Thursday, December 8, 2016

[KMDG-L] BigScholar @WWW2017: The 4th WWW Workshop on Big Scholarly Data

[Please accept our apologies if you received multiple copies of this call]

 

CALL FOR PAPERS

 

BigScholar 2017

The 4th WWW Workshop on Big Scholarly Data: Towards the Web of Scholars

http://thealphalab.org/bigscholar/

 

A workshop of WWW 2017 (The 26th International World Wide Web Conference)

Perth, Australia, April 3-7, 2017

 

Researchers worldwide are currently producing more and more scholarly data of various types such as papers, books, patents, etc. Such data are big data by nature. For example, the DBLP Computer Science Bibliography and the Microsoft Academic Graph/API (research.microsoft.com/mag) provide bibliographic information on major computer science journals and proceedings. DBLP and MAG index more than 3 and 100 million articles, respectively, with records containing title, pages, years and authors' information, etc. Concurrently, scholars are associated with various academic activities such as conferences, workshops, congresses, peer review and so on. Such scenarios have motivated us to also explore the Web of Scholars in the context of big scholarly data on a global scale. It is imperative and vital for researchers to drive their knowledge towards the innovative generation of values from Big Scholarly Data. The emerging worldwide Web of Scholars demands a re-evaluation of existing techniques, such as data mining, recommender systems and social network analysis. Furthermore, there is the demand for novel ways of developing algorithms, methods and techniques to foster the analysis and interpretation of social environments such as academic collaboration networks.

 

Following the success of the previous three editions, the BigScholar 2017 workshop aims at bringing together researchers and practitioners working on Big Scholarly Data to discuss what are emerging research issues and how to explore the Web of Scholars. Several core challenges, such as the tools and methods for analyzing and mining scholarly data will be the main center of discussions at the workshop. The goal is to contribute to the birth of a community having a shared interest around the Web of Scholars and exploring it using data mining, recommender systems, social network analysis and other appropriate technologies.

 

The workshop will be a full-day workshop. The format of the workshop will include 1-2 invited talks (keynotes), research and position paper presentations, and one discussion panel. The workshop will be held in April 2017 in Perth, Australia, in conjunction with the 26th International World Wide Web Conference (WWW 2017).

 

In this workshop, we will explore the most promising areas of research in big scholarly data, with focus on major foci of the rapidly emerging field of the Web of Scholars. This workshop also seeks to answer noteworthy research questions such as:

- How to model the Web of scholars?

- How to connect scholars on the Web?

- How to measure impact of publications, researchers, groups, or institutions?

- How to visualize Big Scholarly Data for insights and analytics?

- How to utilize the Web of Scholars to improve the way research is being done?

 

Researchers are welcome to submit highly interesting and quality papers that address these questions above and other topics below which may include, but are not limited to:

- Academic social network analysis

- Scientific measurement

- Scholarly data management

- Digital infrastructures for accessing scholarly data

- Methods and tools for analyzing and visualizing big scholarly data

- Indexing, searching, and mining scholarly data

- Connecting scholars using a Web approach

- Paradigms to promote scientific collaboration

- Scientific trends prediction

- Web tools and techniques for big scholarly data

- Systems, platforms, and services exploring the Web of Scholars

- Applications and use cases of big scholarly data

 

 

IMPORTANT DATES:

Paper Submission Deadline: January 20, 2017 (firm)

Author Notification: January 31, 2017

Final Manuscript: February 14, 2017

 

SUBMISSION INSTRUCTIONS:

Authors are invited to submit original papers that must not have been submitted to or published in any other workshop, conference, or journal. The workshop will accept full papers describing completed work, work-in-progress papers with preliminary results, as well as position papers reporting inspiring and intriguing new ideas. 

 

All submitted papers must:

* be written in English;

* contain author names, affiliations, and email addresses;

* be formatted according to the ACM SIG Proceedings template(http://www.acm.org/sigs/publications/proceedings-templates) with a font size no smaller than 9pt;

* be in PDF (make sure that the PDF can be viewed on any platform), and formatted for US Letter size;

* occupy no more than six pages, including the abstract, references, and appendices.

