 9)
- Mar 30 (M) Session 20: How can knowledge be represented and organized? (Sessions left after today: 8)
- Objectives
- To do before class:
- Let Semantics Bring Sophistication to Your Applications Skip "Putting It All Together" if Java makes no sense to you.
- Fonseca, Frederico. (2007) "The double role of ontologies in information science research." Journal of the American Society for Information Science and Technology 58(6): 786-793.
- For reference: Resources on ontology construction/editing/viewing
- OPTIONAL BACKGROUND on KR: Davis, Randall; Shrobe, Howard & Szolovits. (1993) "What is a Knowledge Representation?." AI Magazine 14(1): 17-33.
- OPTIONAL BACKGROUND on Web Ontologies: OWL Web Ontology Language Use Cases and Requirements (and the other five W3C OWL documents)
- Submit a reading response
- Apr 1 (W) Session 21: How can knowledge be represented and organized? (Sessions left after today: 7)
- Objectives
- To do before class:
- Gruber, Thomas R.. (1995) "Toward principles for the design of ontologies used for knowledge sharing?." International Journal of Human-Computer Studies 43(5-6): 907-928. Concentrate on: Section 2 (the classic definition of ontologies in IS), Section 3 (Design criteria for ontologies), Section 4.3, 4.3.1 (Case study of ontology for sharing bibliographic data). Skip the code if you can't make heads or tails of it.
- Sharman, Raj; Kishore, Rajiv & Ramesh, Ram. (2004) "Computational ontologies and information systems II: formal specification." The Communications of the Association for Information Systems 14: 1-25. Article 9 (web - pdf) Concentrate on sections 2 and 3.
- Submit a reading response
- Apr 6 (M) Session 22: Can we make the Web smart? Semantic Web (Sessions left after today: 6)
- Objectives
- To do before class:
- Berners-Lee, Tim; Hendler, James & Lassila, Ora. (2001) "The Semantic Web: A new form of Web content that is meaningful to computers will unleash a revolution of new possibilities." Scientific American : 1-6. web - pdf
- Shadbolt, Nigel; Hall, Wendy & Berners-Lee, Tim. (2006) "The Semantic Web Revisited." IEEE Intelligent Systems : 96-101.
- Explore site: linkeddata.org
- OPTIONAL: A doubter's (amusing) view of The Semantic Web: Marshall, Catherine C. (2004) Taking a stand on the Semantic Web.
- Submit a reading response
- To do after class:
- Apr 8 (W) Session 23: How can information be organized automatically? (Sessions left after today: 5)
- Objectives
- To do before class:
- Dumais, Susan. (2003) "Data-driven approaches to information access." Cognitive science 27: 491-524. Do not spend too much time trying to understand all of the details of the statistical processes described in this paper. Focus on the main steps given for each technique and the sections on applications of the techniques.
- Read abstracts and summaries listed on the Natural language resources page at AITopics. This is to give to a sense of the range of work being done in this field that is closely related to our interests in LIS.
- Submit a reading response
- To do after class:
- Apr 13 (M) Session 24: How do working groups organize information? (Sessions left after today: 4)
- Apr 15 (W) Session 25: I CAN HAZ ORDER? Organizing information on the web (Sessions left after today: 3)
- Apr 20 (M) Session 26: How do you organize information? Personal information management (Sessions left after today: 2)
- Objectives
- To do before class:
- Jones, William P. (2007) "Personal information management." 41(1): 453-504. In Cronin, Blaise (ed.) Annual Review of Information Science and Technology. – Clear and easy reading, with over 10 pages of notes and references. Read at least the parts marked with a red bar in the margin.
- Think about your own personal information management strategies and be ready to discuss them in class in terms of what you read in the article.
- Submit a reading response
- Apr 22 (W) Session 27: Presentations (Sessions left after today: 1)
- Apr 27 (M) Session 28: Presentations (Sessions left after today: 0)
- May 7 (no class) All components of course project are completed for final grading
About this schedule
What is here?
- Objective(s) for each session
- List of tasks to prepare you for each session (readings, reading responses, etc.)
- List of tasks you are ready to begin after each session
- Links to slides or other materials shown/used in each session
- Link to the section of the course wiki "Useful Resources" page relevant to each session
- Link to the course to-do list: a list of all the things you need to do for this class, by due date/deadline.
To-do list
- Supposedly I can easily export all your course tasks and their due dates in iCal format. That will go here in the next couple of days.
