Final Muddiest Point, Week 15

I work at a local museum here in Pittsburgh, and currently, there is a lot of talk about using tools such as wikis for sharing information like lesson plans, materials for certain classes and workshops, etc.  I had a discussion with my supervisor about tools like Google Docs, and possibly using this sort of thing for sharing information and storing lesson information.  Long story short, the tech team informed everyone that cloud computing is not secure enough to use for the entire group...my question is...is this really the case?  If so, then why do entire school districts use programs such as Google Docs and gmail if security risks are so high?

Thanks for a great semester...I hope you all have a restful break!

-rachel

Assignment 6: website

Hello, everyone!

Here's the URL for my website.  :)

http://www.pitt.edu/~rcn8/index.htm

-Rachel

Unit 12 comments :)

Hello! Here are a couple of my comments on others' blogs for unit 12:

http://jonas4444.blogspot.com/2010/11/week-12-reading-notes.html?showComment=1290820729073#c358592519951862014

http://kel2600.blogspot.com/2010/11/reading-notes-november-22-2010.html?showComment=1290821409318#c3782035862619949315

Unit 12: Social Software

Hello everyone! I've already completed my 10 reading note posts, but I'd like to continue posting for this week...I find this makes the readings easier to process, and I'm interested in hearing my classmates' thoughts on this particular topic especially.  :)

Some thoughts...

  Using a Wiki to manage library instruction

• wikis allow for great collaboration--users can upload information, share information with others using the wiki, edit the wiki as one would a word processing document, and etc.
• wikis for library instruction specifically, are great for:  collaborating on certain projects and handouts, sharing knowledge, and making sure the workload is split evenly among colleagues.
• efficient and conducive to highly collaborative digital work, wikis are a wonderful tool for sharing information and brainstorming ideas.
• i've used wikis for many different class projects and at work, and now I am helping students at the school where I'm student teaching learn how to use wikis.  They are so user-friendly and can be very accessible to a wide range of patrons with different information and learning needs.
• I really enjoy using a wiki to collaborate, but I have heard librarians often talk about how wikis can be difficult to use, and in general, not very user-friendly from their perspective.  What does everyone think of this take on wikis??? I'm curious to hear different perspectives on this issue!

  Creating the academic library folksonomy

• Social tagging or bookmarking, continues to grow increasingly popular with time and use.  I think this is a really great method for organizing information from the user's perspective.
• At the same time, I have to wonder if too many tags/labels can become too overwhelming, and too dense.  For example, I once collaborated on creating a blog of library performers and programs for an internship I completed in August.  Three people including myself were collaborating on this project, and the blog format was absolutely perfect for our needs. 
• Eventually we had to set core guidelines for creating metadata/tags, because it was just growing too rapidly and becoming difficult to sift through.  We  set up specific categories and rules for creating tags/labels, and it went very smoothly from that point. Does anyone have a take on this topic??
• I really appreciate the point presented in the article that social tagging can allow for the "gray" or lesser well-known literature to come to light and be pulled for student research.  Information that is ordinarily very difficult to locate is thus way more readily accessible to a wider range of people.  This is one of the most fascinating and powerful aspects of social tagging.

  How a ragtag band created Wikipedia

• I enjoyed watching this video on the beginnings of wikipedia, and its current development.
• Personally, I take very little issue with wikipedia, though I realize many in the LIS field are uncomfortable with this online information source .  Like all information tools and pieces, I believe Wikipedia fills a definite need.  Similarly, we should highlight that like all pieces of information found online, we need to be meticulously careful about what we percieve to be reliable information. 
• For one, it can be used to teach people how to select information in a smart, careful manner paying great attention to detail. 
• An example of this might be: working with high school students on a research project. Students begin with Wikipedia, and are given the task of tracing the information posted on wikipedia, and checking the sources cited.
• This would teach students the need to check all sources for validity and reliability, and the value and importance of collaboration in the dissemination of information. One of the main points here: the power and value of communication among people, and the constantly evolution of this process. 

-Rachel Nard

Muddiest Point, Unit 11

I'm very familiar with Boolean searching, and I thought it was very interesting to learn more about the details of how exact match works.  The only part of the lecture that was a little confusing is the Vector Space Model Illustration.  I understand the basic concept and its purpose, it just isn't entirely clear. I think it's probably something I'll just have to look back over a couple more times to make it more concrete. :)  I also really appreciated the information on the concept of a web crawler...I've heard of this term before, but the visuals provided in the lecture on the whiteboard made it very easy to understand.