 

It is the authors' responsibility to ensure that their submissions adhere strictly to the required format.

Submissions that do not comply with the above guidelines may be rejected without review.

 

All submissions will be peer-reviewed by members of the Program Committee and be evaluated for originality, quality and appropriateness to the workshop. At least one author of each accepted papers must present their work at the workshop. All accepted and presented papers will be published in the Companion Proceedings of the WWW 2017 conference, through the ACM Digital Library. Extended versions of selected papers will be considered for publication in special issues of SCI-index international journals.

 

 

Please submit your paper here:

https://easychair.org/conferences/?conf=bigscholar2017

 

 

Organizers:

Feng Xia, Dalian University of Technology

Huan Liu, Arizona State University

Irwin King, The Chinese University of Hong Kong

Kuansan Wang, Microsoft Research

 

 

Contact Info:

Email: bigscholar@googlegroups.com

 

 

 

Saturday, December 3, 2016

[KMDG-L] CFP(1): Faceted Classification Today, London 14-15 September 2017

[apologies for cross-posting]   ====  CALL FOR PAPERS (1) ====     International UDC Seminar 2017   FACETED CLASSIFICATION TODAY:   Theory, Technology and End Users    DATE:     14-15 September 2017   VENUE:    London   WEBSITE:    http://seminar.udcc.org/2017/   CONTACT:    seminar2017@udcc.org     International UDC Seminar 2017 marks the anniversaries of two conferences devoted to faceted classification research: sixty years since the First International Study Conference on Classification Research (Dorking, 1957) and twenty years since the the Sixth International Study Conference (London, 1997).  The objective of the conference is to revisit faceted analytical theory as a method for (re)constructing modern classifications and indexing languages and the role analytico-synthetic classifications have had in resource discovery and retrieval, from their introduction at the beginning of the 20th century to date. The conference will examine the challenges analytico-synthetic classifications represent for data modelling and interface design in the Web environment. Most importantly, it will explore potential fields of application for faceted classifications in information organization, visualization and presentation of large datasets, social networks and in the open linked data environment.  High quality and innovative contributions are invited for the following topics:  - The impact of faceted analytical theory and research on modern classification and indexing languages;  - Data modelling, data management and data sharing of faceted and analytico-synthetic classifications;  - Vocabulary mapping, semantic linking and natural language interfacing of analytico-synthetic systems;  - Applications of faceted analytical theory on (re)constructing knowledge classifications and indexing languages;  - End user interface design and user-friendly knowledge presentation for faceted systems;  - Novel applications of faceted systems outside the bibliographic domain.    CONTRIBUTIONS:     Two kinds of contributions are invited: conference papers and posters. Authors should submit a paper proposal in the form of an extended abstract (1000-1200 words, including references, for papers; and 500-600 words for posters). The submission form is provided on the conference website.     Proposals will be reviewed by the Programme Committee consisting of an international panel of experts. Each submission will undergo a blind review by at least three reviewers.   The Conference proceedings will be published by Ergon Verlag and will be distributed at the conference. Best papers will be proposed for publishing in the Knowledge Organization journal.    IMPORTANT DATES:  29 Jan 2017	Submission deadline  1 Mar 2017	Notification of acceptance & paper submission instruction  15 May 2017	Papers submission (camera ready copy)    ORGANIZER: The International UDC Seminar 2017 "Faceted Classification Today: Theory, Technology and End Users" is the sixth biennial conference in a series of International UDC Seminars   organized by the UDC Consortium (UDCC). UDC Seminars are devoted to advances in documentary classification research and their application in a networked environment. UDCC is a not-for-profit organization, based in The Hague, established to maintain and distribute the Universal Decimal Classification and to support its use and development. UDC is one of the most widely used knowledge organization systems in the bibliographic domain.     
--
Dr Aida Slavic  Editor-in-Chief UDC  Email: aida.slavic@udcc.org  ---  UDC Consortium  PO Box 90407  2509 LK The Hague  The Netherlands  ---  Web: http://www.udcc.org  Email: mail@udcc.org  ______________________  * Outputs: International UDC Seminar 2015: Classification and Authority Control -  http://seminar.udcc.org/2015/  * UDC Online Hub (6 languages):  http://www.udc-hub.com/index.php  * UDC Summary (56 languages): http://www.udcsummary.info/php/index.php    The Universal Decimal Classification (UDC) is the world's foremost multilingual classification scheme for all fields of knowledge, a sophisticated indexing and retrieval tool  ______________________  