- Also there will be a simple list of tasks in chronological order, with due dates, in case you want to keep it and cross stuff off. It will be like this, except up-to-date and prettier.
Jan 12 (M) Session 1: What is this class going to be like? (Sessions left after today: 27)
Objectives
Orient students to the class
Course overview in a nutshell case: recipe collection
To do before class:
TODO Order your textbook
TODO Complete "Pre-course admin" tasks
To do after this class:
PROJECT Choose project partner (not evaluated)
PROJECT Create a wiki home page for your project (not evaluated)
PROJECT Create a section/page on the wiki defining/describing your document type for the project 520project
Jan 14 (W) Session 2: What are we doing and to/with what are we doing it? (Sessions left after today: 26)
Objectives
Distinguish between information and documents embodying information.
Name the core tasks of all information organization.
Explain why it is necessary to define and discuss information and documents separately in the context of information organization.
Name issues that complicate the task of organizing information and explain why the issues are problematic.
To do before class:
READ Svenonius, Chapter 1 readings
READ Buckland, Michael K. (1997) "What Is a ''document''?." Journal of the American Society for Information Science 48(9): 804-809. readings
RESPOND Submit a Reading response reading_responses
To do after this class:
PROJECT Put together a collection of documents 520project
Jan 19 (M) Session : MLKJr Holiday - No class (Sessions left after today: 26)
Jan 21 (W) Session 3: Why do we organize information and how do we know if it is working? (Sessions left after today: 25)
Objectives
Give examples of the user needs supported by the five objectives of a fully featured information organization system.
Analyze and describe the value of each objective for a practical system in context, considering information type, who will use the system, and their needs.
To do before class:
READ Svenonius, Chapter 2 readings
READ Weinberger, David. (2007) "Everything is miscellaneous: the power of the new digital disorder." New York: Holt. Chapter 1: The new order of order. (in pdf) readings
RESPOND Submit a reading response reading_responses
Jan 26 (M) Session 4: How can we think about organizing information in an organized way? (Sessions left after today: 24)
Objectives
Identify a domain's important entities, attributes, and relationships in the context of a specific use
To do before class:
READ Svenonius, Chapter 3 readings
READ (OPTIONAL) If you are not familiar with the concepts of entities, attributes, and relationships, read about them on Wikipedia.
READ Choose your own adventure reading assignment readings
- The next project component is to develop a draft of an informal conceptual model of your document type/topical area.
- With this in mind, pick one of the following topics to explore in more depth. Read the item(s) listed for that topic.
- Functional requirements for Bibliographic Records (FRBR) and Authority Data (FRAD)
- An entity relationship model of the bibliographic universe. Not limited to books—can be applied or modified to apply to many document types. Especially recommended if you are interested in libraries. This model is driving changes in the way library information will be organized, displayed, searched, and browsed.
- Look over the diagrams, tables, and some definitions in the reports below. No need to read them closely; just get an idea of what entities, attributes, and relationships get represented in these interconnected models.
- An entity relationship model of the bibliographic universe. Not limited to books—can be applied or modified to apply to many document types. Especially recommended if you are interested in libraries. This model is driving changes in the way library information will be organized, displayed, searched, and browsed.
- International Committee for Documentation (CIDOC) Conceptual Reference Model
- Object oriented semantic model expressing the logic and structure of heterogeneous cultural heritage information held by cultural institutions. Better fit for individual unique artifacts than FRBR.
- If you read in depth on another model, you may want to check out the CIDOC CRM property hierarchy (p. xxv–xxvii) for relationships that may inspire you in modeling your own collection.
- If interested in CIDOC, read p. i–xxi. Examine the CIDOC CRM property hierarchy (p. xxv–xxvii). Read p. 1 and some of the CIDOC CRM class declarations (p. 2–35). Read p. 36 and some of the CIDOC CRM property declarations (p. 36–76)
- Definition of the CIDOC conceptual reference model. (5.0) Crofts, Nick, Doerr, Martin, Gill, Tony, Stead, Stephen and Stiff, Matthew, eds., ICOM/CIDOC Documentation Standards Group, continued by the CIDOC CRM Special Interest Group, online (2008).
- (OPTIONAL) Doerr, Martin; Ore, Christian-Emil & Stead, Stephen. (2007) "The CIDOC conceptual reference model: a new standard for knowledge sharing, ER2007 tutorial." In Grundy, J.; Hartmann, S.; Laender, H.F. & Roddick, J.F. (ed.) 26th International Conference on Conceptual Modeling (ER 2007). Vol. 83: 51-56.
