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Sunday, December 7, 2008
Makeup Reading Notes, Week 7
See Muddiest Point #8...Zhen informed me that we may make up an assignment if we were short one as a result of thinking that 10, instead of 11, posts were necessary to complete all blogging assignments.
How Internet Infrastructure Works
This article gives a nice overview of what the internet actually is. I think most of us, at least I have, sometimes tend to think of it as a concept rather than a distinct network of computer systems. The illustration, while not all that necessary, helps explain how it works at its core.
While the internet is a collection of systems and not owned, it is, obviously, monitered and maintained in order to avoid numerous problems. I suppose that's part of the reason for ISPs.
Anyway, this is a good article. I think the router illustration and explanation is especially effective in trying to explain how the internet works. Also, if you're wondering about the seemingly random progression of numbers that makes up you IP, this article answers why it's not so random.
Dismantling Integrated Library Systems
I understand Pace's frustration with dismantling of the ILS. Every few years, it seems like it's going to have to be deconstructed from its current from in order to keep up with existing technologies...only to be dismantled once again. With technology increasing at a greater speed year after year, one wonders if an ILS can ever have an constancy.
Inside the Google Machine
Wow, a twenty minute video; this is probably twice as long as the longest video we've been required to view. Anyhow, this video enlightened me (how could it not?) on how Google works for all kinds of people, users and founders.
The beginning illustration was cool....and effective. It literally showed where the Google users are. Of course, it's not just Google users, but those who have an internet connection. Some of the answers were predictable: The US, China, Japan, India, parts of the Middle East, and Europe. Africa was almost completely absent, but as Brin pointed out, it's because there's a lack of power.
Part of Brin and Page's intent is to increase internet usage, mostly to places like Africa where there's very little of it. Obviously, yes, they'd like to turn a profit and promote their company; I mean, it IS called the Google Foundation, so it's definitely self-promotion as well. Still, I'd like to think that at least half their intent is altruistic. Besides, using Google searches to illustrate overall usage seems to be a pretty accurate measure since it's the most popular search engine on the internet.
How Internet Infrastructure Works
This article gives a nice overview of what the internet actually is. I think most of us, at least I have, sometimes tend to think of it as a concept rather than a distinct network of computer systems. The illustration, while not all that necessary, helps explain how it works at its core.
While the internet is a collection of systems and not owned, it is, obviously, monitered and maintained in order to avoid numerous problems. I suppose that's part of the reason for ISPs.
Anyway, this is a good article. I think the router illustration and explanation is especially effective in trying to explain how the internet works. Also, if you're wondering about the seemingly random progression of numbers that makes up you IP, this article answers why it's not so random.
Dismantling Integrated Library Systems
I understand Pace's frustration with dismantling of the ILS. Every few years, it seems like it's going to have to be deconstructed from its current from in order to keep up with existing technologies...only to be dismantled once again. With technology increasing at a greater speed year after year, one wonders if an ILS can ever have an constancy.
Inside the Google Machine
Wow, a twenty minute video; this is probably twice as long as the longest video we've been required to view. Anyhow, this video enlightened me (how could it not?) on how Google works for all kinds of people, users and founders.
The beginning illustration was cool....and effective. It literally showed where the Google users are. Of course, it's not just Google users, but those who have an internet connection. Some of the answers were predictable: The US, China, Japan, India, parts of the Middle East, and Europe. Africa was almost completely absent, but as Brin pointed out, it's because there's a lack of power.
Part of Brin and Page's intent is to increase internet usage, mostly to places like Africa where there's very little of it. Obviously, yes, they'd like to turn a profit and promote their company; I mean, it IS called the Google Foundation, so it's definitely self-promotion as well. Still, I'd like to think that at least half their intent is altruistic. Besides, using Google searches to illustrate overall usage seems to be a pretty accurate measure since it's the most popular search engine on the internet.
Tuesday, December 2, 2008
Reading Notes, Week 14
What Cloud Computing Really Means
Well, this week I got to learn about cloud computing: a term I had not heard until today. Basically, it's "an updated version of utility computing," which means that there are virtual servers now on the intenet. Some go further stating that anything you consume outside the firewall, into the cloud, is cloud computing.
Apparently this is a problem for IT professionals, but I feel so poorly versed in this area that I couldn't really tell you why. Unfortunately, I think this article, while written well enough for a layperson to have a basic understanding, is still too geared toward those who have familiarity with this issue...whatever that may be. Anyway, it was still interesting to read the seven ways of breaking down cloud computing. I guess my conclusion, probably naive, is that it's always better to have more user options. By my reading, that's what this concept allows, and at a lower cost.
Explaining Cloud Computing
I should watched this video first. It makes the cloud computing concept easier to understand. Evidently, my conclusion from the first article wasn't really all that naive, even though I made it based on limited information. But I have a question: When I chose to use Google for my last assignment of designing a website, was that an instance of SaaS? I am using an internet service to create something that normally, or at least years ago, required some kind of software. But instead, I accessed a website, used its HTML editor, and created my own website at no cost or storage space. I realize these are pretty simple questions for a lot of people in this class, so feel free to make fun of me.
Also helpful in understanding this idea is the analogy to an electricity grid. Poor Microsoft, they can't run a monopoly.
The Future of Libraries: Beginning the Great Transformation
I liked this article, especially the introduction that explained the history value of libraries to all societies before books so ubiquitous. Today, of course, the libraries are still valuable but for different reasons. Information is readily available for just about anybody, at least in the industrialized world. That means that libraries must function a different manner, but with the same purpose. Obviously people still frequent the library for information, but since they can get what they want just about anywhere (I'm not speaking of those who choose to go there just so that don't have to purchase something), it means that they are going there because it offers faster communication (Trend #1) or more efficiency in locating the desired information (Trends #4 and #5)
The trends listed in this article break down the future of library services quite well. I think the first and seconds trends are the most important "live by" if you're a librarian, because you have to realize that all technology has a lifespan. What's the value of a library if any regular person that uses the same technology on a day-to-day basis? Well, then you're just a discount book lender.
Trend #7 I have the most doubt about. I mean, really...there will be zero literacy? We'll be a verbal society? I don't think it's that black and white, even if growing technology verbal communication a near necessity. People will always have a desire to read and write simply because it's either a) the preferable form of communication or b) more likely, they just like to do those things. I'll "only" be 70 years old by then, and I can promise anybody reading this that I'll be reading and writing, because it's what I love to do. Trend #10 is a bit dubious...too vague.
Well, this week I got to learn about cloud computing: a term I had not heard until today. Basically, it's "an updated version of utility computing," which means that there are virtual servers now on the intenet. Some go further stating that anything you consume outside the firewall, into the cloud, is cloud computing.
Apparently this is a problem for IT professionals, but I feel so poorly versed in this area that I couldn't really tell you why. Unfortunately, I think this article, while written well enough for a layperson to have a basic understanding, is still too geared toward those who have familiarity with this issue...whatever that may be. Anyway, it was still interesting to read the seven ways of breaking down cloud computing. I guess my conclusion, probably naive, is that it's always better to have more user options. By my reading, that's what this concept allows, and at a lower cost.
Explaining Cloud Computing
I should watched this video first. It makes the cloud computing concept easier to understand. Evidently, my conclusion from the first article wasn't really all that naive, even though I made it based on limited information. But I have a question: When I chose to use Google for my last assignment of designing a website, was that an instance of SaaS? I am using an internet service to create something that normally, or at least years ago, required some kind of software. But instead, I accessed a website, used its HTML editor, and created my own website at no cost or storage space. I realize these are pretty simple questions for a lot of people in this class, so feel free to make fun of me.
Also helpful in understanding this idea is the analogy to an electricity grid. Poor Microsoft, they can't run a monopoly.