Blog Comments, Unit 11 :-)

Hi!  Here are links to the comments I posted for Unit 11:

http://kel2600.blogspot.com/2010/11/reading-notes-november-16-2010.html?showComment=1290286633946#c1306801495166368874

 http://jonas4444.blogspot.com/2010/11/reading-notes-for-week-11.html?showComment=1290287027624#c6642367464678373134


Thanks!  Hope everyone is having a wonderful weekend,
Rachel :-)

Unit 11 Reading Notes: Web Search & OAI Protocol

Here are some notes on a couple of the articles assigned for Unit 11. Enjoy! :D

Current Developments and Future Trends~

• The Archives Initiative Protocol for Metadata Harvesting has been accepted and used by many since its inception in 2001.
• This was created to federate access to electronic archives via metadata harvesting.
• Also, this model has been shown to be of possible great use to a wide and diverse range of communities. 
• In this sense, it is has not shown to be limited or exclusive.
• At the time of the article's publication, there are over 300 organizations providing data from a wide range of domains. *Emphasis here on diverse data providers*
• Throughout the article: focus on efficient dissemination of information and knowledge through commonly understood terms and standards.
• Another great and very helpful aspect of the protocol: give access to areas of the Web that are not easy to navigate or access via search engines (good example: information stored within databases can be next to impossible to find using a traditional search engine)
• There are many communities within the OAI that focus on specific areas.  In many ways, this recalls the structure of the Dublin Core.
• Like so many growing initiatives, it has become increasingly more and more difficult for providers to successfully and effectively use the many repositories available.
• The resesearch group is working on several new initiatives, such as: creating a "harvest bag" component, which would essentially allow users to create their own list or collection of repositories that they feel would be useful; make the registry's data in ways that were more useful for machine processing (did this by making it an actual OAI repository); create further automated maintenance of registry; allow for improved search and discover with collection-specific description of repositories; collection-specific metadata development/increase.

The Deep Web: Surfacing Hidden Value~

• This article provides some really great insight into the world of e-pubslishing. *Highly useful for those who are trying to get a better understanding of how the Web is structured/designed.
• Like net fishing--we skim the surface of what's available on the Web when we are searching for information.  Yes, there is much to be found using this strategy.   In reality, though, some of the very best information is hidden deep in the Web, and therefore many do not have access to certain knowledge because of this barrier.
• There's a definite need to dig deeper and find new information for patrons.
• Deep Web--quite different from surface Web. The distinction is quite evident in this article.
• The statistics about search engines were interesting and helped to contextualize the information.
• Not surprisingly, Google currentlyl has the largest number of indexed items.  
• Direct crawling and indexing are replacing random link chain clicking for a more efficient approach. Essential point/goal: documents more frequently cross-referenced take priority over other documents when it comes of results pages and crawling.
• Interesting information and background on Deep Web analysis and characteristics.

*Good synthesizing quote from the article:

"There is tremendous value that resides deeper than this surface content.  The information is there, but it is hiding beneath the surface of the Web."   

Muddiest Point from unit 10

I have no muddiest point from this class.  Thanks! :)

Unit 10 comments

Hey everyone! Here are my comments for Unit 10 reading notes. So sorry these are late.  Some technical issues and in general, it's been quite busy these past couple of weeks.

http://jonas4444.blogspot.com/2010/11/reading-notes-for-week-10.html?showComment=1289792956578#c2196987042073591168

http://lostscribe459.blogspot.com/2010/11/week-10-reading-assignments.html?showComment=1289793743089#c1146617277643882396

:) Rachel

Muddiest Point from 11/8

I really have no muddiest point from 11/8...I'm a little apprehensive about the website project, assignment 6, but the information presented over the past couple of weeks has made this task seem less intimidating.

Unit 10 Reading Notes

Digital Libraries: Challenges and Influential Work

• We live in a world in which the searching and dissemination of information is quite complex, and constantly evolving.
• Information is constantly available and a wide range of users are able to access information because of the availability of the Web. 
• For quite some time now, the goal has been to organize all of these digital collections and all of this information into some semblance of order, so as to create useful, user-centered digital libraries. 
• Having such a massive amount of information available for use can be very beneficial for people, but this is only possible if said information is organized efficiently and with a clear focus in mind. Hence, the federated search concept.
• I found this article quite useful. It's always extremely helpful and important to understand the background/history of information structures such as digital libraries. Having this kind of knowledge contextualizes current digital library efforts, and provides really helpful information that can lead to greater understanding.