Saturday, November 5, 2016

[KMDG-L] New book: 21st Century Skills Development through Inquiry-based Learning

Introducing you our new book: Chu, S.K.W., Reynolds, R.B., Tavares, N.J., Notari, M. & Lee., C.W.Y. (2017). 21st Century Skills Development through Inquiry-based Learning: From Theory to Practice. New York: Springer Science. (eBook - http://www.springer.com/us/book/9789811024795)

 

The 21st century is characterized by the rapid progress in technology. It is also defined by the complex nature of problems we face in the world today. Hence, it is crucial for a learner to be information and computer-literate in order to tackle the challenges that lie ahead.


The monotonous and burdensome nature of traditional teaching has failed to cultivate innovativeness and learning interest among students. This book offers the key to making learning environments fun and inspiring. The book explores the theoretical implications of inquiry-based pedagogical approaches and uses empirical evidences collected from comprehensive and well-designed research studies to offer innovative instructional interventions that support inquiry project-based learning as an approach to equip students with twenty-first century skills. The book contains the following chapters:

  1.  Introduction
  2.  Twenty-First Century Skills and Global Education Roadmaps
  3.  Twenty-First Century Skills Education in Hong Kong and Shenzhen, China: Inquiry Project-Based and Collaborative Teaching/Learning Supported by Wiki
  4.  Twenty-First Century Skills Education in Switzerland: An Example of Project-Based Learning Using Wiki in Science Education
  5.  Twenty-First Century Skills Education in the U.S.: An Example of an Inquiry-Based Game Design Learning Approach
  6.  Teachers’ Professional Development
  7.  Guides and Suggestions for Classroom Implementation
  8.  Assessment Instruments for Twenty-First Century Skills
  9.  Summary and Conclusions

The book targets at academic researchers, education practitioners, policymakers, parents, and e-learning service providers who wish to support an evolving set of skills and knowledge in learners to prepare them well for active engagement in the drastic technological changes in the twenty-first century.


Sam
--------------------------------------------------
Samuel Kai Wah Chu, Ph.D.
Associate Professor
Head, Division of Information and Technology Studies
Deputy Director, Centre for Information Technology in Education
Faculty of Education, The University of Hong Kong (Ranked 6th best in the world - QS 2015, 2016)
Pokfulam Road, Hong Kong
Managing Editor, Journal of Information & Knowledge Management        
Tel: (852) 2241-5894  |  Fax: (852) 2517-7194
E-mail: samchu@hku.hk
Skype Name - chukaiwahsamuel
Homepage: http://web.edu.hku.hk/staff/academic/samchu
--------------------------------------------------
Latest publications:
Chu, S.K.W., Reynolds, R.B., Tavares, N.J., Notari, M. & Lee., C.W.Y. (2017). 21st Century Skills Development through Inquiry-based Learning: From Theory to Practice. New York: Springer Science. (eBook - http://www.springer.com/us/book/9789811024795)

Huang, H., Chu, S.K.W., & Chen, D. (2015). Interactions between English-Speaking and Chinese-Speaking users and librarians on Social Networking Sites. Journal of the American Society for Information Science and Technology, 66(6), 1150-1166. (http://web.hku.hk/~samchu/docs/Huang-in-press-Interactions-between-English.docx) Ranked 13/85 in ISI's Information & Library Science category - top 15%; Impact Factor: 1.9 (JCR 2014)

Cheng, E.W.L., Chu, S.K.W., & Ma, C.S.M. (2015). Tertiary students' intention to e-collaborate for group projects: Exploring the missing link from an extended theory of planned behaviour model. British Journal of Educational Technology. Ranked 61/262 in ISI's Education category - top 23%; Impact Factor: 1.3 (JCR 2014)

Thursday, June 23, 2016

[KMDG-L] ISKO-UK Evening meetup in London, 19 July 2016


Dear IFLA Knowledge Management colleagues:

ISKO-UK's next meeting is an evening meetup on User Centric Design, taking place on 19 July 2016 from 18:00 hours at the Marlborough Arms, 36 Torrington Place, London WC1E 7LY.