The Future of Libraries: Beginning the Great Transformation
I liked this article, especially the introduction that explained the history value of libraries to all societies before books so ubiquitous. Today, of course, the libraries are still valuable but for different reasons. Information is readily available for just about anybody, at least in the industrialized world. That means that libraries must function a different manner, but with the same purpose. Obviously people still frequent the library for information, but since they can get what they want just about anywhere (I'm not speaking of those who choose to go there just so that don't have to purchase something), it means that they are going there because it offers faster communication (Trend #1) or more efficiency in locating the desired information (Trends #4 and #5)
The trends listed in this article break down the future of library services quite well. I think the first and seconds trends are the most important "live by" if you're a librarian, because you have to realize that all technology has a lifespan. What's the value of a library if any regular person that uses the same technology on a day-to-day basis? Well, then you're just a discount book lender.
Trend #7 I have the most doubt about. I mean, really...there will be zero literacy? We'll be a verbal society? I don't think it's that black and white, even if growing technology verbal communication a near necessity. People will always have a desire to read and write simply because it's either a) the preferable form of communication or b) more likely, they just like to do those things. I'll "only" be 70 years old by then, and I can promise anybody reading this that I'll be reading and writing, because it's what I love to do. Trend #10 is a bit dubious...too vague.
Muddiest Point #10
I am in Zhen's group. If I currently have 9 reading responses, 9 comments (18 total) and 10 muddies (counting this one), does that mean I only need to post a reading response for week 14 (this week) and the required comments to get full credit, or do I have to post one more reading response (total 11) and comments to get full credit? There's been some confusion with this, so any answers, either by Zhen or those who count their scores through her statistics, would be great. Thanks.
Monday, December 1, 2008
Friday, November 28, 2008
Muddiest Point #9
How much security do Pitt students have using university software? How and why is it better (or worse) than the average user's?
Thursday, November 27, 2008
Reading Notes, Week 13
No Place to Hide
This week's readings are of great interest to me. While the technological advances in information retrieval have been a blessing, they've also become quite burdensome because of security issues. These advancements work to our benefit for the most part, I think. But there are, of course, people out there who use their empowerment for criminal purposes, sometimes under the guise of "what's best for us."
The No Place to Hide website helps play more into the second part, in my opinion. Whether or not you disagree with motives for the PATRIOT Act, there's no doubt our privacy has been affected in adverse ways. Is it worth it? No in my opinion. I think this investigative website shows why.
TIA and Data Mining
This website run by the Electronic Privacy Information Center is concerned by the problems that No Place to Hide is, although I think it's less alarmist. The vast majority of the site is informational with less emphasis commentary, and, I think, allows the people more of an option make their own minds on the privacy issue.
You Tube Video
Apparently, this video has been removed because of copyright issues, so I can't review it.
In any case, I think this week's issues aren't just interesting, but important, relevant topics for anyone going into an information science career.
This week's readings are of great interest to me. While the technological advances in information retrieval have been a blessing, they've also become quite burdensome because of security issues. These advancements work to our benefit for the most part, I think. But there are, of course, people out there who use their empowerment for criminal purposes, sometimes under the guise of "what's best for us."
The No Place to Hide website helps play more into the second part, in my opinion. Whether or not you disagree with motives for the PATRIOT Act, there's no doubt our privacy has been affected in adverse ways. Is it worth it? No in my opinion. I think this investigative website shows why.
TIA and Data Mining
This website run by the Electronic Privacy Information Center is concerned by the problems that No Place to Hide is, although I think it's less alarmist. The vast majority of the site is informational with less emphasis commentary, and, I think, allows the people more of an option make their own minds on the privacy issue.
You Tube Video
Apparently, this video has been removed because of copyright issues, so I can't review it.
In any case, I think this week's issues aren't just interesting, but important, relevant topics for anyone going into an information science career.
Monday, November 24, 2008
Thursday, November 20, 2008
Reading Notes, Week 12
Weblogs: Their Use and Application in Science and Technology Libraries
The article helpfully begins its description of a weblog, which is, simply, a blog. This makes me think, though, how much more confusing upcoming technology really is. Without clear and definite terminology, it only serves to be more difficult to educate the public about new technology. Sometimes I think those "in the know" forget about that.
Anyway, much of the article was common knowledge for a lot of us, I'm sure, at least since we've begun blogging. For example, most of us know by now that a blog works as something of a personal journal and that our entries, if we desire, can be archived (106). We also know that they can have great success (106). What isn't so clear is the history (107). A lot of us may have been keeping up with the advances in blogging for the past decade, but I've only been blogging since about 2004 or so, although I have been using involved in online communites prior to that.
Basically, this was a good introduction for those who have only an elementary knowledge of computers, blogging and blogging software. There are some terms referred to that I was unaware of, but it took very little time or effort understand them. Most of the meanings could be inferred. I do wish some of the prior articles we have read were only this challenging.
Using a Wiki to Manage a Library Instruction Program: Sharing Knowledge to Better Serve Patrons
The explanation of the wiki was pretty straightforward and there was little confusion as to what the author meant, mainly because I, along with everyone else in class, has used one. If it's not Wikipedia, then it's likely the course wiki for LIS 2000 or another specialized wiki. For instance, I like to read Thomas Pynchon, and I often have to consult a wiki (given the nature of his work) run by fans and Pynchon scholars in order to understand the references and context of his novels
What I really liked to read, since I've never bothered to try and set up my own wiki, is section on "making your own wiki." Maybe I'll try it now.
Creating the Academic Library Folksonomy: Put Social Tagging to Work at Your Institution
Arch is correct with the assumption that most of current literature on the interest is, in fact, now on the internet. The reasons are obvious, I suspect, because 1) if you're discussing the internet, then the internet would be the obvious place to publish your finding and 2) the development of the internet is increasing so quickly that by the time literature is published on paper, it's already become dated.
Social tagging is a good method for people to reach what they want, but everyone has to contribute in order or it to work. While we've all agreed on the language we using (more or less), some users will have slight discrepancies on a meaning. Others might try a more specific search, while some will begin their searches on a broader level. So, it's important that a large population contributes so as to cut down on these problems. There is, however, a risk to open contributions. Says Arch, "[t]here are, of course, a few risks and issues to consider when implementing social tagging in your library, especially if the site is open for all library patrons to update. One is the wonderfully named spagging, or spam tagging. Users with bad intentions can tag unsuitable sites for their own profit or simply to create havoc." It'll be interesting to observe what direction social tagging goes in.
How a Ragtag Band Created Wikipedia
This 11 minute recording (I listened to the audio; didn't watch the video) was pretty interesting. Jimmy Wales, the founder of Wikipedia, gives a talk about how he and some developers made the website into a reality. As a frequent user (and, by the way, well-aware of both it's faults and benefits), I held a special fascination Wales's presentation.
Wikipedia runs on donations from the public; important, I think, since it is also open source. This is truly a public collaboration and illustrates the appeal of the website. Wales points out the common surprise, and it was a surprise to me, that only 1/3 of the traffic is to the English version, which comprises 600,000 articles out of the 2,000,000 total. It is a truly global website and one of the top fifty in use. This is particularly fascinating because, as Wales points out again, it runs on comparatively very little money to, say, the New York Times, which is a huge corporate organization, and, yet, has less users.
Of course, there's the question of "how good is it?" Wales claims that it's pretty good but, of course, not perfect given its chaotic system. Part of the reason it works is that most people understand the need for neutrality, which Wales insisted upon from the beginning, and, as he points out, that doesn't necessarily equate to the truth, which, of course, can differ from person to person depending on the entry or idea. "Right v Left" problems are not that big of an issues, probably because of the fact that those engaging in that debate are asked to leave the community. The vast majority of the "community" is comprised of 600-1,000 dedicated members, not the controversial anonymous users, who only make up about 18% of all edits. In my opinion, most of the erroneous claims are probably edited by the dedicated members or members like me, those with a username and who care about Wikipedia's veracity but infrequent with their edits.
Overall, I think Wales did a decent job in clearing up the issues or problems with Wikipedia, particularly with idea of neutrality, but I wanted a little more detail in some areas and wished the talk could have been longer. Hopefully, most people would come away believing that Wikipedia is usually reliable, impressively so, but also understand why it isn't appropriate to use it as a source.
