The Resource Description Framework (RDF) is a data format for representing metadata about Web resources, and other information. This document defines the abstract graph syntax on which RDF is based, and which serves to link its XML serialization to its formal semantics. It also describes some other technical aspects of RDF that do not fall under the topics of formal semantics, XML serialization syntax or RDF schema and vocabulary definitions (which are each covered by a separate document in this series). These include: discussion of design goals, meaning of RDF documents, key concepts, character normalization and handling of URI references.
Friday, September 06, 2002
If you have a few favorite, indispensable sources you use in your authority work that aren't already included in the list, and if you'd like to share your knowledge about these gems with colleagues, we would be happy to include your annotations for these works in the list of authority tools. Also, if you've used the list in the past and have suggestions for improving the layout, indexes, etc., we'd like to hear your thoughts as well. In either case, contact me at the e-mail address below.
If you would like to propose annotating a title, please contact me by October 31. I will confirm that we don't already have a reviewer for the work. Annotations will need to be received by November 30 to be included in this update. If you have questions that aren't answered at the above site, don't hesitate to contact me.
Thanks; I look forward to hearing from you.
Music/Special Materials Cataloger
University of Akron
Bierce Library 176
Akron, Ohio 44325-1712
Thursday, September 05, 2002
The Grants Keyword Thesaurus
A classification system for research opportunities emanating from the federal government and provides a structured method by which agency personnel, faculty members, and research administrators may identify such opportunities. The terms have been examined by professional library scientists to ensure consistency with leading discipline dictionaries in each research field of endeavor.
College of Europe Library Catalogue Thesaurus
The subject keywords used in this catalogue are a subset of the ECLAS (European Commission Library Automated System) thesaurus developed by the Central Library of the Commission of the European Communities. This thesaurus dates from 1978, when the catalogues of the Central Library of the Commission were computerised. Needless to say that it has been updated a certain times since. ECLAS itself is largely based on the OECD- and ILO-thesauri.
The UNESCO Thesaurus is a controlled vocabulary developed by the United Nations Educational, Scientific and Cultural Organisation which includes subject terms for the following areas of knowledge: education; science; culture; social and human sciences; information and communication; and politics, law and economics. It also includes the names of countries and groupings of countries: political, economic, geographic, ethnic and religious, and linguistic groupings.
European Education Thesaurus
The European Education Thesaurus is a structured multilingual list of keywords for indexing. The development of the Thesaurus is carried out jointly with the European Commission. It now has 17 language versions: English, French, Croatian, Czech, Danish, Dutch, Finnish, German, Greek, Hungarian, Italian, Polish, Portuguese, Slovenian, Spanish, Swedish, Turkish.
Wednesday, September 04, 2002
The reverse is also true. Reference should work a few hours a week in cataloging. It will make them better reference librarians. They need to understand what the fields are how they are indexed, the kind of information in each and look at records in MARC format. While I'd not give reference staff original cataloging, there are many tasks that they can do. Adding subject headings to fiction in the area they read, writing summaries for the 520 field, checking spelling from the list by Terry Ballard, any number of specific things to make the catalog a better tool. They may even decide what project is most important to pursue based on what they see in their reference work.
Cross training makes for better librarians and a better understanding of and respect for each other's work.
Tuesday, September 03, 2002
We've changed our security system and no longer need our Gressco Qwik-cases. We have approximately 25,000 (yes, twenty-five thousand) that we're trying to place somewhere besides a landfill. If you are interested please contact my boss, Susan Lee, Madison Public Library's head of Technical Services at (608) 266-6383 or send an email to her at firstname.lastname@example.org.
You can also reply directly to this email and I'll forward any messages to her.
If you're not interested, but know someone who might be, please feel free to forward this message to them.
Thanks for reading,
work phone: (608) 266-6380
Madison Public Library
201 W. Mifflin St.
Madison, WI 53703
Many technological innovations relating to libraries have been made over the past decade, but few have generated as much excitement as XML. While many new technologies seem more promising before they are implemented than they are afterward (remember how Java was going to make platform-independent software available everywhere, and Z39.50 was going to let us find and obtain materials stored in libraries around the globe so much more quickly?), XML is already transforming how information is managed and delivered.Also, check out the comments by Matthew Eberle on XML at Library Techlog.
Group activities can be used throughout training but are especially useful at the beginning or forming stage. They immediately involve and relax people, open the lines of communication between the trainer and the trainees and develop a sense of trust. People often come to training tense from a prior activity. Some don't think they need training and resent the time spent. Icebreakers relieve tension and signal that the training environment is "safe." Used throughout training, group activities promote content flow, revive failing energy, stimulate creativity and get the trainees to look at the world in new ways. Also, they can equalize differences among learners with different job types or status.
- Interview: Reference Reviews North American Regional Editor Sarah Nesbeitt
- Showing What You've Got: Professional Presentations
- Lights, Camera, Action!
- Keeping In Touch To Keep Up
- Then I Saw the Web -- Now I'm a Believer
- What's Online? Recommended Resources
- But I Want To Hold It In My Hand! Print Resources