June 13, 2006

Two new collections added to the TechXtra database cross-search service

From Roddy MacLeod, the following press release:

Two new collections added to the TechXtra database cross-search service

http://www.techxtra.ac.uk

Two new collections have been added to TechXtra's database cross-search:

  • Caltech Earthquake Engineering Research Laboratory Technical Reports (Approximately 1180 earthquake engineering technical reports).
  • DSpace at MIT (Research from MIT in digital form, including preprints, technical reports, working papers, theses, conference papers, images, etc. - approximately 15,500 records)

Techxtra's database cross-search now searches over 4 million items from 31 different sources. Use it to find articles, key websites, theses and dissertations, books, industry news, new job announcements, technical reports, eprints, learning & teaching resources and the latest research in engineering, mathematics and computing.

TechXtra is a suite of ten freely available services which simplify access to a multitude of different types of technology information from a host of different sources.

TechXtra facilitates immediate access to the freely available full-text content of hundreds of thousands of eprints, technical reports, theses, articles, conference papers, news items, job announcements and more. In cases where the full-text is not freely available, TechXtra provides links to vendors for pay-per-view options. TechXtra searches a combination of digital repositories, journal databases, technical reports servers, web information, news sources and more, all with a focus on technology information.

Finding technology information just became easier!

TechXtra is an initiative of the ICBL and the Library, at Heriot-Watt University.

For more information about TechXtra, contact:
Roddy MacLeod
Senior Subject Librarian
Heriot-Watt University Library
Edinburgh
0131 451 3576
r.a.macleod@hw.ac.uk

June 12, 2006

June 9, 2006

SLA

I won't be attending SLA this year. I hope that all of you out who are attending have an enjoyable and productive conference. With my sabbatical coming up, I've decided to take advantage of one or two conferences that I normally couldn't attend because they're during the school year. Both Frontiers in Education and Computers in Libraries are on my wish list.

I'll definately be following the conference on the Official blog, the SLA-IT Blogging Section blog and the DPAM blog and a few others I'm sure.

Friday Fun

A lot of fun stuff out there:

IET Engineering Management Journal

From v16i2:

June 8, 2006

Your ignorance will not protect you.

K.G. Schneider at Free Range Librarian has this manifesto. Although I generally agree with the sentiments, that libraries and librarians must transform into something that may be unrecognizable, I do have some quibbles with individual ideas and with the overall tone. To paraphrase Walt, a bit too much “or” and not a lot of “and”:

All technologies evolve and die. Every technology you learned about in library school will be dead someday.

Well, I can go on the internet right now and buy a horse-drawn buggy if I want. Cars mostly replaced them, but not entirely. We have both cars and horses, cars and trains, cars and subways. Computers play chess better than humans do, but humans seem to refuse to just give up on chess. Technologies may have a much longer lifespan than we think they do. We have to move forward, yes, and embrace the new. But it’s also a mistake to assume a technology is dead just because it isn’t cool anymore. My mom has a vcr but no dvd player. If I assume that vcr’s are dead, it seems I might be failing in my mission to serve a diverse user group.


You fear loss of control, but that has already happened. Ride the wave.
Good point. Change happens whether we want it to or not.

You are not a format. You are a service.
Actually, I'm a 43-year-old man who also happens to be a librarian. Libraries provide collections and services, and collections are usually in some sort of format. If I intend to continue to provide collections, I have to be conscious of what formats are available, how demand of different formats are shifting and to make sure I allocate the limited resources I have to the appropriate collections. If I don't intend to continue to provide collections along with my services, I'm not sure if I still work at a library. I am not just eBay pr amazon for students, I am part of an educational mission which I take seriously. Are wikis & blogs services or collections? Maybe they're collections that have formats. Hmmm.


The OPAC is not the sun. The OPAC is at best a distant planet, every year moving farther from the orbit of its solar system.

The user is the sun.
These two are a little weird. I thought Google was the sun. Or was that Facebook. Or YouTube or MySpace. Back when I was a software developer, we used to joke ironically that our systems would work just fine if it weren't for those darn users messing things up with their inconvenient demands. Libraries are the same way. OPACs are discovery tools, the ones we're mostly stuck with are a far cry from what Amazon or eBay have to offer their users, but on the other hand they have slightly bigger development budgets than most libraries do. Since one of the things we provide is collections, the collections discovery tool is going to tend to be important to us. Even if it sucks, we have to figure out how to make the best of it.



The user is the magic element that transforms librarianship from a gatekeeping trade to a services profession.
Haven't libraries always had users? Oh yeah, we used to call them patrons.


The user is not broken.
Amen. Meet them where they are, not where you want them to be. On the other hand, using a word like "broken" implies something a little unhealthy. Users aren't broken, but they also don't have complete knowledge of the information universe. Neither do we, but part of our mission to make their knowledge of the information universe a little more complete. I think it's called information literacy.


Your system is broken until proven otherwise.
I prefer to think of it as a work in progress. Calling it broken seems a little harsh to me. Libraries and librarians work very hard to make their systems better and more accessible, working with extremely limited resources (we have basically one web programmer for the library for a school with 40K students) and with severe restrictions (millions of MARC records, a system we're stuck with that is too expensive to replace).


That vendor who just sold you the million-dollar system because "librarians need to help people" doesn't have a clue what he's talking about, and his system is broken, too.
Amen. Blame the vendors, that's my story and I'm sticking to it.



Most of your most passionate users will never meet you face to face.

Most of your most alienated users will never meet you face to face.
Amen. I agree completely and have written about how important this challenge is before.


The most significant help you can provide your users is to add value and meaning to the information experience, wherever it happens; defend their right to read; and then get out of the way.
But I thought the users were unbroken sunshine, but here it seems that I can actually try to have an influence on them, as long as I'm not in their way. Believe it or not, I actually helped someone F2F yesterday and may actually do so again today.


Your website is your ambassador to tomorrow's taxpayers. They will meet the website long before they see your building, your physical resources, or your people.
Yep. But I think we should also pay some attention to our building, physical resources and people.


It is easier for a camel to pass through the eye of a needle than to find a library website that is usable and friendly and provides services rather than talking about them in weird library jargon.
A bit harsh, I think. I don't hate myself enough to believe that we as a profession aren't at least trying to make our systems better. Oh yeah, I blame the vendors.


Information flows down the path of least resistance. If you block a tool the users want, users will go elsewhere to find it.
One word. Google Scholar. That's two words.


