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Adding the Enhanced Word tutorial collection that uses Windows Scripting. Pre-built on Windows 7 64 bit.
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1<?xml version="1.0" encoding="utf-8" standalone="no"?>
2<!DOCTYPE Archive SYSTEM "http://greenstone.org/dtd/Archive/1.0/Archive.dtd">
3<Archive>
4<Section>
5 <Description>
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7 <Metadata name="Language">en</Metadata>
8 <Metadata name="Encoding">windows_1252</Metadata>
9 <Metadata name="Creator">David M. Nichols, Michael B. Twidale</Metadata>
10 <Metadata name="Subject">Digital Librarians Education</Metadata>
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13 <Metadata name="Title">INTRODUCTION</Metadata>
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26 <Metadata name="dc.Creator">Michael B. Twidale</Metadata>
27 <Metadata name="dc.Creator">David M. Nichols</Metadata>
28 <Metadata name="dc.Title">COMPUTATIONAL SENSE: THE ROLE OF TECHNOLOGY IN THE EDUCATION OF DIGITAL LIBRARIANS</Metadata>
29 <Metadata name="Identifier">HASHeaa2a32e080549673150f3</Metadata>
30 <Metadata name="lastmodified">1436763858</Metadata>
31 <Metadata name="lastmodifieddate">20150713</Metadata>
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33 <Metadata name="oailastmodifieddate">20150713</Metadata>
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35 <Metadata name="gsdlassocfile">doc.doc:application/msword:</Metadata>
36 </Description>
37 <Content>
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41&lt;div class=WordSection1&gt;
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45&lt;p class=MsoNormal align=center style='margin-right:-4.0pt;text-align:center;
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47mso-pagination:none'&gt;Working Paper Series&lt;/p&gt;
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51&lt;p class=MsoNormal align=center style='margin-right:-4.0pt;text-align:center;
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53mso-pagination:none'&gt;ISSN 1170-487X&lt;/p&gt;
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105style='font-size:14.0pt;mso-bidi-font-size:12.0pt'&gt;COMPUTATIONAL SENSE: THE
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107ROLE OF&lt;br&gt;
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109TECHNOLOGY IN THE EDUCATION OF DIGITAL LIBRARIANS&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/p&gt;
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141style='font-size:14.0pt;mso-bidi-font-size:12.0pt'&gt;&lt;o:p&gt;&amp;nbsp;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/p&gt;
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155mso-pagination:none'&gt;&lt;b style='mso-bidi-font-weight:normal'&gt;Michael B. Twidale
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157and David M. Nichols&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/p&gt;
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245style='font-size:10.0pt;mso-bidi-font-size:12.0pt'&gt;&lt;o:p&gt;&amp;nbsp;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/p&gt;
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251mso-pagination:none'&gt;&lt;b style='mso-bidi-font-weight:normal'&gt;&lt;span
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253style='font-size:10.0pt;mso-bidi-font-size:12.0pt'&gt;&lt;o:p&gt;&amp;nbsp;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/p&gt;
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257&lt;p class=MsoNormal align=center style='margin-right:-4.0pt;text-align:center;
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259mso-pagination:none'&gt;Working Paper:&lt;span style='mso-spacerun:yes'&gt;  &lt;/span&gt;10/2006&lt;/p&gt;
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263&lt;p class=MsoNormal align=center style='margin-right:-4.0pt;text-align:center;
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265mso-pagination:none'&gt;October 2006&lt;/p&gt;
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303mso-pagination:none'&gt;&lt;span style='font-size:10.0pt;mso-bidi-font-size:12.0pt'&gt;©
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3052006 Michael B. Twidale and David M. Nichols&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
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309&lt;p class=MsoNormal align=center style='margin-right:-4.0pt;text-align:center;
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311mso-pagination:none'&gt;&lt;span style='font-size:10.0pt;mso-bidi-font-size:12.0pt'&gt;Department
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313of Computer Science&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
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319mso-pagination:none'&gt;&lt;span style='font-size:10.0pt;mso-bidi-font-size:12.0pt'&gt;The
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321&lt;st1:place w:st=&quot;on&quot;&gt;&lt;st1:PlaceType w:st=&quot;on&quot;&gt;University&lt;/st1:PlaceType&gt; of &lt;st1:PlaceName
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323 w:st=&quot;on&quot;&gt;Waikato&lt;/st1:PlaceName&gt;&lt;/st1:place&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
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329mso-pagination:none'&gt;&lt;span style='font-size:10.0pt;mso-bidi-font-size:12.0pt'&gt;Private
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331Bag 3105&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
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335&lt;p class=MsoNormal align=center style='margin-right:-4.0pt;text-align:center;
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337mso-pagination:none'&gt;&lt;st1:place w:st=&quot;on&quot;&gt;&lt;st1:City w:st=&quot;on&quot;&gt;&lt;span
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339 style='font-size:10.0pt;mso-bidi-font-size:12.0pt'&gt;Hamilton&lt;/span&gt;&lt;/st1:City&gt;&lt;span
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341 style='font-size:10.0pt;mso-bidi-font-size:12.0pt'&gt;, &lt;st1:country-region
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343 w:st=&quot;on&quot;&gt;New Zealand&lt;/st1:country-region&gt;&lt;/span&gt;&lt;/st1:place&gt;&lt;span
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345style='font-size:10.0pt;mso-bidi-font-size:12.0pt'&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
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351mso-pagination:none'&gt;&lt;b style='mso-bidi-font-weight:normal'&gt;&lt;span
