Amy Hart

Bio: Amy Hart is an academic researcher. The author has contributed to research in topics: Resource Description and Access & Cataloging. The author has an hindex of 1, co-authored 1 publications receiving 13 citations.

The RDA Primer: A Guide for the Occasional Cataloger

Abstract: This guide provides an introduction to the history, structure, rules, and future of the new cataloging code Resource Description and Access (RDA) that will be invaluable to general librarians and catalogers. This book traces the development of RDA, explaining why it was needed and how it was developed. The basics of the conceptual models for RDA are covered, showcasing the origins of the structure and vocabulary of RDA. It then compares AACR2 to RDA and looks at specific changes in the cataloging code. The author also addresses how this development may enable library data to be housed on the Semantic Web and provides practical advice that librarians and catalogers can act upon now to prepare for RDA. * Five-page bibliography cites works and provides links to source documents and reference works * Includes chapters on the conceptual models on which RDA is based. * A comprehensive index offers direct access to key terms and concepts of RDA * 18 graphs, figures, and screenshots illustrate concepts for FRBR and FRAD, RDA's structure and vocabulary, and linked data on the Semantic Web

RDA: Resource description & access—a survey of the current state of the art

Abstract: Resource Description & Access (RDA) is intended to provide a flexible and extensible framework that can accommodate all types of content and media within rapidly evolving digital environments while also maintaining compatibility with the Anglo-American Cataloguing Rules, 2nd edition (AACR2). The cataloging community is grappling with practical issues in navigating the transition from AACR2 to RDA; there is a definite need to evaluate major subject areas and broader themes in information organization under the new RDA paradigm. This article aims to accomplish this task through a thorough and critical review of the emerging RDA literature published from 2005 to 2011. The review mostly concerns key areas of difference between RDA and AACR2, the relationship of the new cataloging code to metadata standards, the impact on encoding standards such as Machine-Readable Cataloging (MARC), end user considerations, and practitioners' views on RDA implementation and training. Future research will require more in-depth studies of RDA's expected benefits and the manner in which the new cataloging code will improve resource retrieval and bibliographic control for users and catalogers alike over AACR2. The question as to how the cataloging community can best move forward to the post-AACR2/MARC environment must be addressed carefully so as to chart the future of bibliographic control in the evolving environment of information production, management, and use.

Universidade federal de minas gerais escola de ciência da informação programa de pós-graduação em ciência da informação

Abstract: The aim of this research is analyze dissertations citations patterns uphold between 1999 and 2007 in the Programa de Pós-Graduação em Administração of Escola de Administração at Universidade Federal do Rio Grande do Sul, and built up indicators to support library`s collection development decision-making. In doing so, we analyzed the kind of bibliographic materials used, his age, the main journals, and the references language. The result allows optimize resources` allocation and investment in informational material, establish retrospective collection storage guidelines, determining the core collection journals composition, indicate what language bibliographical materials should be selected in future acquisitions, and prepare for collection cuts due to possible library budget reductions.

