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10 <Metadata name="Title">Evolving Tool Support for Digital Librarians</Metadata>
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36&lt;!--Section Begins--&gt;&lt;br&gt;
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43Working Paper Series
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51ISSN 1170-487X
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147&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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195&lt;b&gt;Michael B. Twidale and David M. Nichols&lt;/b&gt;
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299Working Paper: 10/2006
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307October 2006
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378&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
379© 2006 Michael B. Twidale and David M. Nichols
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387Department of Computer Science
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392&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;
393
394&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
395The University of Waikato
396&lt;/p&gt;&lt;/div&gt;
397
398
399
400&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;
401
402&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
403Private Bag 3105
404&lt;/p&gt;&lt;/div&gt;
405
406
407
408&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;
409
410&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
411Hamilton, New Zealand
412&lt;/p&gt;&lt;/div&gt;
413
414
415
416&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;
417
418&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
419&lt;b&gt;Table of Contents&lt;/b&gt;&lt;b&gt;&lt;/b&gt;
420&lt;/p&gt;&lt;/div&gt;
421
422
423
424&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;
425
426&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
427
428&lt;/p&gt;&lt;/div&gt;
429
430
431
432&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;
433
434&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
435
436&lt;/p&gt;&lt;/div&gt;
437
438
439
440&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;
441
442&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
443&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;
444&lt;/p&gt;&lt;/div&gt;
445
446
447
448&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;
449
450&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
451&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;
452&lt;/p&gt;&lt;/div&gt;
453
454
455
456&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;
457
458&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
459&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;
460&lt;/p&gt;&lt;/div&gt;
461
462
463
464&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;
465
466&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
467&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;
468&lt;/p&gt;&lt;/div&gt;
469
470
471
472&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;
473
474&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
475&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;
476&lt;/p&gt;&lt;/div&gt;
477
478
479
480&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;
481
482&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
483&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;
484&lt;/p&gt;&lt;/div&gt;
485
486
487
488&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;
489
490&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
491&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;
492&lt;/p&gt;&lt;/div&gt;
493
494
495
496&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;
497
498&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
499&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;
500&lt;/p&gt;&lt;/div&gt;
501
502
503
504&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;
505
506&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
507&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;
508&lt;/p&gt;&lt;/div&gt;
509
510
511
512&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;
513
514&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
515&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;
516&lt;/p&gt;&lt;/div&gt;
517
518
519
520&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;
521
522&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
523&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;
524&lt;/p&gt;&lt;/div&gt;
525
526
527
528&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;
529
530&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
531
532&lt;/p&gt;&lt;/div&gt;
533
534
535
536&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;
537
538&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
539
540&lt;/p&gt;&lt;/div&gt;
541
542
543
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545
546&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
547
548&lt;/p&gt;&lt;/div&gt;
549
550
551
552&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;
553
554&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
555
556&lt;/p&gt;&lt;/div&gt;
557
558
559
560&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;
561
562&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
563
564&lt;/p&gt;&lt;/div&gt;
565
566
567
568&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;
569
570&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
571
572&lt;/p&gt;&lt;/div&gt;
573
574
575
576&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;
577
578&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
579
580&lt;/p&gt;&lt;/div&gt;
581
582
583
584&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;
585
586&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
587
588&lt;/p&gt;&lt;/div&gt;
589
590
591
592&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;
593
594&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
595
596&lt;/p&gt;&lt;/div&gt;
597
598
599
600&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;
601
602&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
603
604&lt;/p&gt;&lt;/div&gt;
605
606
607
608&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;
609
610&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
611
612&lt;/p&gt;&lt;/div&gt;
613
614
615
616&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;
617
618&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
619&lt;b&gt;Computational Sense:&lt;br&gt; the role of technology in the education of digital librarians&lt;/b&gt;
620&lt;/p&gt;&lt;/div&gt;
621
622
623
624&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;
625
626&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
627&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;
628&lt;/p&gt;&lt;/div&gt;
629
630
631
632&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;
633
634&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
635&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
636&lt;/p&gt;&lt;/div&gt;
637
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639
640&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;
641
642&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
643[email protected]
644&lt;/p&gt;&lt;/div&gt;
645
646
647
648&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;
649
650&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
651&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
652&lt;/p&gt;&lt;/div&gt;
653
654
655
656&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;
657
658&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
659[email protected]
660&lt;/p&gt;&lt;/div&gt;
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662
663
664&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;
665
666&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
667
668&lt;/p&gt;&lt;/div&gt;
669
670
671
672&lt;ul&gt;
673&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;
674
675&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
676&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;
677&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
678
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680
681&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;
682
683&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
684&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;
685&lt;/p&gt;&lt;/div&gt;
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687
688
689&lt;ul&gt;
690&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;
691
692&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
693&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;
694&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
695
696
697
698&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;
699
700&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
701&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;
702&lt;/p&gt;&lt;/div&gt;
703
704
705
706&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;
707
708&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
709&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;
710&lt;/p&gt;&lt;/div&gt;
711
712
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714&lt;ul&gt;
715&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;
716
717&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
718&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;
719&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
720
721
722
723&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;
724
725&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
726&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;
727&lt;/p&gt;&lt;/div&gt;
728
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731&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;
732
733&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
734&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;
735&lt;/p&gt;&lt;/div&gt;
736
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739&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;
740
741&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