Postscript: Earlier I could not access the second and third articles via the online syllabus, and so I I did not post any notes (but mentioned my efforts). Thanks to Jake's comment, I was able to access them via Course Documents on Blackboard today, 11/22. Keep in mind, though, that my original notes were posted on Thursday.
The article helpfully begins its description of a weblog, which is, simply, a blog. This makes me think, though, how much more confusing upcoming technology really is. Without clear and definite terminology, it only serves to be more difficult to educate the public about new technology. Sometimes I think those "in the know" forget about that.
Anyway, much of the article was common knowledge for a lot of us, I'm sure, at least since we've begun blogging. For example, most of us know by now that a blog works as something of a personal journal and that our entries, if we desire, can be archived (106). We also know that they can have great success (106). What isn't so clear is the history (107). A lot of us may have been keeping up with the advances in blogging for the past decade, but I've only been blogging since about 2004 or so, although I have been using involved in online communites prior to that.
Basically, this was a good introduction for those who have only an elementary knowledge of computers, blogging and blogging software. There are some terms referred to that I was unaware of, but it took very little time or effort understand them. Most of the meanings could be inferred. I do wish some of the prior articles we have read were only this challenging.
Using a Wiki to Manage a Library Instruction Program: Sharing Knowledge to Better Serve Patrons
The explanation of the wiki was pretty straightforward and there was little confusion as to what the author meant, mainly because I, along with everyone else in class, has used one. If it's not Wikipedia, then it's likely the course wiki for LIS 2000 or another specialized wiki. For instance, I like to read Thomas Pynchon, and I often have to consult a wiki (given the nature of his work) run by fans and Pynchon scholars in order to understand the references and context of his novels
What I really liked to read, since I've never bothered to try and set up my own wiki, is section on "making your own wiki." Maybe I'll try it now.
Creating the Academic Library Folksonomy: Put Social Tagging to Work at Your Institution
Arch is correct with the assumption that most of current literature on the interest is, in fact, now on the internet. The reasons are obvious, I suspect, because 1) if you're discussing the internet, then the internet would be the obvious place to publish your finding and 2) the development of the internet is increasing so quickly that by the time literature is published on paper, it's already become dated.
Social tagging is a good method for people to reach what they want, but everyone has to contribute in order or it to work. While we've all agreed on the language we using (more or less), some users will have slight discrepancies on a meaning. Others might try a more specific search, while some will begin their searches on a broader level. So, it's important that a large population contributes so as to cut down on these problems. There is, however, a risk to open contributions. Says Arch, "[t]here are, of course, a few risks and issues to consider when implementing social tagging in your library, especially if the site is open for all library patrons to update. One is the wonderfully named spagging, or spam tagging. Users with bad intentions can tag unsuitable sites for their own profit or simply to create havoc." It'll be interesting to observe what direction social tagging goes in.
How a Ragtag Band Created Wikipedia
This 11 minute recording (I listened to the audio; didn't watch the video) was pretty interesting. Jimmy Wales, the founder of Wikipedia, gives a talk about how he and some developers made the website into a reality. As a frequent user (and, by the way, well-aware of both it's faults and benefits), I held a special fascination Wales's presentation.
Wikipedia runs on donations from the public; important, I think, since it is also open source. This is truly a public collaboration and illustrates the appeal of the website. Wales points out the common surprise, and it was a surprise to me, that only 1/3 of the traffic is to the English version, which comprises 600,000 articles out of the 2,000,000 total. It is a truly global website and one of the top fifty in use. This is particularly fascinating because, as Wales points out again, it runs on comparatively very little money to, say, the New York Times, which is a huge corporate organization, and, yet, has less users.
Of course, there's the question of "how good is it?" Wales claims that it's pretty good but, of course, not perfect given its chaotic system. Part of the reason it works is that most people understand the need for neutrality, which Wales insisted upon from the beginning, and, as he points out, that doesn't necessarily equate to the truth, which, of course, can differ from person to person depending on the entry or idea. "Right v Left" problems are not that big of an issues, probably because of the fact that those engaging in that debate are asked to leave the community. The vast majority of the "community" is comprised of 600-1,000 dedicated members, not the controversial anonymous users, who only make up about 18% of all edits. In my opinion, most of the erroneous claims are probably edited by the dedicated members or members like me, those with a username and who care about Wikipedia's veracity but infrequent with their edits.
Overall, I think Wales did a decent job in clearing up the issues or problems with Wikipedia, particularly with idea of neutrality, but I wanted a little more detail in some areas and wished the talk could have been longer. Hopefully, most people would come away believing that Wikipedia is usually reliable, impressively so, but also understand why it isn't appropriate to use it as a source.
Postscript: Earlier I could not access the second and third articles via the online syllabus, and so I I did not post any notes (but mentioned my efforts). Thanks to Jake's comment, I was able to access them via Course Documents on Blackboard today, 11/22. Keep in mind, though, that my original notes were posted on Thursday.
Muddiest Point #8
This is for my T.A., Zhen, or anybody who knows the answer -
Apparently we need 11 blog entries instead of 10 to get full credit for the blogs. However, in my case, I have 7 entries so far, which means I need four more to get full credit. The problem is that there are only 3 weeks left in the course, and I was counting on blogging for the remaining weeks of the course to get full credit. Being as how we were just informed of this development today and the fact that some of us inevitably used the reading response statistics to keep count of our scores, is it possible for those of us who are one short (and, therefore, probably, used to reading response statistics to keep count of our scores) to blog about a prior week's readings?
Apparently we need 11 blog entries instead of 10 to get full credit for the blogs. However, in my case, I have 7 entries so far, which means I need four more to get full credit. The problem is that there are only 3 weeks left in the course, and I was counting on blogging for the remaining weeks of the course to get full credit. Being as how we were just informed of this development today and the fact that some of us inevitably used the reading response statistics to keep count of our scores, is it possible for those of us who are one short (and, therefore, probably, used to reading response statistics to keep count of our scores) to blog about a prior week's readings?
Monday, November 17, 2008
Monday, November 10, 2008
Muddiest Point #7
I assume (since I wasn't in class last week and haven't viewed the class taping yet) that the week 10 and week 11 readings were switched...or did miss something from more than a week back?
Thursday, November 6, 2008
Muddiest Point #6
Before DSpace was created in 2003, what were other institutional repositories, digital or otherwise, available on a mass scale to those working in academia, or was DSpace the first?
Reading Notes, Week 11
Digital Libraries: Challenges and Influential Work
I think the Federated Search Diagram made the article easier to understand right from the beginning. Usually, my eyes glaze over the text trying to fully understand this material, so it was nice to have a visual to help guide me along.
I found Lynch's statement, "there is a huge difference between providing access to discrete sets of digital collections and providing digital library services," to be insightful, as well as accurate. Anyone can provide access to a collection (limited, at that), but it doesn't count as library access unless full library services are provided, or at least something resembling that.
Following that issue, the article was able to address funding issues and how to expand digital library services. This was helpful because it allowed me to understand just how we can and must go in providing full service.
Dewey Meets Turing: Librarians, Computer Scientists, and the Digitial Libraries Initiative
After reading this introduction, I first thought about how our IS program covers those divided between librarianship/archivists and computer scientists. Without the DLI and programs similar to it, what would our educations be like now? Is it likely that both fields would be under the same tent of information science, or would it have an inevitable marriage anyway as a result of computer systems to automatically expand information access? According the article, yes. "The scientists had been trained to use libraries since their years of secondary education. They could see, or at least imagine how current library functions would be moved forward by an injection of computing insight." However, I think it's just as true that those of us on the library side were able to recognize the value of computer science (And the article acknowleges this). Still, I'm not sure if it's an important to wonder who met who, or if both sides met halfway.
I felt that the last section of this article, "Mutual (Mis?)Conceptions" really highlighted what is possible in the future of this ever-evolving union, and this quote really sums up frustration (at least among aspiring librarians): "[I]n any union both sides need something that recalls their old identity."