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353style='font-size:14.0pt'&gt;Table of Contents&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/p&gt;
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413mso-bidi-font-size:12.0pt'&gt;&lt;o:p&gt;&amp;nbsp;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
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441&lt;span style='font-size:10.0pt;mso-bidi-font-size:12.0pt;font-family:&quot;Times New Roman&quot;,&quot;serif&quot;;
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443mso-fareast-font-family:&quot;Times New Roman&quot;;mso-ansi-language:EN-NZ;mso-fareast-language:
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445EN-US;mso-bidi-language:AR-SA'&gt;&lt;br clear=all style='mso-special-character:line-break;
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447page-break-before:always'&gt;
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449&lt;/span&gt;
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471normal'&gt;&lt;span style='font-size:16.0pt;font-family:&quot;Arial&quot;,&quot;sans-serif&quot;;
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473mso-fareast-language:AR-SA'&gt;Computational Sense:&lt;br&gt;
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475&lt;span style='mso-spacerun:yes'&gt; &lt;/span&gt;the role of technology in the education
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477of digital librarians&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/p&gt;
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481&lt;p class=MsoNormal align=center style='margin-top:6.0pt;margin-right:0cm;
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483margin-bottom:6.0pt;margin-left:0cm;text-align:center'&gt;&lt;b style='mso-bidi-font-weight:
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485normal'&gt;Michael B. Twidale&lt;/b&gt;&lt;b style='mso-bidi-font-weight:normal'&gt;&lt;sup&gt;&lt;span
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487style='font-size:10.0pt;mso-bidi-font-size:12.0pt'&gt;1&lt;/span&gt;&lt;/sup&gt; &amp;amp; David
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489M. Nichols&lt;/b&gt;&lt;b style='mso-bidi-font-weight:normal'&gt;&lt;sup&gt;&lt;span
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491style='font-size:10.0pt;mso-bidi-font-size:12.0pt'&gt;2&lt;/span&gt;&lt;/sup&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/p&gt;
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495&lt;p class=MsoNormal align=center style='text-align:center'&gt;&lt;b style='mso-bidi-font-weight:
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497normal'&gt;&lt;sup&gt;&lt;span style='font-size:10.0pt;mso-bidi-font-size:12.0pt'&gt;1&lt;/span&gt;&lt;/sup&gt;&lt;/b&gt;
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499Graduate School of Library and &lt;st1:place w:st=&quot;on&quot;&gt;&lt;st1:PlaceName w:st=&quot;on&quot;&gt;Information&lt;/st1:PlaceName&gt;
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501 &lt;st1:PlaceName w:st=&quot;on&quot;&gt;Science&lt;/st1:PlaceName&gt; &lt;br&gt;
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503&lt;st1:PlaceType w:st=&quot;on&quot;&gt;University&lt;/st1:PlaceType&gt;&lt;/st1:place&gt; of &lt;st1:State
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505w:st=&quot;on&quot;&gt;&lt;st1:place w:st=&quot;on&quot;&gt;Illinois&lt;/st1:place&gt;&lt;/st1:State&gt; at &lt;st1:place
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507w:st=&quot;on&quot;&gt;&lt;st1:City w:st=&quot;on&quot;&gt;Urbana-Champaign&lt;/st1:City&gt;, &lt;st1:State w:st=&quot;on&quot;&gt;IL&lt;/st1:State&gt;,
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509 &lt;st1:country-region w:st=&quot;on&quot;&gt;USA&lt;/st1:country-region&gt;&lt;/st1:place&gt;&lt;/p&gt;
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515margin-bottom:6.0pt;margin-left:0cm;text-align:center'&gt;&lt;span style='font-family:
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517&quot;Courier New&quot;'&gt;[email protected]&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
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521&lt;p class=MsoNormal align=center style='text-align:center'&gt;&lt;b style='mso-bidi-font-weight:
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523normal'&gt;&lt;sup&gt;&lt;span style='font-size:10.0pt;mso-bidi-font-size:12.0pt'&gt;2&lt;/span&gt;&lt;/sup&gt;&lt;/b&gt;
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525Department of Computer Science, &lt;st1:place w:st=&quot;on&quot;&gt;&lt;st1:PlaceType w:st=&quot;on&quot;&gt;University&lt;/st1:PlaceType&gt;
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527 of &lt;st1:PlaceName w:st=&quot;on&quot;&gt;Waikato&lt;/st1:PlaceName&gt;&lt;/st1:place&gt;&lt;br&gt;
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529&lt;span style='mso-spacerun:yes'&gt; &lt;/span&gt;&lt;st1:place w:st=&quot;on&quot;&gt;&lt;st1:City w:st=&quot;on&quot;&gt;Hamilton&lt;/st1:City&gt;,
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531 &lt;st1:country-region w:st=&quot;on&quot;&gt;New Zealand&lt;/st1:country-region&gt;&lt;/st1:place&gt;&lt;/p&gt;
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535&lt;p class=MsoNormal align=center style='margin-top:6.0pt;margin-right:0cm;
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537margin-bottom:6.0pt;margin-left:0cm;text-align:center'&gt;&lt;span style='font-family:
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539&quot;Courier New&quot;'&gt;[email protected]&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
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548&lt;h1 style='margin-left:0cm;text-indent:0cm;mso-list:l0 level1 lfo8;mso-hyphenate:
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550none;tab-stops:0cm;mso-layout-grid-align:auto;text-autospace:ideograph-numeric'&gt;&lt;a
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552name=&quot;_Toc165709627&quot;&gt;&lt;span style='mso-fareast-language:AR-SA'&gt;INTRODUCTION&lt;/span&gt;&lt;/a&gt;&lt;span
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554style='mso-fareast-language:AR-SA'&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
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558&lt;p class=paragraph&gt;&lt;span style='mso-ansi-language:EN-NZ'&gt;The rapid progress of
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560digital library technology from research to implementation has created a force
