source: other-projects/nightly-tasks/diffcol/trunk/model-collect/Word-PDF-Basic/archives/HASHeaa2/a32e0805.dir/doc.xml@ 34416

Last change on this file since 34416 was 34416, checked in by ak19, 4 years ago

Committing rebuilt model collections after new doc.xml meta gsdlfullsourcepath introduced in commit r34394.
File size: 72.8 KB
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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>
6 <Metadata name="gsdldoctype">indexed_doc</Metadata>
7 <Metadata name="Language">en</Metadata>
8 <Metadata name="Encoding">utf8</Metadata>
9 <Metadata name="GENERATOR">wvWare/wvWare version 1.2.4</Metadata>
10 <Metadata name="Title">Evolving Tool Support for Digital Librarians</Metadata>
11 <Metadata name="URL">http://Scratch/ak19/gs2-diffcol-26Apr2019/collect/Word-PDF-Basic/tmp/1601256894_2/word06.html</Metadata>
12 <Metadata name="UTF8URL">http://Scratch/ak19/gs2-diffcol-26Apr2019/collect/Word-PDF-Basic/tmp/1601256894_2/word06.html</Metadata>
13 <Metadata name="gsdlsourcefilename">import/word06.doc</Metadata>
14 <Metadata name="gsdlsourcefilerenamemethod">url</Metadata>
15 <Metadata name="gsdlfullsourcepath">/Scratch/ak19/gs2-diffcol-26Apr2019/collect/Word-PDF-Basic/import/word06.doc</Metadata>
16 <Metadata name="gsdlconvertedfilename">tmp/1601256894_2/word06.html</Metadata>
17 <Metadata name="OrigSource">word06.html</Metadata>
18 <Metadata name="Source">word06.doc</Metadata>
19 <Metadata name="SourceFile">word06.doc</Metadata>
20 <Metadata name="Plugin">WordPlugin</Metadata>
21 <Metadata name="FileSize">65536</Metadata>
22 <Metadata name="FilenameRoot">word06</Metadata>
23 <Metadata name="FileFormat">Word</Metadata>
24 <Metadata name="srcicon">_icondoc_</Metadata>
25 <Metadata name="srclink_file">doc.doc</Metadata>
26 <Metadata name="srclinkFile">doc.doc</Metadata>
27 <Metadata name="dc.Creator">Michael B. Twidale</Metadata>
28 <Metadata name="dc.Creator">David M. Nichols</Metadata>
29 <Metadata name="dc.Title">COMPUTATIONAL SENSE: THE ROLE OF TECHNOLOGY IN THE EDUCATION OF DIGITAL LIBRARIANS</Metadata>
30 <Metadata name="Identifier">HASHeaa2a32e080549673150f3</Metadata>
31 <Metadata name="lastmodified">1601256681</Metadata>
32 <Metadata name="lastmodifieddate">20200928</Metadata>
33 <Metadata name="oailastmodified">1601256895</Metadata>
34 <Metadata name="oailastmodifieddate">20200928</Metadata>
35 <Metadata name="assocfilepath">HASHeaa2/a32e0805.dir</Metadata>
36 <Metadata name="gsdlassocfile">doc.doc:application/msword:</Metadata>
37 </Description>
38 <Content>
39
40&lt;!--Section Begins--&gt;&lt;br&gt;
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46&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
47Working Paper Series
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55ISSN 1170-487X
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150&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
151&lt;b&gt;COMPUTATIONAL SENSE: THE ROLE OF&lt;br&gt;TECHNOLOGY IN THE EDUCATION OF DIGITAL LIBRARIANS&lt;/b&gt;
152&lt;/p&gt;&lt;/div&gt;
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198&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
199&lt;b&gt;Michael B. Twidale and David M. Nichols&lt;/b&gt;
200&lt;/p&gt;&lt;/div&gt;
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303Working Paper: 10/2006
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311October 2006
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382&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
383© 2006 Michael B. Twidale and David M. Nichols
384&lt;/p&gt;&lt;/div&gt;
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388&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
389
390&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
391Department of Computer Science
392&lt;/p&gt;&lt;/div&gt;
393
394
395
396&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
397
398&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
399The University of Waikato
400&lt;/p&gt;&lt;/div&gt;
401
402
403
404&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
405
406&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
407Private Bag 3105
408&lt;/p&gt;&lt;/div&gt;
409
410
411
412&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
413
414&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
415Hamilton, New Zealand
416&lt;/p&gt;&lt;/div&gt;
417
418
419
420&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
421
422&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
423&lt;b&gt;Table of Contents&lt;/b&gt;&lt;b&gt;&lt;/b&gt;
424&lt;/p&gt;&lt;/div&gt;
425
426
427
428&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
429
430&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
431
432&lt;/p&gt;&lt;/div&gt;
433
434
435
436&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
437
438&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
439
440&lt;/p&gt;&lt;/div&gt;
441
442
443
444&lt;p&gt;&lt;div name=&quot;TOC 1&quot; align=&quot;left&quot; style=&quot;margin: 6.25mm 0.00mm 4.17mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
445
446&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
447&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;b&gt;&lt;u&gt;&lt;/u&gt;&lt;/b&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;
448&lt;/p&gt;&lt;/div&gt;
449
450
451
452&lt;p&gt;&lt;div name=&quot;TOC 1&quot; align=&quot;left&quot; style=&quot;margin: 6.25mm 0.00mm 4.17mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
453
454&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
455&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;b&gt;&lt;u&gt;&lt;/u&gt;&lt;/b&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;