Dewey Meets Turing

• The 1994 NSF launching of its Digital Library Initiatives (DLI) put three main groups at the forefront of the effort:  librarians, computer scientists, and publishers. This effectively changed the face of information organization and retrieval.
• This effort quickly spread to other interest groups as well...the impact of this movement is still seen today, and will likely resonate with the constant evolution of information organization and retrieval. The impact of the DLI has really changed the accessibility of information in our society.
• Essential point: computing has truly changed the library and information sharing world. There was (and still is) a universal understanding within the library community that information technology will continue to advance the spread of information in sophisticated ways. 
• The explosion of the World Wide Web threw an interesting twist into this already complex relationship among the library and computer world. Information access was effectively changed forever.
• Throughout this article, the parallels with everyday life (i.e. advent of the Web compared to an unruly teenager) make the information easy to contextualize and understand. I appreciate these kinds of parallels in scholarly articles!
• While information access has been changed completely in many ways, the core goals and structure of the library world remain the same.
• The success of the DLI and related efforts have not broken the purpose and function of libraries. Rather, they have strengthened the goal of providing information access world-wide through increased techology-based collaboration.

Association of Research Libraries

• This article goes into detail regarding the technological surge and its ability to allow universities to develop strong, well-organized institutional repositories.
• In essence, the digital revolution has given universities the opportunity to assume a much more active role in information development and sharing. Instead of relying solely on publishers and accepting a more passive role in the process, universities are taking on a much more inolved role.
• Cost, of course, plays a major role in this profound shift.  The significantly decreased cost of online storage causes a great change, thus allowing a larger number of patrons to access storage and digital infomration in general.
• One key point: the difference between scholarly publishing and less formal practices.
• Many positive results for the Information world can result from digital advances.  One major point: Institutional Repositories can utilize digital technologies to effectively increase the dissemination of quality information among all people.

Assignment 5: Virtual Shelf

Below is the link to my virtual shelf:

http://upitt01-staff.kwc.kohalibrary.com/cgi-bin/koha/virtualshelves/shelves.pl?viewshelf=119

My user name is RCN8. 
Virtual Bookshelf name: LIS2600, R. Nard: Yoga

Thanks! :)

Comments for Unit 9

Here are my comments on classmates' blogs for Unit 9:

http://dougappich-informationtechnology.blogspot.com/2010/11/notes-for-116.html?showComment=1289137188392#c108806025787563713

http://nrampsblog.blogspot.com/2010/11/unit-9-reading-notes.html?showComment=1289137659053#c145047570782686003

Unit 9, Reading Notes

Hello, All!

Here are some thoughts on the readings for Unit 9:

I really enjoyed reading about XML.  While my knowledge of HTML was very limited prior to the lesson covering this particular topic, I had  no background knowledge of XML.  I had heard the term before during technical discussions, but I didn't really have any kind of concrete understanding.  So, it was very good practice to learn more about this particular subject.  The document Introduction to XML Schema was really interative and put to practice all of the technical aspects learned about in previous articles.

In "Extending Your Markeup," I was able to gain a better understanding of how XML actually works, and the benefits of using this in place of HTML, which seems to be not quite so user-friendly and interactive compared to the benefits of XML.  I really appreciate the way in which alll of the tutorials and articles were written in plain, easy-to-understand langauge that really breaks this kind of topic (which can be intimidating!)  down into comprehensive segments of information.  I can definitely see the tutorials coming in handy for future reference and work in the library setting.

Thanks!
Rachel N

Muddiest Point for 11/1

I have no muddiest point for the lecture on 11/1. Information presented was very clear. Thanks! :)

-Rachel

comments, Unit 8

My comments for Week 8:

http://emilydavislisblog.blogspot.com/2010/10/muddiest-point-week-8.html?showComment=1288460933428#c8235367017613049087

http://jsslis2600.blogspot.com/2010/10/week-8-reading-notes.html?showComment=1288460643082#c8512935872047253757

Thanks! :)

-Rachel

Unit 8 Reading Notes

Hi, All!

Here are my thoughts on the readings for Unit 8:

After reading the user guide on HTML, I can honestly say that this is a site that I will be absolutely certain to use in future situations.  I really like how HTML is broken into smaller pockets or subtopics of information. This makes the subject matter much easier to understand, and less overwhelming and foreign. As librarians, who knows what kind of technological situations we will be responsible for, so this is good practice for potential predicaments and troubleshooting.  I enjoyed learning about all of the different symbols for certain commands such as bold, italics, attributes, headings, etc., because prior to this course, I never really understood the detailed workings of HTML markup, though I had seen it dozens of times while working on a computer.  I also appreciate the “Try it Yourself” option that is connected to each different part of the website.   This makes it a very user-friendly learning experience that really helps to increase everday peoples’ knowledge of markup.  I would highly recommend this article to anyone who is interested in learning more about the basics of HTML!

Similarly, I think the HTML cheat sheet is a HUGE help, and a great reference point for someone who is just learning how to create a website.  What an awesome resource to have handy! Especially since the document prior to this one was so intensive and detailed, it is great to have a resource that would complement it nicely and provide a quick reference point.

The article on CSS was also really interesting, because I had never heard of this before. Id really like to read more about CSS and work on some hands-on examples for this particular topic, in the hopes of gaining a better idea of the concept and its practical application in markup languages on a daily basis.