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562for change in the curricula of library schools. The education of future
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564librarians has always had to adapt to new technologies but the pace, complexity
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566and implications of digital libraries pose considerable challenges. In this article
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568we explore how we might successfully blend elements of computer science and
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570library science to produce effective educational experiences for the digital
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572librarians of tomorrow. We first outline the background to current digital
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574librarian education and then propose the concept of &lt;i&gt;computational sense&lt;/i&gt;
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576as an appropriate meeting point for these two disciplines.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
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581
582
583
584
585</Content>
586<Section>
587 <Description>
588 <Metadata name="Title">DIGITAL LIBRARIANS</Metadata>
589 </Description>
590 <Content>
591&lt;h1 style='margin-left:0cm;text-indent:0cm;mso-list:l0 level1 lfo8;mso-hyphenate:
592
593none;tab-stops:0cm;mso-layout-grid-align:auto;text-autospace:ideograph-numeric'&gt;&lt;a
594
595name=&quot;_Toc165709628&quot;&gt;&lt;span style='mso-fareast-language:AR-SA'&gt;DIGITAL
596
597LIBRARIANS&lt;/span&gt;&lt;/a&gt;&lt;span style='mso-fareast-language:AR-SA'&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
598
599
600
601&lt;p class=paragraph&gt;There is an ongoing discussion on what it means to be a
602
603digital librarian (Coleman, 2005; Marion, 2001; Mostafa et al, 2006; &lt;span
604
605style='mso-ansi-language:EN-NZ'&gt;Pomerantz et al, 2006)&lt;/span&gt;. It is similar to
606
607being a traditional librarian in terms of ethos and applicability of core
608
609guiding theories, including access, cataloguing, collection development and
610
611teaching people both search skills and general information literacy. It can be
612
613viewed as simply integrating one set of digital information resources into a
614
615set of access services provided around a pre-existing set of paper-based
616
617resources. However it also requires additional technical skills, extending the
618
619librarian's role into new areas. For example, DL creation can be more akin to
620
621publishing than collection development, involving aspects of editing, revision
622
623and aligning to data and metadata standards.&lt;/p&gt;
624
625
626
627&lt;p class=paragraph&gt;&lt;span style='mso-ansi-language:EN-NZ;mso-fareast-language:
628
629AR-SA'&gt;The topic of digital librarianship is subject to rapid change (Pomerantz
630
631et al, 2006), as it is partially defined by the availability and functionality
632
633of appropriate software. The ease of building a digital library or an
634
635institutional repository has been radically changed over the past decade by the
636
637emergence of software such as Greenstone (Witten &amp;amp; Bainbridge, 2003) and DSpace
638
639(Tansley et al, 2005). For example, the courses presented in library schools
640
641are often based around similar material presented in tutorials at digital
642
643library conferences. Education based around digital library software inevitably
644
645brings with it techniques and concepts from computer science; especially as
646
647most of these courses combine theory and practice (Ma, Clegg, &amp;amp; O'Brien,
648
6492006) Issues that can cause problems for library students vary from the basic (such
650
651as selecting the appropriate software version, downloading and installing) to
652
653advanced topics involving customization and extensibility (Nichols et al,
654
6552006).&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
656
657
658
659</Content>
660</Section>
661<Section>
662 <Description>
663 <Metadata name="Title">COMPUTATIONAL SENSE</Metadata>
664 </Description>
665 <Content>
666&lt;h1 style='margin-left:0cm;text-indent:0cm;mso-list:l0 level1 lfo8;mso-hyphenate:
667
668none;tab-stops:0cm;mso-layout-grid-align:auto;text-autospace:ideograph-numeric'&gt;&lt;a
669
670name=&quot;_Toc165709629&quot;&gt;&lt;span style='mso-fareast-language:AR-SA'&gt;COMPUTATIONAL
671
672SENSE&lt;/span&gt;&lt;/a&gt;&lt;span style='mso-fareast-language:AR-SA'&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
673
674
675
676&lt;p class=paragraph style='text-indent:0cm'&gt;&lt;span style='mso-ansi-language:EN-NZ;
677
678mso-fareast-language:AR-SA'&gt;&lt;span style='mso-tab-count:1'&gt;            &lt;/span&gt;As
679
680libraries have become more computerised, librarians have had to learn more and
681
682more about computer systems, file formats and web servers. Over time, commodity
683
684software can hide away certain levels of complexity as a basic infrastructure
685
686is developed. But innovative computer applications will always require a degree
687
688of explicit support and tinkering. For example, the Greenstone software
689
690development team has, over several years, developed a variety of tools to
691
692abstract away from technical details to simplify the tasks of creating and
693
694maintaining digital collections. Despite this work the experiences of using
695
696digital library software can still be disconcerting for some students (Nichols
697
698et al, 2006). This state of affairs is more a reflection on the
699
700state-of-the-art in content management systems than a criticism of any particular
701
702software applications.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
703
704
705
706&lt;p class=paragraph style='text-indent:0cm'&gt;&lt;span style='mso-ansi-language:EN-NZ;
707
708mso-fareast-language:AR-SA'&gt;&lt;span style='mso-tab-count:1'&gt;            &lt;/span&gt;From
709
710the perspective of software developers the power of digital library software
711
712derives from the flexibility of computer programming languages. Indeed, the
713
714Greenstone digital library suite embeds programming language constructs into
715
716its customization features; providing considerable flexibility for collection
717
718design but at the expense of learnability (Nichols et al, 2005). A practical
719