456&lt;/p&gt;&lt;/div&gt;
457
458
459
460&lt;p&gt;&lt;div name=&quot;TOC 1&quot; align=&quot;left&quot; style=&quot;margin: 6.25mm 0.00mm 4.17mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
461
462&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
463&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;b&gt;&lt;u&gt;&lt;/u&gt;&lt;/b&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;
464&lt;/p&gt;&lt;/div&gt;
465
466
467
468&lt;p&gt;&lt;div name=&quot;TOC 3&quot; align=&quot;left&quot; style=&quot;margin: 6.25mm 0.00mm 4.17mm 8.33mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
469
470&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
471&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;
472&lt;/p&gt;&lt;/div&gt;
473
474
475
476&lt;p&gt;&lt;div name=&quot;TOC 3&quot; align=&quot;left&quot; style=&quot;margin: 6.25mm 0.00mm 4.17mm 8.33mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
477
478&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
479&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;
480&lt;/p&gt;&lt;/div&gt;
481
482
483
484&lt;p&gt;&lt;div name=&quot;TOC 3&quot; align=&quot;left&quot; style=&quot;margin: 6.25mm 0.00mm 4.17mm 8.33mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
485
486&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
487&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;
488&lt;/p&gt;&lt;/div&gt;
489
490
491
492&lt;p&gt;&lt;div name=&quot;TOC 3&quot; align=&quot;left&quot; style=&quot;margin: 6.25mm 0.00mm 4.17mm 8.33mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
493
494&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
495&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;
496&lt;/p&gt;&lt;/div&gt;
497
498
499
500&lt;p&gt;&lt;div name=&quot;TOC 3&quot; align=&quot;left&quot; style=&quot;margin: 6.25mm 0.00mm 4.17mm 8.33mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
501
502&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
503&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;
504&lt;/p&gt;&lt;/div&gt;
505
506
507
508&lt;p&gt;&lt;div name=&quot;TOC 3&quot; align=&quot;left&quot; style=&quot;margin: 6.25mm 0.00mm 4.17mm 8.33mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
509
510&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
511&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;
512&lt;/p&gt;&lt;/div&gt;
513
514
515
516&lt;p&gt;&lt;div name=&quot;TOC 1&quot; align=&quot;left&quot; style=&quot;margin: 6.25mm 0.00mm 4.17mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
517
518&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
519&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;b&gt;&lt;u&gt;&lt;/u&gt;&lt;/b&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;
520&lt;/p&gt;&lt;/div&gt;
521
522
523
524&lt;p&gt;&lt;div name=&quot;TOC 1&quot; align=&quot;left&quot; style=&quot;margin: 6.25mm 0.00mm 4.17mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
525
526&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
527&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;b&gt;&lt;u&gt;&lt;/u&gt;&lt;/b&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;&lt;font color=&quot;Blue&quot;&gt;&lt;u&gt;&lt;/u&gt;&lt;/font&gt;&lt;b&gt;&lt;/b&gt;
528&lt;/p&gt;&lt;/div&gt;
529
530
531
532&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 4.17mm -1.39mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
533
534&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
535
536&lt;/p&gt;&lt;/div&gt;
537
538
539
540&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
541
542&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
543
544&lt;/p&gt;&lt;/div&gt;
545
546
547
548&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
549
550&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
551
552&lt;/p&gt;&lt;/div&gt;
553
554
555
556&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
557
558&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
559
560&lt;/p&gt;&lt;/div&gt;
561
562
563
564&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
565
566&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
567
568&lt;/p&gt;&lt;/div&gt;
569
570
571
572&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
573
574&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
575
576&lt;/p&gt;&lt;/div&gt;
577
578
579
580&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
581
582&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
583
584&lt;/p&gt;&lt;/div&gt;
585
586
587
588&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
589
590&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
591
592&lt;/p&gt;&lt;/div&gt;
593
594
595
596&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
597
598&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
599
600&lt;/p&gt;&lt;/div&gt;
601
602
603
604&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
605
606&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
607
608&lt;/p&gt;&lt;/div&gt;
609
610
611
612&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -1.39mm 0.00mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
613
614&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
615
616&lt;/p&gt;&lt;/div&gt;
617
618
619
620&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
621
622&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
623&lt;b&gt;Computational Sense:&lt;br&gt; the role of technology in the education of digital librarians&lt;/b&gt;
624&lt;/p&gt;&lt;/div&gt;
625
626
627
628&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 2.08mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
629
630&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