You cannot change the user, but you can transform the user experience to meet the user.
This gets back to IL. I really do think that my users can learn something from me. I'm doing an IL session later today, and if I truly believed this item, I wouldn't bother trying to help students to understand the scholarly communications processes in their disciplines. Making our systems better so they can navigate those scholarly communications processes better, sure. Helping them to understand how to use Google in conjunction with, say, INSPEC or that they might also want to take a look at some journals? That's part of my role too.


Meet people where they are--not where you want them to be.
This one keeps coming up with different wording. Enough. We get it.


The user is not "remote." You, the librarian, are remote, and it is your job to close that gap.
What does remore mean. I think this is essentially the same as "Meet people where they are--not where you want them to be."


The average library decision about implementing new technologies takes longer than the average life cycle for new technologies.

If you are reading about it in Time and Newsweek and your library isn't adapted for it or offering it, you're behind.
Amen.


Stop moaning about the good old days. The card catalog sucked, and you thought so at the time, too.
Just wait until you're a little older. Kids today. But seriously, doesn't this overstate the case a bit? I'm not sure I've ever met any librarian who prefered the card catalogue to the online.


If we continue fetishizing the format and ignoring the user, we will be tomorrow's cobblers.
Actually, there's shoe repair place right across the street from my house and he seems to be doing just fine. Things that aren't "new new new" don't conveniently just disappear just because we don't think they're cool anymore. What is really being fetishized here.


We have wonderful third spaces that offer our users a place where they can think and dream and experience information. Is your library a place where people can dream?
A good chunk the students in the library at any given time are sleeping in the soft chairs.



Your ignorance will not protect you.
Neither will my blind adherence to some technofetishistic orthodoxy. Like many of these points, I think this is a bit harsh, implying that librarians don't care about their users, are afraid of their shadows, are not trying to do their best given limited resources.

June 7, 2006

I certainly hope that doorbell isn’t keeping private records of who enters and exits the store

I love BoingBoing, I think Cory Doctorow is a great writer with a lot of passion for important causes, but I also think this is incredibly funny. via SF Signal.

June 6, 2006

If you could shake the public and make them understand one scientific idea, what would it be?

Over at ScienceBlogs they pose a new, science-related question to their roster of bloggers every week, hoping to elicit some thought-provoking responses. A few weeks ago (I know, I'm slow sometimes) the question was, "If you could shake the public and make them understand one scientific idea, what would it be?" They've collected the responses, carnival style, here.

Obviously, a few of the responses revolved around evolution, but quite a few other things were mentioned as well, such as the centrality of math to the scientific enterprise. Me, I would add that I would like people to really understand how computers and computer networks operate. How they just do what their programmers tell them, that they are just as perfect and falliable (and with as much potential) as the humans who created them. Related to that, I think it would be nice if there was a greater recognition of how much the enterprise of science has become influenced (dominated) by computation methods. Also, that computer science is more than programming, that programming is more than just typing.

As for a corollary of the ScienceBlogs question, "If you could shake the public and make them understand one thing about being a librarian, what would it be?" That one's easy too. I don't sit around reading books all day. Any other things we would all want the public to know about librarianship?

Update: changed date of post to today, not when I created the post.

Also, please check out the latest Carnival of the Infosciences at Christina's.

June 2, 2006

Stupid engineering mistakes

From The Worst: Stupid Engineering Mistakes:

1. St. Francis Dam, 1928
Self-taught engineer William Mulholland built this LA dam on a defective foundation and ignored the geology of the surrounding canyon. He also dismissed cracks that formed as soon as the reservoir behind it was filled. Five days later, it ruptured, killing 450 people and destroying entire towns (along with Mulholland’s career).


The other nine mistakes that are mentioned are also pretty horrific. Interesting that the guy was self-taught. These days an engineer that made that kind of mistake would likely be someone that plagiarized all his/her assignments and cheated on their exams. via Slash Dot, where a lot of other engineering disasters are mentioned in the comments.

June 1, 2006

O'Reilly PDFs

As usual, O'Reilly has a good idea that other scitech publishers should take note of. This is actually somewhat similar in conception to what Morgan & Claypool's Synthesis offers.

I'm on a lot of the O'Reilly email lists; this is the announcement I got yesterday:

I want to tell you about a new line of documents we just launched: O'Reilly PDF guides. Our PDF guides are in-depth and timely treatments of cutting-edge topics that just can't wait for a book. While developing them over the past months, we kept using the term "lightweight" as a guiding principle. Lightweight meant that everything about the guides had to be fast and easy, and every feature had to be absolutely necessary, or we dropped it.

Each PDF guide is created using a stripped-down book template that has a minimum number of design and layout elements, making it easy for the author and editor to handle them. To save time and expense, a generic cover is generated from the template itself. And throughout the process, we cut by more than half the number of people who normally had a hand in creating something like this. We did all this with the goal of getting great documentation to you as quickly as possible. How good are they? Well, you'll be the judge of that, but I'd like to think that an early reviewer's comments may be prophetic:

"Can it be I'm the only one who sees this as a breakthrough publishing concept? An opportunity to see truly immediate published release of professional material, without waiting to be placed in a journal or book, tightens up the relationship between conception and application. I thought you would want to know. I am intrigued." --Howard Goldstein, Howard Goldstein Design


The list of PDF's currently available is here. They're all short (30-50 pages mostly), on hot topics (What Are Syndication Feeds or
Java vs. .NET Security for example), digital and inexpensive (us$8-$10 mostly). This ties in with the post on textbooks from yesterday. There's a lot of interesting stuff happening with publishers these days; the good ones are experimenting with new models. Some will succeed and some won't, but that's evolution for ya. Along with O'Reilly's PDFs, their Safari University product is very interesting, allowing profs to assemble a print or online text from bits and pieces of other books. I mentioned Morgan & Claypool before, but their model is also a very interesting experiment, producing substantial medium length review articles in ebook format.

May 31, 2006

More here & there

  • Teaching, Research, Service ... & Patents by Scott Jaschik is about Texas A&M's plan to put patents and the general commercialization of research on the same level as the holy trinity of teaching, research & service for tenure decision for some faculty members. A stimulating article on the pros & cons of this approach. Of course, they emphasize that this would only apply to faculty members in fields when patents are appropriate, say engineering or chemisty. In general, I'm ok with this but I do worry about steering researchers away from basic research towards more and more minutely applied areas. It's the basic research with no immediate benefit that in the end truly brings about revolution, not endless tinkering with a device/process/etc. to make sure it is patentable. Also, it probably would encourage profs to try too many risky business ventures with uncertain return rather than concentrating on other research, teaching and service. 'Cause we all know which of the three suffers the most in a crunch.

