source: other-projects/nightly-tasks/diffcol/trunk/model-collect/Word-PDF-Basic/archives/HASHeaa2/a32e0805.dir/doc.xml@ 28811

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1<?xml version="1.0" encoding="utf-8" standalone="no"?>
2<!DOCTYPE Archive SYSTEM "http://greenstone.org/dtd/Archive/1.0/Archive.dtd">
3<Archive>
4<Section>
5 <Description>
6 <Metadata name="gsdldoctype">indexed_doc</Metadata>
7 <Metadata name="Language">en</Metadata>
8 <Metadata name="Encoding">utf8</Metadata>
9 <Metadata name="GENERATOR">wvWare/wvWare version 1.2.4</Metadata>
10 <Metadata name="Title">Evolving Tool Support for Digital Librarians</Metadata>
11 <Metadata name="URL">http://research/ak19/gs2-svn-22Aug2013/collect/Word-PDF-Basic/tmp/1391131671/word06.html</Metadata>
12 <Metadata name="UTF8URL">http://research/ak19/gs2-svn-22Aug2013/collect/Word-PDF-Basic/tmp/1391131671/word06.html</Metadata>
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19 <Metadata name="FileSize">65536</Metadata>
20 <Metadata name="FilenameRoot">word06</Metadata>
21 <Metadata name="FileFormat">Word</Metadata>
22 <Metadata name="srcicon">_icondoc_</Metadata>
23 <Metadata name="srclink_file">doc.doc</Metadata>
24 <Metadata name="srclinkFile">doc.doc</Metadata>
25 <Metadata name="dc.Creator">Michael B. Twidale</Metadata>
26 <Metadata name="dc.Creator">David M. Nichols</Metadata>
27 <Metadata name="dc.Title">COMPUTATIONAL SENSE: THE ROLE OF TECHNOLOGY IN THE EDUCATION OF DIGITAL LIBRARIANS</Metadata>
28 <Metadata name="Identifier">HASHeaa2a32e080549673150f3</Metadata>
29 <Metadata name="lastmodified">1391131192</Metadata>
30 <Metadata name="lastmodifieddate">20140131</Metadata>
31 <Metadata name="oailastmodified">1391131671</Metadata>
32 <Metadata name="oailastmodifieddate">20140131</Metadata>
33 <Metadata name="assocfilepath">HASHeaa2/a32e0805.dir</Metadata>
34 <Metadata name="gsdlassocfile">doc.doc:application/msword:</Metadata>
35 </Description>
36 <Content>
37
38&lt;!--Section Begins--&gt;&lt;br&gt;
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45Working Paper Series
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53ISSN 1170-487X
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149&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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197&lt;b&gt;Michael B. Twidale and David M. Nichols&lt;/b&gt;
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301Working Paper: 10/2006
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309October 2006
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381© 2006 Michael B. Twidale and David M. Nichols
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387
388&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
389Department of Computer Science
390&lt;/p&gt;&lt;/div&gt;
391
392
393
394&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;
395
396&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
397The University of Waikato
398&lt;/p&gt;&lt;/div&gt;
399
400
401
402&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;
403
404&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
405Private Bag 3105
406&lt;/p&gt;&lt;/div&gt;
407
408
409
410&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;
411
412&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
413Hamilton, New Zealand
414&lt;/p&gt;&lt;/div&gt;
415
416
417
418&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;
419
420&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
421&lt;b&gt;Table of Contents&lt;/b&gt;&lt;b&gt;&lt;/b&gt;
422&lt;/p&gt;&lt;/div&gt;
423
424
425
426&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;
427
428&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
429
430&lt;/p&gt;&lt;/div&gt;
431
432
433
434&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;
435
436&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
437
438&lt;/p&gt;&lt;/div&gt;
439
440
441
442&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;
443
444&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
445&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;
446&lt;/p&gt;&lt;/div&gt;
447
448
449
450&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;
451
452&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
453&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;
454&lt;/p&gt;&lt;/div&gt;
455
456
457
458&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;
459
460&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
461&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;
462&lt;/p&gt;&lt;/div&gt;
463
464
465
466&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;
467
468&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
469&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;
470&lt;/p&gt;&lt;/div&gt;
471
472
473
474&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;
475
476&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
477&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;
478&lt;/p&gt;&lt;/div&gt;
479
480
481
482&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;
483
484&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
485&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;
486&lt;/p&gt;&lt;/div&gt;
487
488
489
490&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;
491
492&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
493&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;
494&lt;/p&gt;&lt;/div&gt;
495
496
497
498&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;
499
500&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
501&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;
502&lt;/p&gt;&lt;/div&gt;
503
504
505
506&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;
507
508&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
509&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;
510&lt;/p&gt;&lt;/div&gt;
511
512
513
514&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;
515
516&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
517&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;
518&lt;/p&gt;&lt;/div&gt;
519
520
521
522&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;
523
524&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
525&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;
526&lt;/p&gt;&lt;/div&gt;
527
528
529
530&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;
531
532&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
533
534&lt;/p&gt;&lt;/div&gt;
535
536
537
538&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;
539
540&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
541
542&lt;/p&gt;&lt;/div&gt;
543
544
545
546&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;
547
548&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
549
550&lt;/p&gt;&lt;/div&gt;
551
552
553
554&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;
555
556&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
557
558&lt;/p&gt;&lt;/div&gt;
559
560
561
562&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;
563
564&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
565
566&lt;/p&gt;&lt;/div&gt;
567
568
569
570&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;
571
