User-generated descriptions of individual images versus labels of groups 3 of images: A comparison using basic level theory

Although images are visual information sources with little or no text associated with them, users still tend to use text to describe images and formulate queries. This is because digital libraries and search engines provide mostly text query options and rely on text annotations for representation and retrieval of the semantic content of images. While the main focus of image research is on indexing and retrieval of individual images, the general topic of image browsing and indexing, and retrieval of groups of images has not been adequately investigated. Comparisons of descriptions of individual images as well as labels of groups of images supplied by users using cognitive models are scarce. This work fills this gap. Using the basic level theory as a framework, a comparison of the descriptions of individual images and labels assigned to groups of images by 180 participants in three studies found a marked difference in their level of abstraction. Results confirm assertions by previous researchers in LIS and other fields that groups of images are labeled using more superordinate level terms while individual image descriptions are mainly at the basic level. Implications for design of image browsing interfaces, taxonomies, thesauri, and similar tools are discussed

Perceived features and similarity of images: An investigation into their relationships and a test of Tversky's contrast model.

The creation, storage, manipulation, and transmission of images have become less costly and more efficient. Consequently, the numbers of images and their users are growing rapidly. This poses challenges to those who organize and provide access to them. One of these challenges is similarity matching. Most current content-based image retrieval (CBIR) systems which can extract only low-level visual features such as color, shape, and texture, use similarity measures based on geometric models of similarity. However, most human similarity judgment data violate the metric axioms of these models. Tversky's (1977) contrast model, which defines similarity as a feature contrast task and equates the degree of similarity of two stimuli to a linear combination of their common and distinctive features, explains human similarity judgments much better than the geometric models. This study tested the contrast model as a conceptual framework to investigate the nature of the relationships between features and similarity of images as perceived by human judges. Data were collected from 150 participants who performed two tasks: an image description and a similarity judgment task. Qualitative methods (content analysis) and quantitative (correlational) methods were used to seek answers to four research questions related to the relationships between common and distinctive features and similarity judgments of images as well as measures of their common and distinctive features. Structural equation modeling, correlation analysis, and regression analysis confirmed the relationships between perceived features and similarity of objects hypothesized by Tversky (1977). Tversky's (1977) contrast model based upon a combination of two methods for measuring common and distinctive features, and two methods for measuring similarity produced statistically significant structural coefficients between the independent latent variables (common and distinctive features) and the dependent latent variable (similarity). This model fit the data well for a sample of 30 (435 pairs of) images and 150 participants (χ2 =16.97, df=10, p = .07508, RMSEA= .040, SRMR= .0205, GFI= .990, AGFI= .965). The goodness of fit indices showed the model did not significantly deviate from the actual sample data. This study is the first to test the contrast model in the context of information representation and retrieval. Results of the study are hoped to provide the foundations for future research that will attempt to further test the contrast model and assist designers of image organization and retrieval systems by pointing toward alternative document representations and similarity measures that more closely match human similarity judgments

Harnessing social media for promoting tourism in Africa: an exploratory analysis of tweets

Tourism has the potential to be the engine of a country’s economic development. Some developing countries, especially those in Africa, rely on tourism for their citizens’ employment. Consequently, the rise and fall of their unemployment rates are closely associated with that of tourist numbers. Hence, they need to constantly find ways to promote their cultural heritage in order to attract more tourists. Some of the key promotion tools are social media such as Twitter and an investigation to understand the nature of tweets about cultural heritage institutions is an important undertaking. However, investigations into the nature of tweets about African cultural heritage are non-existent. Our research aims to shed some light on the broad characteristics of tweets about African cultural heritage. We also identify possible implications and suggest potential strategies for tourism organizations, operators, and other stakeholders in their use of Social Media in general and Twitter in particular

Cybersecurity and information assurance in Information Science curricula

As a newly emerging and one of the fastest growing fields of study, cybersecurity/information assurance has plenty to offer in terms of teaching and research. If Library and Information Science (LIS) schools are to take advantage of this fast growth in the field by expanding their program and/or course offerings, thereby increasing their enrollments, and, indeed, provide their students with opportunities to be able to take advantage of the demand for skilled manpower in cybersecurity/information assurance, it is imperative for them to systematically approach the inclusion of courses and/or programs to their curricula. A component of this systematic approach is a closer examination of programs, concentrations, and courses in cybersecurity/information assurance currently offered at similar or peer LIS schools in order to identify best practices and gaps. The study reported here is a small but important part of this effort

Wait, What College are you From? The Innovative, Interdisciplinary Approach to LIS Education through the Lens of Emergency Preparedness, Homeland Security, and Cybersecurity