631&lt;b&gt;Michael B. Twidale&lt;/b&gt;&lt;b&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/b&gt;&lt;b&gt; &amp;amp; David M. Nichols&lt;/b&gt;&lt;b&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/b&gt;&lt;b&gt;&lt;/b&gt;
632&lt;/p&gt;&lt;/div&gt;
633
634
635
636&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
637
638&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
639&lt;b&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/b&gt; Graduate School of Library and Information Science &lt;br&gt;University of Illinois at Urbana-Champaign, IL, USA
640&lt;/p&gt;&lt;/div&gt;
641
642
643
644&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 2.08mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
645
646&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
647[email protected]
648&lt;/p&gt;&lt;/div&gt;
649
650
651
652&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
653
654&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
655&lt;b&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/b&gt; Department of Computer Science, University of Waikato&lt;br&gt; Hamilton, New Zealand
656&lt;/p&gt;&lt;/div&gt;
657
658
659
660&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;center&quot; style=&quot;margin: 2.08mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
661
662&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
663[email protected]
664&lt;/p&gt;&lt;/div&gt;
665
666
667
668&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
669
670&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
671
672&lt;/p&gt;&lt;/div&gt;
673
674
675
676&lt;ul&gt;
677&lt;li value=&quot;1&quot;&gt;&lt;p&gt;&lt;div name=&quot;Heading 1&quot; align=&quot;left&quot; style=&quot;margin: 4.17mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
678
679&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
680&lt;font color=&quot;Black&quot;&gt;&lt;b&gt;&lt;span style=&quot;text-transform:uppercase&quot;&gt;I&lt;/span&gt;&lt;/b&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;b&gt;&lt;span style=&quot;text-transform:uppercase&quot;&gt;NTRODUCTION&lt;/span&gt;&lt;/b&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;b&gt;&lt;span style=&quot;text-transform:uppercase&quot;&gt;&lt;/span&gt;&lt;/b&gt;&lt;/font&gt;
681&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
682
683
684
685&lt;/ul&gt;&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
686
687&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
688&lt;font color=&quot;Black&quot;&gt;The rapid progress of digital library technology from research to implementation has created a force for change in the curricula of library schools. The education of future librarians has always had to adapt to new technologies but the pace, complexity and implications of digital libraries pose considerable challenges. In this article we explore how we might successfully blend elements of computer science and library science to produce effective educational experiences for the digital librarians of tomorrow. We first outline the background to current digital librarian education and then propose the concept of &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;computational sense&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt; as an appropriate meeting point for these two disciplines.&lt;/font&gt;
689&lt;/p&gt;&lt;/div&gt;
690
691
692
693&lt;ul&gt;
694&lt;li value=&quot;2&quot;&gt;&lt;p&gt;&lt;div name=&quot;Heading 1&quot; align=&quot;left&quot; style=&quot;margin: 4.17mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
695
696&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
697&lt;font color=&quot;Black&quot;&gt;&lt;b&gt;&lt;span style=&quot;text-transform:uppercase&quot;&gt;DIGITAL LIBRARIANS&lt;/span&gt;&lt;/b&gt;&lt;/font&gt;
698&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
699
700
701
702&lt;/ul&gt;&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
703
704&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
705&lt;font color=&quot;Black&quot;&gt;There is an ongoing discussion on what it means to be a digital librarian (Coleman, 2005; Marion, 2001; Mostafa et al, 2006; &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;Pomerantz et al, 2006)&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;. It is similar to being a traditional librarian in terms of ethos and applicability of core guiding theories, including access, cataloguing, collection development and teaching people both search skills and general information literacy. It can be viewed as simply integrating one set of digital information resou&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;rces into a set of access servic&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;es provided around a pre-existing set of paper-based resources. However it also requires additional technical skills, extending the librarian's role into new areas. For example, DL creation can be more akin to publishing than collection development, involving aspects of editing, revision and aligning to data and metadata standards.&lt;/font&gt;
706&lt;/p&gt;&lt;/div&gt;
707
708
709
710&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
711
712&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