572&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
573
574&lt;/p&gt;&lt;/div&gt;
575
576
577
578&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;
579
580&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
581
582&lt;/p&gt;&lt;/div&gt;
583
584
585
586&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;
587
588&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
589
590&lt;/p&gt;&lt;/div&gt;
591
592
593
594&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;
595
596&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
597
598&lt;/p&gt;&lt;/div&gt;
599
600
601
602&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;
603
604&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
605
606&lt;/p&gt;&lt;/div&gt;
607
608
609
610&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;
611
612&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
613
614&lt;/p&gt;&lt;/div&gt;
615
616
617
618&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;
619
620&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
621&lt;b&gt;Computational Sense:&lt;br&gt; the role of technology in the education of digital librarians&lt;/b&gt;
622&lt;/p&gt;&lt;/div&gt;
623
624
625
626&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;
627
628&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
629&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;
630&lt;/p&gt;&lt;/div&gt;
631
632
633
634&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;
635
636&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
637&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
638&lt;/p&gt;&lt;/div&gt;
639
640
641
642&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;
643
644&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
645[email protected]
646&lt;/p&gt;&lt;/div&gt;
647
648
649
650&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;
651
652&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
653&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
654&lt;/p&gt;&lt;/div&gt;
655
656
657
658&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;
659
660&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
661[email protected]
662&lt;/p&gt;&lt;/div&gt;
663
664
665
666&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;
667
668&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
669
670&lt;/p&gt;&lt;/div&gt;
671
672
673
674&lt;ul&gt;
675&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;
676
677&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
678&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;
679&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
680
681
682
683&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;
684
685&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
686&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;
687&lt;/p&gt;&lt;/div&gt;
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689
690
691&lt;ul&gt;
692&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;
693
694&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
695&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;
696&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
697
698
699
700&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;
701
702&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
703&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;
704&lt;/p&gt;&lt;/div&gt;
705
706
707
708&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;
709
710&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
711&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;
712&lt;/p&gt;&lt;/div&gt;
713
714
715
716&lt;ul&gt;
717&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;
718
719&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
720&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;
721&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
722
723
724
725&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;
726
727&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
728&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;
729&lt;/p&gt;&lt;/div&gt;
730
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733&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;
734
735&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
736&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;
737&lt;/p&gt;&lt;/div&gt;
738
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741&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;
742
743&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
744&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
745&lt;/p&gt;&lt;/div&gt;
746
747
748
749&lt;ul&gt;
750&lt;li value=&quot;1&quot;&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;
751
752&lt;p style=&quot;text-indent: -6.25mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
753&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;
754&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
755
756
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758&lt;li value=&quot;2&quot;&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;
759
760&lt;p style=&quot;text-indent: -6.25mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
761&lt;font color=&quot;Black&quot;&gt;have a different syntax to conditional statements in Greenstone formatting statements&lt;/font&gt;
762&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
763
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765
766&lt;li value=&quot;3&quot;&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;
767
768&lt;p style=&quot;text-indent: -6.25mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
769&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;
770&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
771
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774&lt;li value=&quot;4&quot;&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;
775
776&lt;p style=&quot;text-indent: -6.25mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
777&lt;font color=&quot;Black&quot;&gt;have no integrated documentation (such as found in modern programming development environments)&lt;/font&gt;
778&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
779
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782&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;
783
784&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
785&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
786&lt;/p&gt;&lt;/div&gt;
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790&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;
791
792&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
793&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;
794&lt;/p&gt;&lt;/div&gt;
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798&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;
799
800&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
801&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;
802&lt;/p&gt;&lt;/div&gt;
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806&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;
807
808&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
809&lt;b&gt;Comfort and fluency with computational systems&lt;/b&gt;
810&lt;/p&gt;&lt;/div&gt;
811