720example is the nature of conditional statements in Greenstone macros, which:&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
721
722
723
724
725
726
727
728&lt;p class=paragraph style='margin-left:36.0pt;text-align:justify;text-indent:
729
730-18.0pt;mso-list:l1 level1 lfo9;mso-hyphenate:none;tab-stops:36.0pt'&gt;&lt;![if !supportLists]&gt;&lt;span
731
732style='font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-family:
733
734Symbol;mso-ansi-language:EN-NZ;mso-fareast-language:AR-SA'&gt;&lt;span
735
736style='mso-list:Ignore'&gt;·&lt;span style='font:7.0pt &quot;Times New Roman&quot;'&gt;&amp;nbsp;
737
738&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;![endif]&gt;&lt;span style='mso-ansi-language:EN-NZ;mso-fareast-language:
739
740AR-SA'&gt;have a unique syntax (rather than re-using an existing language such as
741
742JavaScript or PHP)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
743
744
745
746&lt;p class=paragraph style='margin-left:36.0pt;text-align:justify;text-indent:
747
748-18.0pt;mso-list:l1 level1 lfo9;mso-hyphenate:none;tab-stops:36.0pt'&gt;&lt;![if !supportLists]&gt;&lt;span
749
750style='font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-family:
751
752Symbol;mso-ansi-language:EN-NZ;mso-fareast-language:AR-SA'&gt;&lt;span
753
754style='mso-list:Ignore'&gt;·&lt;span style='font:7.0pt &quot;Times New Roman&quot;'&gt;&amp;nbsp;
755
756&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;![endif]&gt;&lt;span style='mso-ansi-language:EN-NZ;mso-fareast-language:
757
758AR-SA'&gt;have a different syntax to conditional statements in Greenstone
759
760formatting statements&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
761
762
763
764&lt;p class=paragraph style='margin-left:36.0pt;text-align:justify;text-indent:
765
766-18.0pt;mso-list:l1 level1 lfo9;mso-hyphenate:none;tab-stops:36.0pt'&gt;&lt;![if !supportLists]&gt;&lt;span
767
768style='font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-family:
769
770Symbol;mso-ansi-language:EN-NZ;mso-fareast-language:AR-SA'&gt;&lt;span
771
772style='mso-list:Ignore'&gt;·&lt;span style='font:7.0pt &quot;Times New Roman&quot;'&gt;&amp;nbsp;
773
774&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;![endif]&gt;&lt;span style='mso-ansi-language:EN-NZ;mso-fareast-language:
775
776AR-SA'&gt;have no error checking at design time (such as the red underlining of
777
778spell checkers or Visual Studio)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
779
780
781
782&lt;p class=paragraph style='margin-left:36.0pt;text-align:justify;text-indent:
783
784-18.0pt;mso-list:l1 level1 lfo9;mso-hyphenate:none;tab-stops:36.0pt'&gt;&lt;![if !supportLists]&gt;&lt;span
785
786style='font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-family:
787
788Symbol;mso-ansi-language:EN-NZ;mso-fareast-language:AR-SA'&gt;&lt;span
789
790style='mso-list:Ignore'&gt;·&lt;span style='font:7.0pt &quot;Times New Roman&quot;'&gt;&amp;nbsp;
791
792&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;![endif]&gt;&lt;span style='mso-ansi-language:EN-NZ;mso-fareast-language:
793
794AR-SA'&gt;have no integrated documentation (such as found in modern programming
795
796development environments)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
797
798
799
800
801
802
803
804&lt;p class=paragraph style='text-indent:0cm'&gt;&lt;span style='mso-ansi-language:EN-NZ;
805
806mso-fareast-language:AR-SA'&gt;&lt;span style='mso-tab-count:1'&gt;            &lt;/span&gt;At
807
808one level it is simple to say that these can be corrected through more software
809
810development. The larger question is whether this is the right direction for
811
812systems that are to be used in digital librarian education. The resulting
813
814system would be very similar to an IDE (Integrated Development Environment) of
815
816the sort regularly used by computer science students and programmers the world
817
818over. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
819
820
821
822&lt;p class=paragraph style='text-indent:0cm'&gt;&lt;span style='mso-ansi-language:EN-NZ;
823
824mso-fareast-language:AR-SA'&gt;&lt;span style='mso-tab-count:1'&gt;            &lt;/span&gt;This
825
826raises the question: should future librarians be forced to become programmers
827
828in order to graduate? We believe that digital librarians should not have to
829
830become programmers but that they &lt;i&gt;do&lt;/i&gt; need to acquire a fluency with
831
832information technology beyond that of a traditional MLS degree. We coin the
833
834term &lt;i&gt;computational sense&lt;/i&gt; to describe this level of fluency. It covers a
835
836range of issues that remain in flux and are clearly open for debate. We outline
837
838a few of them below for illustration.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
839
840
841
842
843
844
845
846
847
848</Content>
849<Section>
850 <Description>
851 <Metadata name="Title">Comfort and fluency with computational systems</Metadata>
852 </Description>
853 <Content>
854&lt;h2&gt;&lt;a name=&quot;_Toc165709630&quot;&gt;Comfort and fluency with computational systems&lt;/a&gt;&lt;/h2&gt;
855
856
857
858&lt;p class=paragraph&gt;&lt;span style='mso-fareast-language:AR-SA'&gt;&lt;span
859
860style='mso-tab-count:1'&gt;   &lt;/span&gt;Of course a digital librarian should be
861
862comfortable in using the latest technologies available. However, although
863
864necessary we do not believe this is sufficient for librarians to be able to
865
866take active roles in exploiting the potential of a rapidly changing set of
867
868technologies.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
869
870
871
872</Content>
873</Section>
874<Section>
875 <Description>
876 <Metadata name="Title">Metacognitive skills in learning about new computational resources</Metadata>
877 </Description>
878 <Content>
879&lt;h2&gt;&lt;a name=&quot;_Toc165709631&quot;&gt;Metacognitive skills in learning about new
880
881computational resources&lt;/a&gt;&lt;/h2&gt;
882
883
884
885&lt;p class=paragraph style='text-indent:0cm'&gt;&lt;span style='mso-ansi-language:EN-NZ;
886
887mso-fareast-language:AR-SA'&gt;&lt;span style='mso-tab-count:1'&gt;            &lt;/span&gt;Possessing
888
889training in a technology is insufficient because technologies change so
890
891rapidly. New versions of applications contain new functionalities, new
892
893interfaces and hence new possibilities for how they might be used. New
894
895applications become available to complement or replace existing applications.
