Unit 12- Preconfigured VMs

This week's question is an interesting one, as I never considered the possibility of installing a pre-configured VM. My first instinct is that building a VM from scratch is a worthwhile learning opportunity, plus seeing the end result of what you've created is very satisfying. The other side of the argument is that my computer skills are adequate but I fear I lack the ability to build a high quality digital repository. The question put forth is that if I didn't have to spend a good amount of time learning these computer skills, I could focus more on the content of the collection. In my current job, our library uses software that we are unable to edit or add to, to meet our needs. The software was designed very nicely, but we have technical questions we can't receive help because our IT folks are unfamiliar with the system (and the licensing support has expired). I feel that building our own program would allow us to at least have a better working knowledge of how to make adjustments as we see fit. This would definitely benefit the collection. If a pre-configured VM is supported by an open access community, that would be good as well.

Unit 10 - Service Providers

The first service provider I looked at was Citebase Search. This is a self-proclaimed "work in progress" database which, while stating they've harvested metadate from different OAI repositories, they don't specify which ones. For some reason, this is information I like to see, and service providers such as Clio-i provides. I do, however like where Citebase Search is going with their setup. Once completed they'll have information on how to use the database, which organizations are harvesting from them, etc.
The University of Illinois OAI-PMH Data Provider Registry has a very informative consortium of information repositories. As a example, I looked at the repository for Princeton University Library. The service provider not only lists which repositories this one harvested from, but describes them as well (such as the subjects their records are on). The provider also states the OAI base URL which, I have learned, is essential for harvesting the metadata into my own repository. This service provider (as opposed to the "Registered Service Providers" website) outlines much of what I need to know before actually going into the repository and searching for it myself. This is very helpful as there have been some repositories where I could not find the OAI base URL, so I couldn't figure out how to harvest the metadata.
Sites that harvest a large number of metadata could potentially be more helpful; more likely to hold information that a user is seeking. I worry, though, about the technical implications of storing so much information on one site. If the repository somehow exhausts the amount of memory it can hold, the site could potentially lose service- the instability of such a repository might result in users losing faith/turning to other sources.

Unit 9 - Creating a digital catalog

Challenges have most definitely presented themselves during these past couple of weeks. In the past, my experience with cataloging has A.) only been print materials, and B.) working with established systems (i.e. using SEARS subject headings). Now I've had the chance to install repository software to catalog a small collection, and examine if LOC subject headings are really the best option. When describing an image, for example, in my EPrints collection, I felt like I was settling the closets LC heading shown, rather than finding the best headings to describe my item. This also leads to me to wonder how a user would see the collection when searching through it. The LC headings I assigned don't really seem like the types of keywords a user today might enter. Having a complete descriptive record (for example, a detailed description) could help. Those other descriptive fields could be utilized to include terms more likely to be used in a search.

Unit 7 - Building digital collections

As we're getting deeper into building a digital collection I'm learning more about the intricacies which affect how valuable/useful a collection can be. I'm actually a little concerned that a simple concept like controlled vocabulary is trickier than I imagined! The readings this week support what we've been learning about the Open Archives Initiative, and one segment discusses how the strength of the OAI is common metadata formats among various repositories. This leads me to really consider how I arrange the metadata for the items in my collection, because in a real world scenario I would want other institutions to locate and harvest this information; I worry that if I do a poor job at this, my "repository" is insufficient. I realize this is an issue that isn't new to what we have been discussing, but it's definitely opened my eyes to how much I should really be paying attention to, and learning about this area.

Unit 5 - modules

There were actually a couple of modules I installed, and hope to soon test out: a FAQ section and a chat room section (this one I'm unsure about- I didn't see technology requirements listed so I thought I'd give it a try). After reviewing available modules, these two seemed fitting for a collection of information relating to cleft lips/palates. I anticipate that many users of this collection are seeking information because they're personally involved with this birth defect. Some users might not know where to start with their research, which is why an FAQ section can help get them started. A chat room might not enhance the collection itself; it would be there as an added bonus, as many users are overwhelmed and need to talk to someone who not only shares in their experience, but may suggest further resources. In fact, suggestions via a chat room could give guidance on what my collection needs. Another module I'm considering is the daily news feed.
The only problems experienced was the correct format for entering the command in my VM. For example, typing "FAQ" vs. "Frequently Asked Questions," and keeping "chatroom" as one word vs. two. The simplest omission of a letter or one letter too many will result in an error message, so you need to pay very close attention to how you're entering the command.

Unit 3 - Pacing

So far, I am grateful for the pace at which the tech assignments are moving. Units 1 & 2 took into account that, even though many of us just finished up the Intro course, reviewing/refreshing of what we learned was in order. Another advantage of the current pace is that it allows for any necessary fixes when the technology assignments experience any sort of hang-ups. I like the balance of management and technology lectures.

Unit 2

"Copyright in the networked world: copyright police," by Michael Seadle.
Digital information is so easily accessible these days, that I felt this article was particularly relevant. Last week’s article on Drupal even noted how some artists are reluctant to deposit their work because they worry about others downloading and using it without their consent. I also worry that, without regulations on digital information, users (especially students) are concerned less and less with copyright- I hate to say it, but some instructors aren’t enforcing it enough in the classroom.
This article examines enforcement issues with online information, especially in regard to how libraries create policies in this area. Private enforcement groups do the most work with copyright infringement- a major example is file sharing which threatens the music industry (and DVD sales). Groups such as RIAA do bring individuals to court, but they also work to change people’s behaviors, to discourage them from illegal downloading to begin with. Unfortunately, this can be not only time consuming but costly as well. Studies have shown that increased monitoring doesn’t always mean less “cheating.” Even a little amount at least makes the public aware that penalties can happen. Having legal alternatives in place might also reduce (though not get rid of) file sharing. An alternative might be an institution that offers programs such as Napster to their users, so the act of downloading is more controlled. Some institutions might also install “speed bumps” on their computers like bandwidth restrictions, which limits what users can do. Their reasons for doing so are usually to keep themselves from being liable. But this also places them in the position of policing patrons’ actions, which they are not always happy to do. The article also notes complications that arise with police involvement, when a lot of the work online is done internationally (not every country follows the same copyright procedures).
In libraries, applying fair use policies to digital information can be tricky when authors of the work prove to be difficult to locate. Libraries are usually careful about obtaining permissions, so when an author can’t be found they must determine how much time will go into finding one, or if the library will risk providing access without permission.

Unit 1- collection objects

Though I have an extensive collection of digital photographs, I wanted a collection to more than just "pictures of friends" or "pictures of family." What I believe I'll work with are digital collection items chronicling the condition my niece was born with: cleft lip and palette. This collection would include images of her (inside the womb, as a newborn, shortly after her surgery, etc.), as well as documents on the stages of working through this condition post-surgery (i.e. speech therapy). The collection will also include documents that users could potentially be interested in such as symptons, causes, cures, conditions in developing countries. I do have a sound bite of her speaking, though I don't have the means for getting it onto my computer. I'll look into the possibility of transferring video images of her during the early stages. I know first hand how important it is to have a collection like this, which provides some insight to those whose infants have the same condition.