Muddiest Point from 10/25

I'm working in an elementary school library, and we're working on a project researching images...I'm wondering why Bing pulls up such different images from Google images?  This isn't exactly related to the lecture, but what with watching the Google video, I've been thinking a lot about how these different search engines could be set up. I'm just curious why Bing seems to be much more conservative with their search results. Thanks!

-Rachel

Assignment 4: Zotero and CiteULike

Hello!  Here is the URL of my library in CiteULike for Assignment 4, due October 25:

http://www.citeulike.org/user/Rachel87

Comments, Unit 7

Comments I posted on others' blogs:

http://feliciaboretzkylis2600.blogspot.com/2010/10/week-7-notes.html?showComment=1287790082212#c1585906422942168169

http://jonas4444.blogspot.com/2010/10/reading-notes-for-week-7.html?showComment=1287790583408#c6823630362898383374

:)  Thanks!

-Rachel Nard

Muddiest Point: Fasttrack wknd

I really have no muddiest point from fasttrack weekend--it was really nice to be on campus for class!  The lecture was very clear and it was an enjoyable lecture. As a side note, I thought the mini exercise, Find Your PC's IP to be interesting and good, practical application of one of the topics we've talked about in class.
-Rachel Nard

Unit 7, Reading Notes

Reading Notes for Unit 7, due october 23

Some thoughts...


I found this article to be really user-friendly and easy to understand. It made understanding networks and the hierarcy of these structures quite easy to comprehend. In fact, I would probably recommend this to high school kids in a  technology class, just beginning to study/understand networks and internet stucture.  An amount of this information was good for review, but there were also facts and definitions I was not aware of.  For example, the meaning and function of POP's and NAP's. Overall, the basic function and structure of the Internet is covered in this article: the Internet is a whole bunch (many, many!) interconnected networks that no single person owns.  Of course, the exact structure of networks is extremely complex in and of itself, but the basic structure of the Internet is conveyed in clear language.  This is what I most appreciate about this article. I also thought the information on Domain Name System was interesting...I hadn't considered before what a web address might look like if this didn't exist.  It's interesting to consider, and puts the interconnectedness of all things related to the Internet into perspective.

A few comments about the video"Inside the Google Machine."   I thought this video was really pretty fascinating, especially the image at the beginning of the video that shows Google patterns worldwide. Seeing this kind of thing is quite powerful, and makes a major statement about the power of Google in today's society. I really enjoyed this video. It offers a different perspective and a good view of what Google is focusing on currently.

Assignment 3: Jing video/flickr photos

Jing Video:  This narrated video is all about how to navigate the Carnegie Science Center website.  Included is information on learning more about Exhibits at the Science Center, and programming for children and families (classes, camps, sleepovers, etc.)

http://www.screencast.com/t/eMMkWL9k

Screen shots with instructional annotations on how to sign up online for Camps at Carnegie Science Center, and navigating the website:

Image 1:
http://www.flickr.com/photos/53516250@N05/5068211547/

Image 2:
http://www.flickr.com/photos/53516250@N05/5068829264/

Image 3:
http://www.flickr.com/photos/53516250@N05/5068230835/

Image 4:
http://www.flickr.com/photos/53516250@N05/5068851720/

Image 5:
http://www.flickr.com/photos/53516250@N05/5068275843/

comments, due 10/9

Here are the links to the comments I made on other classmates' blog posts:

http://acovel.blogspot.com/2010/10/week-6-reading-notes.html?showComment=1286646845733#c1577986890360342834

http://jonas4444.blogspot.com/2010/10/week-5-muddiest-point.html?showComment=1286647297751#c2640781529893397794

http://gemma2600.blogspot.com/2010/10/week-6-readings.html?showComment=1286648436169#c8843288547803945309

Thanks!  :)
Rachel Nard

Muddiest Point, due 10/4

The lecture was very clear and I feel like I understood everything quite well.  The only type of network I'm still a little confused by is Virutal Private Network. The concept makes sense, but it would be really helpful to have an example of this, if possible. I think it would help clarify the details. Thanks!

-Rachel Nard

Unit 6, reading notes: computer networks, wireless networks

Prior to reading these pieces, I would say I had had a very, very basic understanding of computer networks and all the details surrounding this topic.  I was not at all aware of the interesting history of LANs and the information behind the development of these networks. 