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814&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;
815
816&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
817&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;
818&lt;/p&gt;&lt;/div&gt;
819
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821
822&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;
823
824&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
825&lt;b&gt;Metacognitive skills in learning about new computational resources&lt;/b&gt;
826&lt;/p&gt;&lt;/div&gt;
827
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830&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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832&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
833&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;
834&lt;/p&gt;&lt;/div&gt;
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838&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;
839
840&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
841&lt;b&gt;Fluency in incremental tailoring and combining of applications for evolving needs &lt;/b&gt;
842&lt;/p&gt;&lt;/div&gt;
843
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846&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;
847
848&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
849&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;
850&lt;/p&gt;&lt;/div&gt;
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854&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;
855
856&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
857&lt;b&gt;A sense of applications as ongoing co-designed artefacts rather than technological givens&lt;/b&gt;
858&lt;/p&gt;&lt;/div&gt;
859
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862&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;
863
864&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
865&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;
866&lt;/p&gt;&lt;/div&gt;
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870&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;
871
872&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
873&lt;b&gt;A sense of the feasibility of potential design options &lt;/b&gt;
874&lt;/p&gt;&lt;/div&gt;
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878&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;
879
880&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
881&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;
882&lt;/p&gt;&lt;/div&gt;
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887
888&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
889&lt;b&gt;Spreadsheets as a guiding metaphor&lt;/b&gt;
890&lt;/p&gt;&lt;/div&gt;
891
892
893
894&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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896&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
897&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;
898&lt;/p&gt;&lt;/div&gt;
899
900
901
902&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;
903
904&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
905&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;
906&lt;/p&gt;&lt;/div&gt;
907
908
909
910&lt;ul&gt;
911&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;
912
913&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
914&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;
915&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
916
917
918
919&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;
920
921&lt;p style=&quot;text-indent: 9.84mm; text-align: left; line-height: 6.250000mm; color: Black; background-color: White; &quot;&gt;
922&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;
923&lt;/p&gt;&lt;/div&gt;
924
925
926
927&lt;ul&gt;
928&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;
929
930&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
931&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;
932&lt;/p&gt;&lt;/div&gt;&lt;/li&gt;
933
934
935
936&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;
937
938&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
939&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;
940&lt;/p&gt;&lt;/div&gt;
941
942
943
944&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;
945
946&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
947&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;
948&lt;/p&gt;&lt;/div&gt;
949
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953
954&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
955&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;
956&lt;/p&gt;&lt;/div&gt;
957
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961
962&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
963&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;
964&lt;/p&gt;&lt;/div&gt;
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969
970&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
971&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;
972&lt;/p&gt;&lt;/div&gt;
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976&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;
977
978&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
979&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;
980&lt;/p&gt;&lt;/div&gt;
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985
986&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
987&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;
988&lt;/p&gt;&lt;/div&gt;
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993
994&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
995&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;
996&lt;/p&gt;&lt;/div&gt;
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1001
1002&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1003&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;
1004&lt;/p&gt;&lt;/div&gt;
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1010&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1011&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;
1012&lt;/p&gt;&lt;/div&gt;
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1017
1018&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1019&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;
1020&lt;/p&gt;&lt;/div&gt;
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1026&lt;p style=&quot;text-indent: 4.91mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
1027&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;
1028&lt;/p&gt;&lt;/div&gt;
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1083&lt;font color=&quot;Black&quot;&gt;&lt;/font&gt;
1084&lt;/p&gt;&lt;/div&gt;
1085
1086&lt;!--Section Ends--&gt;
1087
1088
1089
1090&lt;!--
1091&lt;hr&gt;
1092&lt;address&gt;
1093&lt;a href=&quot;_httpextlink_&amp;amp;rl=0&amp;amp;href=http:%2f%2fwvware.sourceforge.net&quot;&gt;&lt;img
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1099Document 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;
1100&lt;/address&gt;
1101--&gt;
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1104</Content>
1105</Section>
1106</Archive>
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