Foundations and methods for knowledge organization in european ischools courses

Abstract: INTRODUCTION The teaching and learning of the organization of information and knowledge is essential when training an information professional. But in order to be consensual, a clarification of the these concepts is necessary. In the studies developed in the field of Information Science, the options regarding the designations of curricular units/modules related to these subjects are not equal in most schools, and it is therefore necessary to explain our understanding of their meaning. The use of the two terms, information and knowledge, is due to the fact that they are often applied randomly, and there is no obvious distinction between their underlying meaning. On the other hand, there is a differentiation in the curricular plans, but it doesn't mean that they are not considered as important constituents of the learning process in Information Science. The exact distinction between the terms still needs to be deepened, as the authors Pando and Almeida (2015) acknowledge, because, as they say, the terminological analysis shows that there is still no clear pattern. Therefore, we clarify that, in the basis of this study, there is the theoretical and practical teaching of the ways of processing the information with a view to its retrieval. It implies, therefore, a process of descriptive cataloging and subject indexing, i.e., the learning of the attribution of descriptive metadata and authority control access points. Studies related to the teaching of the organization of information and knowledge are scarce and, in general, are related to the most targeted courses/modules for the technical treatment of bibliographic information. Nevertheless, these studies constitute a valuable contribution to the determination of the importance of the teaching of the mentioned subjects in the scope of Information Science (Joudrey & McGinnis, 2014; Hudon, 2010; Pattuelli 2010; Joudrey, 2008; Davis, 2008; Bowman, 2006; Ruiz-Perez & Lopez-Cozar, 2006; Taylor, 2004; Taylor & Joudrey, 2002). Our choice in studying iSchools courses is due to the growing expansion of this network of university schools in the area of information, and is currently expanding to the Asian, European and North American continents. Despite the existing differences between the structures of the iSchools, the courses offered and the type of training provided at these schools, there is a common standpoint, which is the interest in the relations between information, people and technologies. OBJECTIVES, METHODOLOGY AND MAIN RESULTS In order to formulate a common teaching strategy, exploring the European space of Information Science studies, this paper presents the results of a research related to the teaching practiced in the European iSchools of the foundations and methods for information and knowledge organization. The study included undergraduate and graduate (Master) courses for the following indicators: course designation, modules designations, contents (when available), fundamentals and methods approaches, recommended bibliography, teaching methods, student assessment components and the statute of the module: compulsory or elective. The data were collected and / or confirmed in September 2017 in order to show an updated picture of the training offer. It was found that several courses had suffered some changes in the structure of their curriculum, as well as in the offer of curricular units/modules. This was due, in part, to the restructuring of schools / colleges where teaching is taught and also to the merger with other courses, with a view to broadening the scientific areas of ​​the courses. The websites of the 25 schools mentioned in the European directory of iSchools were consulted. It was verified that most of the undergraduate courses are taught in the country's official language and the contents of curricula and modules are not available in English. On the other hand, undergraduate study cycles are going through reorganization of their study plans in order to provide wider education opportunities and to allow several options in connection with master degrees. Nevertheless, data available English or Spanish were collected. Master degrees information is mostly available in English and international exchange of students is allowed in many courses. When comparing the available information, it is verified that the approach of the subjects of information and knowledge organization is similar, although there are different distribution and different designations of the corresponding modules, i.e., some of the courses offer several modules dedicated to this subject. The curricular structure of the courses which offer these subjects is also similar, in other words, it has an education offer in the field of Information Science and it is not close to Computer Science or Management. Teaching methods and assessment components are identical in all schools and the basic bibliography is common, but each school mentions some titles in the country's official language. The modules associated with information and knowledge organization are compulsory. CONCLUSIONS Although the limited training in English of undergraduate degrees, it was possible to explore a common framework of training in information and knowledge organization. This common framework could allow the establishment of synergies between the targeted schools with a view to presenting a common or complementary training offer through online seminars or workshops, that could stimulate contact between students. The sharing of resources and teaching components, such as the provision of educational materials, can be enhanced, allowing a closer contact between pedagogical practices and the eventual creation of collaborative research projects. As a limitation of this study we point out the data collection and interpretation based on the information available in English or Spanish in the courses websites. Some important information regarding the courses of other schools would be relevant for the establishment of a common strategy for teaching knowledge organization. REFERENCES Bowman, J. H. (2006). Education and Training for Cataloguing and Classification in the British Isles. Cataloging & Classification Quarterly , 41:3-4, 309-333. Davis, Jane M. (2008). A Survey of Cataloging Education: Are Library Schools Listening? Cataloging & Classification Quarterly , 46:2, 182-200, DOI: 10.1080/01639370802177604 Hudon, Michele (2010). Teaching Classification, 1990–2010. Cataloging & Classification Quarterly , 48:1, 64-82, DOI: 10.1080/01639370903356370 Joudrey, Daniel N. (2008). Another Look at Graduate Education for Cataloging and the Organization of Information. Cataloging & Classification Quarterly , 46:2, 137-181 DOI: 10.1080/01639370802177588. Joudrey, Daniel N. & McGinnis, Ryan (2014). Graduate Education for Information Organization, Cataloging, and Metadata, Cataloging & Classification Quarterly, 52:5, 506-550 DOI: 10.1080/01639374.2014.911236 Pando, Daniel Abraao & Almeida, Carlos Cândido de (2015). Organizacao da informacao e do conhecimento no contexto da Ciencia da informacao: da analise terminologica a reflexao epistemologica. In II Congreso ISKO Espana-Portugal / XII Congreso ISKO Espana (2015). Organizacion del conocimiento: sistemas de informacion abiertos. Actas . Murcia : Facultad de Comunicacion y Documentacion. Universidad de Murcia. ISBN ISBN: 978-84-608-3558-5. Disponivel em: http://www.iskoiberico.org/wp-content/uploads/2015/11/54_Pando.pdf Pattuelli, M. Cristina (2010). Knowledge Organization Landscape: A Content Analysis of Introductory Courses. Journal of Information Science . XX (X) 2010, pp. 1–14, DOI: 10.1177/016555150nnnnnnn. Ruiz-Perez, Rafael & Lopez-Cozar, Emilio Delgado (2006). Education for Cataloging in Spanish Universities: A Descriptive and Critical Study. Cataloging & Classification Quarterly , 41:3-4, 291-307. Taylor, Arlene G. (2004). Teaching Authority Control. Cataloging & Classification Quarterly , 38:3-4, 43-57, DOI: 10.1300/J104v38n03_05 Taylor, Arlene G. & Joudrey, Daniel N. (2002). On Teaching Subject Cataloging. Cataloging & Classification Quarterly , 34:1-2, 221-230, DOI: 10.1300/J104v34n01_13