Not long ago, we had to learn database languages and use long search commands to retrieve records and documents. Whereas now, systems are designed to work for users! Applying "user centric design" (UCD) frameworks has been one of reasons for this major change. UCD is a complicated process that requires understanding what users really need and want, and involves defining the purpose, identifying personas and scenarios and constant testing with real people. UCD is also commonly used in taxonomy design processes these days. In our second Meet-up, we have the opportunity to benefit from expert speakers on UCD issues regarding the challenges they have to face to make an actual match between users' needs and delivering clients' success stories.


We will have talks from Robert Fein, an independent consultant, on "How do you design a great customer experience for Fashion/Retail?" and from Jo Kent of the BBC on "ADA – Opening up the BBC Archive with linked data" as well as time to socialise between and after the talks.


More details of the talks and registration information can be found here on the ISKO-UK website


Hope to see many of you there!


Regards


Liz Marley

ISKO-UK Publicity

Wednesday, June 22, 2016

[KMDG-L] Map: InfoLit in Ibero-America and the World

Map: InfoLit in Ibero-America and the World

On this map, you can find more than 600 websites of libraries or academic programs, especially at a university level, located in Ibero-American countries and around the world (more than 60 countries) that are developing Information Literacy programs or support the inclusion of information literacy in different curricula.

Cases have been found, after reviewing literature and content in different databases, repositories and specialized websites (Web of Science, Scopus, EBSCO, E-lis, RedALyC, Scielo, Wiki ALFIN / Iberoamérica, Information Literacy Weblog).

Steps to build the Map:

Stage 1: Ibero-America (2010-2015)

Stage 2: Every World (2015-2016)
This map was collaboration in updating for Ibero-America, and its extension for every world of students and future librarians: Daniel Mejía Ushima (2015-2) and María Isabel Flórez (2016-1).


Don't hesitate to contact us if you have a link to suggest at: alfiniberoamerica@gmail.com



Regards,

Note: Apologies for the duplicate messages.
--
Alejandro Uribe Tirado
PhD en Documentación Científica
Profesor / Investigador - Escuela Interamericana de Bibliotecología
Sublíneas ALFIN, Altmetrics, Open Access, TIC, E-learning y G.del Conocimiento
Coord. Grupo de Investigación "Información, Conocimiento y Sociedad"
Universidad de Antioquia
Medellín-Colombia
***
auribe.bibliotecologia.udea@gmail.com
grupoinformacionconocimientoysociedad@udea.edu.co
auribe@correo.ugr.es
***
https://www.facebook.com/accesoabiertoyaltmetrics
https://www.facebook.com/ciencia2.0yuniversidad
http://alfincolombia.blogspot.com
http://alfiniberoamerica.blogspot.com
***
http://bit.ly/1ngD9Oi (Currículo)
http://bit.ly/1EuYvyG (Grupo de Investigación)
http://bit.ly/mfvCdc (Cursos curriculares en Moodle)
***
http://bit.ly/12VWYgS (Publicaciones en acceso abierto)
http://bit.ly/1HffALS (Índice de citación G. Scholar)
http://bit.ly/1I4NNPl (Research Gate)
http://orcid.org/0000-0002-0381-1269 (ORCID / ResearcherID)
http://www.redalyc.org/autor.oa?id=597 (Autores RedAlyc)
http://papers.ssrn.com/sol3/cf_dev/AbsByAuth.cfm?per_id=2532947 (SSRN Repository)


Monday, May 9, 2016

[KMDG-L] Primary Research Group Inc. has published the International Survey of Institutional Digital Repositories, 2016 Edition, ISBN 978-157440-3862

Primary Research Group Inc. has published the International Survey of Institutional Digital Repositories, 2016 Edition, ISBN 978-157440-3862

The 150+ page study presents detailed data on budgets and spending, man hours devoted to the repository, revenue generation and fees, access policies & content viewing restrictions, levels of cooperation from faculty and parent institution staff, marketing, cataloging, downloads and other user statistics, ePublishing & peer review efforts, and much else of interest to library staff and suppliers interested in repositories, content distribution & publishing and open access.