  • The Most-Cited Institutions in Computer Science, 1995-2005. ISI data, of course, but still interesting with all the caveats we apply to citation information from ISI. Any guesses on the top 2? AT&T and IBM. University of California, Berkeley, MIT and Stanford round out the top 5 and hold up the flag for non-corporate institutions. The first non-US in ETH Zurich and no Canuck institutions in the top 20.

  • More blogs sucked into the gaping maw of ScienceBlogs. In a good way, of course.

  • Talking to Publishers over at Computational Complexity has some interesting CS publishing/librarian tidbits cleaned from a recent conference:
    • Elsevier has an arrangement with Microsoft's Academic Search but negotiations with Google Scholar are going slowly because of Google's "secretive" policies.
    • Elsevier plans to give contributors (editors, referees, authors) access to their Scopus system. Elsevier also has their own free academic search site Scirus.
    • The free access experiment of Information and Computation continues.
    • Elsevier is exploring starting their own version of Springer's Lecture Notes in Computer Science series and also a Review journal.


  • Does Philosophy Have a Role in Computer Science?. A very lively discussion at SlashDot, coming at ya from all angles. The answer, though, does seem to be a qualified yes.

  • The Central Problem of Library 2.0: Privacy by Rory Litwin. Not much to add. We must always respect that some of our patrons don't want to be connected and to find a way to gear our services to respect that diversity.

  • Research 2.0:
    I suggest a research 2.0 concept to include: [1] Open access to information created by public authorities (Universities and the like), [2] Open Peer Review, [3] Collective Intelligence in research environments, [4] The Web as platform (paper journals is not of much use in the Web 2.0 era, only e-information can be true objects to collective intelligence).

Textbooks & Dodos

From InsideHigherEd yesterday, and interesting article on the Future of a Dinosaur:

The calculus book of the future might be a lithe guidebook peppered with Web links. It might just be downloaded to a Pocket PC. Or maybe it will be a wiki, compiled at the editorial discretion of the calculus professors, and, perhaps, students.
And it's about time. There's expensive and weigh a ton.
[T]he way students gather information is changing rapidly, but textbooks are not. They are less portable than ever, and students can’t sell them back to the bookstore fast enough.

“How do I reconcile that textbook, which is very static, with dynamic teaching?” asked Paul Bierman, a geology professor at the University of Vermont who helped organize the meeting. For Bierman, the answer was simply to get rid of the textbook altogether. He prefers to get his students out in the field cracking open rocks.
In my own academic career, I always learned a lot more by doing than by reading the text. And another point made in the article that rung true for me was that students mostly use their texts to help them with assignments rather than as something to be waded through from page 1 to 1000.
Several faculty members used the analogy of the guidebook. “When I went to Egypt, I didn’t take the Oxford History of Ancient Egypt,” said Richard McCray, professor emeritus of astrophysics at the University of Colorado at Boulder. “I took Lonely Planet.” And then, McCray said, if he could spend time at a particular site of interest, and dig deeper if needed, just as a professor can linger on important topics in a class.
As librarians, what will our roll be in the death of the text book? Mostly making sure our patrons have access to solid and reliable sources that are also dynamic and interactive. And prodding the publishers to get the job done and change their publishing models to ones that make sense going forward.

May 26, 2006

Here & There

Cool stuff from around the blogosphere:


  • Another story from InsideHigherEd yesterday is Stop Chasing High-Tech Cheaters By Ira Socol. Basically, his idea is that we're wasting our time stopping students from cheating using their cellphones and other electronic devices during exams. In real life, people can use the web or ask other people for help when solving a problem, so students in exams should be allowed to do the same thing. Granted, exams that rely only on regurgitating facts aren't that useful pedagogically and are easy to cheat on. But, a well designed course can have different types of evaluation. Papers and projects can test research and collaboration skills. It seems to me that it is also appropriate to test what a student actually knows as opposed to what they can beg, borrow or steal from someone else. It's obvious that Socol has never taken a science or math course either -- otherwise he would have been well aware that such courses have long allowed cheat sheets (and calculators) so that they can emphasise testing understanding of problem solving techniques rather than formula memorization.
  • Another, more amusing, piece on cheating via Schneier on Security. Tips on How to Cheat Good: Don't cheat off family; Don't talk British; You Google, I Google; Don't rite to good; Malaprop big words; Use the word "rediculous"; Borrow from someone who writes as badly as you do; Edit > Paste Special > Unformatted Text.
  • Via Computational Complexity, the CRA's Taulbee Survey on CS in the US & Canada.
  • OCLC's College Students' Perceptions Report is here. (100 page pdf version).
  • ScienceBlogs is expanding faster than the universe, it seems. EvolutionBlog has just joined. Others about to be integrated include The Scientific Activist, Good Math, Bad Math, coturnix as well as others mentioned by coturnix. Generally, I think this is a good thing. The ScienceBloggers seem to have complete freedom to say what they want. It also creates a real critical mass of science blogging, something that everyone can build on. On the other hand, it seems to me that there's the danger of putting all our eggs in one basket. Does this giant leave enough room out there in the ecosystem for others to flourish? Are people who get into that one site going to explore all the others? In any case, I wish them well. I certainly follow the site very closely and an glad to see it do well. Some others that I would suggest? Jane and Computational Complexity, for sure. The need someone representing the computing field more directly than Deltoid.
  • "Here in the North there is no such thing as monkeys." Sheesh.

May 25, 2006

What do science librarians do?

From Christy Hightower on various lists:

Colleagues,

Science librarians at the University of California at Santa Cruz are in the midst of planning for an upcoming reorganization and would like to get some feedback on national trends regarding the assignment of duties to science librarians. I know how busy this time of year gets, but I'm hoping you would be willing to take 3 minutes or less to answer the following questions (most of which are yes/no questions). Your feedback is extremely important and will have a direct and immediate impact. Responses on or before Wednesday, May 31 would be most useful. I'll be happy to summarize results for the list.

1. Do you currently have collection planning (a.k.a. collection development, collection management) responsibilities for a particular subject(s)?

2. Do your collection planning duties comprise more than half of the focus of your job?

3. Do you also participate in some reference and instruction duties? If so, how many hours per week do you work reference?

4. Do you teach both undergraduate and graduate students?

5. If you were planning to hire a new science librarian, would one of the duties include collection planning?

6. In hiring science librarians for your library, if a candidate did not have prior experience in collection planning, would that eliminate them from your consideration?

7. What is your title?

8. At what institution do you work?

Many thanks for your help with these questions.
--Christy
Please respond to Christy.