The typical library network diagram included on the wikipedia page for computer networks, was really easy to understand and visually engaging.  This kind of detailed visual has the potential to get complicated very quickly, but this proved to be very user friendly, in my opinion.  I really appreciate reading the kind of solid overviews that articles (such as the wikipedia entries) provide.  In fact, these kinds of pieces would be good to use in a high school library for an information technology class, as they are very user-friendly and straightforward.  It's refreshing to read because while one may hear all of these terms tossed around in conversation, it is especially helpful to have a good, clear background of what all of these terms mean in relation to one another.  Prior to these articles, I had not heard of the exact term PAN (personal area network).  I knew networks such as this exist what with personal comptuer use so prevalent today, I just didn't have the background with the language/terminology that a person working in the field probably has acquired over time.  Also, I thought the concept of Virtual Private Network was a bit more complicated to understand, so it will be really helpful to listen to the lecture and review the text once again for better comprehension.

Most of all, the short video on common types of networks really helped to clarify the points of confusion and questioning I had regarding networks (i.e. their structure, overall function, relatedness to other networks,, etc.)

So, there are a number of issues surrounding RFID.  Because of potential privacy issues, it sounds like it will either become a successful trial used efficiently in a library system, or it will be discarded. I plan to record my notes on this issue on the discussion board (in the RFID section) for the course.

-Rachel Nard

Unit 5 comments, due Oct. 2

 Links to comments I posted for Unit 5 Reading Notes:


http://nrampsblog.blogspot.com/2010/09/unit-5-reading-notes.html?showComment=1286037896782#c4385289727716258148

http://maj66.blogspot.com/2010/09/metadata-and-dublin-core.html?showComment=1286038417871#c3903811927988995798

http://dougappich-informationtechnology.blogspot.com/2010/10/week-5-reading-notes.html?showComment=1286038658795#c4276676024369623026

Unit 5, Reading Notes

Database (Wikipedia)

It's interesting, because while I use electronic resources like database so often, I don't often think of all of the components of a database, or how they are structured.  When researching, I think a lot of people tend of focus on the actual research question and finding the information, rather than the details of how a database is structured, organized, etc., and the details surrounding databse management systems.  This article provides a comprehensive look at databases, including their definition, structure, and some interesting information about database management systems.  I think it's often very helpful to go back to the root of something like a database, and learn about the details. This provides for a greater understanding of all those little details that (I at least!) don't think about all the time, for example database artchitecture, the meaning of an operational database, warehouse database, etc.  I thought this article provided an understandable, well-organized overview of databases.

Setting the Stage

Metadata, "data about data" is, like so many things in our increasingly digitally-centered world, becoming more and more accessible to the user.  All the time on the Web, people are creating metadata, often without realizing they are doing just that.  The increase in social bookmarking, folksonomies (i.e. tagging on blogs and social networking sites like Flickr), and the like are all allowing and encouraging anyone with internet access to create and essentially manage metadata.  This strikes me as particuarly fascinating, and I'd be interested in learning more about this relatively recent explosion in user-controlled metadata.  While this increased access to information and the ability to create and maintain metadata is terrific on one hand, it also makes for an interesting conversation about the effects that this will ultimately have on information access, authority, and organization.  Yes, it's great that people have access and the ability to create this kind of data, but it is now more important than ever to educate users about how metadata works and is organized, to make quality information more accessible and less overwhelming on the Web. I'm interested in considering the question:  I think this is where patron-centered programming and workshops can come into play, in public, academic, and even k-12 school libraries.  The more clearly people understand the function and purpose of tagging and similar functions on the Web, the better chance we have at making quality information accessible and easy to locate for all users. This document provides an organized overview of metadata. I especially appreciate the tables with information listed about the types of metadata and their purpose in information organization. I also liked reading about the Little Known Facts About Metadata. This helps to break down this large topic into smaller categories for consideration and discussion.


An Overview

The Dublin Core initiative is a very interesting one that seems to have caught on quite well, with good basic guidelines for creating metadata.  The information provided about Dublin Core is straightforward, and the purpose of the individual communities within the Dublin Core initiative is clearly conveyed.  I read about Dublin Core a bit more on the main website of the organization, and there are many individual communities dedicated to specific information organization goals.  This was really interesting to read about, because while I had heard of Dublin Core before, I did not realize that there are so many communities that make up this organization.

-Rachel Nard

Muddiest Point for 9/27

I found the information in this lecture to be particularly useful and interesting, especially since I'm working with photos/video so much in the school library for student teaching.  My question is: there are so many different file extensions, many of which are only compatible with certain programs, plugins, etc.  A video, for example, might have the extension .wmv  Say for example that a video cannot be viewed on Windows, because it is compatible with Mac software...is there some sort of file extension converter to download to make the video more compatible and the file extension useable with a variety of programs?  I had trouble viewing a .wmv video once because I did not have a certain plugin on my computer, and i think it would be really useful to know how to convert files (if this is possible) and make the file extension more universal.  Thanks!

