Tracking and re-finding printed material using a personal digital library

Most web searches aim to re-find previously known information or documents. Keeping track of one’s digital and printed reading material is known to be a challenging and costly task. We describe the design, implementation and evaluation of our Human-centred workplace (HCW) – a system that supports the tracking of physical document printouts. HCW embeds QR codes in the document printout, stores the documents in a personal Digital Library, and uses cameras in the office to track changes in the document locations. We explored the HCW in three evaluations, using the system over several weeks in an office setting, a user study in a lab environment, and extensive functional tests

Human-centred workplace: Re-finding physical document in an office workplace

Today’s typical busy schedules make it difficult for people to keep track, organize and search the documents they keep in their own office workplace. The consequences of less organized offices are often that people lose more time in searching for paper documents. To avoid the consequences of losing documents, some archive their physical documents according to their use and others place documents in highly visible areas. These strategies offer some comfort when searching the document, but the practice demands people to be somewhat organized. Even digital support for finding physical documents typically requires some organisation and order has observed. In this thesis, we describe a project that created a system, which does not require people to be orderly and aims at freeing people from the time-consuming job of sorting or sequencing their documents. The system generates and prints passive tags (Quick Response Code) on documents and uses cameras in the office to track changes in the document locations. The thesis describes the design, implementation and initial evaluation of the system ‘Human-centred workplace (HCW).

Information Outlook, September 2004

Volume 8, Issue 9https://scholarworks.sjsu.edu/sla_io_2004/1008/thumbnail.jp

Information Outlook, September 2004

Volume 8, Issue 9https://scholarworks.sjsu.edu/sla_io_2004/1008/thumbnail.jp

Are e-readers suitable tools for scholarly work?

This paper aims to offer insights into the usability, acceptance and limitations of e-readers with regard to the specific requirements of scholarly text work. To fit into the academic workflow non-linear reading, bookmarking, commenting, extracting text or the integration of non-textual elements must be supported. A group of social science students were questioned about their experiences with electronic publications for study purposes. This same group executed several text-related tasks with the digitized material presented to them in two different file formats on four different e-readers. Their performances were subsequently evaluated by means of frequency analyses in detail. Findings - e-Publications have made advances in the academic world; however e-readers do not yet fit seamlessly into the established chain of scholarly text-processing focusing on how readers use material during and after reading. Our tests revealed major deficiencies in these techniques. With a small number of participants (n=26) qualitative insights can be obtained, not representative results. Further testing with participants from various disciplines and of varying academic status is required to arrive at more broadly applicable results. Practical implications - Our test results help to optimize file conversion routines for scholarly texts. We evaluated our data on the basis of descriptive statistics and abstained from any statistical significance test. The usability test of e-readers in a scientific context aligns with both studies on the prevalence of e-books in the sciences and technical test reports of portable reading devices. Still, it takes a distinctive angle in focusing on the characteristics and procedures of textual work in the social sciences and measures the usability of e-readers and file-features against these standards.Comment: 22 pages, 6 figures, accepted for publication in Online Information Revie

Information Outlook, September 2004

Volume 8, Issue 9https://scholarworks.sjsu.edu/sla_io_2004/1008/thumbnail.jp

Collaborative yet independent: Information practices in the physical sciences

In many ways, the physical sciences are at the forefront of using digital tools and methods to work with information and data. However, the fields and disciplines that make up the physical sciences are by no means uniform, and physical scientists find, use, and disseminate information in a variety of ways. This report examines information practices in the physical sciences across seven cases, and demonstrates the richly varied ways in which physical scientists work, collaborate, and share information and data. This report details seven case studies in the physical sciences. For each case, qualitative interviews and focus groups were used to understand the domain. Quantitative data gathered from a survey of participants highlights different information strategies employed across the cases, and identifies important software used for research. Finally, conclusions from across the cases are drawn, and recommendations are made. This report is the third in a series commissioned by the Research Information Network (RIN), each looking at information practices in a specific domain (life sciences, humanities, and physical sciences). The aim is to understand how researchers within a range of disciplines find and use information, and in particular how that has changed with the introduction of new technologies

Book selection behavior in the physical library: implications for ebook collections

Little is known about how readers select books, whether they be print books or ebooks. In this paper we present a study of how people select physical books from academic library shelves. We use the insights gained into book selection behavior to make suggestions for the design of ebook-based digital libraries in order to better facilitate book selection behavior

Technology Enhanced Learning Guide

Technology is changing how students learn and how we research. Perhaps you want to use technology to enhance communication or improve student support. You may want create a distance learning activity, a flexibly delivered module or indeed a whole course. You may simply want to find out where to find authoritative information, or to see what support exists for this type of work. The University is committed to delivering high quality learning and teaching, using technology where appropriate, in order to offer a distinctive Southampton educational experience. Technology Enhanced Learning (TEL), also known as e‑learning, is becoming increasingly important to students, teaching staff and the institution. This guide highlights some of the most important matters to consider. It is intended to help you to tackle the key issues that determine the success of TEL projects and to work on those projects in a considered way. Written with the input of colleagues from around the University, it prompts you to ask important questions and points you to sources of up-to-date knowledge and advice. Technology changes rapidly. This guide is about managing the work in a practical way. The University supports the use of a variety of TEL approaches for teaching and learning and colleagues are ready to offer their experience and advice. Each person has distinctive skills and specific experiences. No single person will have all the answers you are looking for. Be ready to investigate alternative approaches that suit you and your students’ needs in different ways. - Madeline Paterson, University of Southampto