896
897Online resources and computational services can enhance or disrupt what users
898
899expect or want to be able to do with existing resources. Patrons’ changing
900
901reactions to library catalogues in the light of their experiences with Amazon
902
903and Google are just one indicator of this.&lt;span style='mso-spacerun:yes'&gt; 
904
905&lt;/span&gt;Consequently, practising librarians need to be able to learn about the
906
907latest versions, applications and new ways of combining applications quickly
908
909and maybe without formal training. This can be done, but probably requires the
910
911teaching of the metacognitive skills that can facilitate more efficient and
912
913effective learning both by individuals and communities within and across
914
915organisations.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
916
917
918
919</Content>
920</Section>
921<Section>
922 <Description>
923 <Metadata name="Title">Fluency in incremental tailoring and combining of applications for evolving needs</Metadata>
924 </Description>
925 <Content>
926&lt;h2&gt;&lt;a name=&quot;_Toc165709632&quot;&gt;Fluency in incremental tailoring and combining of
927
928applications for evolving needs&lt;/a&gt; &lt;/h2&gt;
929
930
931
932&lt;p class=paragraph style='text-indent:0cm'&gt;&lt;span style='mso-ansi-language:EN-NZ;
933
934mso-fareast-language:AR-SA'&gt;&lt;span style='mso-tab-count:1'&gt;            &lt;/span&gt;Even
935
936if they do not directly program new digital library applications, librarians
937
938are likely to be involved directly or indirectly in the installation and use of
939
940those applications, which invariably involves tailoring work. Modern
941
942applications typically come with a host of options, and the defaults are often
943
944less than ideal. Making a resource useful and usable in a particular context
945
946typically involves a range of tailoring activities ranging from selecting
947
948between options, choosing modules to install, including or linking the
949
950application to the resources it will use or provide, integrating the software
951
952with other applications or provisions and ‘skinning’ the interface to create an
953
954integrated, consistent and coherent look and feel for end users as part of a
955
956focus on usability. All these require varying levels of technical expertise.
957
958They also require the ability to interact productively with others, both
959
960stakeholders with far less technical skill, and also technical experts, lacking
961
962local knowledge of use-in-context. Although somewhat daunting-sounding this
963
964information intermediary role is one firmly within the bounds of the ethos of
965
966traditional librarianship (Erlich and Cash, 1994).&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
967
968
969
970</Content>
971</Section>
972<Section>
973 <Description>
974 <Metadata name="Title">A sense of applications as ongoing co-designed artefacts rather than technological givens</Metadata>
975 </Description>
976 <Content>
977&lt;h2&gt;&lt;a name=&quot;_Toc165709633&quot;&gt;A sense of applications as ongoing co-designed
978
979artefacts rather than technological givens&lt;/a&gt;&lt;/h2&gt;
980
981
982
983&lt;p class=paragraph style='text-indent:0cm'&gt;&lt;span style='mso-ansi-language:EN-NZ;
984
985mso-fareast-language:AR-SA'&gt;&lt;span style='mso-tab-count:1'&gt;            &lt;/span&gt;Computational
986
987sense should include an understanding and an expectation that digital
988
989librarians be involved not just in the selection, analysis, and facilitation of
990
991learning and use of computational artefacts, but that they should also be
992
993involved in the &lt;i style='mso-bidi-font-style:normal'&gt;design&lt;/i&gt; of those
994
995artefacts. At the very least it should empower digital librarians to take a
996
997more direct role in larger-scale design processes. Applications should not be
998
999taken as technological givens, to be coped with by them and in their
1000
1001information intermediary role in helping others to learn and use. Rather these
1002
1003applications need to be regarded as provisional, changing and amenable to
1004
1005change by librarians. In many existing cases this still might not actually be
1006
1007feasible, but we believe that it is worth considering what it would take to
1008
1009give more librarians the skills necessary to not merely critique inadequate
1010
1011systems but to get involved in actually improving them. Design does not
1012
1013necessarily require programming. As noted above, tailoring is one aspect of
1014
1015design, but there are others. As well as in-house design, there are various
1016
1017approaches to wider involvement in larger co-design processes, including
1018
1019participatory design (Kyng and Mathiassen, 1997) and the involvement of lead
1020
1021users (von Hippel, 2005) as well as open source software development. Modern
1022
1023systems are frequently in the process of near-continual re-design as new
1024
1025versions and modules are released, which at least raises the possibility of
1026
1027greater involvement by people with appropriate skills&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
1028
1029
1030
1031</Content>
1032</Section>
1033<Section>
1034 <Description>
1035 <Metadata name="Title">A sense of the feasibility of potential design options</Metadata>
1036 </Description>
1037 <Content>
1038&lt;h2&gt;&lt;a name=&quot;_Toc165709634&quot;&gt;A sense of the feasibility of potential design
1039
1040options&lt;/a&gt;&lt;span style='mso-spacerun:yes'&gt;  &lt;/span&gt;&lt;/h2&gt;
1041
1042
1043
1044&lt;p class=paragraph style='text-indent:0cm'&gt;&lt;span style='mso-ansi-language:EN-NZ;
1045
1046mso-fareast-language:AR-SA'&gt;&lt;span style='mso-tab-count:1'&gt;            &lt;/span&gt;To
