Toward a definition of digital object reuse

Purpose The purpose of this paper is to present conceptual definitions for digital object use and reuse. Typically, assessment of digital repository content struggles to go beyond traditional usage metrics such as clicks, views or downloads. This is problematic for galleries, libraries, archives, museums and repositories (GLAMR) practitioners because use assessment does not tell a nuanced story of how users engage with digital content and objects. Design/methodology/approach This paper reviews prior research and literature aimed at defining use and reuse of digital content in GLAMR contexts and builds off of this group’s previous research to devise a new model for defining use and reuse called the use-reuse matrix. Findings This paper presents the use-reuse matrix, which visually represents eight categories and numerous examples of use and reuse. Additionally, the paper explores the concept of “permeability” and its bearing on the matrix. It concludes with the next steps for future research and application in the development of the Digital Content Reuse Assessment Framework Toolkit (D-CRAFT). Practical implications The authors developed this model and definitions to inform D-CRAFT, an Institute of Museum and Library Services National Leadership Grant project. This toolkit is being developed to help practitioners assess reuse at their own institutions. Originality/value To the best of the authors’ knowledge, this paper is one of the first to propose distinct definitions that describe and differentiate between digital object use and reuse in the context of assessing digital collections and data.

A Collaborative Cybersecurity Education Program

This chapter presents an implementation of a cybersecurity education program. The program aims to address some issues identified in current cybersecurity teaching in higher education on a European level, like the fragmentation of cybersecurity expertise or resource shortage, resulting in few higher education institutions to offer full degree programs. As a result of the Erasmus+ strategic partnership project SecTech, the program tries to overcome those issues by introducing collaborative development to cybersecurity education. SecTech lays the foundations for a collaborative education program, like the definition of a clear content, module and delivery structure, and the appropriate tool support to facilitate collaboration and content reuse. Additional effort is required to achieve long-term success, including the creation of a community that drives the content creation and maintenance, as well as an independent governance structure to steer the project in the long-term. While the project focuses on European collaboration, a global community is envisioned.

Academic Libraries Report Minimal Standardization and Oversight of LibGuide Content

A Review of: Logan, J., & Spence, M. (2021). Content strategy in LibGuides: An exploratory study. The Journal of Academic Librarianship, 47(1), Article 102282. https://doi.org/10.1016/j.acalib.2020.102282 Abstract Objective – To determine what strategies academic libraries use to govern creation and maintenance of their LibGuides. Design – Online survey questionnaire. Setting – A selection of academic libraries that use Springshare’s LibGuide system, mainly in the United States and Canada. Subjects – Academic libraries with administrator level access to LibGuides at 120 large and small, private and public schools. Methods – Researchers made their online questionnaire available on a Springshare lounge and recruited participants through electronic mailing lists. Respondents were self-selected participants. The survey consisted of 35 questions, including several about their institution’s size and type, the number of LibGuides available through their library, and how their guides are created and reviewed. There was space available for comments. The survey stated that the researchers’ goal is to complete an “environmental scan of content strategies” in LibGuides at academic institutions. Main Results – Of the 120 responding institutions, 88% are located in either the United States or Canada and 53% reported that they do have content guidelines for LibGuide authors. Content guidelines might include parameters for topics, target audiences, or purpose. Parameters for structural elements, including page design, content reuse policies, naming conventions, and navigation, were most commonly represented at those institutions that reported having guidelines. Seventy-seven percent of respondents reported that their LibGuides do not go through a formal review process prior to publication. Regarding LibGuide maintenance, 58% reported that LibGuides are reviewed as needed, while 27% indicated a more systematic approach. In most cases, the LibGuide reviewer is the author, though sometimes a LibGuide administrator may take on a review role. The most common considerations for LibGuide review are currency, accuracy, usage, and consistency. Of the responding institutions, 74% reported that they do not conduct any user testing of their guides. Two of the biggest barriers to introducing and maintaining LibGuide guidelines identified in the survey were lack of time and a sense of librarian ownership over content and workflow. The strong culture of academic freedom may make some librarians resistant to following institutional guidelines. Survey respondents noted that, where content guidelines are present, they tend to address “low hanging fruit” issues, such as page design and naming conventions, rather than more complex issues around tone and messaging. Conclusion – Content creators tend to have many competing priorities, so a workflow and guideline system might help librarians spend less time on their guides. Despite a large amount of research on LibGuide best practices regarding content strategy, few institutions seem to be taking systematic steps to implement them. Further research examining the experiences of LibGuide authors and administrators and on the effectiveness of content strategy practices is necessary.