UAlbany’s ALA-accredited MS in Information Science (MSIS) program relocated to the newly created College of Emergency Preparedness, Homeland Security and Cybersecurity (CEHC) in 2018 after a significant restructuring of its home college into an engineering school. Before the relocation, enrollments in the program had been steadily declining to the point where potential dissolution of the department was seemingly inevitable. The light at the end of the tunnel came when the CEHC dean integrated the MSIS program into a first-of-its-kind college created to educate, train, and prepare the next generation of emergency responders, intelligence and data analysts, and cybersecurity specialists. The story of our transformation is representative of broad-spectrum changes that current LIS programs can strategically embrace to remain relevant and sustainable for the future. “CEHC’s IS program is [at] the hub of an innovative ecosystem that embraces a new model of living classrooms created to foster the creation and testing of theory and practice within operational and instructional spaces” allowing our students and faculty to endeavor into new realms of possibility unimagined by a department previously on the verge of extinction (UAlbany Self-Study, 2019). CEHC has embarked on a series of creative, and sometimes challenging, ventures that have established itself as the destination and growth college at UAlbany. Initiatives such as the creation of two new MSIS concentrations - Intelligence Analysis and Data Analytics – and a new, accelerated path to the master’s degree - known as the ‘4+1’ program - reflect our mission to redefine the role of information professionals in growing, state-of-the-art disciplines where data and information are at the core of decision-making processes and actionable knowledge methodologies could profoundly affect the safety and security of our nation

Usability Definitions in a Dynamically Changing Information Environment

The authors compared Web usability definitions, collected from library professionals at academic institutions of the Association of Research Libraries (ARL) through online surveys in 2007 and 2012, to determine whether library practitioners’ perspectives had altered as information technologies evolved during this time. The authors applied three techniques of statistical data analysis— t-tests, cluster analyses, and the Mantel test—for comparisons. The results indicated significant increased emphases on the Interface/Design and Effectiveness attributes in the 2012 data set. This increase may be due to the rise in the use of mobile devices for information access, driving practitioners to place a stronger emphasis on these attributes

Defining Usability How Library Practice Differs from Published Research

Library/information science professionals need a clearly articulated definition of usability/ Web usability to implement intuitive websites. In this study, the authors analyzed usability definitions provided by the ARL library professionals and those found in the library/information science and computer science-information systems literature. Quantitative and qualitative methods were used to identify similarities and differences between the attributes emphasized by the two sets of definitions based on information behavior models and human-computer interaction (HCI) frameworks. Results indicated that both groups overlooked critical usability elements, such as environment and information objects/content/resources. Thus, the authors proposed a working, multi-faceted definition that presents a holistic view of usability

LIS Education in a Pandemic Era: Innovative Teaching Methods, Strategies, & Technologies

The evident diversity in LIS programs around the globe calls for a suite of innovative methods and strategies that allow educators not only to impart the necessary content but also the technological and pedagogical know-how required to work across the LIS teaching and learning spectrum. To further explore these themes, the organizers of this panel facilitated an interactive and lively discussion on the topic at the ALISE 2019 conference. There was much interest on the part of the attendees about continuous engagement with, and deeper discussions about the topic. Hence, this is a follow up interactive panel discussion that focusses on lessons learnt and novel approaches to innovative teaching methods, strategies, & technologies for a shifting landscape in LIS education. While the 2019 lively session elicited important issues, including potential risks and challenges of innovative teaching methods, strategies, & technologies; competencies required of educators and students; ensuring student engagement, interaction, participation, collaboration, reflection, and creativity; and producing reflective practitioners, these issues are even more crucial now. Hence, they require continuous discussions, given that the current and similar future pandemics require a shift in how educators teach and students learn. We aim to facilitate a discussion where audience members can react to and provide opinions on questions/scenarios with respect to innovative teaching methods, strategies, & technologies in LIS education. Panelists will begin with an overview of the session to provide some context and set the stage for an interactive audience participation. Small groups will be asked to engage in a deeper discussion of the issues outlined with the ultimate goal of sharing ideas and practices among members of the audience. We aim to generate concrete and actionable ideas and recommendations with respect to: (1) potential risks and challenges of experimenting with and adopting innovative teaching methods, strategies, & technologies; (2) competencies required of both LIS educators and students; and (3) ways to ensure student engagement, interaction, participation, collaboration, reflection, and creativity, especially at a time when what is considered “normal” teaching and learning workflow is disrupted due to the pandemic. We will initiate the development of online shared crowd-sourced links and resources that will provide both summaries of the discussions from the 2019 and 2020 conferences as well as ideas and strategies

Moodle for Professional Development to Agricultural Extension Professionals in Africa: Workshop

Presentation for the International Association of Agriculture Information Specialists (IAALD) World Congress. The authors discuss the Modular Object-Oriented Dynamic Learning Environment (Moodle) software package and its use for professional development to agriculture extension professionals in Africa

Partnership for Enhancing Developing Countries' Capacity in Participating in Global Knowledge Production and Use

Poster discussing a partnership for enhancing developing countries' capacity in participating in global knowledge production and use. This poster highlights some of the contributing factors that enhance the capacity of African institutions to play active roles in the current global knowledge economy (in terms of information and knowledge creation, access, use and reuse)