Engineering is becoming a liberal art

A nice quote from Michael Rutter of Harvard about their new engineering program. The quote is in a very good article in InsideHigherEd today, The Technology Mosaic by David Epstein. Basically, the idea is that Harvard wants their new program to be the ultimate in interdisciplinarity, reflecting what the core of engineering has always been but which is very rarely recognized. The engineering goal of designing within constraints will always mean that engineers need to keep environmental, economic and social considerations in mind when implementing their projects. The Harvard plan clearly seems to be aiming to educate engineers with a broad array of competancies.

As another quote in the Epstein article puts it:

[A]s Paul S. Peercy, dean of engineering at the University of Wisconsin and chair of the Engineering Dean’s Council at the American Society for Engineering Education put it: “I used to say, ‘look around, everything except the plants are engineered.’ Now I say, ‘look around, everything and some of the plants are engineered.’”


Update: Another quote from the article I really liked:
In his opening note in the most recent issue of the DEAS newsletter, Dean Venkatesh Narayanamurti quoted a question that the report posed: “Do our engineers understand enough culturally … to respond to the needs of multiple niches in a global market?”

James D. Plummer, dean of Stanford School of Engineering is working hard to make sure the answer will be “yes.”

In his recent “State of the School” address, Plummer emphasized efforts to create what he — and at least several other deans who have apparently adopted the term — calls “T-shaped students.” The vertical part of the T represents the traditional math and science education of an engineer, and the crossbar is all the other stuff, from marketing to sociology, that students need so they don’t end up as deep but narrowly educated toothpick students.

In an interview, Plummer said that a big part of his push is to inspire more students to turn to engineering. One of the ways Stanford is doing that is by getting freshmen and sophomores into the lab, and putting them in intro seminars of 15 or fewer students that Stanford hopes will bring students into engineering, rather than weed them out, as is the norm in cavernous g-chem lecture halls.

May 24, 2006

Results of the ACRL STS/SLA STD/ASEE ELD Continuing Education Survey

Via Betsy Spackman on various lists, the results of the survey are here.

The summary:

Respondents were asked to identify three important issues and topics in science and technology librarianship. Following the list of pre-selected topics they were given one more chance to list a topic of interest. Topics of greatest interest fell into the following broad categories:

  1. New Technologies
  2. Professional Development & Keeping Current
  3. Institutional Repositories/ Digital Archives
  4. Information Literacy/ Instruction
  5. Scholarly Publishing - High Cost of Serials - Alternative Publishing Models
  6. Marketing & Outreach

The 2005 survey was prepared by Betsy Spackman, Marilyn Christianson, Terri Freedman and Camila Gabaldón. Analysis was done by Terri Freedman and Betsy Spackman.

Communications of the ACM, June 2006

Some interesting stuff, as usual:

May 16, 2006

Simpsons on evolution

For those that missed it, you can watch this past Sunday's Simpsons episode here. My favourite bit in the episode is right at the beginning, when Ned Flanders asks about mentions of the bible in the natural history museum and is pointed to a small display on "The Myth of Creation." What's so funny about that? The song playing while we see the display is the old Doobie Brothers tune, "What a Fool Believes." It's a great episode, The Simpsons at their merciless satirical best. You can find info here, it's episode 1721. via Pharyngula.

IEEE Annals of the History of Computing

The latest issue (v28i2) has a few articles on the ENIAC as well as one each on Univac and Oedipus, a machine used in the UK for cryptanalysis in the 1945-1955 period.

The article I'm most looking forward to reading is Graduate Student Experiences at Illinois by R.E. Miller.

This personal account describes various experiences of a 1950s graduate student who worked at the University of Illinois’s Digital Computer Laboratory. Anecdotes recount some of the era’s rigorous academic requirements and early work assignments performed for the IBM 701 and Illiac computers.

May 11, 2006

Seed Podcast: The worst thing a scientist can do

Seed Magazine has begun a series of Scienceblogs podcasts featuring their Scienceblogs folk. The first is on plagiarism and scientific misconduct and is an interview with Janet Stemwedel of Adventures in Ethics and Science, one of the Scienceblogs I follow most closely. It's about 15 minutes.

May 10, 2006

Is Computer Science Science? And if not, what the heck is it?

Another installment in my occasional series on the nature of computer science as a discipline. Or at least, more explicitly about disciplinary issues than many other of my posts related to CS.

So, here goes.

  • Philosophy of Computer Science: An introductory course by William J. Rapaport. (also from Teaching Philosophy v28i4, Dec 2005). Who knew that there was a philosophy of computer science? Certainly I didn't until I stumbled upon this terrific article. It describes the experiences of a CS prof at the State University of New York at Buffalo running a Philosophy of Computer Science course at his institution, how popular it was among both philosophy and CS students and, of course, a good explanation of what the philosophy of CS is and how he implemented those topics in the course. Some of the issues discussed include: what is philosophy; what is CS; is CS science or engineering, what is an algorithm; what is a program and ethical issues in CS. As well, there were lots of ideas for further reading, many books and articles I was unfamiliar with.
  • Valuing diverse computing science research by Harold Thimbleby. The main idea here is that the fields of computing science are growing and diversifying so quickly that it is potentially affecting what research is done and how it is supported. Basically, it is getting harder for peer reviewers and others to judge the relevance and usefullness of other people's research because the topics are so new that they can often seem trivial or uninteresting to the uninitiated. There are also some interesting bits on how CS is related to other disciplines and irreproducibility in CS research.
  • Moshe Vardi on OA in computer science references an interview in SIGMOD Record. Not much to say here. The interviewee bemoans the lack of true OA journals in CS without really addressing the probably greater tendency to self archive.
  • The scientific method in CS by Jane. This really struck home with me. Learning how to debug a program is one of the most difficult things to learn. The less the new students knows about programming, the worse the program will be. But at the same time, that lack of knowledge will really hinder the student with applying good strategies to solve the problem. How can you fix something if you don't understand what you've built. My own formative years in this regard were somewhat interesting. My first programming course (in 1981) was FORTRAN and we actually used a punch card system. It was always tempting to fix bugs by merely changing the order of some of the cards are seeing what happened. Later, in my last ugrad year I worked as a "programmer on duty" for the computing centre. Basically, I would sit behind a desk (or wander the terminal rooms) and help people with their programming and system problems. Oh, the horror. But I did learn a lot about programming and debugging by helping others with their problems.
  • CS Faculty Opine on CS in Computerworld refers to a Computerworld artcle in which a bunch of CS faculty are asked some rather pointed questions and who give very candid answers. Thought provoking reading. A taste:
    How should CS programs be modernized?

    Chazelle: Much of the curriculum is antiquated. Why are we still demanding fluency in assembly language today for our CS majors? Some curricula seem built almost entirely around the mastery of Java. This is criminal.

