source: other-projects/nightly-tasks/diffcol/trunk/gs3-model-collect/Word-PDF-Formatting/archives/HASHeaa2/a32e0805.dir/doc.xml@ 38996

Last change on this file since 38996 was 38996, checked in by anupama, 4 weeks ago

SourceDirectory seems to be new metadata in doc.xml that is breaking diffcol (when diffcol attempted on Win VM)
File size: 72.9 KB
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1<?xml version="1.0" encoding="utf-8" standalone="no"?>
2<!DOCTYPE Archive SYSTEM "https://greenstone.org/dtd/Archive/1.0/Archive.dtd">
3<Archive>
4<Section>
5 <Description>
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10 <Metadata name="GENERATOR">wvWare/wvWare version 1.2.4</Metadata>
11 <Metadata name="Title">Evolving Tool Support for Digital Librarians</Metadata>
12 <Metadata name="URL">http://Scratch/ak19/gs3-svn-02May2024/web/sites/localsite/collect/Word-PDF-Formatting/tmp/1714976080_1/word06.html</Metadata>
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28 <Metadata name="dc.Creator">Michael B. Twidale</Metadata>
29 <Metadata name="dc.Creator">David M. Nichols</Metadata>
30 <Metadata name="dc.Title">COMPUTATIONAL SENSE: THE ROLE OF TECHNOLOGY IN THE EDUCATION OF DIGITAL LIBRARIANS</Metadata>
31 <Metadata name="Identifier">HASHeaa2a32e080549673150f3</Metadata>
32 <Metadata name="lastmodified">1714975834</Metadata>
33 <Metadata name="lastmodifieddate">20240506</Metadata>
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40
41&lt;!--Section Begins--&gt;&lt;br&gt;
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47&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
48Working Paper Series
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56ISSN 1170-487X
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152&lt;b&gt;COMPUTATIONAL SENSE: THE ROLE OF&lt;br&gt;TECHNOLOGY IN THE EDUCATION OF DIGITAL LIBRARIANS&lt;/b&gt;
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199&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
200&lt;b&gt;Michael B. Twidale and David M. Nichols&lt;/b&gt;
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304Working Paper: 10/2006
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312October 2006
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383&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
384© 2006 Michael B. Twidale and David M. Nichols
385&lt;/p&gt;&lt;/div&gt;
386
387
388
389&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;
390
391&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
392Department of Computer Science
393&lt;/p&gt;&lt;/div&gt;
394
395
396
397&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;
398
399&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
400The University of Waikato
401&lt;/p&gt;&lt;/div&gt;
402
403
404
405&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;
406
407&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
408Private Bag 3105
409&lt;/p&gt;&lt;/div&gt;
410
411
412
413&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;
414
415&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
416Hamilton, New Zealand
417&lt;/p&gt;&lt;/div&gt;
418
419
420
421&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;
422
423&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
424&lt;b&gt;Table of Contents&lt;/b&gt;&lt;b&gt;&lt;/b&gt;
425&lt;/p&gt;&lt;/div&gt;
426
427
428
429&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;
430
431&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
432
433&lt;/p&gt;&lt;/div&gt;
434
435
436
437&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;
438
439&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
440
441&lt;/p&gt;&lt;/div&gt;
442
443
444
445&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;
446
447&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
448&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;
449&lt;/p&gt;&lt;/div&gt;
450
451
452
453&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;
454
455&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
456&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;
457&lt;/p&gt;&lt;/div&gt;
458
459
460
461&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;
462
463&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
464&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;
465&lt;/p&gt;&lt;/div&gt;
466
467
468
469&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;
470
471&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
472&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;
473&lt;/p&gt;&lt;/div&gt;
474
475
476
477&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;
478
479&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
480&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;
481&lt;/p&gt;&lt;/div&gt;
482
483
484
485&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;
486
487&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
488&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;
489&lt;/p&gt;&lt;/div&gt;
490
491
492
493&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;
494
495&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
496&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;
497&lt;/p&gt;&lt;/div&gt;
498
499
500
501&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;
502
503&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
504&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;
505&lt;/p&gt;&lt;/div&gt;
506
507
508
509&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;
510
511&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
512&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;
513&lt;/p&gt;&lt;/div&gt;
514
515
516
517&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;
518
519&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
520&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;
521&lt;/p&gt;&lt;/div&gt;
522
523
524
525&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;
526
527&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
528&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;
529&lt;/p&gt;&lt;/div&gt;
530
531
532
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534
535&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
536
537&lt;/p&gt;&lt;/div&gt;
538
539
540
541&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;
542
543&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
544
545&lt;/p&gt;&lt;/div&gt;
546
547
548
549&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;
550
551&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
552
553&lt;/p&gt;&lt;/div&gt;
554
555
556
557&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;
558
559&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
560
561&lt;/p&gt;&lt;/div&gt;
562
563
564
565&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;
566
567&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
568
569&lt;/p&gt;&lt;/div&gt;
570
571
572
573&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;
574
575&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
576
577&lt;/p&gt;&lt;/div&gt;