Institutional Repositories: Essential Infrastructure for Scholarship in the Digital Age
First off, it never ceases to amaze me just how much funding, or lack thereof, drives innovation. Technology is already advancing at fast rate, but it's simply an understatement to say that innovative ideas are a result of those cut off from either access to information or funding, which is frustrating, but encourages creativity all the same.
Anyway, while I think I understand the concept of an instituational repository, I'm not sure I can visualize an actual repository of colloaborative student/faculty work that Lynch discusses (aside from the MIT example - dspace.org), mainly because he tends to write in abstractions and generic terms. Obviously the web and the advancement of computer science in general has given people, specifically faculty, the ability to disseminate information, but I don't really have an idea of what the ideal digital repository (although there is large list of them here) is or how to create it, let alone how to engage in, as Lynch puts it, stewardship. The closest I can get to visualizing this idea, is to think about library vendors such as JSTOR. So, I guess what I can take away from this idea is the creation of an open source project, similar to a wiki, only privy, for example, to the students and faculty at Pitt - with more rules, mostly relating to control of content.
If institutional repositories become an accepted and common reality, should it be a requirement that every students' and faculty members' academic work be submitted to the repository?
Note: This was orginally sorted under "Reading Notes, Week 10" until I realized that everyone but me had the above readings under Week 11, and the syllabus's Week 11 readings under Week 10 on the blogs
I think the Federated Search Diagram made the article easier to understand right from the beginning. Usually, my eyes glaze over the text trying to fully understand this material, so it was nice to have a visual to help guide me along.
I found Lynch's statement, "there is a huge difference between providing access to discrete sets of digital collections and providing digital library services," to be insightful, as well as accurate. Anyone can provide access to a collection (limited, at that), but it doesn't count as library access unless full library services are provided, or at least something resembling that.
Following that issue, the article was able to address funding issues and how to expand digital library services. This was helpful because it allowed me to understand just how we can and must go in providing full service.
Dewey Meets Turing: Librarians, Computer Scientists, and the Digitial Libraries Initiative
After reading this introduction, I first thought about how our IS program covers those divided between librarianship/archivists and computer scientists. Without the DLI and programs similar to it, what would our educations be like now? Is it likely that both fields would be under the same tent of information science, or would it have an inevitable marriage anyway as a result of computer systems to automatically expand information access? According the article, yes. "The scientists had been trained to use libraries since their years of secondary education. They could see, or at least imagine how current library functions would be moved forward by an injection of computing insight." However, I think it's just as true that those of us on the library side were able to recognize the value of computer science (And the article acknowleges this). Still, I'm not sure if it's an important to wonder who met who, or if both sides met halfway.
I felt that the last section of this article, "Mutual (Mis?)Conceptions" really highlighted what is possible in the future of this ever-evolving union, and this quote really sums up frustration (at least among aspiring librarians): "[I]n any union both sides need something that recalls their old identity."
Institutional Repositories: Essential Infrastructure for Scholarship in the Digital Age
First off, it never ceases to amaze me just how much funding, or lack thereof, drives innovation. Technology is already advancing at fast rate, but it's simply an understatement to say that innovative ideas are a result of those cut off from either access to information or funding, which is frustrating, but encourages creativity all the same.
Anyway, while I think I understand the concept of an instituational repository, I'm not sure I can visualize an actual repository of colloaborative student/faculty work that Lynch discusses (aside from the MIT example - dspace.org), mainly because he tends to write in abstractions and generic terms. Obviously the web and the advancement of computer science in general has given people, specifically faculty, the ability to disseminate information, but I don't really have an idea of what the ideal digital repository (although there is large list of them here) is or how to create it, let alone how to engage in, as Lynch puts it, stewardship. The closest I can get to visualizing this idea, is to think about library vendors such as JSTOR. So, I guess what I can take away from this idea is the creation of an open source project, similar to a wiki, only privy, for example, to the students and faculty at Pitt - with more rules, mostly relating to control of content.
If institutional repositories become an accepted and common reality, should it be a requirement that every students' and faculty members' academic work be submitted to the repository?
Note: This was orginally sorted under "Reading Notes, Week 10" until I realized that everyone but me had the above readings under Week 11, and the syllabus's Week 11 readings under Week 10 on the blogs
Sunday, November 2, 2008
Wednesday, October 29, 2008
Reading Notes, Week 9
Introducing the Extensible Markup Language (XML)
Yet again, here's another article that uses lingo unfamiliar to me, but, I suppose, I'm familiar enough to follow along. For instance, I've seen XML or HTML before and know what their acronyms stand for, but I don't really have much knowledge about what they "do." This makes it very difficult to contextualize the importance of these things.
Anyway, the article attempts to make that problem go away by explaining step-by-step how and why, for example, XML works. To illustrate, XML "bring multiple files together to form compound documents." Well, at this point, at least, I can make a distinction between XML and HTML.
I'm anxious to see if this article will help me with assignment 6, although I think we're using HTML.
A Survey of XML Standards: Part 1
"The world of XML is vast and growing, with a huge variety of standards and technologies that interact in complex ways. It can be difficult for beginners to navigate the most important aspects of XML, and for users to keep track of new entries and changes in the space."
Great. Well, I'm certainly a beginner (although I did make a webpage once, about 8 years ago, when I was a freshman undergrad). However, I would have been better off reading this page first. It has a better overview of XML, and made reading "Introducing the Extensible Markup Language (XML)" a little more understandable, especially with all the links and tutorials available.
Extending Your Markup: An XML Tutorial
This article is much better written for the layperson. The XML Resources section of the article also gave a nice overview of where to go for more XML information. I also think this statement seems important, yet somewhat implicitly ignored: "Of course software that supports XML is essential. Because existing standards continue to develop and new ones constantly arise, many tools support only parts of some specifications. An excellent overview of existing systems and tools can be found at http://xmlsoftware.com."
XML Schema Tutorial
This was also a good tutorial, because it explained what you needed to know when and why, and provided the links to further understand key concepts and applications. Myself, I had to go to the DTD tutorial first to gain a better understanding (DTD still isn't all that clear, but this site made it a lot more comprehensible).
Anyway, it makes more sense to see that XML is a replacement for DTD, adding context to the problem. One problem, however, is that this tutorial doesn't explain why it's "easier" to use. What does the author mean by "easier" anyway? I'm not sure that the examples and references show that very well, although they are very simple to understand. Once I got to the Complex Elements and Types sections, etc, though, I got a little lost again - but this is due to my, obviously, incomplete comprehension of the subject matter.
To conclude, I think it's clear I have to tutor myself a little better on this stuff. I get most of it, initially, but then I tend to get bogged down in details that I don't really understand well enough to comment on, other than to say "Okay, I get this part, but how do I connect the part of which I have an elementary understanding to the part I don't really understand at all?"
Yet again, here's another article that uses lingo unfamiliar to me, but, I suppose, I'm familiar enough to follow along. For instance, I've seen XML or HTML before and know what their acronyms stand for, but I don't really have much knowledge about what they "do." This makes it very difficult to contextualize the importance of these things.
Anyway, the article attempts to make that problem go away by explaining step-by-step how and why, for example, XML works. To illustrate, XML "bring multiple files together to form compound documents." Well, at this point, at least, I can make a distinction between XML and HTML.
I'm anxious to see if this article will help me with assignment 6, although I think we're using HTML.
A Survey of XML Standards: Part 1
"The world of XML is vast and growing, with a huge variety of standards and technologies that interact in complex ways. It can be difficult for beginners to navigate the most important aspects of XML, and for users to keep track of new entries and changes in the space."
Great. Well, I'm certainly a beginner (although I did make a webpage once, about 8 years ago, when I was a freshman undergrad). However, I would have been better off reading this page first. It has a better overview of XML, and made reading "Introducing the Extensible Markup Language (XML)" a little more understandable, especially with all the links and tutorials available.