    The curriculum is changing to fulfill the true promise of CS, which is to provide a conceptual framework for other fields. Students need to understand there's more, vastly more, to CS than writing the next version of Windows. For example, at Princeton, we have people who major in CS because they want to do life sciences or policy work related to security, or even high-tech music. In all three cases, we offer tracks that allow them to acquire the technical background to make them intellectually equipped to pursue these cross-disciplinary activities at the highest level.

  • Forward-Looking Links at Computational Complexity discusses how a CS idea goes from manuscript to journal version via technical reports and conferences and how we really need a way to sort through all the different versions of papers out there.
  • Computer Science, Math, and Languages at Good Math, Bad Math discusses theoretical cs, math, computability, complexity and what it all means.

Previous installments here, here and here.

May 9, 2006

Recently in the ACM

May 6, 2006

What Type of Writer Should You Be?

It's been a while since I've done one of these silly quizes...this one seems pretty accurate to me.

You Should Be a Science Fiction Writer

Your ideas are very strange, and people often wonder what planet you're from.
And while you may have some problems being "normal," you'll have no problems writing sci-fi.
Whether it's epic films, important novels, or vivid comics...
Your own little universe could leave an important mark on the world!


Via LtSL(SI).

May 5, 2006

Friday Fun: Booksluts

A couple from Blog of a Bookslut:


  • The latest issue has a review (by Barbara J. King) of what appears to be a new classic of LabLit, Intuition by Allegra Goodman. Here's a taste, "let me be clear: Intuition is for everyone. Goodman writes with a precision that is beautifully expressed; poets will "get" the book as much as scientists will (and poet-scientists will "get" it twice over)."
  • And via the blog, Unpublished Sequels to Famous Science Fiction Novels by Steve Rushmore. An example: Celsius 232.7778.

May 4, 2006

Eileen Gunn's Tour of Chernobyl

From The Infinite Matrix, Eileen Gunn's haunting Tour of Chernobyl. The many pictures are facinating and not a little spooky. via Locusmag.

April 28, 2006

Library 2.0, nerds, geeks and long tails

Doing some reading and thinking lately:


  • Coming Together around Library 2.0: A Focus for Discussion and a Call to Arms by Dr. Paul Miller, Technology Evangelist, Talis. D-Lib, v12i4, April 2006. I was really expecting to be seriously annoyed with this article. Anybody with the title Technology Evangelist who works for a self-styled library 2.0 vendor is really going to come at things from a one-dimensional point of view. Right? Well, an interesting couple of bits of the article:
    Many of the library sector's current systems and processes may well be overdue for criticism, especially when viewed through a lens shaped by experience of the lightweight, flexible, intelligent and responsive applications encountered online every day. Our innumerable opaque information silos, our endless authentication challenges, our wilfully different interfaces, and our insistence on attempting to suck everyone and everything into the library building or onto the library site – all of that, we should collectively be prepared to admit, could be better.

    But, importantly, it can be. Behind the self-interested yet flawed business logic that drives the assertion of ownership over something so basic as the humble catalogue record or statement of holdings, behind the pointless competition between vendors over core, common infrastructure components that sees them refusing to cooperate and therefore raises costs for themselves and their customers, behind all that and more lie dedicated armies of highly skilled librarians, large numbers of eminently capable programmers and developers, an almost wholly untapped body of structured data just waiting to be leveraged effectively, an incomparable agglomeration of material culture, and a global population of current and potential information consumers to whom 'the library' continues to shine as a worthwhile and valued concept.
    Somehow this really seems to make sense to me. The vision I see here is that the library should be about it's patrons, not about its own internal structures or about the excentricities and idiocies of the vendors it depends on. Easy to say, sure, but a lot harder to make this vision a reality. But at least if you can articulate the vision, you can start to work towards it.
    To achieve our vision of Library 2.0, in which libraries become ever more relevant as visible and accessible providers of valuable content and context, I strongly believe that many of the models in evidence today require dramatic change. As a domain, we need to break down the unnecessarily strong walls between our silos of information. We need to break down the walls between our systems, and the barriers between the groups working to develop and extend each individual system. We need to develop, nurture, and leverage a true development community across libraries and vendors, and we need to be prepared to share far more than we do today. There are lessons to learn from the world of open source, and there are lessons to learn from the community-nurtured specifications that drive Web innovation far faster than our more traditional standardisation processes tend to manage.
    Again, this is a vision I can live with. What's more interesting is vibe I get from the article. It's not confrontational, not "my way or the highway" it's let's roll up our sleeves and get something done, not because we think it's cool but because it's the right thing to do for our patrons.

  • Libraries and the Long Tail: Some Thoughts about Libraries in a Network Age by Lorcan Dempsey, Vice President, Research, and Chief Strategist, OCLC. D-Lib, v12i4, April 2006. This one's basically about how we should think about our collections as we move forward into the future. How to make them more accessible and more useful to our patrons.
    The historic library model has been physical distribution of materials to multiple locations so that the materials can be close to the point of need (as in the bookstore model). And again, in the network environment, of course, this model changes. Resources do not need to be distributed in advance of need; they can be held in consolidated stores, which, even with replication, do not require the physical buildings we now have. As we move forward, and as more materials are available electronically, we will see more interest in managing the print collection in a less costly way. We can see some of this discussion starting in relation to the mass digitization projects and the heightened interest in off-site storage solutions. In each case, there is a growing interest in being able to make investment choices that maximize impact – based, for example, on a better understanding of what is rare or common within the system as a whole, on what levels of use are made of materials, and so on. In fact, again looking forward some time, it would be good to have management support systems in place that make recommendations for moving to storage or digitization based on patterns of use, distribution across libraries, and an agreed policy framework.

    There are two medium-term questions that are of great interest here. First, what future patterns of storage and delivery are optimal within a system (again, where a system may be a large library system, a state, a consortium, a country)? Think of arranging a system of repositories so that they are adjacent to good transport links for example, collectively contracting with a delivery provider, and having better data intelligence for populating the repositories, based on patterns of use and demand. Second, think of preservation. Currently, we worry about the unknown long-term costs of digital preservation. However, what about the long-term costs of print preservation? I contend that for many libraries they will become unsustainable. If the use of large just-in-case collections declines, if the use of digital resources continues to rise, if mass digitization projects continue, then it becomes increasingly hard to justify the massive expense of maintaining multiple collections – especially where there is growing demand for scarce space. Long-term we may see a shift of cost from print to digital, but this can only be done if the costs of managing print can be reduced, which in turn means some consolidation of print collections.
    Great stuff. What we need to accomplish in our libraries is very simple. Manage the transition of our collections from what they were in the past (mostly print) to what we have now (print and online) to what we would like them to be in the future (as online as we can manage) while not really having any discontinuities in access or taking too many risks with preservation issues. At the same time, we need to make sure we can figure out what to do with mountains of print material that hardly anybody is using, even if our best professional judgement tells us that they should be using it.
    I wrote about the 'long tail' in terms of aggregation of supply and aggregation of demand. In this context, aggregation of supply is about improving discovery and reducing transaction costs. It is about making it much easier to allow a reader to find it and get it, whatever 'it' is. Or, in other words, 'every reader his or her book'. Aggregation of demand is about mobilizing a community of users so that the chances of rendezvous between a resource and an interested user are increased. Or, in other words, 'every book its reader'. Finding better ways to match supply and demand in the open network will 'save the time of the user'.
    Getting our patrons the stuff they need.

  • Geeks and Nerds Battle for the Soul of Librarianship by Rory Litwin. Not sure if I agree with everything here. Litwin basically sets up a dichotomy between nice nerds and evil geeks. The character traits he assigns nerds:
    • Reads a lot: philosophy, serious literature, science, history, academic subjects
    • Unusually excited, passionate, worried and/or earnest about intellectual matters that most people find boring or irrelevant
    • Got straight A’s in school
    • Not interested in popular culture, except possibly in a truly anthropological sense
    • Prone to injuries associated with excessive or intense reading

    versus those he assigns to geeks:
    • Very techie
    • Identifies with science
    • Into science fiction, fantasy, and/or cyberpunk literature
    • Possibly into live action role playing games
    • Possibly into BDSM
    • Possibly into graphic novels/manga, etc.
    • Knows how to program a computer and does it often
    • Has a blog
    • Interested in popular culture
    • May or may not have done well in school

    would lead one to believe that he's going to come down pretty hard on poor unsuspecting geeks. It's obvious he's a nerd and is quite skeptical (even outright dismissive and hostile) about geeks and geekiness, but I think his stance is ultimately more balanced than it might seem.
    So the important thing, in this situation, is to know where you stand: to know which side you’re on and who your friends are. If you feel like you’re not sure if you’re a geek or a nerd, because maybe you have some of the characteristics of each group, you should begin asking yourself what knowledge and skills are really most essential to librarianship, and what is being done as well or better by other people?
    So, the ultimate issue is what do we think is the best path to follow for the best interests of our patrons. Not just the patrons we think are the youngest or the coolest (ie. the most like us ;-), but all of them. It's easy to say all the answers are technological; it's also easy to call the geeks names and dismiss technological solutions out of hand. The message is to preserve our core professional values and to think long and hard about how to maintain the best level of services and the widest, most accessible collections in the way the best serves the needs of our communities. Easy to say, hard to do.

    If you're going to read only one of these three, this is the one. It's challenging and genuinely provocative. The tone is quite disdainful and bitter and even a bit ugly and made me (a geek with nerdy tendencies) a bit uneasy; I hope it made a lot of nerds with geeky tendencies uneasy too. Words like "battle" and "enemy" are't comfortable and that's ok. A good counterpoint to the more utopian challenges set out in the first two articles.

Friday Fun

60 Seconds with...

Sharice Collins of IOP informs us on PAMNET that PAM colleague Stella Ota is profiled as part of the 60 seconds with... Q&A segment on their web page. IOP has a series that mostly profiles librarians, publishing people and educators and a much larger series that profiles authors from various of their journals. Some of the librarians profiled in the past include the biblioblogosphere's own Randy Reichardt (STLQ).

April 26, 2006

Turmoil has engulfed the Scientific Enterprise

Tangled Bank Episode LII has a Star Wars theme this time around.

Algorithmization of the Sciences

A few interesting articles from the latest Communications of the ACM (v49i5)


  • Beyond the algorithmization of the sciences by Thomas A. Easton. "Algorithmic thinking is transforming both the descriptive sciences and the humanities, bringing them all closer to the mathematical core of computer science." In other words, it's computational everything these days.
  • Discovery of knowledge flow in science by Hai Zhuge.
    Recognizing and understanding knowledge flow between scientists is valuable for science. Discovering, managing, and utilizing such knowledge are advanced services of the e-science knowledge grid environment.
    Stop Presses! Computer Scientist invents citation databases! Oh, sorry, I guess that's been done already. Interesting how you can write and article like this without mentioning Web of Science, Scopus, Citeseer or Google Scholar. I hate to be dismissive of what is really a very interesting article, but this is a perfect example of a scholar who really should have visited the library somewhere along the way.
  • Is information systems a reference discipline? by Pairin Katerattanakul, Bernard Han, Alan Rea. Again this idea of computational everything. The study basically looks at citations to some core IS journals (Communications of the ACM, European Journal of Information Systems, Information Systems Journal, Information Systems Research, Information & Management, and MIS Quarterly) in non-IS fields.
    This study employs citation analysis to examine the contributions of IS knowledge—where and how often it is cited. Results from this study provide strong evidence that the IS discipline has become a reference discipline for others. That is, IS research published in IS journals is frequently cited by other disciplines, even those fields that previously served as reference disciplines for IS (such as computer science, management, and organization science). The frequent citations made from other disciplines to IS research also suggest that IS research contributes to advancing the body of scientific knowledge—as the intended purpose of publications in academic journals is to impart knowledge to others, furthering the advancement of scientific achievements.
    Interestingly enough, these guys knew to use the Social Science & Science Citation Indexes.

April 24, 2006

Blogorama

Some blogs I've added to my bloglines list recently:


Further suggestions always welcome, especially for good engineering blogs which I seem to be lacking.

April 20, 2006

Principles of effective research

The other day I stumbled on the essay Principles of Effective Research (also postscript) by theoretical physicist Michael A. Neilson.

Now, it's not about "keep your lab equipement organized" or "do a proper literature search using xyz research databases" or anything like that. It's more a personal analysis of the kinds of internalized habits and attitudes an effective researcher will have.

The fundamental principles of effective research are extremely similar to those for effectiveness in any other part of life. Although the principles are common sense, that doesn't mean they're common practice, nor does it mean that they're easy to internalize. Personally, I find it a constant battle to act in accord with these principles, a battle requiring ongoing reflection, rediscovery and renewed commitment.