1047
1048be fully involved in ongoing co-design, it is very helpful to have a good sense
1049
1050of what is feasible in current systems development and what is not. A
1051
1052qualitative sense of the relative costs of different design options is also
1053
1054helpful as the design space is collectively explored. Typically computer science
1055
1056students are expected to acquire these rich qualitative skills just by lots of
1057
1058practice. They are rarely explicitly taught. We speculate that it might be
1059
1060possible to teach these skills of judgement without requiring considerable
1061
1062practical programming experience. If so, it would allow digital librarians to
1063
1064engage in far more productive interactions both with vendors and systems
1065
1066development teams, as advocates for stakeholders and use-in-context as
1067
1068different functionalities and possibilities are uncovered. If you don’t have a
1069
1070sense of what it is reasonable to ask for, you are inclined to select just from
1071
1072the options on offer. All design involves trade-offs and compromises, but when
1073
1074these are done in ignorance of whole categories of costs, benefits, and opportunities,
1075
1076truly innovative design possibilities are overlooked.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
1077
1078
1079
1080</Content>
1081</Section>
1082<Section>
1083 <Description>
1084 <Metadata name="Title">Spreadsheets as a guiding metaphor</Metadata>
1085 </Description>
1086 <Content>
1087&lt;h2&gt;&lt;a name=&quot;_Toc165709635&quot;&gt;Spreadsheets as a guiding metaphor&lt;/a&gt;&lt;/h2&gt;
1088
1089
1090
1091&lt;p class=paragraph style='text-indent:0cm'&gt;&lt;span style='mso-ansi-language:EN-NZ;
1092
1093mso-fareast-language:AR-SA'&gt;&lt;span style='mso-tab-count:1'&gt;            &lt;/span&gt;To
1094
1095illustrate our vision, we use an example from an earlier round of technological
1096
1097innovation coinciding with the advent of the personal computer in the 1980s.
1098
1099Prior to that time, people who wanted to do mathematical calculations on
1100
1101computers (including scientists and financial experts) would have had to write
1102
1103a program in a language such as FORTRAN, or commission someone else to do it
1104
1105for them. This was for many daunting or prohibitively expensive in terms of
1106
1107money, opportunity cost or effort-risk-reward calculations. With the advent of
1108
1109the early spreadsheet programs on PCs, many people started using them because
1110
1111they were far easier to both learn and use than programming to achieve basic
1112
1113numerical calculations. Although intended for accounting calculations, the ease
1114
1115of learning and use encouraged innovation and appropriation by many others with
1116
1117needs to manipulate numbers. Nevertheless, spreadsheets were not completely
1118
1119trivial to use. One needed basic numeracy to be able to use them productively
1120
1121and not generate nonsense – what we might call a numerical sense. One just did
1122
1123not need to know how to program in FORTRAN. Ability to program certainly helped
1124
1125in avoiding certain classic errors, and was essential for more complex
1126
1127calculations that either the spreadsheet software of the day could not manage
1128
1129or where the programming of macros was needed. But programming ceased to be a prerequisite
1130
1131and the skills of sophisticated spreadsheet use, planning, design and debugging
1132
1133could be taught to people who had not first learned to program. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
1134
1135
1136
1137&lt;p class=paragraph style='text-indent:0cm'&gt;&lt;span style='mso-ansi-language:EN-NZ;
1138
1139mso-fareast-language:AR-SA'&gt;&lt;span style='mso-tab-count:1'&gt;            &lt;/span&gt;In
1140
1141a similar manner, we believe that it is possible to extract some of the skills
1142
1143traditionally acquired (explicitly but more often implicitly) from long
1144
1145experience of programming, and teach these to librarians under the label of
1146
1147computational sense. In so doing we can widen the number of people able to
1148
1149productively engage with information technologies, just as spreadsheets widened
1150
1151the use of computers by numerate people far beyond the range of those willing
1152
1153to invest time in learning FORTRAN. This approach also challenges the
1154
1155developers of digital library software to produce tools as useful and useable
1156
1157as the spreadsheet.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
1158
1159
1160
1161</Content>
1162</Section>
1163</Section>
1164<Section>
1165 <Description>
1166 <Metadata name="Title">CONCLUSION</Metadata>
1167 </Description>
1168 <Content>
1169&lt;h1 style='margin-top:0cm;margin-right:0cm;margin-bottom:6.0pt;margin-left:
1170
11710cm;text-indent:0cm;mso-list:l0 level1 lfo8;mso-hyphenate:none;tab-stops:0cm;
1172
1173mso-layout-grid-align:auto;text-autospace:ideograph-numeric'&gt;&lt;a
1174
1175name=&quot;_Toc165709636&quot;&gt;&lt;span style='mso-ansi-language:EN-NZ;mso-fareast-language:
1176
1177AR-SA'&gt;CONCLUSION&lt;/span&gt;&lt;/a&gt;&lt;span style='mso-ansi-language:EN-NZ;mso-fareast-language:
1178
1179AR-SA'&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
1180
1181
1182
1183&lt;p class=paragraph&gt;&lt;span style='mso-tab-count:1'&gt;   &lt;/span&gt;Computational sense
1184
1185extends beyond the notion of programming to encompass an ability to understand
1186
1187the broader notions of the capabilities of software and the socio-technical
1188
1189issues of usability, system deployment and maintenance. In this article we have
1190
1191proposed some characteristics of computational sense and how they might
1192
