Digital libraries: The challenge of integrating instagram with a taxonomy for content management

Interoperability and social implication are two current challenges in the digital library (DL) context. To resolve the problem of interoperability, our work aims to find a relationship between the main metadata schemas. In particular, we want to formalize knowledge through the creation of a metadata taxonomy built with the analysis and the integration of existing schemas associated with DLs. We developed a method to integrate and combine Instagram metadata and hashtags. The final result is a taxonomy, which provides innovative metadata with respect to the classification of resources, as images of Instagram and the user-generated content, that play a primary role in the context of modern DLs. The possibility of Instagram to localize the photos inserted by users allows us to interpret the most relevant and interesting informative content for a specific user type and in a specific location and to improve access, visibility and searching of library content

Manifesto for a Standard on Meaningful Representations of Knowledge in Social Knowledge Management Environments

Knowledge Management (KM) is a social activity. More and more organizations use social software as a tool to bridge the gap between technology- and human-oriented KM. In order to create interoperable, transferable solutions, it is necessary to utilize standards. In this paper, we analyze which standards can be applied and which gaps currently exist. We present the concept of knowledge bundles, capturing information on knowledge objects, activities and people as a prerequisite for social-focused KM. Based on our concept and examples, we derive the strong need for standardization in this domain. As a manifesto this paper tries to stimulate discussion and to enable a broad initiative working towards a common standard for the next generation of knowledge management systems. Our manifesto provides with eight recommendations how the KM community should act to address future challenges

A Child-Driven Metadata Schema: A Holistic Analysis of Children\u27s Cognitive Processes During Book Selection

The purpose of this study was to construct a child-driven metadata schema by understanding children\u27s cognitive processes and behaviors during book selection. Existing knowledge organization systems including metadata schemas and previous literature in the metadata domain have shown that there is a no specialized metadata schema that describes children\u27s resources that also is developed by children. It is clear that children require a new or alternative child-driven metadata schema. Child-driven metadata elements reflected the children\u27s cognitive perceptions that could allow children to intuitively and easily find books in an online cataloging system. The literature of development of literacy skills claims that the positive experiences of selecting books empower children\u27s motivation for developing literacy skills. Therefore, creating a child-driven metadata schema not only contributes to the improvement of knowledge organization systems reflecting children\u27s information behavior and cognitive process, but also improves children\u27s literacy and reading skills. Broader research questions included what metadata elements do children like to use? What elements should a child-driven metadata schema include? In order to answer these research questions, a triangulated qualitative research design consisting of questionnaires, paired think-aloud, interview, and diaries were used with 22 child participants between the ages of 6 and 9. A holistic understanding of the children\u27s cognitive processes during book selection as a foundation of a child-driven metadata schema displays an early stage of an ontological contour for a children\u27s knowledge organization system. A child-driven metadata schema constructed in this study is apt to include different metadata elements from those metadata elements existing in current cataloging standards. A child-driven metadata schema includes five classes such as story/subject, character, illustration, physical characteristics, and understandability, and thirty three metadata elements such as character\u27s names and images, book cover\u27s color, shape, textured materials, engagement element, and tone. In addition, the analysis of the relationship between emergent emotional vocabularies and cognitive factors and facets illustrated the important role of emotion and attention in children\u27s information processing and seeking behaviors