Neilson then goes on to explain what some of those principles actually are:

  • Integrating research into the rest of your life
  • Principles of personal behaviour: proactivity, vision, and discipline

The next section is on Self-Development and Creativity in research and the balance that the effective researcher needs to find between the routine and the creative.
People who concentrate mostly on self-development usually make early exits from their research careers. They may be brilliant and knowledgeable, but they fail to realize their responsibility to make a contribution to the wider community. The academic system usually ensures that this failure is recognized, and they consequently have great difficulty getting jobs...

There are a lot of incentives for people to concentrate on creative research to the exclusion of self-development. Throughout one's research career, but particularly early on, there are many advantages to publishing lots of papers. Within limits, this is a good thing, especially for young researchers: it brings you into the community of researchers; it gives you the opportunity to learn how to write well, and give good presentations; it can help keep you motivated. I believe all researchers should publish at least a few papers each year, essentially as an obligation to the research and wider community; they should make some contribution, even if only a small one, on a relatively unimportant topic.

However, some people end up obsessed with writing as many papers as possible, as quickly as possible. While the short-term rewards of this are attractive (jobs, grants, reputation and prizes), the long-term costs are significant. In particular, it can lead to stagnation, and plateauing as a researcher. To achieve one's full potential requires a balancing act: making a significant and regular enough research contribution to enable oneself to get and keep good jobs, while continuing to develop one's talents, constantly renewing and replenishing oneself. In particular, once one has achieved a certain amount of job security (a long-term or permanent job) it may make sense to shift the balance so that self-development takes on a larger role.

There's much more along these lines. The final section is in many ways the most interesting as Neilson explores the differences between Problem-Solvers and Problem-Creators, but I'll leave that for you to explore.

What's the message here for us? Most of all, our patrons are trying to be effective researchers. It struck me that Neilson's essay doesn't mention the library once and only peripherally mentions reading the research literature. What then is our role in facilitating effective research? I guess it's basically getting out of the way, being invisible, providing our patrons with seemless, easy solutions that make what they're doing in the lab (or in the field, etc.) their primary concern rather than putting up roadblocks between them and the information they need to do their work. To internalize that finding information isn't their real work, for them research happens in the lab, in the field, on the blackboard and, increasingly, coded up in data and programs.

When Neilson does mention the literature, it's in the context of making sure to read fewer, more important papers carefully rather than scanning a larger number of papers. Maybe this is our role -- to provide tools to filter, organize and prioritize.

Is there a danger to being too invisible, to doing our jobs too well? A good question for which I have no answer except that the faster way to oblivion is to not do our jobs well.via Computational Complexity.

April 18, 2006

Here and there

A lot of interesting stuff out there.


  • Results are in from the ACM International Collegiate Programming Contest. Take a look at the standings -- Eastern European and Chinese schools dominated. MIT was the only North American school to break the top 10. Canadian schools did well, with Alberta, Waterloo and UBC all finishing in the top 20. Update: The contest results have been slashdotted again, this time in reference to the deline in American CS skills. Update: forgot to note that the initial post was via Slashdot.
  • A video of a long interview with Richard Feynman. I haven't watched all of it yet, but it looks very good. via Pharyngula.
  • The Science Wars Are Over, Long Live the Science Wars! An idea that's been percolating out there in the science blogosphere -- how to combat the anti-science zealots who use the same language as legitimate social studies of science scholarship to promote socially destructive ideas, like the denial of global warming. Mooney also points to what must have been a very interesting conference: Who Owns Knowledge? A Symposium on Science and Technology in the Global Circuit.
  • A long and interesting post at Science and Politics about science blogging. It defines science blogging and touches on a bunch of different areas of blogging and gives good examples of them all. Some of the categories: news, humour, book reviews, science journalism, politics & science, religion & science, environmental, nature, carnivals, science education, philosophy & sociology of science and others. Lots to discover here, I think I'll be returning to this post regularly for a while to explore new blogs. Disclaimer: this humble blog is refered to as "unique" in an addendum to the post.
  • What Students Say About The Library And Research. Surprising, to say the least.

April 17, 2006

Call for Topics: Computer Science Roundtable at SLA Baltimore Conference

From Christine Whitaker from STS-L:

The Sci Tech Division is hosting the Computer Science Roundtable this year in Baltimore. The session is scheduled for Wednesday morning from 7:30am-9:00am

To ensure that we have an interesting and invigorating session, please suggest "hot" topics, "problem" topics, up-and-coming technologies, or any computer science related topic that would make a useful and informative discussion.

Please email me directly.

Thanks for your time and consideration,

Christine

April 13, 2006

Friday Fun (a day early)

Since tomorrow's a statutory holiday around here:


And ya know you've really hit the big time when you've been promoted to Investigator!

April 12, 2006

A personal/professional note

Happy news today, as I received a letter from the president of the university, granting me continuing appointment, which is what we call tenure for librarians. As such I'll be starting my first sabbatical in August, going until August 2007. How the sabbatical will affect this humble blog is uncertain, but I certainly look forward to finding out.

The first round's on me!

Carnivals

This week's crop:

The decline of Western civilization proceeds apace

So begins Scott McLemee's article about rampant rudeness in academic libraries (and conferences).

Wandering the stacks, they babble away in a blithe and full-throated matter -– conversing, not with their imaginary friends (as did the occasional library-haunting weirdo of yesteryear) but rather with someone who is evidently named “Dude,” and who might, for all one knows, be roaming elsewhere in the building: an audible menace to all serious thought and scholarly endeavor.

It kills me when a student calls me "dude" or "Bro" while I'm helping him a the reference desk. It's always a him.
This situation is intolerable. It must not continue. I have given this matter long consideration, and can offer a simple and elegant solution: These people ought to be shot.

OK, maybe not shot. But seriously, we try very hard in my branch library to keep the noise level down. And you know what? I think the vast majority of students love us for it. If the noise level rises too much, if people are talking too much at a particular table, we get complaints and we ask people to keep it down. We're also proactive and try and make sure the noise level stays reasonable. I have to say, 99% of the time people we ask lower their voices are very cooperative.

Science students need quiet to study and we see it as part of our mission to be the one place on campus to provide that quiet. We've been pretty successful, I think. But at the same time, we don't get too worked up about people having quiet conversations on their cells.

The ones that drive me crazy are the pacers. You know, the guys (again, it's always guys) that talk loudly on their phones as they pace back and forth in front of the reference desk.

Update: Oh yeah, and the women (this one's mostly women) who leave their cellphones in their purses when they leave the library and when the cell goes off, everyone in the library is treated to their incredibly loud ring tone. It just happened.

April 7, 2006

Carl Wieman: Trading Research for Teaching

Via InsideHigherEd, an article on Nobel laureate (physics) Carl Wieman and his decision to leave the University of Colorado for the University of British Columbia to pursue, not greater research opportunities, but to investigate issues in the teaching of science, particularly to undergrads.