1193influence the design of the curriculum for digital librarians. In doing so we
1194
1195don't claim to have a complete list but simply to contribute a new perspective
1196
1197to the ongoing debate on the nature of digital librarianship. &lt;/p&gt;
1198
1199
1200
1201</Content>
1202</Section>
1203<Section>
1204 <Description>
1205 <Metadata name="Title">REFERENCES</Metadata>
1206 </Description>
1207 <Content>
1208&lt;h1 style='margin-left:0cm;text-indent:0cm;mso-list:l0 level1 lfo8;mso-hyphenate:
1209
1210none;tab-stops:0cm;mso-layout-grid-align:auto;text-autospace:ideograph-numeric'&gt;&lt;a
1211
1212name=&quot;_Toc165709637&quot;&gt;&lt;span style='mso-fareast-language:AR-SA'&gt;REFERENCES&lt;/span&gt;&lt;/a&gt;&lt;span
1213
1214style='mso-fareast-language:AR-SA'&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
1215
1216
1217
1218&lt;p class=MsoBodyTextFirstIndent&gt;&lt;span style='mso-ansi-language:EN-NZ'&gt;Coleman,
1219
1220A. (2005) Interdisciplinarity, interactivity, and interoperability for
1221
1222educating the digerati. &lt;i&gt;Education for Information&lt;/i&gt; 23(4) 233-243.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
1223
1224
1225
1226&lt;p class=MsoBodyTextFirstIndent&gt;&lt;span class=SpellE&gt;&lt;span style='mso-ansi-language:
1227
1228EN-NZ'&gt;Erlich&lt;/span&gt;&lt;/span&gt;&lt;span style='mso-ansi-language:EN-NZ'&gt;, K. and Cash,
1229
1230D. (1994) Turning information into knowledge: information finding as a
1231
1232collaborative activity. &lt;i&gt;Proceedings of Digital Libraries '94&lt;/i&gt;. &lt;st1:place
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1234w:st=&quot;on&quot;&gt;&lt;st1:City w:st=&quot;on&quot;&gt;College Station&lt;/st1:City&gt;, &lt;st1:State w:st=&quot;on&quot;&gt;TX&lt;/st1:State&gt;&lt;/st1:place&gt;.
1235
1236119-125.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
1237
1238
1239
1240&lt;p class=MsoBodyTextFirstIndent&gt;&lt;span style='mso-ansi-language:EN-NZ'&gt;von &lt;span
1241
1242class=SpellE&gt;Hippel&lt;/span&gt;, E. (2005) &lt;i&gt;Democratizing Innovation.&lt;/i&gt; &lt;st1:place
1243
1244w:st=&quot;on&quot;&gt;&lt;st1:City w:st=&quot;on&quot;&gt;Cambridge&lt;/st1:City&gt;, &lt;st1:State w:st=&quot;on&quot;&gt;MA&lt;/st1:State&gt;&lt;/st1:place&gt;:
1245
1246MIT Press.. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
1247
1248
1249
1250&lt;p class=MsoBodyTextFirstIndent&gt;&lt;span class=SpellE&gt;&lt;span style='mso-ansi-language:
1251
1252EN-NZ'&gt;Kyng&lt;/span&gt;&lt;/span&gt;&lt;span style='mso-ansi-language:EN-NZ'&gt;, M. and &lt;span
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1254class=SpellE&gt;Mathiassen&lt;/span&gt;, L. (1997) (eds.) &lt;i&gt;Computers and Design in
1255
1256Context&lt;/i&gt;. &lt;st1:City w:st=&quot;on&quot;&gt;&lt;st1:place w:st=&quot;on&quot;&gt;Cambridge&lt;/st1:place&gt;&lt;/st1:City&gt;,
1257
1258MA.: MIT Press.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
1259
1260
1261
1262&lt;p class=MsoBodyTextFirstIndent&gt;&lt;span style='mso-ansi-language:EN-NZ'&gt;Ma, Y.,
1263
1264Clegg, W., and O'Brien, A. (2006) Digital library education: the current
1265
1266status. In &lt;i style='mso-bidi-font-style:normal'&gt;Proceedings of the 6th
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1268ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL'06)&lt;/i&gt;. ACM Press, &lt;st1:place
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1270w:st=&quot;on&quot;&gt;&lt;st1:City w:st=&quot;on&quot;&gt;New York&lt;/st1:City&gt;, &lt;st1:State w:st=&quot;on&quot;&gt;NY&lt;/st1:State&gt;&lt;/st1:place&gt;,
1271
1272165-174. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
1273
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1276&lt;p class=MsoBodyTextFirstIndent&gt;&lt;span style='mso-ansi-language:EN-NZ'&gt;Marion,
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1278L. (2001). Digital librarian, &lt;span class=SpellE&gt;cybrarian&lt;/span&gt;, or librarian
1279
1280with specialized skills: Who will staff digital libraries? In H. Thompson
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1282(Ed.), &lt;i style='mso-bidi-font-style:normal'&gt;Crossing the Divide: Proceedings
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1284of the Tenth National Conference of the Association of College and Research
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1286Libraries. &lt;/i&gt;&lt;st1:place w:st=&quot;on&quot;&gt;&lt;st1:City w:st=&quot;on&quot;&gt;Chicago&lt;/st1:City&gt;, &lt;st1:State
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1288 w:st=&quot;on&quot;&gt;IL&lt;/st1:State&gt;&lt;/st1:place&gt;: American Library Association. 143-149.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
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1292&lt;p class=MsoBodyTextFirstIndent&gt;&lt;span class=SpellE&gt;&lt;span style='mso-ansi-language:
1293
1294EN-NZ'&gt;Mostafa&lt;/span&gt;&lt;/span&gt;&lt;span style='mso-ansi-language:EN-NZ'&gt;, J., &lt;span
1295
1296class=SpellE&gt;Brancolini&lt;/span&gt;, K., Smith, L.C. and &lt;span class=SpellE&gt;Mischo&lt;/span&gt;,
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1298W. (2005) Developing a digital library education program. &lt;i&gt;Proceedings of the
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13005th ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL'05)&lt;/i&gt;, 427. ACM
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1302Press.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
1303
1304
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1306&lt;p class=MsoBodyTextFirstIndent&gt;&lt;span style='mso-ansi-language:EN-NZ'&gt;Nichols,
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1308D. M., Bainbridge, D., &lt;span class=SpellE&gt;Downie&lt;/span&gt;, J. S., and Twidale, M.