- Definition of the CIDOC conceptual reference model. (5.0) Crofts, Nick, Doerr, Martin, Gill, Tony, Stead, Stephen and Stiff, Matthew, eds., ICOM/CIDOC Documentation Standards Group, continued by the CIDOC CRM Special Interest Group, online (2008).
- Object oriented semantic model expressing the logic and structure of heterogeneous cultural heritage information held by cultural institutions. Better fit for individual unique artifacts than FRBR.
- indecs metadata framework
- Model representing e-commerce: "stuff," commercial transactions, and intellectual property rights. DOI and ONIX (publishing industry metadata standard) are based on indecs
- Model representing e-commerce: "stuff," commercial transactions, and intellectual property rights. DOI and ONIX (publishing industry metadata standard) are based on indecs
- Functional requirements for Bibliographic Records (FRBR) and Authority Data (FRAD)
- If you would like more examples of conceptual data models, see the following:
- C. Lagoze, J.Hunter, "The ABC Ontology and Model", (Version3), Journal of Digital Information, Special Issue - selected papers from Dublin Core 2001 Conference
- Gamper, Johann & Knapp, Judith. (2003) "A data model and its implementation for a web-based language learning system." In Proceedings of the 12th International World Wide Web Conference (WWW'03): 217-225. (model on p. 5)
- Repeated cross-national study data model diagram (For research data)
- Search Google Scholar for "conceptual data model"
- Gamper, Johann & Knapp, Judith. (2003) "A data model and its implementation for a web-based language learning system." In Proceedings of the 12th International World Wide Web Conference (WWW'03): 217-225. (model on p. 5)
RESPOND Submit a reading response reading_responses
To do after this class:
PROJECT Attempt a model of the documentary universe of your document type.
:520project:
Jan 28 (W) Session 5: How do we specify how to organize information? Bibliographic languages (Sessions left after today: 23)
Objectives
Distinguish between creating a description and creating a surrogate.
Describe why it is important to recognize the different roles played by descriptions and surrogates.
Identify the bibliographic language functions of a given metadata standard. In other words, when you run across a new standard, you should be able to determine whether it functions as a vocabulary, specification of semantics alone, specification of semantics and syntax, etc.
To do before class:
READ Svenonius, Chapter 4 readings
READ Gilliland, Anne J. (2008) "Setting the stage." In Baca, Murtha (ed.) Introduction to metadata, online edition, version 3.0. Los Angeles: Getty Research Institute.(html or pdf) readings
RESPOND Submit a reading response reading_responses
Feb 2 (M) Session 6: How do we represent information so we can organize it?: Principles of description (Sessions left after today: 22)
Objective
In a given context, define a sufficient and necessary set of descriptive data elements for a set of documents, using the five objectives (Chapter 2) and the other principles discussed in Chapter 5 in your evaluation.
Be able to translate a snippet of simple RDF into a natural language description
To do before class:
READ Svenonius, Chapter 5 readings
READ pp. 141–155 of Jacob, Elin K. & Shaw, Deborah. (1998) "Sociocognitive Perspectives on Representation." Annual Review of Information Science and Technology 33. (Black bar on left side indicates sections to read closely.)
READ Tauberer, Joshua. What is RDF? (Resource Description Framework) readings
RESPOND Submit a reading response on the Svenonius and Jacob/Shaw reading. reading_responses
RESPOND Explain in natural language what the following RDF expresses. Put this in the same email as your reading response.
<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:rec="http://www.infomuse.net/recipes/"> <rdf:Description rdf:about="http://www.food.com/pizza"> <rec:ingredient> <rdf:Description rdf:about="http://www.ingredients.org/onion" /> </rec:ingredient> <rec:ingredient> <rdf:Description rdf:about="http://www.ingredients.org/cheese" /> </rec:ingredient> </rdf:Description> <rdf:Description rdf:about="http://www.ingredients.org/onion"> <rec:quantity>1</rec:quantity> <rec:size>large</rec:size> <rec:prep>sliced</rec:prep> </rdf:Description> <rdf:Description rdf:about="http://www.ingredients.org/cheese"> <rec:quantity>1.5</rec:quantity> <rec:unit>cup</rec:unit> <rec:prep>grated</rec:prep> </rdf:Description> </rdf:RDF>
To do after this class:
PROJECT Application profile or schema 520project
Feb 4 (W) Session 7: How do we bring like information together? Work languages (Sessions left after today: 21)
Objectives
Identify work-level attributes
Recognize challenges in creating work-level description
To do before class:
READ Svenonius, Chapter 6 readings
READ Leise, Fred; Fast, Karl & Steckel, Mike. (2003) "Synonym rings and authority files." Boxes and arrows : n.p readings
RESPOND Submit a reading response reading_responses
Feb 9 (M) Session 8: How do we distinguish similar information? Document languages (Sessions left after today: 20)
Objectives
Explain the distinction between content and form/carrier.