The study presents data and commentary from 37 institutional digital repositories worldwide including but not limited to: Johns Hopkins University, the Association of European Research Libraries, Instituto de Salud Carlos III, OECD, Rutgers University, University College Dublin, Iowa State University, Heart of England NHS Foundation Trust, Oregon State University, the World Bank, the University of Seville, Qatar University, Montana State University, Utrecht University and the University of Canterbury, among others.

Just a few of the report�s many findings are that:

� The digital repositories in the sample were operational for 5.18 years on average, with a maximum of 16 years.
� About 86% of repositories sampled do not charge users a fee in any form; none of those charging a fee were educational institutions.
� Level 1 or Level 2 Carnegie Class Research Universities in the sample (and their equivalents outside of the USA) had a mean of 1,104,140 downloads in the past year.
� For US-based repositories, 27% of downloads came from countries other than the US itself or Canada.
� In case of BA or MA Granting Institutions less than half (43%) of the repository downloads come outside the parent institution, while for other types of educational institutions at least 76% on average comes from outside the parent institution.
� Non-US repositories sampled experienced higher increases ($16,562 on average) in their repository budgets than their US counterparts ($5,006).
To place an order, or to obtain a table of contents, excerpt, the questionnaire and full participants list, visit the product page for this report at:

http://www.primaryresearch.com/view_product.php?report_id=596

Or visit our main home page at www.PrimaryResearch.com; call us at 212-736-23156 or contact us by fax at 212-12-9097.

Friday, April 22, 2016

[KMDG-L] Primary Research Group Inc. has published the Survey of Law School Faculty: Evaluation of the Law Library, ISBN 978-157440-381-7

Primary Research Group Inc. has published the Survey of Law School Faculty: Evaluation of the Law Library, ISBN 978-157440-381-7

The 115-page study presents detailed data on law faculty evaluations of a myriad of law library information resources and services, including but not limited to information services such as West, LexisNexis, Bloomberg, FindLaw, and Google Scholar; services such as group study rooms, database training and other infoliteracy services, inter-library loan, range and quality of law journals and legal databases, course reserves, law library information technology and much more.

In addition, the report presents faculty judgments on the idea of hiring more librarians, on the future of the library budget and on the overall efficiency of the law school library compared to other departments and units of the law school. Respondents also rate the overall quality of their law librarians and discuss what they like most and least about their performance and the law library in general. Moreover, the study gives detailed data on how often law faculty visit the library and for how long and how they reach out to librarians, in person, by phone, email, chat service or other means.

124 law school faculty from 38 law schools in the United States took part in the survey
Data is broken out by age, work title and gender of survey participant, as well as by law school size and US News & World Report law school ranking, among other criteria.

Just a few of the report�s many finding are that:

More than 64% of faculty in law schools ranked in the top 30 thought that the range and quality of legal journals available to them in their libraries was excellent.

14% of the interviewees from schools with more than 900 students and 7% from schools with 600-900 students regard availability and quality of the group study rooms as problematic or bad.

Only 43% of the female respondents consider the noise level excellent or good, in contrast about 70% of their male interviewees are have no significant concern about the noise level.

Faculty at the lowest ranking law schools were particularly dissatisfied with the quality of the technology in the law school library.

19% of respondents use Google Scholar at least once per day.

To view a table of contents, excerpt and list of the law schools of the survey participants, visit the product page for this report directly at http://www.primaryresearch.com/view_product.php?report_id=592

Or visit our general website at www.PrimaryResearch.com.