Wieman has been a major force in pushing a form of science teaching at Colorado know as ”peer instruction.” In peer instruction classrooms, teachers regularly ask students multiple choice concept questions, and the students buzz in their answers with remote clickers. The instructor immediately sees the distribution of answers, and if there are enough incorrect responses, students are asked to try to convince their neighbor of their answer. The students buzz in again — usually with many more correct answers — and when the class mostly has it, the professor can move on. The technique has produced big gains on science concept tests virtually everywhere it has been used. Faculty members at Colorado estimated that perhaps over 10,000 students, thanks, in part, to Wieman, currently carry clickers around campus.

Wieman says that clickers aren’t the cure-all for sleep inducing science lectures, “but can really enhance this kind of interaction.” And with the tidal wave of cheap wireless technology, “it’s practical now,” says Wieman, who teaches a 200-student physics class. “That’s another big reason the time is right for this.” Grounding concepts in practical material also keeps students, if not on the edge of their seats, at least conscious. When Wieman teaches about electromagnetic waves, for example, he starts with “a very mysterious, strange device” called a “microwave.” Students, he says, “are interested in how you can actually understand it, and myths about whether its dangerous or not. They walk away not realizing they’re thinking like scientists.”

ISTL/HEP

The most recent issues of Issues in Science & Technology Librarianship and the HEP Libraries Webzine are both full of interesting articles.

ISTL #45, Winter 2006

The theme is on marketing and outreach, an increasingly important task in academic libraries of all stripes. We know we have something to offer, but does anyone else?


HEP Libraries Webzine #12, March 2006

April 6, 2006

ACRL STS scholarships

From Kate Zoellner, STS Assessment Committee Member:

ACRL's Science and Technology Section (STS) is offering two scholarships for recent STS members to attend a preconference on Assessment that the section has organized prior to ALA's Annual conference this year. More details can be found at:
http://www.ala.org/ala/acrl/aboutacrl/acrlsections/sciencetech/stscommittees/preconfscholarship.htm

It should be a great preconference, a timely topic with coverage of assessment for various areas of librarianship. Note that the speakers originally advertised have changed (i.e., Adam Smith from Google will NOT be there):
http://www.ala.org/ala/acrl/acrlevents/assessmentandbeyond.htm

The speakers will now be:
Fred Heath
Dave Baca (qualitative assessment and interviews)
David Consiglio (survey construction)
Peggy Johnson (assessing collections)
Lisa Hinchliffe (assessing instruction)
Brian Quigley (usability testing)

April 4, 2006

Best popular science books

Katherine Sharpe at Stochastic, The Seed Blog posts about her all-time favourite popular science book and invites readers to post their own faves.

I have to think a little bit more about mine (and may add a few here after some reflection) but I'd have to say the popular science book that's most memorable for me is Programmers at work: Interviews with 19 programmers who shaped the computer industry. It's an amazing book that inspired me incredibly back in the day.

April 3, 2006

McGill Engineering Technical Reports Digitization Project

From Marika Asimakopulos on PAMNET:

Marika Asimakopulos and Elizabeth Gibb, Schulich Library of Science and Engineering Liaison Librarians, are delighted to announce that the second phase of the McGill Engineering Technical Reports Digitization Project has been launched. This phase involved adding the reports of the Department of Civil Engineering and Applied Mechanics. This second phase was financed by the Richard M. Tomlinson Digital Access Award, and funding from former Dean of the Faculty of Engineering, John Gruzleski, and Chair Dennis Mitchell for their support.

The Project continues to provide access to the technical reports of the Department of Mechanical Engineering (launched in December 2000). Now, with the second phase, access is provided to the reports of the Department of Civil Engineering and Applied Mechanics, including reports from the Structural Mechanics, Soil Mechanics and Geo-environmental series, from the 1960s to the present. (Please note that several reports have yet to be added.)

We would like to thank David McKnight of the Digital Collections Program for his support and encouragement, and his staff, Eli Brown, Elizabeth Thomson, and Maria Gosselin. Eli trained our undergrad civil engineering student employee Noor Alif who scanned the documents, populated the database, and linked the PDFs with the appropriate records.

The McGill Engineering Technical Reports Digitization Project is found at
http://www.mcgill.ca/dcp/projects/schulich/

Please select either the civil or mechanical collection, before you
search.

You can go directly to the search interface here.

I have a soft spot in my heart for this particular project, as I was in on the ground floor. When I was a library school student at McGill, I did my practicum project at the now-named Schulich Library of Science & Engineering (then just the Physical Science & Engineering Library) and worked on the initial phase of the digitization project. It was a great experience working at the library (and on the project) with Marika, Darlene Canning, Elizabeth Gibb and all the other staff, a formative experience that certainly influenced me to become a science librarian.

March 31, 2006

Supporting exploratory search

That's the title of the special section in the most recent Communications of the ACM (v49i4). From the Introduction by Ryen W. White, Bill Kules, Steven M. Drucker and m.c. schraefel:

Defining what constitutes an exploratory search is challenging. Indeed, almost all searches are in some way exploratory. As many of the examples in this section illustrate, an exploratory search may be characterized by the presence of some search technology and information objects that are inherently meaningful to users (for example, their images, email messages, and music files). Although there may be circumstances where exploratory strategies are used continually to allow people to discover new associations and kinds of knowledge, they are often motivated by a complex information problem, and a poor understanding of terminology and information space structure.

In some respects, exploratory search can be seen as a specialization of information exploration—a broader class of activities where new information is sought in a defined conceptual area; exploratory data analysis is another example of an information exploration activity. In exploratory search, users generally combine querying and browsing strategies to foster learning and investigation. Although the exploration of information to reduce uncertainty is addressed in many fields, we focus on three areas: information retrieval (how information is found), information studies (how needs are described and information is used), and information visualization (how information is presented). The articles do not discuss fields such as knowledge management and cognitive psychology. Although both fields contain relevant research, they are beyond the scope of this editorial project.


Some highlights of the section:
And one other article from the issue I would like to highlight:

Technical Symposium on Computer Science Education

There's so much here that's so interesting in the 2005 Technical Symposium on Computer Science Education, that I'll just post some of the section headings rather than even scratch the surface of the articles themselves:


  • Security
  • Gender issues
  • Classroom management
  • Recentering computer science
  • Communication skills
  • Active learning in introductory CS courses
  • Interdisciplinary curriculum
  • Undergraduate research
  • CS education research
  • Recruitment and retention
  • Computer games in the curriculum
  • Ethics in CS education