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Fourth ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL'04)
Digital Libraries and Educational Practice: A Case for New Models
Tuscon, AZ, USA
June 07-June 11
ISBN: 1-58113-832-6
Tamara Sumner, University of Colorado at Boulder
Mary Marlino, University Corporation for Atmospheric Research
Educational digital libraries can benefit from theoretical and methodological approaches that enable lessons learned from design and evaluation projects performed in one particular setting to be applied to other settings within the library network. Three promising advances in design theory are reviewed - reference tasks, design experiments, and design genres. Each approach advocates the creation of 'intermediate' constructs as vehicles for knowledge building and knowledge sharing across design and research projects. One purpose of an intermediate construct is to formulate finer-grained models that describe and explain the relationship between key design features and the cognitive and social dimensions of the context of use. Three models are proposed and used as thought experiments to analyze the utility of these approaches to educational digital library design and evaluation: digital libraries as cognitive tools, component repositories, and knowledge networks.
Index Terms:
Cognitive Tools, Component Repositories, Design Experiments, Design Genres, Design Rationale, Educational Digital Libraries, Evaluation, Knowledge Networks, Knowledge Sharing, Reuse
Citation:
Tamara Sumner, Mary Marlino, "Digital Libraries and Educational Practice: A Case for New Models," jcdl, pp.170-178, Fourth ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL'04), 2004
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