Identify attributes describing documents/objects at the document level.
Recognize challenges in creating document-level description.
To do before class:
READ Svenonius, Chapter 7 readings
- Reading guide
READ Dunsire, Gordon. (2007) "Distinguishing content from carrier: the RDA/ONIX framework for resource categorization." D-Lib Magazine 12(1/2): n.p. Click here for reading notes.
- Focus on the following sections:
- The framework
- Beyond RDA and ONIX
- The framework
- For additional practical examples of the framework and how it might work in an information system, see the slides on pp. 7 and 8 in this 2008 presentation by Dunsire
OPTIONAL: READ Veltman, Kim H.. (2000) "Content, form and expression in electronic media." In Musica Scienza 2000, p. 1-9. (Click here for reading notes.)
- Notes:
- As this paper is by now quite old, its reports of "new technologies" are now outdated.
- Also, I argue with the author in my head about half of the time I'm reading the article.
- HOWEVER, I am giving this as an optional reading because I like: a) the presentation of ideas about the separation of information (content) and form; (b) the historical situation of the relationships among technologies, form, and content; and (c) the foregrounding of the tools used to create content that is then consumed, used, and of course, organized.
- On that last point, personal information management research has found that some users think of .doc files as only existing and available for manipulation through the interface of MS Word—no concept of copy/pasting the file in the computer's directory structure, opening the file in another tool, etc. All of these people's digital information is thus organized first based on what tool was used to create it or first access it: organization is by form, where form = tool.
- p. 7 - Consider the quote from Chiariglione in terms of objectives for an information system (or systems)
- p. 9 - 2nd paragraph of Sec. 7 - This idea is something I think about a lot, since I study personal information management: we must all do the work of "information professionals" for ourselves on top of our own work in order to get things done efficiently. Information work is labor. While some of it can and has been automated, usually the labor just gets shifted around.
RESPOND Submit a reading response reading_responses
Feb 11 (W) Session 9: How do we speak a bibliographic language intelligibly? Metadata, or an unstandardized host of standards (Sessions left after today: 19)
Objectives
Discuss difficulties in attaining information interoperability
Explain the role of metadata in achieving interoperability
Demonstrate when/why one would consult or create model mappings/crosswalks, application profiles, and metadata registries.
To do before class:
READ Choose your own path. See the wiki for details. readings
- Reading guide
RESPOND Submit a reading response reading_responses
Feb 16 (M) Session 10: How do we speak a bibliographic language intelligibly? Metadata nuts and bolts (Sessions left after today: 18)
Objectives
Interpret metadata schema
Describe
To do before class:
READ XML, etc. choose your own adventure See wiki for details readings
NO READING RESPONSE REQUIRED
Feb 18 (W) Session 11: How do we transmit a bibliographic language intelligibly? Encoding standards (Sessions left after today: 17)
To do before class:
Install and try using at least one of the software tools listed on the wiki.
Feb 23 (M) Session 12: How do we think (about subjects)? Concepts and categories (Sessions left after today: 16)
Objectives
To do before class:
READ Huggett, M.; Hoos, H. & Rensink, R. Cognitive Principles for Information Management: the Principles of Mnemonic Associative Knowledge (P-Mak) Minds and Machines, 2007, 17, 445-485. Read the parts marked with a blue line down the side. Exactly how the authors propose implementing the system is of less importance than a) what the features/capabilities of the system should be, and b) why they should be that way. readings
READ Categories and concepts crash course readings
RESPOND Submit a reading response reading_responses
To do after this class:
PROJECT Begin scouting for subject languages relevant to your document type (not evaluated)
Feb 25 (W) Session 13: How do we know what the subject of information is? Subject analysis (Sessions left after today: 15)
Objectives
- Understand different facets of subject and not-quite subject
- Domain analysis, warrant
- Determining the subject of a work
Mar 2 (M) Session 14: What kinds of subject languages and semantic relationships are there? (Sessions left after today: 14)
Objectives
To do before class:
READ FIRST: Sections 1-4 of Zeng, Marcia Lei. 2005. Construction of Controlled Vocabularies, A Primer (based on Z39.19). readings
READ THEN: Leise, Fred, Karl Fast, and Mike Steckel. "What is a Controlled Vocabulary?" Boxes and Arrows. 2002/12/16 readings
READ THEN: Svenonius, Ch. 9 (click on this heading for a list of sections to read) readings
You have already read about many of the ideas in this chapter in the other readings. Please read the sections below:
- Methods of Semantic Disambiguation, p. 148 – Automation, p. 155
- Definition of equivalence, p. 158 – Automation, p. 159–160
- Related terms–Lack of rigor, p. 161 – Automation, p. 162
Look at: Taxonomy of Subject Relationships
For your reference: Leise, Fred, Karl Fast, and Mike Steckel. Controlled vocabularies: A Glosso-Thesaurus. Boxes and Arrows. 2003/10/27.