578
579
580
581&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;
582
583&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
584
585&lt;/p&gt;&lt;/div&gt;
586
587
588
589&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;
590
591&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
592
593&lt;/p&gt;&lt;/div&gt;
594
595
596
597&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;
598
599&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
600
601&lt;/p&gt;&lt;/div&gt;
602
603
604
605&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;
606
607&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
608
609&lt;/p&gt;&lt;/div&gt;
610
611
612
613&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;
614
615&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
616
617&lt;/p&gt;&lt;/div&gt;
618
619
620
621&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;
622
623&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
624&lt;b&gt;Computational Sense:&lt;br&gt; the role of technology in the education of digital librarians&lt;/b&gt;
625&lt;/p&gt;&lt;/div&gt;
626
627
628
629&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;
630
631&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
632&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;
633&lt;/p&gt;&lt;/div&gt;
634
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636
637&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;
638
639&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
640&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
641&lt;/p&gt;&lt;/div&gt;
642
643
644
645&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;
646
647&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
648[email protected]
649&lt;/p&gt;&lt;/div&gt;
650
651
652
653&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;
654
655&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
656&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
657&lt;/p&gt;&lt;/div&gt;
658
659
660
661&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;
662
663&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
664[email protected]
665&lt;/p&gt;&lt;/div&gt;
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667
668
669&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;
670
671&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
672
673&lt;/p&gt;&lt;/div&gt;
674
675
676
677&lt;ul&gt;
678&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;
679
680&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
681&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;
682&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
683
684
685
686&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;
687
688&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
689&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;
690&lt;/p&gt;&lt;/div&gt;
691
692
693
694&lt;ul&gt;
695&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;
696
697&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
698&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;
699&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
700
701
702
703&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;
704
705&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
706&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;
707&lt;/p&gt;&lt;/div&gt;
708
709
710
711&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;
712
713&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
714&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;
715&lt;/p&gt;&lt;/div&gt;
716
717
718
719&lt;ul&gt;
720&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;
721
722&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
723&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;
724&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
725
726
727
728&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;
729
730&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
731&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;
732&lt;/p&gt;&lt;/div&gt;
733
734
735
736&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;
737
738&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
739&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;
740&lt;/p&gt;&lt;/div&gt;
741
742
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744&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;
745
746&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
747&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
748&lt;/p&gt;&lt;/div&gt;
749
750
751
752&lt;ul&gt;
753&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;
754
755&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
756&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;
757&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
758
759
760
761&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;
762
763&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
764&lt;font color=&quot;Black&quot;&gt;have a different syntax to conditional statements in Greenstone formatting statements&lt;/font&gt;
765&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
766
767
768
769&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;
770
771&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
772&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;
773&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
774
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777&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;
778
779&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
780&lt;font color=&quot;Black&quot;&gt;have no integrated documentation (such as found in modern programming development environments)&lt;/font&gt;
781&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
782
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784
785&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;
786
787&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
788&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
789&lt;/p&gt;&lt;/div&gt;
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793&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;
794
795&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
796&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;
797&lt;/p&gt;&lt;/div&gt;
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801&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;
802
803&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
804&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;
805&lt;/p&gt;&lt;/div&gt;
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809&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;
810
811&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
812&lt;b&gt;Comfort and fluency with computational systems&lt;/b&gt;
813&lt;/p&gt;&lt;/div&gt;
814
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817&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;
818
819&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
820&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;