713&lt;font color=&quot;Black&quot;&gt;The topic of digital librarianship is subject to rapid change (Pomerantz et al, 2006), as it is partially defined by the availability and functionality of appropriate software. The ease of building a digital library or an institutional repository has been radically changed over the past decade by the emergence of software such as Greenstone (W&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;itten &amp;amp; Bainbridge, 2003) and DS&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;pace (Tansley et al, 2005). For example, the courses presented in library schools are often based around similar material presented in tutorials at digital library conferences. Education based around digital library software inevitably brings with it techniques and concepts from computer science; especially as most of these courses combine theory and practice (Ma, Clegg, &amp;amp; O'Brien, 2006) Issues that can cause problems for library students vary from the basic (such as selecting the appropriate software version, downloading and installing) to advanced topics involving customization and extensibility (Nichols et al, 2006).&lt;/font&gt;
714&lt;/p&gt;&lt;/div&gt;
715
716
717
718&lt;ul&gt;
719&lt;li value=&quot;3&quot;&gt;&lt;p&gt;&lt;div name=&quot;Heading 1&quot; align=&quot;left&quot; style=&quot;margin: 4.17mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
720
721&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
722&lt;font color=&quot;Black&quot;&gt;&lt;b&gt;&lt;span style=&quot;text-transform:uppercase&quot;&gt;COMPUTATIONAL SENSE&lt;/span&gt;&lt;/b&gt;&lt;/font&gt;
723&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
724
725
726
727&lt;/ul&gt;&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
728
729&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
730&lt;font color=&quot;Black&quot;&gt;As libraries have become more computerised, librarians have had to learn more and more about computer systems, file formats and web servers. Over time, commodity software can hide away certain levels of complexity as a basic infrastructure is develop&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;ed&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;. But innovative computer applications will always require a degree of explicit support and tinkering. For example, the Greenstone software development team has, over several years, developed a variety of tools to abstract away from technical details to simplify the tasks of creating and maintaining digital collections. Despite this work the experiences of using digital library software can still be disconcerting for some students (Nichols et al, 2006). This state of affairs is more a reflection on the state-of-the-art in content management systems than a criticism of any particular software applications.&lt;/font&gt;
731&lt;/p&gt;&lt;/div&gt;
732
733
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735&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
736
737&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
738&lt;font color=&quot;Black&quot;&gt;From the perspective of software developers the power of digital library software derives from the flexibility of computer programming languages. Indeed, the Greenstone digital library suite embeds programming language constructs into its customization features; providing considerable flexibility for collection design but at the expense of learnability (Nichols et al, 2005). A practical example is the nature of conditional statements in Greenstone macros, which:&lt;/font&gt;
739&lt;/p&gt;&lt;/div&gt;
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743&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
744
745&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
746&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
747&lt;/p&gt;&lt;/div&gt;
748
749
750
751&lt;ul&gt;
752&lt;li value=&quot;1&quot;&gt;&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;justify&quot; style=&quot;margin: 0.00mm 0.00mm 0.00mm 12.50mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
753
754&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
755&lt;font color=&quot;Black&quot;&gt;have a unique syntax (rather than re-using an existing language such as JavaScript or PHP)&lt;/font&gt;
756&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
757
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759
760&lt;li value=&quot;2&quot;&gt;&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;justify&quot; style=&quot;margin: 0.00mm 0.00mm 0.00mm 12.50mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
761
762&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
763&lt;font color=&quot;Black&quot;&gt;have a different syntax to conditional statements in Greenstone formatting statements&lt;/font&gt;
764&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
765
766
767
768&lt;li value=&quot;3&quot;&gt;&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;justify&quot; style=&quot;margin: 0.00mm 0.00mm 0.00mm 12.50mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
769
770&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
771&lt;font color=&quot;Black&quot;&gt;have no error checking at design time (such as the red underlining of spell checkers or Visual Studio)&lt;/font&gt;
772&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
773
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776&lt;li value=&quot;4&quot;&gt;&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;justify&quot; style=&quot;margin: 0.00mm 0.00mm 0.00mm 12.50mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
777
778&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
779&lt;font color=&quot;Black&quot;&gt;have no integrated documentation (such as found in modern programming development environments)&lt;/font&gt;
780&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
781
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784&lt;/ul&gt;&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm 0.00mm 0.00mm 12.50mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
785
786&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