Extending Your Markup: An XML Tutorial
This article is much better written for the layperson. The XML Resources section of the article also gave a nice overview of where to go for more XML information. I also think this statement seems important, yet somewhat implicitly ignored: "Of course software that supports XML is essential. Because existing standards continue to develop and new ones constantly arise, many tools support only parts of some specifications. An excellent overview of existing systems and tools can be found at http://xmlsoftware.com."
XML Schema Tutorial
This was also a good tutorial, because it explained what you needed to know when and why, and provided the links to further understand key concepts and applications. Myself, I had to go to the DTD tutorial first to gain a better understanding (DTD still isn't all that clear, but this site made it a lot more comprehensible).
Anyway, it makes more sense to see that XML is a replacement for DTD, adding context to the problem. One problem, however, is that this tutorial doesn't explain why it's "easier" to use. What does the author mean by "easier" anyway? I'm not sure that the examples and references show that very well, although they are very simple to understand. Once I got to the Complex Elements and Types sections, etc, though, I got a little lost again - but this is due to my, obviously, incomplete comprehension of the subject matter.
To conclude, I think it's clear I have to tutor myself a little better on this stuff. I get most of it, initially, but then I tend to get bogged down in details that I don't really understand well enough to comment on, other than to say "Okay, I get this part, but how do I connect the part of which I have an elementary understanding to the part I don't really understand at all?"
Monday, October 20, 2008
Friday, October 17, 2008
Muddiest Point #4
This is from the class lecture: Can someone further explain the "dot com bubble" and why that "bubble" burst? Beyond that, what are the ramifications for Internet access, if there are any?
Tuesday, October 7, 2008
Assignment #4: Jing Video and Images
Video:
http://www.screencast.com/users/dmb97pitt/folders/Default/media/6ec55ed7-7918-4b7f-9a6c-61a7e2cf77a1
Images:
http://www.flickr.com/photos/30555409@N03/2920335281/in/set-72157607815482569/
http://www.flickr.com/photos/30555409@N03/2921178680/in/set-72157607815482569/
http://www.flickr.com/photos/30555409@N03/2921178698/in/set-72157607815482569/
http://www.flickr.com/photos/30555409@N03/2920335367/in/set-72157607815482569/
http://www.flickr.com/photos/30555409@N03/2920335387/in/set-72157607815482569/
http://www.screencast.com/users/dmb97pitt/folders/Default/media/6ec55ed7-7918-4b7f-9a6c-61a7e2cf77a1
Images:
http://www.flickr.com/photos/30555409@N03/2920335281/in/set-72157607815482569/
http://www.flickr.com/photos/30555409@N03/2921178680/in/set-72157607815482569/
http://www.flickr.com/photos/30555409@N03/2921178698/in/set-72157607815482569/
http://www.flickr.com/photos/30555409@N03/2920335367/in/set-72157607815482569/
http://www.flickr.com/photos/30555409@N03/2920335387/in/set-72157607815482569/
Tuesday, September 30, 2008
Friday, September 26, 2008
Muddiest Point #3
I think we're all familiar enough with PANs, LANs and CANs because of personal use, but I think it would be beneficial to the class if we went over MANs, WANs and GANs as they relate to LIS professions.
Reading Notes, Week 6
Local Area Network
The wikipedia article was basic enough I could understand it. Besides, if you've used the internet at any time in your life, you should probably have an idea of what LAN means. Of course, being literate enough to take this class and do well only takes you so far; I wasn't aware of the technologies encompassing LANs. For example, I've used Ethernet and WiFi, but I've never even heard of Token Ring or how it works. I assume that it's similar, in some way, to internet access afforded to those using Ethernet and WiFi (Okay, it does. I just read the link).
The history covered in this article was interesting, but I would wanted to read more about the future of LANs.
Computer Network
This article doesn't seem to differ too much from the prior article in the sense that we're still discussing a connected system. The connection systems appear to be very much the same. The differentiation between the area networks (e.g. PAN, LAN, CAN, etc) was helpful because it gave us a sense of how varied connected networks can be.
The "basic hardware components" were a little less clear, but I attribute that to the terminology. For example, I know what a router is (you need to if you have internet at home), but I never understood it in the detail given by wikipedia - and I'm not sure that I should.
Common Types of Computer Networks
Interesting - Instead of PAN, I thought LAN would be the most common type of network. Of course, this makes sense. I didn't really think of it on the level given by the man in the youtube video. But, of course, my computer transferring information to my printer is an example, although I still think I use my LAN more than my PAN since I'm using the internet probably more than anything else on my PC.
Management of RFID in Libraries
RFID is an acronym I'm familiar with, mostly because of the paranoia that seems to inherently follow it's name and purpose. After all, any time radio waves are used to track something (hopefully not free adults unless, of course, they want that), then people tend to scared.
Anyway, it's good to know that RFID is used for many reasons, which Coyle presents here in her article. For example, "to identify drugs and counterfeiting" or "to track animals on farms or identify lost pets," but what we're talking about here is RFID's usefulness in libraries. Not surprisingly (see rest of blog), there are privacy concerns here as well. Coyle makes a key and, I think, appropriate comparison barcodes. Barcodes are now, and have been for years, the way we pay for almost anything. I'm sure about the tracking system of the bar codes (or if there even is one, which I don't think there is), but it's worth mentioning that there was a subgroup of citizens fearful of barcodes for exact reasons they are fearful of RFID - privacy. Is this just another "sky is falling" reaction?
Maybe it is, but Coyne gives us the distinction in cost. RFID might not be used to purchase anything as a result of cost (again, though, paranoia. Some think we'll be chipped with RFID in order to buy anything, but that's another story), yet it would be cost-efficient, perhaps, in libraries since books are checked out and returned. I'm not so sure, though. Many books stay on the shelves for years, which would probably offset any of the cost savings of implementing RFID. Inventory, however, should be considered.
RFID may be convenient, but, as Coyle states, it could cut out the "human factor" that I think we need.
The wikipedia article was basic enough I could understand it. Besides, if you've used the internet at any time in your life, you should probably have an idea of what LAN means. Of course, being literate enough to take this class and do well only takes you so far; I wasn't aware of the technologies encompassing LANs. For example, I've used Ethernet and WiFi, but I've never even heard of Token Ring or how it works. I assume that it's similar, in some way, to internet access afforded to those using Ethernet and WiFi (Okay, it does. I just read the link).
The history covered in this article was interesting, but I would wanted to read more about the future of LANs.
Computer Network
This article doesn't seem to differ too much from the prior article in the sense that we're still discussing a connected system. The connection systems appear to be very much the same. The differentiation between the area networks (e.g. PAN, LAN, CAN, etc) was helpful because it gave us a sense of how varied connected networks can be.
The "basic hardware components" were a little less clear, but I attribute that to the terminology. For example, I know what a router is (you need to if you have internet at home), but I never understood it in the detail given by wikipedia - and I'm not sure that I should.
Common Types of Computer Networks
Interesting - Instead of PAN, I thought LAN would be the most common type of network. Of course, this makes sense. I didn't really think of it on the level given by the man in the youtube video. But, of course, my computer transferring information to my printer is an example, although I still think I use my LAN more than my PAN since I'm using the internet probably more than anything else on my PC.
Management of RFID in Libraries
RFID is an acronym I'm familiar with, mostly because of the paranoia that seems to inherently follow it's name and purpose. After all, any time radio waves are used to track something (hopefully not free adults unless, of course, they want that), then people tend to scared.
Anyway, it's good to know that RFID is used for many reasons, which Coyle presents here in her article. For example, "to identify drugs and counterfeiting" or "to track animals on farms or identify lost pets," but what we're talking about here is RFID's usefulness in libraries. Not surprisingly (see rest of blog), there are privacy concerns here as well. Coyle makes a key and, I think, appropriate comparison barcodes. Barcodes are now, and have been for years, the way we pay for almost anything. I'm sure about the tracking system of the bar codes (or if there even is one, which I don't think there is), but it's worth mentioning that there was a subgroup of citizens fearful of barcodes for exact reasons they are fearful of RFID - privacy. Is this just another "sky is falling" reaction?