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1310B. (2006). Learning by building digital libraries. &lt;i style='mso-bidi-font-style:
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1312normal'&gt;Proceedings of the 6th ACM/IEEE-CS Joint Conference on Digital
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1314Libraries (JCDL'06).&lt;/i&gt; ACM Press, &lt;st1:place w:st=&quot;on&quot;&gt;&lt;st1:City w:st=&quot;on&quot;&gt;New
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1316 York&lt;/st1:City&gt;, &lt;st1:State w:st=&quot;on&quot;&gt;NY&lt;/st1:State&gt;&lt;/st1:place&gt;, 185-186 &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
1317
1318
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1320&lt;p class=MsoBodyTextFirstIndent&gt;&lt;span style='mso-ansi-language:EN-NZ'&gt;Nichols,
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1322D. M., Bainbridge, D., &lt;span class=SpellE&gt;Marsden&lt;/span&gt;, G., Patel, D.,
1323
1324Cunningham, S. J., Thompson, J., Boddie, S. J. and Witten, I. H. (2005)
1325
1326Evolving tool support for digital librarians. &lt;span class=SpellE&gt;Theng&lt;/span&gt;,
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1328Y.-L. and &lt;span class=SpellE&gt;Foo&lt;/span&gt;, S. (&lt;span class=SpellE&gt;eds&lt;/span&gt;), In
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1330&lt;i&gt;Design and Usability of Digital Libraries: Case Studies in the Asia Pacific&lt;/i&gt;,
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1332171-189. Information Science Publishing, &lt;st1:City w:st=&quot;on&quot;&gt;&lt;st1:place w:st=&quot;on&quot;&gt;London&lt;/st1:place&gt;&lt;/st1:City&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
1333
1334
1335
1336&lt;p class=MsoBodyTextFirstIndent&gt;&lt;span class=SpellE&gt;&lt;span style='mso-ansi-language:
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1338EN-NZ'&gt;Pomerantz&lt;/span&gt;&lt;/span&gt;&lt;span style='mso-ansi-language:EN-NZ'&gt;, J., &lt;span
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1340class=SpellE&gt;Wildemuth&lt;/span&gt;, B. M., Yang, S., and Fox, E. A. (2006)
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1342Curriculum development for digital libraries. &lt;i style='mso-bidi-font-style:
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1344normal'&gt;Proceedings of the 6th ACM/IEEE-CS Joint Conference on Digital
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1346Libraries (JCDL'06).&lt;/i&gt; ACM Press, &lt;st1:place w:st=&quot;on&quot;&gt;&lt;st1:City w:st=&quot;on&quot;&gt;New
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1348 York&lt;/st1:City&gt;, &lt;st1:State w:st=&quot;on&quot;&gt;NY&lt;/st1:State&gt;&lt;/st1:place&gt;, 175-184. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
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1352&lt;p class=MsoBodyTextFirstIndent&gt;&lt;span class=SpellE&gt;&lt;span style='mso-ansi-language:
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1354EN-NZ'&gt;Tansley&lt;/span&gt;&lt;/span&gt;&lt;span style='mso-ansi-language:EN-NZ'&gt;, R., Smith,
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1356M. and &lt;st1:City w:st=&quot;on&quot;&gt;&lt;st1:place w:st=&quot;on&quot;&gt;Walker&lt;/st1:place&gt;&lt;/st1:City&gt;,
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1358J.H. (2005) The &lt;span class=SpellE&gt;DSpace&lt;/span&gt; open source digital asset
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1360management system: challenges and opportunities. &lt;i&gt;Proceedings of the 9th
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1362European Conference on Research and Advanced Technology for Digital Libraries
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1364(ECDL 2005)&lt;/i&gt;. LNCS 3652. Springer.242-253.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
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1368&lt;p class=MsoBodyTextFirstIndent&gt;&lt;st1:City w:st=&quot;on&quot;&gt;&lt;st1:place w:st=&quot;on&quot;&gt;Witten&lt;/st1:place&gt;&lt;/st1:City&gt;,
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1370I.H. and Bainbridge, D. (2003). &lt;i style='mso-bidi-font-style:normal'&gt;How to
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1372Build a Digital Library&lt;/i&gt;. San Francisco, CA: Morgan Kaufmann.&lt;span
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1374style='mso-ansi-language:EN-NZ'&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/p&gt;
1375
1376
1377
1378&lt;/div&gt;
1379
1380
1381
1382
1383
1384
1385
1386
1387
1388</Content>
1389</Section>
1390</Section>
1391</Archive>
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