787&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
788&lt;/p&gt;&lt;/div&gt;
789
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792&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
793
794&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
795&lt;font color=&quot;Black&quot;&gt;At one level it is simple to say that these can be corrected through more software development. The larger question is whether this is the right direction for systems that are to be used in digital librarian education. The resulting system would be very similar to an IDE (Integrated Development Environment) of the sort regularly used by computer science students and programmers the world over. &lt;/font&gt;
796&lt;/p&gt;&lt;/div&gt;
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800&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
801
802&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
803&lt;font color=&quot;Black&quot;&gt;This raises the question: should future librarians be forced to become programmers in order to graduate? We believe that digital librarians should not have to become programmers but that they &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;do&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt; need to acquire a fluency with information technology beyond &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;that of &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;a traditional MLS degree. We coin the term &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;computational sense&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt; to describe this level of fluency. It covers a range of issues that remain in flux and are clearly open for debate. We &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;outline a&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt; few of them below for illustration.&lt;/font&gt;
804&lt;/p&gt;&lt;/div&gt;
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808&lt;p&gt;&lt;div name=&quot;Heading 2&quot; align=&quot;left&quot; style=&quot;margin: 4.17mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
809
810&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
811&lt;b&gt;Comfort and fluency with computational systems&lt;/b&gt;
812&lt;/p&gt;&lt;/div&gt;
813
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816&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
817
818&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
819&lt;font color=&quot;Black&quot;&gt;Of course a digital librarian should be comfortable in using the latest technologies available. However, although necessary we do not believe this is sufficient for librarians to be able to take active roles in exploiting the potential of a rapidly changing set of technologies.&lt;/font&gt;
820&lt;/p&gt;&lt;/div&gt;
821
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824&lt;p&gt;&lt;div name=&quot;Heading 2&quot; align=&quot;left&quot; style=&quot;margin: 4.17mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
825
826&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
827&lt;b&gt;Metacognitive skills in learning about new computational resources&lt;/b&gt;
828&lt;/p&gt;&lt;/div&gt;
829
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831
832&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
833
834&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
835&lt;font color=&quot;Black&quot;&gt;Possessing training in a technology is insufficient because technologies change so rapidly. New versions of applications contain new functionalities, new interfaces and hence new possibilities for how they might be used. New applications become available to complement or replace existing applications. Online resources and computational services can enhance or disrupt what users expect or want to be able to do with existing resources. Patrons' changing reactions to library catalogues in the light of their experiences with Amazon and Google are just one indicator of this. Consequently, practising librarians need to be able to learn about the latest versions, applications and new ways of combining applications quickly and maybe without formal training. This can be done, but probably requires the teaching of the metacognitive skills that can facilitate more efficient and effective learning both by individuals and communities within and across organisations.&lt;/font&gt;
836&lt;/p&gt;&lt;/div&gt;
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840&lt;p&gt;&lt;div name=&quot;Heading 2&quot; align=&quot;left&quot; style=&quot;margin: 4.17mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
841
842&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
843&lt;b&gt;Fluency in incremental tailoring and combining of applications for evolving needs &lt;/b&gt;
844&lt;/p&gt;&lt;/div&gt;
845
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848&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
849
850&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
851&lt;font color=&quot;Black&quot;&gt;Even if they do not directly program new digital library applications, librarians are likely to be involved directly or indirectly in the installation and use of those applications, which invariably involves tailoring work. Modern applications typically come with a host of options, and the defaults are often less than ideal. Making a resource useful and usable in a particular context typically involves a range of tailoring activities ranging from selecting between options, choosing modules to install, including or linking the application to the resources it will use or provide, integrating the software with other applications or provisions and `skinning' the interface to create an integrated, consistent and coherent look and feel for end users as part of a focus on usability. All these require varying levels of technical expertise. They also require the ability to interact productively with others, both stakeholders with far less technical skill, and also technical experts, lacking local knowledge of use-in-context. Although somewhat daunting-sounding this information intermediary role is one firmly within the bounds of the ethos of traditional librarianship (Erlich and Cash, 1994).&lt;/font&gt;