Maybe it is, but Coyne gives us the distinction in cost. RFID might not be used to purchase anything as a result of cost (again, though, paranoia. Some think we'll be chipped with RFID in order to buy anything, but that's another story), yet it would be cost-efficient, perhaps, in libraries since books are checked out and returned. I'm not so sure, though. Many books stay on the shelves for years, which would probably offset any of the cost savings of implementing RFID. Inventory, however, should be considered.
RFID may be convenient, but, as Coyle states, it could cut out the "human factor" that I think we need.
Tuesday, September 16, 2008
Thursday, September 11, 2008
Reading Notes, Week Four
Database (Wikipedia)
A database seems pretty self-explanatory. Going through the different operating systems, however, has made me realize more acutely than before just how much they can differ (i.e. the database model).
Not surprisingly, IBM was one of the first companies to further the models we're not familiar with. Ironically, the closer the article got the present, the more confused I became. Words like PostgreSQL and MySQl, if they can be called words, are totally foreign to me, but I do know what an open source database is. Although I'm functioning computer illiterate (at least by the standards of this class), I am intrigued by open source databases. If someone could explain them a little better, that would be great. Until then, I'll be checking the Wikipedia article and probably the idea of the Free Culture movement.
Honestly, I think this is one of the more interesting and understandable articles we've read, probably because most of us are at least familiar with some type of database. What makes it more difficult to understand is due to the sheer number of databases.
Introduction to Metadata: Setting the Stage
Anytime the word 'meta' is used, you know it's going to have some convolution, and this article is no exception. Luckily, Gilliland provides some context, providing what she calls a "big picture" of "the sum total of what one can say about any information object." Additionally, she provides the three feature of information objects: Content, context, and structure. Of course, it was helpful to provide library terms we all use or may use. For example, when I work at CCAC, we use MARC fairly often, and I didn't know what the acronym stood for until now (I guess I could have been a little less lazy and looked it up).
In my opinion, this article was very helpful in terms of career relevance, because it provided good examples of how and why we must organize material for our patrons, and how the concept of metadata helps us accomplish that feat.
An Overview of the Dublin Core Data Model
Miller's article is almost ten years old and he admits that it's a work in progress, but I think that having an article this old might help me better understand some concepts here since, at the time, it was fairly new to everybody as it is to me now.
The DCMI seems comparable to an open source model. Is this correct in any way? Apparently its purpose is to be open to a large population, but I don't know if this makes it "open source" at all. If it's not open source, is it simply a model that usable, or attempts to be more usable, for everyone else?
"When we write a sentence in natural language we use words that are meant to convey a certain meaning. That meaning is crucial to how humans understanding the statements and, in the case of applications on the web, is critical to establishing that the correct processing occurs as intended. It is very important that both the writer and the reader of a statement understand the same meaning for the terms used, such as 'Creator', 'approvedBy', 'Copyright', etc. or confusion will result. In a medium of global scale such as the World Wide Web it is not sufficient to rely on shared cultural understanding of concepts such as "creatorship"; it pays to be as precise as possible. [RDFMS]" No kidding. I think this a huge problem, actually, when it comes to making the public (heck, even students) into savvy, or even competent, users. Not that everyone needs to understand how to create a database or comprehend the fine intricacies of metadata, but in order for any database to be usable, there needs to be a vernacular that's friendly to all users if for no better reason than it makes it easier to study.
A database seems pretty self-explanatory. Going through the different operating systems, however, has made me realize more acutely than before just how much they can differ (i.e. the database model).
Not surprisingly, IBM was one of the first companies to further the models we're not familiar with. Ironically, the closer the article got the present, the more confused I became. Words like PostgreSQL and MySQl, if they can be called words, are totally foreign to me, but I do know what an open source database is. Although I'm functioning computer illiterate (at least by the standards of this class), I am intrigued by open source databases. If someone could explain them a little better, that would be great. Until then, I'll be checking the Wikipedia article and probably the idea of the Free Culture movement.
Honestly, I think this is one of the more interesting and understandable articles we've read, probably because most of us are at least familiar with some type of database. What makes it more difficult to understand is due to the sheer number of databases.
Introduction to Metadata: Setting the Stage
Anytime the word 'meta' is used, you know it's going to have some convolution, and this article is no exception. Luckily, Gilliland provides some context, providing what she calls a "big picture" of "the sum total of what one can say about any information object." Additionally, she provides the three feature of information objects: Content, context, and structure. Of course, it was helpful to provide library terms we all use or may use. For example, when I work at CCAC, we use MARC fairly often, and I didn't know what the acronym stood for until now (I guess I could have been a little less lazy and looked it up).
In my opinion, this article was very helpful in terms of career relevance, because it provided good examples of how and why we must organize material for our patrons, and how the concept of metadata helps us accomplish that feat.
An Overview of the Dublin Core Data Model
Miller's article is almost ten years old and he admits that it's a work in progress, but I think that having an article this old might help me better understand some concepts here since, at the time, it was fairly new to everybody as it is to me now.
The DCMI seems comparable to an open source model. Is this correct in any way? Apparently its purpose is to be open to a large population, but I don't know if this makes it "open source" at all. If it's not open source, is it simply a model that usable, or attempts to be more usable, for everyone else?
"When we write a sentence in natural language we use words that are meant to convey a certain meaning. That meaning is crucial to how humans understanding the statements and, in the case of applications on the web, is critical to establishing that the correct processing occurs as intended. It is very important that both the writer and the reader of a statement understand the same meaning for the terms used, such as 'Creator', 'approvedBy', 'Copyright', etc. or confusion will result. In a medium of global scale such as the World Wide Web it is not sufficient to rely on shared cultural understanding of concepts such as "creatorship"; it pays to be as precise as possible. [RDFMS]" No kidding. I think this a huge problem, actually, when it comes to making the public (heck, even students) into savvy, or even competent, users. Not that everyone needs to understand how to create a database or comprehend the fine intricacies of metadata, but in order for any database to be usable, there needs to be a vernacular that's friendly to all users if for no better reason than it makes it easier to study.
Muddiest Point #2
Although I have defragged my computer, I only did it the past because my old computer forced me to...I didn't really understand why, except that I needed more space (I think). Anyway, two points:
1. When you decide to defrag a computer, how you be sure that a needed file won't be moved to a place you can't find it or, worse, erased?
2. Why does the space between two given files make a computer run slower?
1. When you decide to defrag a computer, how you be sure that a needed file won't be moved to a place you can't find it or, worse, erased?
2. Why does the space between two given files make a computer run slower?
Monday, September 8, 2008
Thursday, September 4, 2008
Reading Notes, Week 3
Introduction to Linux: A Hands on Guide
I know the word 'Linux,' but that's about it. As someone whom others will say finds comfort in structure and routine, then perhaps it will be appreciated how much I appreciated an article about a system I know next to nothing about...except for those commercials that came out several years ago.
Anyway, since I'm doing this whole library thing, here's what grabbed my attention:
-Obviously, I'm beginning to see how important linux is. "It is also worth to note that modern Linux not only runs on workstations, mid- and high-end servers, but also on "gadgets" like PDA's, mobiles, a shipload of embedded applications and even on experimental wristwatches. This makes Linux the only operating system in the world covering such a wide range of hardware." However, what was the alternative to linux? I'm assuming (though I can't be sure) that another operating system would have been today's linux.
-"Whether Linux is difficult to learn depends on the person you're asking." That's certainly true. But - "[e]xperienced UNIX users will say no, because Linux is an ideal operating system for power-users and programmers, because it has been and is being developed by such people." That's comforting. Logically, that makes a lot of sense, although I have my doubts because such an undertaking doesn't account for user efficiency, I think, since everyone seems to have their own whims. Still, it's made me more open to using a linux operating system since the, apparently, main developers don't have the attitude of Nick Burns (see: RTFM).
-Taking a turn for the worse, I found section 1.3.2 to be almost too technical.