RESPOND Submit a reading response reading_responses
To do after this class:
PROJECT Identify terms, concepts, and semantic relationships 520project
Mar 4 (W) Session 15: How do we name subjects? Alphabetic-subject languages. Controlled vocabulary (Sessions left after today: 13)
Objectives
To do before class:
READ Svenonius, Ch. 8 readings
READ Bailey, Penny. (2007) "Always start with structure." Library + information gazette, 19 October–1 November.p. 9. readings
READ Finish reading: Zeng, Marcia Lei. 2005. Construction of Controlled Vocabularies, A Primer (based on Z39.19). readings
FOR REFERENCE, LOOK AT: ANSI/NISO Z39.19-2005 Guidelines for the construction, format, and management of monolingual controlled vocabularies. If you are confused by anything in Zeng, this document goes into more depth and gives many more examples that clarify things.
TOOLS: Thesauri can be constructed with ThManager or Protege 4 with SKOS Editor plugin
RESPOND Submit a reading response reading_responses
Mar 9 (M) Session : Spring Break - No class (Sessions left after today: 13)
Mar 11 (W) Session : Spring Break - No class (Sessions left after today: 13)
Mar 16 (M) Session 16:How do we name subjects? Alphabetic-subject languages. Controlled vocabulary (Sessions left after today: 12)
Objectives
To do before class:
READ See wiki page for details readings
RESPOND Submit a reading response reading_responses
To do after this class:
PROJECT Thesaurus construction 520project
Mar 18 (W) Session 17: How do we structure subjects? Classificatory subject languages (Sessions left after today: 11)
Objectives
Identify the main kinds of classificatory structures: hierarchies, trees, paradigms, and faceted schemes.
Discuss the uses of classification schemes.
To do before class:
READ Kwasnik, Barbara H.. (1999) "The role of classification in knowledge representation and discovery." Library Trends 48(1): 22-47. pdf - nice layout, but text hard to read - pdf - web-page layout, clearer text readings
OPTIONAL William Denton, "How to make a faceted classification and put it on the web" - Read through section 2.5 for more examples of aspects of faceted classification. If you are creating a faceted classification scheme, you will want to read the rest while working on your scheme. Suffers from some link-rot, but is a good step-by-step tutorial. Related podcasts he mentions now begin here. (I have not listened to them, and so cannot vouch for their quality)
RESPOND Submit a reading response reading_responses
Mar 23 (M) Session 18: How do we structure subjects? Classificatory subject languages (Sessions left after today: 10)
Objectives
Describe the types of classificatory notation
Discuss the purpose of subject language syntax (citation order)
Analyze classifications in terms what they say about what they organize, and what they leave unsaid
Build a small faceted classification scheme
To do before class:
READ Svenonius, Chapter 10
READ Star, Susan Leigh & Bowker, Geoffrey C. (2007) "Enacting silence: residual categories as a challenge for ethics, information systems, and communication." Ethics and information technology 9(4): 273-280. (pdf link) readings
RESPOND Submit a reading response reading_responses
Mar 25 (W) Session 19: Tying up loose ends of classification, looking toward knowledge representation (Sessions left after today: 9)
To do before class: Nothing. You'll thank yourself for getting a head start on next week's readings, though.
Mar 30 (M) Session 20: How can knowledge be represented and organized? (Sessions left after today: 8)
Objectives
Describe the goal of knowledge representation and some of its applications
Contrast the requirements of representing knowledge for human use, versus for machine use
Explain what an ontology is and some ways in which ontologies are used
To do before class:
READ Let Semantics Bring Sophistication to Your Applications Skip "Putting It All Together" if Java makes no sense to you. readings
For reference: Resources on ontology construction/editing/viewing
OPTIONAL BACKGROUND on KR: Davis, Randall; Shrobe, Howard & Szolovits. (1993) "What is a Knowledge Representation?." AI Magazine 14(1): 17-33.