852&lt;/p&gt;&lt;/div&gt;
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856&lt;p&gt;&lt;div name=&quot;Heading 2&quot; align=&quot;left&quot; style=&quot;margin: 4.17mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
857
858&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
859&lt;b&gt;A sense of applications as ongoing co-designed artefacts rather than technological givens&lt;/b&gt;
860&lt;/p&gt;&lt;/div&gt;
861
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864&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
865
866&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
867&lt;font color=&quot;Black&quot;&gt;Computational sense &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;should include&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt; an understanding and an expectation that digital librarians be involved not just in the selection, analysis, and facilitation of learning and use of computational artefacts, but that they should also be involved in the &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;design&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt; of those artefacts. At the very least it should empower digital librarians to take a more direct role in larger-scale design processes. Applications should not be taken as technological givens, to be coped with by them and in their information intermediary role in helping others to learn and use. Rather these applications need to be regarded as provisional, changing and amenable to change by librarians. In many existing cases this still might not actually be feasible, but we believe that it is worth considering what it would take to give more librarians the skills necessary to not merely critique inadequate systems but to get involved in actually improving them. Design does not necessarily require programming. As noted above, tailoring is one aspect of design, but there are others. As well as in-house design, there are various approaches to wider involvement in larger co-design processes, including participatory design (Kyng and Mathiassen, 1997) and the involvement of lead users (von Hippel, 2005) as well as open source software development. Modern systems are frequently in the process of near-continual re-design as new versions and modules are released, which at least raises the possibility of greater involvement by people with appropriate skills&lt;/font&gt;
868&lt;/p&gt;&lt;/div&gt;
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872&lt;p&gt;&lt;div name=&quot;Heading 2&quot; align=&quot;left&quot; style=&quot;margin: 4.17mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
873
874&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
875&lt;b&gt;A sense of the feasibility of potential design options &lt;/b&gt;
876&lt;/p&gt;&lt;/div&gt;
877
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880&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
881
882&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
883&lt;font color=&quot;Black&quot;&gt;To be fully involved in ongoing co-design, it is very helpful to have a good sense of what is feasible in current systems development and what is not. A qualitative sense of the relative costs of different design options is also helpful as the design space is collectively explored. Typically computer science students are expected to acquire these rich qualitative skills just by lots of practice. They are rarely explicitly taught. We speculate that it might be possible to teach these skills of judgement without requiring considerable practical programming experience. If so, it would allow digital librarians to engage in far more productive interactions both with vendors and systems development teams, as advocates for stakeholders and use-in-context as different functionalities and possibilities are uncovered. If you don't have a sense of what it is reasonable to ask for, you are inclined to select just from the options on offer. All design involves trade-offs and compromises, but when these are done in ignorance of whole categories of costs, benefits, and opportunities, truly innovative design possibilities are overlooked.&lt;/font&gt;
884&lt;/p&gt;&lt;/div&gt;
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889
890&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
891&lt;b&gt;Spreadsheets as a guiding metaphor&lt;/b&gt;
892&lt;/p&gt;&lt;/div&gt;
893
894
895
896&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
897
898&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