-""Quot capites, tot rationes", as the Romans already said: the more people, the more opinions. At first glance, the amount of Linux distributions can be frightening, or ridiculous, depending on your point of view." Precisely my point earlier. I may be able to find everything I need, but suspect there's more to learning the system then that. Also, obsessive as I am, I'd still feel in the dark if I didn't know everything about it.
-After reading this article, I'm not sure I feel more like I'm more of a novice or better informed. I'll have to read further in-depth and, more importantly, brush up on technical terms that I still don't have a full grasp on.
Mac OS X
-This article was a little easier to understand...less formal and better written for the layperson.
-I still use the standard PC Windows computer. It's what I'm used to. However, I'm meeting more and more people who swear by Macs; after reading this article, I'm not sure why. It's still a relatively new system for me to learn, although I'm more familiar with it than I am any other system outside of the Microsoft applications.
-The "architecture" section is just as technical as the most technical parts of the prior article, although, like I said, I'm a little more familiar with the terminology, so that makes it easier.
-"Life is still much better for a developer on Windows than on Mac OS X - no matter what one might think of the usability, etc. of Windows. Apple has been trying to improve things for developers lately, which is a good sign." Although I really don't know for sure, I can only concur with this statement. The author does state that Apple is improving in this area, though. If you're a Mac user, I'd really like to hear more about this and why you've chosen a Mac. Some of this is answered in the conclusion.
-Although I mainly commented on the first Mac OS X article, I found the wikipedia entry easier to digest and more organized in a way that I could understand it.
An Update on the Windows Roadmap
-As you could probably tell from my notes above, this article makes much more sense. I must say, though, that I don't care for Vista. I much prefer XP - many of the functions shut down. For example, if I'm running Internet Explorer (I haven't used Mozilla on Vista yet) and the program doesn't respond, and have more than one window up, Vista automatically shuts down all open windows, which is extremely frustrating. If I donated a nickel to PITT every time I cursed when this happened, I could probably pay for my tuition this semester. The only reason I have Vista is because I just bought my laptop about year ago, and it was on there instead of XP.
-Hmmm, apparently I can go back to XP for free? According to the article, there are more advantages to owning Vista, but I can't see any appreciable differences outside of the better video. Again, I probably don't use my computer enough beyond the basic capabilities of any usable system, but perhaps Vista is worth the problems right now. My level of literacy allows me to accomplish what I want with ease, though I'd be interested in hearing what I'm missing and how it could make my life easier.
-Like the article says, I find Vista compatible with other applications of the past....at least the ones I've used.
-By the end of the article, I'm not sure if I should go back to XP. Microsoft only supports it until 2014, and if they're continuing to make improvements to Vista, then I guess wouldn't mind keeping it. As far as looks are concerned, I like that better, but I'm still convinced XP is the way to go. Until it gets better, I might just have to look forward to Windows 7.
I know the word 'Linux,' but that's about it. As someone whom others will say finds comfort in structure and routine, then perhaps it will be appreciated how much I appreciated an article about a system I know next to nothing about...except for those commercials that came out several years ago.
Anyway, since I'm doing this whole library thing, here's what grabbed my attention:
-Obviously, I'm beginning to see how important linux is. "It is also worth to note that modern Linux not only runs on workstations, mid- and high-end servers, but also on "gadgets" like PDA's, mobiles, a shipload of embedded applications and even on experimental wristwatches. This makes Linux the only operating system in the world covering such a wide range of hardware." However, what was the alternative to linux? I'm assuming (though I can't be sure) that another operating system would have been today's linux.
-"Whether Linux is difficult to learn depends on the person you're asking." That's certainly true. But - "[e]xperienced UNIX users will say no, because Linux is an ideal operating system for power-users and programmers, because it has been and is being developed by such people." That's comforting. Logically, that makes a lot of sense, although I have my doubts because such an undertaking doesn't account for user efficiency, I think, since everyone seems to have their own whims. Still, it's made me more open to using a linux operating system since the, apparently, main developers don't have the attitude of Nick Burns (see: RTFM).
-Taking a turn for the worse, I found section 1.3.2 to be almost too technical.
-""Quot capites, tot rationes", as the Romans already said: the more people, the more opinions. At first glance, the amount of Linux distributions can be frightening, or ridiculous, depending on your point of view." Precisely my point earlier. I may be able to find everything I need, but suspect there's more to learning the system then that. Also, obsessive as I am, I'd still feel in the dark if I didn't know everything about it.
-After reading this article, I'm not sure I feel more like I'm more of a novice or better informed. I'll have to read further in-depth and, more importantly, brush up on technical terms that I still don't have a full grasp on.
Mac OS X
-This article was a little easier to understand...less formal and better written for the layperson.
-I still use the standard PC Windows computer. It's what I'm used to. However, I'm meeting more and more people who swear by Macs; after reading this article, I'm not sure why. It's still a relatively new system for me to learn, although I'm more familiar with it than I am any other system outside of the Microsoft applications.
-The "architecture" section is just as technical as the most technical parts of the prior article, although, like I said, I'm a little more familiar with the terminology, so that makes it easier.
-"Life is still much better for a developer on Windows than on Mac OS X - no matter what one might think of the usability, etc. of Windows. Apple has been trying to improve things for developers lately, which is a good sign." Although I really don't know for sure, I can only concur with this statement. The author does state that Apple is improving in this area, though. If you're a Mac user, I'd really like to hear more about this and why you've chosen a Mac. Some of this is answered in the conclusion.
-Although I mainly commented on the first Mac OS X article, I found the wikipedia entry easier to digest and more organized in a way that I could understand it.
An Update on the Windows Roadmap
-As you could probably tell from my notes above, this article makes much more sense. I must say, though, that I don't care for Vista. I much prefer XP - many of the functions shut down. For example, if I'm running Internet Explorer (I haven't used Mozilla on Vista yet) and the program doesn't respond, and have more than one window up, Vista automatically shuts down all open windows, which is extremely frustrating. If I donated a nickel to PITT every time I cursed when this happened, I could probably pay for my tuition this semester. The only reason I have Vista is because I just bought my laptop about year ago, and it was on there instead of XP.
-Hmmm, apparently I can go back to XP for free? According to the article, there are more advantages to owning Vista, but I can't see any appreciable differences outside of the better video. Again, I probably don't use my computer enough beyond the basic capabilities of any usable system, but perhaps Vista is worth the problems right now. My level of literacy allows me to accomplish what I want with ease, though I'd be interested in hearing what I'm missing and how it could make my life easier.
-Like the article says, I find Vista compatible with other applications of the past....at least the ones I've used.
-By the end of the article, I'm not sure if I should go back to XP. Microsoft only supports it until 2014, and if they're continuing to make improvements to Vista, then I guess wouldn't mind keeping it. As far as looks are concerned, I like that better, but I'm still convinced XP is the way to go. Until it gets better, I might just have to look forward to Windows 7.
Friday, August 29, 2008
Reading Notes, Week 2
Computer Hardware
-I found it of interest that "the computer hardware familiar to most people, form only a small minority of computers (about 0.2% of all new computers produced in 2003). " This is an amazing statistic when considering the relatively small size of today's computers. This also brings up the question of how much computers really needs to be understood in order for them to be useful to its maximum effciency. Not surprisingly, PCs are the are at the top of the list.
-I will be a challenge to remember all the terms, mostly the acronyms, used when referring to computer hardware. I take it that we won't have to memorize all, or even most, of these terms
Moore's Law
Due to all the arcane language, this is a difficult article to understand but I'll try to do my best. The section of the article I found the most interesting, probably because it's apocalyptic, is the ultimate limits of the law. Eventually, the rate at which transistors are increasing will not be able to sustain itself. What does this hold for the future? Obviously, Moore's Law will cease a predictive indicator for the currents fields in which it is used, but how will it be used for other rapidly advancing technology? There must be other types of technology where the this law is, at least, referred to tangentially.
I would like to see this concept explored more in depth in class (beyond the two minute video - which at least used the folding paper analogy. That made it a little easier to understand). It's fascinating, even by the layperson's point of view, but it needs to broken down so that we can understand the impact it has on computers and the flow of information. Why, exactly, is it so crucial that transistors have been produced to nearly the size of atoms? I'm not sure the article makes this clear.
