Thesis (Ph. D.)--University of Kentucky, 2003. / Title from document title page. Document formatted into pages; contains ix, 172 p. : ill. Includes abstract. Includes bibliographical references (p. 151-164).

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Edited and abridged version of a paper presented at International Conference on Digital Library, New Delhi, 24-27 February, 2004, entitled â Architecture and building of Medical Digital Library at National Informatics Centre: What exists and what is required for MeDLib@NIC?â / ICMR-NIC Centre for Biomedical Information has developed various products that are available over Internet. These includes: i. UNcat (http://uncat.nic.in) - union catalogue of journal holdings of medical libraries of India; ii. IndMED (http://indmed.nic.in) - A bibliographic database of Indian biomedical journals and iii. medIND (http://medind.nic.in) - full texts of Indian biomedical journals being indexed in IndMED. Now, having these services, tools, databases and content in operation, the focus of future activities would be to integrate these â ingredientsâ both internally and externally to provide â single window digital access persistentlyâ . Here we propose an architecture under which each service, tool, database and content collection is an independent layer. These layers are the building blocks of Digital Library (DL) and can interoperate with each other due to either build-in or plug-in(ed) interoperability. They are accessible by their own interfaces as well as through Digital Library interface. In context of the proposed architecture, this article also takes stoke of what is available and what is required to build the digital library.

Daphnée Rentfrow assisted in writing and editing the report. This 176 page report is also available from purchase for $30 from CLIR or the DLF. It is freely available in html or pdf formats from their web sites. It is archived with the permission of the CLIR and DLF who hold copyright. / This report will be useful to anyone interested in the current state of online American literature resources. Its purpose is twofold: to offer a sampling of the types of digital resources currently available or under development in support of American literature; and to identify the prevailing concerns of specialists in the field as expressed during interviews conducted between July 2004 and May 2005. Part two of the report consolidates the results of these interviews with an exploration of resources currently available. Part three examines six categories of digital work in progress: (1) quality-controlled subject gateways, (2) author studies, (3) public domain e-book collections and alternative publishing models, (4) proprietary reference resources and full-text primary source collections, (5) collections by design, and (6) teaching applications. This survey is informed by a selective review of the recent literature. Daphnée Rentfrow assisted in writing and editing the report. This 176 page report is also available from purchase for $30 from CLIR or the DLF. It is freely available in html or pdf formats from their web sites. This publication was deposited with permission of the publisher who holds copyright (Digital Library Federation Council on Library and Information Resources Washington, DC.).

This paper explores how the interaction between community members, researchers and cultural institutions can be leveraged to produce improved results for all through the interplay of user-centred design (UCD) and participative action research informed by structuration theory. We discuss through a case study of a Women on Farms Gathering (WoFG) collection in Victoria, our vision of UCD, the potential of using ICT to facilitate e-research, and the reflexive adaptation of cultural institutions.

Digital Library for Earth Science Education, DLESE / Digital libraries offer a unique and unprecedented resource through which teachers can facilitate student inquiry. In the recent National Research Council publication quoted above, National Science Education Standards, emphasis on inquiry is pervasive. Yet, when it comes to textbooks and curricula as they exist today, the clear emphasis is on learning science content disconnected from experience. Although digital libraries can't change pedagogy or textbooks, they can make it possible for students to have access to scientific information and data which interests them, a fundamental requirement for authentic inquiry. Digital libraries can provide teachers with a feasible way to let students pursue their own interests within the bounds of the curriculum and without creating an enormous amount of extra work in providing students with materials to support their investigations. This article will explore the ways in which digital libraries can support inquiry learning. We are looking at the benefits of digital libraries in high schools and middle schools through our experiences with implementation of University of Michigan's Digital Library (UMDL). In particular, we will focus here on students asking their own questions, and learning through sustained inquiry. This article will address the following questions: Why is it important for students to ask their own questions and how does it contribute to inquiry based learning? How do digital libraries help make inquiry learning possible? How is UMDL supporting sustained inquiry? What is our research telling us about tools and techniques needed to make it happen?

Federal science agencies publish a large volume of peer-reviewed papers each year but much of it is restricted to subscribers of commercial publications. Since copyrights are much less restrictive with federally-authored works, these agencies should exploit this "comparative advantage" by creating publicly accessible repositories of these electronic reprints.

null / Use of citations and web links embedded in online teaching materials was studied for an undergraduate course. The undergraduate students enrolled in Geographic Information Science for Geography and Regional Development used web links more often than citations, but clearly did not see them as key to enhancing learning. Current conventions for citing and linking tend to make citations and links invisible. There is some evidence that citations and web links categorized and highlighted in terms of their importance and function to be served may help student learning in interdisciplinary domains. This is a preprint of the article published in the Journal of the American Society for Information Science and Technology 56 (4) February: 382-392.

This bibliography was created for an ALCTS Collection Management & Development Section program at the 2008 American Library Association Annual Conference. It annotates selected articles published from Jan. 2006 through April 2008.

This is a poster in a VERY large powerpoint slide. To view it, you should choose a 33% view option. To print it on one page, you need to choose a "scale to fit paper" option in print options. The poster contains more data than the accompanying document from the proceedings which is also available in dLIST. The poster reports the initial results of a study investigating how technological protection measures (TPM), or digital rights management systems, are used on licensed full-text digital scholarly resources from history, health sciences and engineering. The study results describe the range and variation in access and rights restrictions experienced by a typical user of assessed resources. Results also summarize librarian perceptions of the interactions between the restrictions and learning, teaching, scholarship and library management. Methodological lessons learned are also described.