821&lt;/p&gt;&lt;/div&gt;
822
823
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825&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;
826
827&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
828&lt;b&gt;Metacognitive skills in learning about new computational resources&lt;/b&gt;
829&lt;/p&gt;&lt;/div&gt;
830
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832
833&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;
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835&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
836&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;
837&lt;/p&gt;&lt;/div&gt;
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841&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;
842
843&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
844&lt;b&gt;Fluency in incremental tailoring and combining of applications for evolving needs &lt;/b&gt;
845&lt;/p&gt;&lt;/div&gt;
846
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848
849&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;
850
851&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
852&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;
853&lt;/p&gt;&lt;/div&gt;
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857&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;
858
859&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
860&lt;b&gt;A sense of applications as ongoing co-designed artefacts rather than technological givens&lt;/b&gt;
861&lt;/p&gt;&lt;/div&gt;
862
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865&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;
866
867&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
868&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;
869&lt;/p&gt;&lt;/div&gt;
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873&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;
874
875&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
876&lt;b&gt;A sense of the feasibility of potential design options &lt;/b&gt;
877&lt;/p&gt;&lt;/div&gt;
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881&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;
882
883&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
884&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;
885&lt;/p&gt;&lt;/div&gt;
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889&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;
890
891&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
892&lt;b&gt;Spreadsheets as a guiding metaphor&lt;/b&gt;
893&lt;/p&gt;&lt;/div&gt;
894
895
896
897&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;
898
899&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
900&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;
901&lt;/p&gt;&lt;/div&gt;
902
903
904
905&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;
906
907&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
908&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;
909&lt;/p&gt;&lt;/div&gt;
910
911
912
913&lt;ul&gt;
914&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;
915
916&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
917&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;
918&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
919
920
921
922&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;
923
924&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
925&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;
926&lt;/p&gt;&lt;/div&gt;
927
928
929
930&lt;ul&gt;
931&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;
932
933&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
934&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;
935&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
936
937
938
939&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;
940
941&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
942&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;
943&lt;/p&gt;&lt;/div&gt;
944
945
946
947&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;
948
949&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
950&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;
951&lt;/p&gt;&lt;/div&gt;
952
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955&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;
956
957&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
958&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;
959&lt;/p&gt;&lt;/div&gt;
960
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963&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;
964
965&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
966&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;
967&lt;/p&gt;&lt;/div&gt;
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971&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;
972
973&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
974&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;
975&lt;/p&gt;&lt;/div&gt;
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979&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;
980
981&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
982&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;
983&lt;/p&gt;&lt;/div&gt;
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988
989&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
990&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;
991&lt;/p&gt;&lt;/div&gt;
992
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996
997&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
998&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;
999&lt;/p&gt;&lt;/div&gt;
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1004
1005&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1006&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;
1007&lt;/p&gt;&lt;/div&gt;
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1013&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1014&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;
1015&lt;/p&gt;&lt;/div&gt;
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1021&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1022&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;
1023&lt;/p&gt;&lt;/div&gt;
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1029&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1030&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;
1031&lt;/p&gt;&lt;/div&gt;
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1086&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
1087&lt;/p&gt;&lt;/div&gt;
1088
1089&lt;!--Section Ends--&gt;
1090
1091
1092
1093&lt;!--
1094&lt;hr&gt;
1095&lt;address&gt;
1096&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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1102Document 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;
1103&lt;/address&gt;
1104--&gt;
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1107</Content>
1108</Section>
1109</Archive>
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