Extraction of social networks in modern digital library environment

Abstract: . The article examines the concept of social networking, implementation of the information communication technologies in the social network procedures, formation of online social networks. Observed implementation of these technologies in establishment of the modern digital libraries and presented possible perspectives of the social digital library formation. Also was described the solution of some tasks using fuzzy sets theory and bibliometric methods for control of library management by analyzing of relations between users and resources of digital libraries.Keywords: Digital library, social network, social digital library, WEB2, collaborative resources, fuzzy sets, bibliometrics, library management, user content.JEL Classification: D85(ProQuest: ... denotes formulae omitted.)(ProQuest: ... denotes non-US-ASCII text omitted.)IntroductionThe term "digital library" encompasses a wide range of working systems and research prototypes, collections of information and documents, and technologies (Ioannidis et al., 2005). In other hand latest years make modern society be more social accompanying with implementation of information communication technologies, Internet, network concept, portative equipment and etc. features. Psychology and philosophy of information retrieval changed in many aspects such as openness, copyright procedures, standards, information management systems and so on. Also the same situation happening with the sociological and physiological structure of the modern information consumers. Observing their behavior possible to view different methods of approaching, which they are very exacting to quality, time management and to networking in their information needs. But we have to say sometimes they are very lazy and impatient in this procedures.Regarding mentioned features digital library information systems comparing with "classic" structure becoming very amorphous`, gathering latest implementations, but keeping some main core merits. Modern DLs is not just an information system, it consist sharing, interchange, relations, cooperation and related activities which reveals sociocentric, sociotechnical aspects of this environment.View of modern digital library and information societyModern technologies and ideas have the important ability to create linkages among information resources, systems, groups, individuals and in order of this possibilities direct way to good communication which is very important in modern information society. In simple practice we can observe that most times many respondents are not aware what their library or digital library has newly acquired, recently used, what thinking users about information which they were provided, they have not enough social library environment and certainly this is a lack of socialization (Schrier, 2011).Observing digital librarianship we can pay attention many digital librarians participate in relevant online conversations, activities for knowledge sharing, advertise and encourage the use of their collections, using social media tools such as blogging, Twitter, Facebook, and YouTube. What does mean this changes? The rapid integration of the Web2 ideology conceptually changed meaning of information interchange, sharing and gathering. Modern librarians and information specialists, especially specialists from the former Soviet Union Republics now has the new tasks, goals and missions, which they need to involve to the new world of information society which very different from previous ones. From modern digital librarianship view the main potential aspects of structure of the new information society are 1. human factor: from one side intellectual source and from an other side is consumer (user, customer) 2 content: the end product of the intellectual source and the medium for to satisfying information needs of individuals or the group consumers (user, costumer) 3. ICT and modern ideology approaches: the third aspect is the set of elements leading the way of integration of the core aspects mentioned before. …