OPTIONAL BACKGROUND on Web Ontologies: OWL Web Ontology Language Use Cases and Requirements (and the other five W3C OWL documents)
RESPOND Submit a reading response reading_responses
Apr 1 (W) Session 21: How can knowledge be represented and organized? (Sessions left after today: 7)
Objectives
Identify and describe the basic components of an ontology
Describe the different types of ontologies: upper (or top-level), domain, and application
Build a small, simple ontology
To do before class:
READ Gruber, Thomas R.. (1995) "Toward principles for the design of ontologies used for knowledge sharing?." International Journal of Human-Computer Studies 43(5-6): 907-928. Concentrate on: Section 2 (the classic definition of ontologies in IS), Section 3 (Design criteria for ontologies), Section 4.3, 4.3.1 (Case study of ontology for sharing bibliographic data). Skip the code if you can't make heads or tails of it.
READ Sharman, Raj; Kishore, Rajiv & Ramesh, Ram. (2004) "Computational ontologies and information systems II: formal specification." The Communications of the Association for Information Systems 14: 1-25. Article 9 (web - pdf) Concentrate on sections 2 and 3.
RESPOND Submit a reading response reading_responses
Apr 6 (M) Session 22: Can we make the Web smart? Semantic Web (Sessions left after today: 6)
Objectives
Describe the Semantic Web vision
Explain how information organization techniques play a role in the construction of the Semantic Web
To do before class:
READ Berners-Lee, Tim; Hendler, James & Lassila, Ora. (2001) "The Semantic Web: A new form of Web content that is meaningful to computers will unleash a revolution of new possibilities." Scientific American : 1-6. web - pdf readings
READ Shadbolt, Nigel; Hall, Wendy & Berners-Lee, Tim. (2006) "The Semantic Web Revisited." IEEE Intelligent Systems : 96-101. readings
READ Explore site: linkeddata.org
OPTIONAL: A doubter's (amusing) view of The Semantic Web: Marshall, Catherine C. (2004) Taking a stand on the Semantic Web.
RESPOND Submit a reading response reading_responses
Apr 8 (W) Session 23: How can information be organized automatically? (Sessions left after today: 5)
Objectives
Name some automated information organization techniques
Describe how some automated techniques could be applied to information organization tasks we have discussed this semester.
To do before class:
READ Dumais, Susan. (2003) "Data-driven approaches to information access." Cognitive science 27: 491-524. Do not spend too much time trying to understand all of the details of the statistical processes described in this paper. Focus on the main steps given for each technique and the sections on applications of the techniques.
READ Read abstracts and summaries listed on the Natural language resources page at AITopics. This is to give to a sense of the range of work being done in this field that is closely related to our interests in LIS.
RESPOND Submit a reading response reading_responses
Apr 13 (M) Session 24: How do working groups organize information? (Sessions left after today: 4)
Objectives
The organization of information and its resultant artifacts play roles in groups beyond providing efficient retrieval. Discuss some of these other roles.
Describe some of the implications of the above on the design of information systems for organizations
Apr 15 (W) Session 25: I CAN HAZ ORDER? Organizing information on the web (Sessions left after today: 3)
Objectives
To do before class:
READ Guy, Marieke & Tonkin, Emma. (2006) "Folksonomies: Tidying up tags? ." D-Lib Magazine 12(1) readings
RESPOND Submit a reading response reading_responses
Apr 20 (M) Session 26: How do you organize information? Personal information management (Sessions left after today: 2)
Objectives
To do before class:
READ Jones, William P. (2007) "Personal information management." 41(1): 453-504. In Cronin, Blaise (ed.) Annual Review of Information Science and Technology. – Clear and easy reading, with over 10 pages of notes and references. Read at least the parts marked with a red bar in the margin. readings
TODO Think about your own personal information management strategies and be ready to discuss them in class in terms of what you read in the article.
RESPOND Submit a reading response reading_responses
Apr 22 (W) Session 27: Presentations (Sessions left after today: 1)
Apr 27 (M) Session 28: Presentations (Sessions left after today: 0)
May 7 (no class) All components of course project are completed for final grading
Date: Last updated: 04/14/2009 at 22:10.
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