Developing a Video Game Metadata Schema for the Seattle Interactive Media Museum

As interest in video games increases, so does the need for intelligent access to them. However, traditional organizational systems and standards fall short. In order to fill this gap, we are collaborating with the Seattle Interactive Media Museum to develop a formal metadata schema for video games. In the paper, we describe how the schema was established from a user-centered design approach and introduce the core elements from our schema. We also discuss the challenges we encountered as we were conducting a domain analysis and cataloging real-world examples of video games. Inconsistent, vague, and subjective sources of information for title, genre, release date, feature, region, language, developer and publisher information confirm the importance of developing a standardized description model for video games

Preserving and Disseminating Emerging Forms of Digital Scholarship in Academic and Research Libraries: The EDS Report

repor

A conceptual model for video games and interactive media

In this paper, we describe a conceptual model for video games and interactive media. Existing conceptual models such as the Functional Requirements for Bibliographic Records (FRBR) are not adequate to represent the unique descriptive attributes, levels of variance, and relationships among video games. Previous video game-specific models tend to focus on the development of video games and their technical aspects. Our model instead attempts to reflect how users such as game players, collectors, and scholars understand video games and the relationships among them. We specifically consider use cases of gamers, with future intentions of using this conceptual model as a foundation for developing a union catalog for various libraries and museums. In the process of developing the model, we encountered many challenges, including conceptual overlap and divergence from FRBR, entity scoping, complex relationships among entities, and to the question of how to model additional content for game expansion. Future work will focus on making this model interoperable with existing ontologies as well as further understanding and description of content and relationships.Ope

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

Volume 35, Number 1, March 2015 OLAC Newsletter

Digitized March 2015 issue of the OLAC Newsletter

Simplified Single Source Xml Model: for Student-Centered Educational Content Management

This study investigates XML as a single source, recommending solutions and defining future needs for educators to manage student-centered educational content for diverse user preferences and multi-modal delivery. This research proposes a simplified XML single source model for educational course content management and XSL transformation of course material into multi-modal display/output that enables student-centered learning. The reviewed literature exposed four problem areas related to content management in which an XML single source might be a solution. Reviewed and synthesized literature related to XML into a cubed relationship with opposing the sides of the cube (content management/single source, corporate goals/educational goals and reuse/re-purpose) compared and contrasted. The result points to the need for a simplified XML model in order to realize the potential of educational goals for student-centered transformations (re-purposing content) and to future proof content management that is device independent and provides possible solutions to the problem areas in content management and technology management of course material

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning