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10 <Metadata name="Title">Evolving Tool Support for Digital Librarians</Metadata>
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35 <Content>
36
37&lt;!--Section Begins--&gt;&lt;br&gt;
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44Working Paper Series
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52ISSN 1170-487X
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148&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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196&lt;b&gt;Michael B. Twidale and David M. Nichols&lt;/b&gt;
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300Working Paper: 10/2006
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308October 2006
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380© 2006 Michael B. Twidale and David M. Nichols
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386
387&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
388Department of Computer Science
389&lt;/p&gt;&lt;/div&gt;
390
391
392
393&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;
394
395&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
396The University of Waikato
397&lt;/p&gt;&lt;/div&gt;
398
399
400
401&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;
402
403&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
404Private Bag 3105
405&lt;/p&gt;&lt;/div&gt;
406
407
408
409&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;
410
411&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
412Hamilton, New Zealand
413&lt;/p&gt;&lt;/div&gt;
414
415
416
417&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;
418
419&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
420&lt;b&gt;Table of Contents&lt;/b&gt;&lt;b&gt;&lt;/b&gt;
421&lt;/p&gt;&lt;/div&gt;
422
423
424
425&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;
426
427&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
428
429&lt;/p&gt;&lt;/div&gt;
430
431
432
433&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;
434
435&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
436
437&lt;/p&gt;&lt;/div&gt;
438
439
440
441&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;
442
443&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
444&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;
445&lt;/p&gt;&lt;/div&gt;
446
447
448
449&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;
450
451&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
452&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;
453&lt;/p&gt;&lt;/div&gt;
454
455
456
457&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;
458
459&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
460&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;
461&lt;/p&gt;&lt;/div&gt;
462
463
464
465&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;
466
467&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
468&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;
469&lt;/p&gt;&lt;/div&gt;
470
471
472
473&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;
474
475&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
476&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;
477&lt;/p&gt;&lt;/div&gt;
478
479
480
481&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;
482
483&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
484&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;
485&lt;/p&gt;&lt;/div&gt;
486
487
488
489&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;
490
491&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
492&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;
493&lt;/p&gt;&lt;/div&gt;
494
495
496
497&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;
498
499&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
500&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;
501&lt;/p&gt;&lt;/div&gt;
502
503
504
505&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;
506
507&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
508&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;
509&lt;/p&gt;&lt;/div&gt;
510
511
512
513&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;
514
515&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
516&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;
517&lt;/p&gt;&lt;/div&gt;
518
519
520
521&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;
522
523&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
524&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;
525&lt;/p&gt;&lt;/div&gt;
526
527
528
529&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;
530
531&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
532
533&lt;/p&gt;&lt;/div&gt;
534
535
536
537&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;
538
539&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
540
541&lt;/p&gt;&lt;/div&gt;
542
543
544
545&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;
546
547&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
548
549&lt;/p&gt;&lt;/div&gt;
550
551
552
553&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;
554
555&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
556
557&lt;/p&gt;&lt;/div&gt;
558
559
560
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562
563&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
564
565&lt;/p&gt;&lt;/div&gt;
566
567
568
569&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;
570
571&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
572
573&lt;/p&gt;&lt;/div&gt;
574
575
576
577&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;
578
579&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
580
581&lt;/p&gt;&lt;/div&gt;
582
583
584
585&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;
586
587&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
588
589&lt;/p&gt;&lt;/div&gt;
590
591
592
593&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;
594
595&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
596
597&lt;/p&gt;&lt;/div&gt;
598
599
600
601&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;
602
603&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
604
605&lt;/p&gt;&lt;/div&gt;
606
607
608
609&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;
610
611&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
612
613&lt;/p&gt;&lt;/div&gt;
614
615
616
617&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;
618
619&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
620&lt;b&gt;Computational Sense:&lt;br&gt; the role of technology in the education of digital librarians&lt;/b&gt;
621&lt;/p&gt;&lt;/div&gt;
622
623
624
625&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;
626
627&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
628&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;
629&lt;/p&gt;&lt;/div&gt;
630
631
632
633&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;
634
635&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
636&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
637&lt;/p&gt;&lt;/div&gt;
638
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640
641&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;
642
643&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
644[email protected]
645&lt;/p&gt;&lt;/div&gt;
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647
648
649&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;
650
651&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
652&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
653&lt;/p&gt;&lt;/div&gt;
654
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656
657&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;
658
659&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
660[email protected]
661&lt;/p&gt;&lt;/div&gt;
662
663
664
665&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;
666
667&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
668
669&lt;/p&gt;&lt;/div&gt;
670
671
672
673&lt;ul&gt;
674&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;
675
676&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
677&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;
678&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
679
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681
682&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;
683
684&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
685&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;
686&lt;/p&gt;&lt;/div&gt;
687
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689
690&lt;ul&gt;
691&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;
692
693&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
694&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;
695&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
696
697
698
699&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;
700
701&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
702&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;
703&lt;/p&gt;&lt;/div&gt;
704
705
706
707&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;
708
709&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
710&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;
711&lt;/p&gt;&lt;/div&gt;
712
713
714
715&lt;ul&gt;
716&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;
717
718&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
719&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;
720&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
721
722
723
724&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;
725
726&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
727&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;
728&lt;/p&gt;&lt;/div&gt;
729
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732&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;
733
734&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
735&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;
736&lt;/p&gt;&lt;/div&gt;
737