-Rachel Nard

Week 4 Comments, due 9/25

My comments from Week 4:

http://magpie-maggiemagpie.blogspot.com/2010/09/week-4-readings-data-compression.html?showComment=1285441492647#c3462572571925146573

Comment: I agree with you that the Imaging Pittsburgh project is absolutely fascinating! Just to imagine, all of that valuable and historic information compiled into one main location and organized in such a way that people can access it with ease. That's a true accomplishment, and I think it's also a wonderful example of the positive side of digitizing and joint efforts among local organizations to made information more readily accessible for the public.

http://kel2600.blogspot.com/2010/09/reading-notes_21.html?showComment=1285441918807#c1999784109565130149

Comment: I agree with you on the use of YouTube...the possibilities really are endless.  YouTube is such a familiar thing with such a wide range of people, and so I think it can be used in some pretty neat and interactive ways. If people see the public library as a place that promotes and utilizes technology to better reach people and serve the community, the chances of survival (I think at least) are quite good. It's amazing how far-reaching something as simple as a short video can be in our world today.

-Rachel Nard

Unit Four: Reading Notes

Data Compression (wikipedia)
So basically, my understanding of data compression is this: a complicated process of encoding information so that it takes up less hard disk space and is less to store in general.  In the end, compressed data takes up less space because it uses fewer bits, or units of information, than an unencoded piece of information.  It might seem like I am repeating the wikipedia entry, but I'm really just trying to wrap my mind around this concept and the process of data compression.  This is all very new information for me, so I am hoping it makes a bit more sense and becomes more of a concrete concept post-lecture. One core question I have about this would be: is most data actually compressed?  What kinds of resources are needed to compress and decompress data?  Right now, this just seems like some sort of abstract concept, and something I am having difficulty understanding fully, because I really have no previous knowledge with which I can contextualize the process.

Data Compression Basics:
This article I found to be very, very helpful in understanding the ins and outs of data compression.  While some sections are a bit confusing (i.e. when the author goes into specifics about pixels and compressing data for certain colors) his likening the concept of compression to examples of this is everyday language, really helped clarify data compression significantly. An example of this would be RGB as an acronym for Red Green Blue.  Like data compression, the person reading the acronym cannot be translated into the uncompression version just using the acronym.  Like data compression, the person reading the acronym cannot translate it into its uncompressed version just by using the acronym itself.  This would make no sense. Rather, the person must match the acronym with the uncompressed version(s) in order to discern the meaning of the acronym itself. So, you have to know a little bit about what the acronym stands for, or be able to match the acronym with the origninal data to figure out the actual meaning.  These sections of this article make a lot more sense than the wikipedia article (though some parts are still unclear) because the language is much more accessible and less technical. The information on dictionary algorithms is also very clear, and the examples using the phrase "The Flying Spaghetti Monster" that uses length-distance pair (sliding window algorithm) further illustrated this concept. Lossy compression is also made clear here: the concept that we are focusing on preserving meaning, not actual data in its original form. This essentially reduces the amount of data needed to convey specific meaning.

Imaging Pittsburgh, by Edward. A Galloway:
What a great project with such potential to provide the public access to rich information.  I had heard of this initiative, but was not aware of the  depth and breadth of this project prior to reading more about it here.  What's particularly interesting and really great about the organization of the images, is just how user-friendly it appears to be.  It has been set up in such a way that keyword searches are possible, and one can also sift through the different collections according to theme, place, etc.  This at least seems to be a good example of the positive outcomes of digitizing, and the good things that can result when collections are pulled together and synthesized.  Likewise, it is easy to detect the inherent challenges that come with collaboration among such a diverse group of institutions and organizations. Identifying metadata that represents what each insitutions wants and needs is also quite perplexing.  I'd be interested in hearing more about this process specifically, because even something as seemingly simple as selecting vocaulary to use for subject headings, would quickly become a complicated discussion.

Youtube and Libraries:
I think many types of libraries have really taken advantage of the communication benefits of Youtube.  Using these kinds of Web 2.0 tools makes for a very interactive online environment for library users to enjoy and learn from, making the library an appealing and information-rich space.  An example of this would be a public library using a Flipcam to review picture books, uploading these videos, and embedding them on the library's children/youth services blogspot.  Kids and adults alike can view the videos, and maybe discover an interesting title that they'd like to check out in more depth.  Really, the potential of YouTube and other web tools to make the library an exciting, interactive, and user-friendly space is huge.

-Rachel Nard

muddiest point for 9/20

The information in the lecture was very clear, and so I really have no muddiest point for the lecture on 9/20.  Thanks!