899&lt;font color=&quot;Black&quot;&gt;To illustrate our vision, we use an example from an earlier round of technological innovation coinciding with the advent of the personal computer in the 1980s. Prior to that time, people who wanted to do mathematical calculations on computers (including scientists and financial experts) would have had to write a program in a language such as FORTRAN, or commission someone else to do it for them. This was for many daunting or &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;prohibitively &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;expensive in terms of money, opportunity cost or effort-risk-reward calculations. With the advent of the early spreadsheet programs on PCs, many people started using them because they were far easier to both learn and use than programming to achieve basic numerical calculations. Although intended for accounting calculations, the ease of learning and use encouraged innovation and appropriation by many others with needs to manipulate numbers. Nevertheless, spreadsheets were not completely trivial to use. One needed basic numeracy to be able to use them productively and not generate nonsense - what we might call a numerical sense. One just did not need to know how to program in FORTRAN. Ability to program certainly helped in avoiding certain classic errors, and was essential for more complex calculations that either the spreadsheet software of the day could not manage or where the programming of macros was needed. But programming ceased to be a &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;prerequisite&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt; and the skills of sophisticated spreadsheet use, planning, design and debugging could be taught to people who had not first learned to program. &lt;/font&gt;
900&lt;/p&gt;&lt;/div&gt;
901
902
903
904&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
905
906&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
907&lt;font color=&quot;Black&quot;&gt;In a similar manner, we believe that it is possible to extract some of the skills traditionally acquired (explicitly but more often implicitly) from long experience of programming, and teach these to librarians under the label of computational sense. In so doing we can widen the number of people able to productively engage with information technologies, just as spreadsheets widened the use of computers by numerate people far beyond the range of those willing to invest time in learning FORTRAN. This approach also challenges the developers of digital library software to produce tools as useful and useable as the spreadsheet.&lt;/font&gt;
908&lt;/p&gt;&lt;/div&gt;
909
910
911
912&lt;ul&gt;
913&lt;li value=&quot;4&quot;&gt;&lt;p&gt;&lt;div name=&quot;Heading 1&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
914
915&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
916&lt;font color=&quot;Black&quot;&gt;&lt;b&gt;&lt;span style=&quot;text-transform:uppercase&quot;&gt;CONCLUSION&lt;/span&gt;&lt;/b&gt;&lt;/font&gt;
917&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
918
919
920
921&lt;/ul&gt;&lt;p&gt;&lt;div name=&quot;paragraph&quot; align=&quot;left&quot; style=&quot; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
922
923&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
924&lt;font color=&quot;Black&quot;&gt;Computational sense extends beyond the notion of programming to encompass an ability to understand the broader notions of the capabilities of software and the socio-technical issues of usability, system deployment and maintenance. In this article we have proposed some characteristics of computational sense and how they might influence the design of the curriculum for digital librarians. In doing so we don't claim to have a complete list but simply to contribute a new perspective to the ongoing debate on the nature of digital librarianship. &lt;/font&gt;
925&lt;/p&gt;&lt;/div&gt;
926
927
928
929&lt;ul&gt;
930&lt;li value=&quot;5&quot;&gt;&lt;p&gt;&lt;div name=&quot;Heading 1&quot; align=&quot;left&quot; style=&quot;margin: 4.17mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
931
932&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
933&lt;font color=&quot;Black&quot;&gt;&lt;b&gt;&lt;span style=&quot;text-transform:uppercase&quot;&gt;R&lt;/span&gt;&lt;/b&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;b&gt;&lt;span style=&quot;text-transform:uppercase&quot;&gt;EFERENCES&lt;/span&gt;&lt;/b&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;b&gt;&lt;span style=&quot;text-transform:uppercase&quot;&gt;&lt;/span&gt;&lt;/b&gt;&lt;/font&gt;
934&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
935
936
937
938&lt;/ul&gt;&lt;p&gt;&lt;div name=&quot;Body Text First Indent&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
939
940&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
941&lt;font color=&quot;Black&quot;&gt;Coleman, A. (2005) Interdisciplinarity, interactivity, and interoperability for educating the digerati. &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;Education for Information&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt; 23(4) 233-243.&lt;/font&gt;
942&lt;/p&gt;&lt;/div&gt;
943
944
945
946&lt;p&gt;&lt;div name=&quot;Body Text First Indent&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
947
948&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
949&lt;font color=&quot;Black&quot;&gt;Erlich, K. and Cash, D. (1994) Turning information into knowledge: information finding as a collaborative activity. &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;Proceedings of Digital Libraries '94&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;. College Station, TX. 119-125.&lt;/font&gt;
950&lt;/p&gt;&lt;/div&gt;
951
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955
956&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
957&lt;font color=&quot;Black&quot;&gt;von Hippel, E. (2005) &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;Democratizing Innovation.&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt; Cambridge, MA: MIT Press.. &lt;/font&gt;
958&lt;/p&gt;&lt;/div&gt;
959
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963