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740&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;
741
742&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
743&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
744&lt;/p&gt;&lt;/div&gt;
745
746
747
748&lt;ul&gt;
749&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;
750
751&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
752&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;
753&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
754
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757&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;
758
759&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
760&lt;font color=&quot;Black&quot;&gt;have a different syntax to conditional statements in Greenstone formatting statements&lt;/font&gt;
761&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
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764
765&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;
766
767&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
768&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;
769&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
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773&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;
774
775&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
776&lt;font color=&quot;Black&quot;&gt;have no integrated documentation (such as found in modern programming development environments)&lt;/font&gt;
777&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
778
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781&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;
782
783&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
784&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
785&lt;/p&gt;&lt;/div&gt;
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789&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;
790
791&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
792&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;
793&lt;/p&gt;&lt;/div&gt;
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797&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;
798
799&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
800&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;
801&lt;/p&gt;&lt;/div&gt;
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805&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;
806
807&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
808&lt;b&gt;Comfort and fluency with computational systems&lt;/b&gt;
809&lt;/p&gt;&lt;/div&gt;
810
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813&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;
814
815&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
816&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;
817&lt;/p&gt;&lt;/div&gt;
818
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821&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;
822
823&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
824&lt;b&gt;Metacognitive skills in learning about new computational resources&lt;/b&gt;
825&lt;/p&gt;&lt;/div&gt;
826
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829&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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831&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
832&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;
833&lt;/p&gt;&lt;/div&gt;
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837&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;
838
839&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
840&lt;b&gt;Fluency in incremental tailoring and combining of applications for evolving needs &lt;/b&gt;
841&lt;/p&gt;&lt;/div&gt;
842
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845&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;
846
847&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
848&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;
849&lt;/p&gt;&lt;/div&gt;
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853&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;
854
855&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
856&lt;b&gt;A sense of applications as ongoing co-designed artefacts rather than technological givens&lt;/b&gt;
857&lt;/p&gt;&lt;/div&gt;
858
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861&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;
862
863&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
864&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;
865&lt;/p&gt;&lt;/div&gt;
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869&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;
870
871&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
872&lt;b&gt;A sense of the feasibility of potential design options &lt;/b&gt;
873&lt;/p&gt;&lt;/div&gt;
874
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877&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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879&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
880&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;
881&lt;/p&gt;&lt;/div&gt;
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885&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;
886
887&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
888&lt;b&gt;Spreadsheets as a guiding metaphor&lt;/b&gt;
889&lt;/p&gt;&lt;/div&gt;
890
891
892
893&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;
894
895&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
896&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;
897&lt;/p&gt;&lt;/div&gt;
898
899
900
901&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;
902
903&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
904&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;
905&lt;/p&gt;&lt;/div&gt;
906
907
908
909&lt;ul&gt;
910&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;
911
912&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
913&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;
914&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
915
916
917
918&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;
919
920&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
921&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;
922&lt;/p&gt;&lt;/div&gt;
923
924
925
926&lt;ul&gt;
927&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;
928
929&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
930&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;
931&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
932
933
934
935&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;
936
937&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
938&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;
939&lt;/p&gt;&lt;/div&gt;
940
941
942
943&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;
944
945&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
946&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;
947&lt;/p&gt;&lt;/div&gt;
948
949
950
951&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;
952
953&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
954&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;
955&lt;/p&gt;&lt;/div&gt;
956
957
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959&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;
960
961&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
962&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;
963&lt;/p&gt;&lt;/div&gt;
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967&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;
968
969&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
970&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;
971&lt;/p&gt;&lt;/div&gt;
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975&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;
976
977&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
978&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;
979&lt;/p&gt;&lt;/div&gt;
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984
985&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
986&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;
987&lt;/p&gt;&lt;/div&gt;
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992
993&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
994&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;
995&lt;/p&gt;&lt;/div&gt;
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1000
1001&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1002&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;
1003&lt;/p&gt;&lt;/div&gt;
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1008
1009&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1010&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;
1011&lt;/p&gt;&lt;/div&gt;
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1017&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1018&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;
1019&lt;/p&gt;&lt;/div&gt;
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1025&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1026&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;
1027&lt;/p&gt;&lt;/div&gt;
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1082&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
1083&lt;/p&gt;&lt;/div&gt;
1084
1085&lt;!--Section Ends--&gt;
1086
1087
1088
1089&lt;!--
1090&lt;hr&gt;
1091&lt;address&gt;
1092&lt;a href=&quot;_httpextlink_&amp;amp;rl=0&amp;amp;href=http:%2f%2fwvware.sourceforge.net&quot;&gt;&lt;img
1093src=&quot;_httpdocimg_/wvSmall.gif&quot; height=31 width=47
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1098Document 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;
1099&lt;/address&gt;
1100--&gt;
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1103</Content>
1104</Section>
1105</Archive>
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