URL for Assignment 2, flickr project

Hello--here is the link for assignment 2, flickr project. :)

http://www.flickr.com/photos/rachelcatherine87/

Blog comments: links, due 9/18/10

Comment:

While I was able to take away a basic understanding of Mac OS X from this article, I still feel (like many!) that I am missing a lot of information about Macs.  I suppose if I were more familiar with Macs in general, I would be able to pick up on more of the details presented in the article. I still found the information helpful, though, and I'll be curious to reread the article after listening to the lecture on software. Understanding technical language and details often takes a few reads, and I've noticed that diagrams do really make a significant difference as they provide helpful visual representation.

Link to above comment:

http://maj66.blogspot.com/2010/09/what-is-mac-os-x.html?showComment=1284842475491#c3522954196995637418

Comment:

Aimee, I had a similar reaction to the article on Linux.  While I had heard of this operating system, I had no idea just how complicated its history is and how popular the operating systems seems to be among a fairly large population of users.  The whole idea of an open-source software initially seems like a really remarkable one that has the potential to generate lots of terrific ideas and launching points for discussion among computer users.  However, I also wondered about the possible safety/security issues surrounding open source software programs...are there any security risks surrounding this type of software?  I'm not especially familiar with this topic, so I am anxious to learn more about the details surrounding open-source software in general.  The article makes Linux sound quite safe, but I'm still curious to learn more about this and what (if any) risks exist.

Link to comment:

http://acovel.blogspot.com/2010/09/week-3-introduction-to-linux-machtelt.html?showComment=1284843148538#c6463833496031594539

Comment:

Doug, I also got a similar impression about Bill Veghte's attentiveness to customer service and overall satisfaction.  As a Windows user, it was helpful to read this letter and understand a bit more about the operating systems themselves, including the efforts to have the different systems share a similar, basic structure upon which to build different functions for the user's convenience. I'll be curious to hear how others felt about his customer service tone in this document.  This letter is a good example of the importance of individual customer satisfaction, and how this ultimately affects so many different facets of a company.

Link to comment: 

http://dougappich-informationtechnology.blogspot.com/2010/09/week-3-notes.html?showComment=1284843726558#c7229325696450500218

Comment:

Anthony, I'm curious to hear a bit more about Windows 7.  I am currently using Vista, and I have yet to explore this most recent update from Windows.  What are the advantages of Windows 7?  Are there specific aspects you find to be more user-friendly?  I'd be interested in hearing more about this, if there are any details you'd like to share!

Link to comment: 

http://jonas4444.blogspot.com/2010/09/week-3-reading-notes.html?showComment=1284844118595#c3204270146029942915

-Rachel Nard

Reading Notes, Unit 3: Computer Software

Introduction to Linux
On many occassions thus far in library school, I have heard of Linux and its many advantages over systems such as Microsoft Office.  Tuly, up until reading this document, I did not fully understand the history of this software or the significance Open Source software has on present-day software building companies. I'd be curious to hear more about this current day scenario, and the future of software creating with the seemingly endless flexibility and opportunity to wok on Open Source initiatives.

Mac OS X
The articles/wiki pages for Mac OS X were quite interesting.  Their contents opened up a whole new subject to delve into more deeply after this next class, as I am interested in learning more about operating systems and software, but have very little background in this area.  I plan to return to these articles and re-reading them after class, because some of the more technical language was difficult to understand completelly, since I have limited prior knowledge of this subject. On another note, the "Layers" diagram in "What is Mac OS X?" provided a good visual sense of the different pieces of software that form Mac OS X. Visuals such as this one really help to explain concepts that are unfamiliar and at times difficult to understand.  I am not especially familiar with Macs, so I found the information on available software (i.e. Aqua) and similar aspects to be very engaging and informative. The speech interface is something about which I'd be interested in learning more in the future.  I think much of the terminology and language will be clearer after the next lecture.

An Update on the Windows Roadmap
The core idea I pulled from this article is the issue of incompatibility of operating systems.  Windows 7 is made to reflect much of the design of Vista, so as to avoid problems with compatibility and function.  Does anyone have any thoughts of Windows 7 in relation to Vista?


-Rachel Nard

Muddiest Point for 9/13

All of the information  presented in the lecture on September 13 was very clear, and so I do not have many questions for this week's muddiest point. However, I would I could use some clarification on backup of one's computer.  Is it generally better to back up information using a device such as a flashdrive, or an external hard drive?

-Rachel Nard

Week 2: Moore's Law, PC hardware, etc.

Personal Computer Hardware (Wikipedia)


I found this Wikipedia entry to be extremely helpful and informative. There are lots of great details covered in the information presented, and it is all very user-friendly and easy to understand. There were many components of a PC that were very familiar, and there were also those detailed workings that I had never heard of prior to reading this entry. It seems as though this would be a rich resource to use when finding supplemental materials for a program, workshop, or lesson plan (i.e. at the high school library level).