964&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
965&lt;font color=&quot;Black&quot;&gt;Kyng, M. and Mathiassen, L. (1997) (eds.) &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;Computers and Design in Context&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;. Cambridge, MA.: MIT Press.&lt;/font&gt;
966&lt;/p&gt;&lt;/div&gt;
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971
972&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
973&lt;font color=&quot;Black&quot;&gt;Ma, Y., Clegg, W., and O'Brien, A. (2006) Digital library education: the current status. In &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;Proceedings of the 6th ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL'06)&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;. ACM Press, New York, NY, 165-174. &lt;/font&gt;
974&lt;/p&gt;&lt;/div&gt;
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978&lt;p&gt;&lt;div name=&quot;Body Text First Indent&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm 0.00mm 2.08mm 0.00mm; padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt;
979
980&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
981&lt;font color=&quot;Black&quot;&gt;Marion, L. (2001). Digital librarian, cybrarian, or librarian with specialized skills: Who will staff digital libraries? In H. Thompson (Ed.), &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;Crossing the Divide: Proceedings of the Tenth National Conference of the Association of College and Research Libraries. &lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;Chicago, IL: American Library Association. 143-149.&lt;/font&gt;
982&lt;/p&gt;&lt;/div&gt;
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987
988&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
989&lt;font color=&quot;Black&quot;&gt;Mostafa, J., Brancolini, K., Smith, L.C. and Mischo, W. (2005) Developing a digital library education program. &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;Proceedings of the 5th ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL'05)&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;, 427. ACM Press.&lt;/font&gt;
990&lt;/p&gt;&lt;/div&gt;
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995
996&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
997&lt;font color=&quot;Black&quot;&gt;Nichols, D. M., Bainbridge, D., Downie, J. S., and Twidale, M. B. (2006). Learning by building digital libraries. &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;Proceedings of the 6th ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL'06).&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt; ACM Press, New York, NY, 185-186 &lt;/font&gt;
998&lt;/p&gt;&lt;/div&gt;
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1004&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1005&lt;font color=&quot;Black&quot;&gt;Nichols, D. M., Bainbridge, D., Marsden, G., Patel, D., Cunningham, S. J., Thompson, J., Boddie, S. J. and Witten, I. H. (2005) Evolving tool support for digital librarians. Theng, Y.-L. and Foo, S. (eds), In &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;Design and Usability of Digital Libraries: Case Studies in the Asia Pacific&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;, 171-189. Information Science Publishing, London.&lt;/font&gt;
1006&lt;/p&gt;&lt;/div&gt;
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1012&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1013&lt;font color=&quot;Black&quot;&gt;Pomerantz, J., Wildemuth, B. M., Yang, S., and Fox, E. A. (2006) Curriculum development for digital libraries. &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;Proceedings of the 6th ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL'06).&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt; ACM Press, New York, NY, 175-184. &lt;/font&gt;
1014&lt;/p&gt;&lt;/div&gt;
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1020&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1021&lt;font color=&quot;Black&quot;&gt;Tansley, R., Smith, M. and Walker, J.H. (2005) The DSpace open source digital asset management system: challenges and opportunities. &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;Proceedings of the 9th European Conference on Research and Advanced Technology for Digital Libraries (ECDL 2005)&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;. LNCS 3652. Springer.242-253.&lt;/font&gt;
1022&lt;/p&gt;&lt;/div&gt;
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1028&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1029&lt;font color=&quot;Black&quot;&gt;Witten, I.H. and Bainbridge, D. (2003). &lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;i&gt;How to Build a Digital Library&lt;/i&gt;&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;. San Francisco, CA: Morgan Kaufmann.&lt;/font&gt;&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
1030&lt;/p&gt;&lt;/div&gt;
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1085&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
1086&lt;/p&gt;&lt;/div&gt;
1087
1088&lt;!--Section Ends--&gt;
1089
1090
1091
1092&lt;!--
1093&lt;hr&gt;
1094&lt;address&gt;
1095&lt;a href=&quot;_httpextlink_&amp;amp;rl=0&amp;amp;href=http:%2f%2fwvware.sourceforge.net&quot;&gt;&lt;img
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1101Document created with &lt;a href=&quot;_httpextlink_&amp;amp;rl=0&amp;amp;href=http:%2f%2fwvware.sourceforge.net&quot;&gt;wvWare/wvWare version 1.2.4&lt;/a&gt;&lt;br&gt;
1102&lt;/address&gt;
1103--&gt;
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1106</Content>
1107</Section>
1108</Archive>
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