Computer History Museum
The CHM helps from the standpoint of a timeline. Under the internet history link (http://www.computerhistory.org/internet_history/), one can really get a feel for how much we've advanced (although the information available, rightfully, is basic). This makes it easier to put in context, say, Moore's Law.
Also, I think the youtube channel makes it easier to digest to information, at least among younger generations. But, then again, they'll already understand computers more than those who prefer to read for information anyway. I count myself among the latter group (though I'm still in my 20's).
-I found it of interest that "the computer hardware familiar to most people, form only a small minority of computers (about 0.2% of all new computers produced in 2003). " This is an amazing statistic when considering the relatively small size of today's computers. This also brings up the question of how much computers really needs to be understood in order for them to be useful to its maximum effciency. Not surprisingly, PCs are the are at the top of the list.
-I will be a challenge to remember all the terms, mostly the acronyms, used when referring to computer hardware. I take it that we won't have to memorize all, or even most, of these terms
Moore's Law
Due to all the arcane language, this is a difficult article to understand but I'll try to do my best. The section of the article I found the most interesting, probably because it's apocalyptic, is the ultimate limits of the law. Eventually, the rate at which transistors are increasing will not be able to sustain itself. What does this hold for the future? Obviously, Moore's Law will cease a predictive indicator for the currents fields in which it is used, but how will it be used for other rapidly advancing technology? There must be other types of technology where the this law is, at least, referred to tangentially.
I would like to see this concept explored more in depth in class (beyond the two minute video - which at least used the folding paper analogy. That made it a little easier to understand). It's fascinating, even by the layperson's point of view, but it needs to broken down so that we can understand the impact it has on computers and the flow of information. Why, exactly, is it so crucial that transistors have been produced to nearly the size of atoms? I'm not sure the article makes this clear.
Computer History Museum
The CHM helps from the standpoint of a timeline. Under the internet history link (http://www.computerhistory.org/internet_history/), one can really get a feel for how much we've advanced (although the information available, rightfully, is basic). This makes it easier to put in context, say, Moore's Law.
Also, I think the youtube channel makes it easier to digest to information, at least among younger generations. But, then again, they'll already understand computers more than those who prefer to read for information anyway. I count myself among the latter group (though I'm still in my 20's).
Wednesday, August 27, 2008
Reading Notes, Week 1
Two things about the OCLC article:
First, having bold keywords is helpful, especially if you're unfamiliar with the terms. For example, "perfect content wave" or "format agnostic."
Second, speaking of format agnostic, I am agnostic that consumers don't care what the format their content comes from. Maybe it's just the librarian in me, but I prefer to obtain my information through book or periodical...something in my hands...but, yes, of course, having e-books is a luxury that should someday be easily accessible by the entire public. But at what cost? Hopefully the physical books won't ever become obsolete even if something like ebooks become the main mode of transferring information.
In any event, it seems obvious that the need for information professionals will only increase, because as many different modes of obtaining information develop, and the demand for information increases, it will become necessary to have professional help the public wade through these layers of obfuscation and access information as quickly, and efficiently, as possible.
Lied Library @ Four Years: Technology Never Stands Still
The author states that "[i]nitial equipment and software purchases are a huge expense for any new library" and "Lied Library is constantly evolving to meet user needs and expectations, and funding has been challenging." Where do users earn their savvy? Is it at the library or at home or at work or somewhere else? What role, or responsibility, does the library community play in increasing the public's efficiency in using new technology? These questions are intended to pose a cost-benefit analysis of any library increasing its technology. The core mission of almost any library, as I see it, is to worry more about access to information than to build on technology just for technology's sake. For the time being, though, it appears that the technology of libraries like Lied Library are at a near even rate with the public's expectations - BUT - it is straining library staff. What can be done to mitigate this problem?
Information Literacy and Information Technology Literacy: New Components in the Curriculum for a Digital Culture
-Note: This article was written in 1998, so it's imperative to digest what has, and what hasn't, happened in the ten years since...
-Note: An important distinction between information technology literacy and information literacy is in sync with what we've learned in class. See slides.
"While immediately applicable skill-oriented training is very useful for
the short-term goal of gaining employment, it is extremely limited and
I would argue that students graduating from the educational system
with only these skills are poorly prepared for life in an information and
information technology intensive culture -- indeed they have in a real
sense been cheated."
-This may have been true in 1998, but is it true now? It is also unclear if the author is referring to high school or college students. In any case, I would argue, at least from the college level, most students are quite aware of the technology that will be included in their workplace. Then again, it may also be a generation gap that is the problem. For instance, I think a 40-year old recent graduate may still have to overcome some barriers that are simply second nature for the 22-year old graduate.
First, having bold keywords is helpful, especially if you're unfamiliar with the terms. For example, "perfect content wave" or "format agnostic."
Second, speaking of format agnostic, I am agnostic that consumers don't care what the format their content comes from. Maybe it's just the librarian in me, but I prefer to obtain my information through book or periodical...something in my hands...but, yes, of course, having e-books is a luxury that should someday be easily accessible by the entire public. But at what cost? Hopefully the physical books won't ever become obsolete even if something like ebooks become the main mode of transferring information.
In any event, it seems obvious that the need for information professionals will only increase, because as many different modes of obtaining information develop, and the demand for information increases, it will become necessary to have professional help the public wade through these layers of obfuscation and access information as quickly, and efficiently, as possible.
Lied Library @ Four Years: Technology Never Stands Still
The author states that "[i]nitial equipment and software purchases are a huge expense for any new library" and "Lied Library is constantly evolving to meet user needs and expectations, and funding has been challenging." Where do users earn their savvy? Is it at the library or at home or at work or somewhere else? What role, or responsibility, does the library community play in increasing the public's efficiency in using new technology? These questions are intended to pose a cost-benefit analysis of any library increasing its technology. The core mission of almost any library, as I see it, is to worry more about access to information than to build on technology just for technology's sake. For the time being, though, it appears that the technology of libraries like Lied Library are at a near even rate with the public's expectations - BUT - it is straining library staff. What can be done to mitigate this problem?
Information Literacy and Information Technology Literacy: New Components in the Curriculum for a Digital Culture
-Note: This article was written in 1998, so it's imperative to digest what has, and what hasn't, happened in the ten years since...
-Note: An important distinction between information technology literacy and information literacy is in sync with what we've learned in class. See slides.
"While immediately applicable skill-oriented training is very useful for
the short-term goal of gaining employment, it is extremely limited and
I would argue that students graduating from the educational system
with only these skills are poorly prepared for life in an information and
information technology intensive culture -- indeed they have in a real
sense been cheated."
-This may have been true in 1998, but is it true now? It is also unclear if the author is referring to high school or college students. In any case, I would argue, at least from the college level, most students are quite aware of the technology that will be included in their workplace. Then again, it may also be a generation gap that is the problem. For instance, I think a 40-year old recent graduate may still have to overcome some barriers that are simply second nature for the 22-year old graduate.
Tuesday, August 26, 2008
Muddiest Point #1
General confusion about weekly participation:
First, I understand that we need to post our reading notes on these blogs, but do we post our comments on the blogs themselves or on the discussion board? Either/or? Both?
Just to clarify, we are reading AND making notes (and commenting?) on the second week's readings by this Friday, correct? The readings assigned this week are to be read, and noted (and commented?), by Tuesday at 3?
I apologize if I'm making all of this more convoluted than it should be, but I am embarrassingly confused by these participation points.
Thanks for any comments.
First, I understand that we need to post our reading notes on these blogs, but do we post our comments on the blogs themselves or on the discussion board? Either/or? Both?
Just to clarify, we are reading AND making notes (and commenting?) on the second week's readings by this Friday, correct? The readings assigned this week are to be read, and noted (and commented?), by Tuesday at 3?
I apologize if I'm making all of this more convoluted than it should be, but I am embarrassingly confused by these participation points.
Thanks for any comments.
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