Results of a digital library curriculum field test

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dc.contributorVirginia Tech. Department of Computer Scienceen
dc.contributorFlorida State University. School of Informationen
dc.contributorLouisiana State University. School of Library and Information Science. Center for Computation and Technologyen
dc.contributorUniversity of North Carolina at Chapel Hill. School of Information and Library Scienceen
dc.contributor.authorOh, Sangheeen
dc.contributor.authorYang, Seungwonen
dc.contributor.authorPomerantz, Jeffrey P.en
dc.contributor.authorWildemuth, Barbara M.en
dc.contributor.authorFox, Edward A.en
dc.contributor.departmentDigital Library Research Laboratoryen
dc.contributor.departmentComputer Scienceen
dc.date.accessed2016-02-12en
dc.date.accessioned2016-02-16T08:03:29Zen
dc.date.available2016-02-16T08:03:29Zen
dc.date.issued2015-05-20en
dc.description.abstractThe DL Curriculum Development project was launched in 2006, responding to an urgent need for consensus on DL curriculum across the fields of computer science and information and library science. Over the course of several years, 13 modules of a digital libraries (DL) curriculum were developed and were ready for field testing. The modules were evaluated in DL courses in real classroom environments in 37 classes by 15 instructors and their students. Interviews with instructors and questionnaires completed by their students were used to collect evaluative feedback. Findings indicate that the modules have been well designed to educate students on important topics and issues in DLs, in general. Suggestions to improve the modules based on the interviews and questionnaires were discussed as well. After the field test, module development has been continued, not only for the DL community but also others associated with DLs, such as information retrieval, big data, and multimedia. Currently, 56 modules are readily available for use through the project website or the Wikiversity site.en
dc.description.sponsorshipNational Science Foundationen
dc.description.sponsorshipIIS-0535057en
dc.description.sponsorshipUniversity of North Carolina at Chapel Hillen
dc.description.sponsorshipIIS-0535060en
dc.description.sponsorshipNational Institute of Justiceen
dc.description.sponsorship2009-DN-BX-K229en
dc.description.sponsorshipVirginia Tech. Open Access Subvention Funden
dc.format.extent14 p.en
dc.format.mimetypeapplication/pdfen
dc.identifier.citationOh, S., Yang, S., Pomerantz, J. P., Wildemuth, B. M., & Fox, E. A. (2015). Results of a digital library curriculum field test. International Journal on Digital Libraries, 1-14. doi:10.1007/s00799-015-0151-en
dc.identifier.doihttps://doi.org/10.1007/s00799-015-0151-5en
dc.identifier.issn1432-1300en
dc.identifier.urihttp://hdl.handle.net/10919/64823en
dc.identifier.urlhttp://link.springer.com/article/10.1007%2Fs00799-015-0151-5en
dc.language.isoen_USen
dc.publisherSpringeren
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.holderOh, Sangheeen
dc.rights.holderYang, Seungwonen
dc.rights.holderPomerantz, Jeffrey P.en
dc.rights.holderWildemuth, Barbara M.en
dc.rights.holderFox, Edward A.en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectDigital librariesen
dc.subjectCurriculum evaluationen
dc.subjectEducational resourcesen
dc.subjectComputer scienceen
dc.subjectInformation scienceen
dc.titleResults of a digital library curriculum field testen
dc.title.serialInternational Journal on Digital Librariesen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten

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