742&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
743&lt;/p&gt;&lt;/div&gt;
744
745
746
747&lt;ul&gt;
748&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;
749
750&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
751&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;
752&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
753
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756&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;
757
758&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
759&lt;font color=&quot;Black&quot;&gt;have a different syntax to conditional statements in Greenstone formatting statements&lt;/font&gt;
760&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
761
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763
764&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;
765
766&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
767&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;
768&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
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772&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;
773
774&lt;p style=&quot;text-indent: -6.25mm; text-align: justify; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
775&lt;font color=&quot;Black&quot;&gt;have no integrated documentation (such as found in modern programming development environments)&lt;/font&gt;
776&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
777
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780&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;
781
782&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
783&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
784&lt;/p&gt;&lt;/div&gt;
785
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788&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;
789
790&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
791&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;
792&lt;/p&gt;&lt;/div&gt;
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796&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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798&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
799&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;
800&lt;/p&gt;&lt;/div&gt;
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804&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;
805
806&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
807&lt;b&gt;Comfort and fluency with computational systems&lt;/b&gt;
808&lt;/p&gt;&lt;/div&gt;
809
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812&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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814&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
815&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;
816&lt;/p&gt;&lt;/div&gt;
817
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820&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;
821
822&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
823&lt;b&gt;Metacognitive skills in learning about new computational resources&lt;/b&gt;
824&lt;/p&gt;&lt;/div&gt;
825
826
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828&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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830&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
831&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;
832&lt;/p&gt;&lt;/div&gt;
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836&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;
837
838&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
839&lt;b&gt;Fluency in incremental tailoring and combining of applications for evolving needs &lt;/b&gt;
840&lt;/p&gt;&lt;/div&gt;
841
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844&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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846&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
847&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;
848&lt;/p&gt;&lt;/div&gt;
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852&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;
853
854&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
855&lt;b&gt;A sense of applications as ongoing co-designed artefacts rather than technological givens&lt;/b&gt;
856&lt;/p&gt;&lt;/div&gt;
857
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860&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;
861
862&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
863&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;
864&lt;/p&gt;&lt;/div&gt;
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868&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;
869
870&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
871&lt;b&gt;A sense of the feasibility of potential design options &lt;/b&gt;
872&lt;/p&gt;&lt;/div&gt;
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876&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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878&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
879&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;
880&lt;/p&gt;&lt;/div&gt;
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884&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;
885
886&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
887&lt;b&gt;Spreadsheets as a guiding metaphor&lt;/b&gt;
888&lt;/p&gt;&lt;/div&gt;
889
890
891
892&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;
893
894&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
895&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;
896&lt;/p&gt;&lt;/div&gt;
897
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899
900&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;
901
902&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
903&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;
904&lt;/p&gt;&lt;/div&gt;
905
906
907
908&lt;ul&gt;
909&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;
910
911&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
912&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;
913&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
914
915
916
917&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;
918
919&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
920&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;
921&lt;/p&gt;&lt;/div&gt;
922
923
924
925&lt;ul&gt;
926&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;
927
928&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
929&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;
930&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
931
932
933
934&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;
935
936&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
937&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;
938&lt;/p&gt;&lt;/div&gt;
939
940
941
942&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;
943
944&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
945&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;
946&lt;/p&gt;&lt;/div&gt;
947
948
949
950&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;
951
952&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
953&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;
954&lt;/p&gt;&lt;/div&gt;
955
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957
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959
960&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
961&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;
962&lt;/p&gt;&lt;/div&gt;
963
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966&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;
967
968&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
969&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;
970&lt;/p&gt;&lt;/div&gt;
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974&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;
975
976&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
977&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;
978&lt;/p&gt;&lt;/div&gt;
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983
984&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
985&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;
986&lt;/p&gt;&lt;/div&gt;
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991
992&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
993&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;
994&lt;/p&gt;&lt;/div&gt;
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999
1000&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1001&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;
1002&lt;/p&gt;&lt;/div&gt;
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1007
1008&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1009&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;
1010&lt;/p&gt;&lt;/div&gt;
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1015
1016&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1017&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;
1018&lt;/p&gt;&lt;/div&gt;
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1024&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1025&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;
1026&lt;/p&gt;&lt;/div&gt;
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1081&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
1082&lt;/p&gt;&lt;/div&gt;
1083
1084&lt;!--Section Ends--&gt;
1085
1086
1087
1088&lt;!--
1089&lt;hr&gt;
1090&lt;address&gt;
1091&lt;a href=&quot;_httpextlink_&amp;amp;rl=0&amp;amp;href=http:%2f%2fwvware.sourceforge.net&quot;&gt;&lt;img
1092src=&quot;_httpdocimg_/wvSmall.gif&quot; height=31 width=47
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1097Document 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;
1098&lt;/address&gt;
1099--&gt;
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1103</Section>
1104</Archive>
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