Online and blended learning in vocational training institutions in South Korea

This study aims to explore the current status of using e-learning in vocational training institutions in South Korea and the institutions’ intent to adopt e-learning or blended learning. A total of 116 responses to an online survey were received from the instructors and administrators in vocational training institutions. The findings of the study are summarized as follows. First, e-learning content was found mostly used as supplementary materials in blended or classroom learning. Second, the main reasons for not using e-learning were related to the low training effectiveness in e-learning and the difficulty of finding appropriate e-learning content. Third, the dominant reasons that vocational training institutions believed they might need e-learning were related to content reuse and e-learning flexibility. Fourth, National Competency Standards-based content, theory-focused content, and practice alternative content were found to be most useful e-learning content in vocational training institutions. Fifth, the most preferred type of e-learning content was smaller modules developed for learning specific knowledge or skills. Lastly, vocational training institutions were found to be hesitant about using e-learning in the future because of the lower training effectiveness in e-learning and the lack of interaction among learners and instructors in e-learning contexts. Suggestions for practitioners and researchers are provided on the basis of the findings.

A Collaborative Cybersecurity Education Program

This chapter presents an implementation of a cybersecurity education program. The program aims to address some issues identified in current cybersecurity teaching in higher education on a European level, like the fragmentation of cybersecurity expertise or resource shortage, resulting in few higher education institutions to offer full degree programs. As a result of the Erasmus+ strategic partnership project SecTech, the program tries to overcome those issues by introducing collaborative development to cybersecurity education. SecTech lays the foundations for a collaborative education program, like the definition of a clear content, module and delivery structure, and the appropriate tool support to facilitate collaboration and content reuse. Additional effort is required to achieve long-term success, including the creation of a community that drives the content creation and maintenance, as well as an independent governance structure to steer the project in the long-term. While the project focuses on European collaboration, a global community is envisioned.

Computers can’t give credit: How automatic attribution falls short in an online remixing community

In this paper, we explore the role that attribution plays in shaping user reactions to content reuse, or remixing, in a large user-generated content community. We present two studies using data from the Scratch online community – a social media platform where hundreds of thousands of young people share and remix animations and video games. First, we present a quantitative analysis that examines the ef- fects of a technological design intervention introducing au- tomated attribution of remixes on users’ reactions to being remixed. We compare this analysis to a parallel examination of “manual” credit-giving. Second, we present a qualita- tive analysis of twelve in-depth, semi-structured, interviews with Scratch participants on the subject of remixing and at- tribution. Results from both studies suggest that automatic attribution done by technological systems (i.e., the listing of names of contributors) plays a role that is distinct from, and less valuable than, credit which may superficially involve identical information but takes on new meaning when it is given by a human remixer. We discuss the implications of these findings for the designers of online communities and social media platforms.

A client-side JATS4R validator using Saxon-CE

JATS4R (jats4r.org) is a group that provides guidelines for tagging scholarly articles in JATS XML to maximize machine-readability and the potential for content reuse. When the group formalizes a recommendation, we encode the rules in Schematron. For checking instance documents against the rules, we have implemented a validation tool (hosted at http://jats4r.org/validator/). When an instance document is processed, it is first parsed with a JavaScript implementation of xmllint, then validated against the DTD, if one is specified. The validator then checks the document against the Schematron rules, and generates a report in Schematron Validation Report Language XML (SVRL). To avoid the maintenance costs of hosting a server-side tool, the validation tool is written in JavaScript, using an emscripten port of libxml, and Saxon-CE as the client-side XSLT processor. This allows it to be hosted on a static site and run entirely within the user’s web browser. The XSLT files used for validation are generated from the Schematron rulesets offline, and an HTML report is generated from the SVRL validation results using a further XSLT transformation.

Content Management Systems Viewed From A Behaviorism, Cognitivism, Constructivism & Connectivism Perspective

The knowledge based organization is the organization in which production and consumption of knowledge is the most important type of activity, knowledge is recognized as a key resource, information and communication technologies are core technologies and information environment, together with the social and the ecological ones, constitute the human existence. The information society allows broad access to information for its members, becoming a new way of working and knowledge. The new digital technologies essential reduce the cost of access, storage and transmission of information. IT systems play an important role in processes that speed up the exchange of information within the organization and between organizations and in effective dissemination of information to the consumer or, if we are talking in the context of education, student. In this context, where there is an ongoing need for education and training, the Web has become a new medium for publishing the information. So, websites are used to promote businesses and products, provide services and information, and facilitate communication. For medium and large sites, the question of their content management occurs. Therefore content management systems have been implemented (CMS). The system inputs are information to be published, and the outputs are the pages that will be seen by visitors. Content management is the systematic and structured supply, creation, processing, management, presentation, publishing and content reuse. There is a wide range of CMS, but no solution is able to manage all types of content. Referring this in the field of education and learning, the article aims to analyze the types of CMS systems consistent with known theories and models of learning: behaviorism, cognitivism, constructivism & connectivism.