Moore’s Law (Wikipedia) and What is Moore’s Law? (video)

I found all of the information presented here to be very helpful and insightful. I had heard of this law before in another course, but I was not aware of the amount of detail surrounding it. The rapidity of obsolescence and the rate at which technology is growing is both intriguing and a bit unsettling for libraries already in a budget crunch. It seems almost impossible to keep up with, but I’m sure we’ll continue to see how this all pans out in the very near future. Also, having access to other, related laws as posted on the Wikipedia page was also very useful for comparison points. Still, there was a lot of information to process, and a great amount of detail as well. I’ll be curious to hear more about this during class.



Computer History Museum

What a neat initiative! I thought this was really interesting and conveyed lots of very engaging information. I think this website could be used to effectively supplement a lesson on the topic since the content is presented in such a fun, interactive manner. For example, the “This Day in History” calendar section could be used in an online scavenger hunt or web quest. I do have to wonder, though, about the rapidly changing nature of technology and how it will impact museum updates. Any thoughts?

-Rachel Nard

Muddiest Point, week 1

There were lots of interesting points brought up during the first class, and in the first blog posts.  Discussion about technology always seems to bring up interesting conversation.  I suppose keeping up with the latest technology despite budget cuts and financial troubles would be the point I'm most curious to exlplore right now.  It's really a quite complex issue, because on one hand, technology can make information seeking/retrieval so much more convenient.  And yet, investing in the latest technology is usually incredibly expensive and might provide immediate gratification, but isn't always the best long-term investment since products and tools are constantly changing.  So, how do we implement tech advances in ways that aren't detrimental to a library's already slim budget?  Should we keep to more basic technology, or should we incorporate the latest tools into programming/library services?   

Week 1 Reading Notes

Now more than ever, it’s not so much the format in which the content is organized, it’s the content itself that consumers are focusing on during the information seeking process. This point is discussed in “OCLC Report: Information Format Trends: Content, Not Containers (2004).” This is interesting, because we are seeing a definite shift in the way information is sought out, viewed, and processed. The once heavy emphasis on format (i.e. print materials as having more inherent value than electronic resources) is fading with the evolution of technology and communication capabilities. Such a change drastically impacts the role of libraries and information specialists in today’s society. We see this everyday in public, academic, research-based, k-12 school, among countless other types of libraries. I’ll be student teaching in an elementary school this fall, and will be curious to observe how elementary school children seek and process information, and the kinds of patterns they use to engage in this behavior. I completed observations at the middle school level last spring, and it was very much a Google-centric process. I think what’s so startling is the heavy reliance on Google for searching, and the instant results we have grown accustomed to receiving when conducting web-based searches. It’s interesting how these patterns can be observed in both school age children as well as adults.

With the explosion of Smartphones comes instant access to information. People are constantly connected to the Web and are seeking information via mobile devices. To compete with this cultural phenomenon, libraries must find ways to connect users with information using technology such as Smartphones, applications, and the like. Even the youngest members of society are connected. For example, at an elementary school where I completed a field experience, the librarian asked a third grade class if they had ever used Facebook using their parents’ account(s). An interesting discussion about Facebook had sparked this informal survey. More than half the class raised their hands. Many of those kids had connected via a smartphone. Now more than ever, information is being shared via weblogs and wikis, and many libraries are following suit with this format of information sharing. With the immediacy of the Web and quick search methods, information can be obtained easily and with very little effort. This is both exciting and terrifying for libraries. The end result is an overwhelming amount of information available for the user to sift through.

Libraries can take advantage of this conundrum by acting not so much as the place for finding information, but as the place to go to seek assistance with sorting through the masses of information in order to acquire actual knowledge. This is a huge and daunting task. It seems as though libraries can be a place to better understand concepts such as information literacy and distinguishing between high and low quality information. I really enjoyed the article by Clifford Lynch, “Information Literacy and Information Technology Literacy: New Components in the Curriculum for a Digital Culture.” I thought this article clarified an important distinction between these two types of literacy, a point that I don’t think is made clear enough in curriculum. It seems as though libraries of all types could really jump on this opportunity to help users understand the difference between these two forms of literacy, and the importance of each for living in a digital world.

The difficult question is: how exactly do we go about tackling these kinds of tasks? Do we need to offer patrons more classes that focus specifically on information literacy and developing good search skills, and how do we pull more users into the library when competition with information found online using Google is so fierce? It is a challenging time for libraries that is filled with opportunity as well as many difficult barriers to negotiate. Keeping up with current technology and finding ways to connect the user with technology in the library can be a bit challenging, a point well-emphasized in the article “Lied Library @ Four Years.” However it seems that today, there are simpler ways to keep up with said technology, because, for example, so many of the online tools we use are very user-friendly and intuitive. Plus, it seems as though people genuinely want to explore these new methods of communication (i.e. blogging, setting up wikis for projects, etc.) and are very receptive to learning new things.