50012 Storing Objects and Artifacts

Handbook description

This subject examines theories, models and techniques for storing a wide range of text and non-text digital objects in many institutional contexts, including corporate, cultural and heritage environments. Students use international and national standards and unique solutions for describing digital objects, and design web-enabled interfaces for effective retrieval and display of the stored content.

Subject objectives/outcomes

At the completion of this subject, students should be able to:

1. Identify, analyse and evaluate conceptual frameworks and applications for storing information objects, such as text documents, still and moving images, and artifacts to suit client requirements.
2. Demonstrate awareness of the issues of organising and accessing information objects, with particular knowledge of key areas of contemporary debate and implications for practice.
3. Apply processes of analysing information resources in the production of components of information systems meeting a professional standard.
4. Demonstrate some of the key skills and capabilities required for effective organisation, representation and retrieval of networked information resources in the production of components of an information system meeting professional standards.
5. Further develop an individual professional portfolio.

Contribution to graduate profile

This subject enables students to put key principles of information organisation into practice and demonstrate advanced information management skills in diverse environments. Students will be able to critically reflect on their practice, with reference to some of the understandings emerging from contemporary research into the issues and contexts of organising and storing information objects. Students will develop an understanding of the relationship between individuals and/or institutions and information resources and how these are valued, captured, structured, made accessible and shared for effective use. Through assessable tasks and learning activities they will also develop creative, critical, reflective problem-solving capabilities and a commitment to lifelong learning.

Teaching and learning strategies

Teaching strategies will strive to promote interactive learning and a 'learning by doing' approach to foster exploration extending beyond the classroom. The weekly program will involve lectures, group discussions, computer laboratory sessions to develop the information skills necessary for completion of assignments. Students will develop computing skills that enable them to work with advanced indexing and retrieval tools, including the creation of databases to manage diverse types of information such as text, images, and other media. Active participation at all stages will be essential for successful completion of this course. Students will be expected to prepare for class discussions, using readings and computer exercises as required. Participation on the subject's UTS Online community for discussions and collaborations will also be a significant component of the program.

Content

Concepts of information and knowledge representation & organisation and user-centred design. (objective a)

Factors influencing the organisation of information objects for access: exploring role & power of organising structures, classifications, ontological and epistemological views (objectives a & b)

Developing skills for organising and indexing content: content analysis, indexing, classifying, abstracting, and synthesising. (objective c & d)

Utilising metadata tools and techniques to address client requirements (e.g.: indexing to appropriate level of granularity). (objectives b & d)

Application of Standards & Guidelines for organising and representing content in information systems for accessibility and interoperability (e.g.: industry standards, language control, taxonomies, metadata). (objective d)

Database structure and development: structures & architectures; content representation in text-based and multimedia systems; designing and evaluating a database addressing clients' information requirements; usability testing and contextual inquiry methods. (objectives d & e)

Skills development for the critical, self-managed professional, including writing proposals and documenting processes in a practice situation. (objectives c & d)

Assessment

Assessment item 1: Activity and decision support portfolio - part 1

Objective(s):	a, b, c, d, e
Weighting:	30%
Task:	This assignment involves the completion of 3 activities introduced and begun during tutorials. Activities can include, but not limited to, facet analysis, information structures, classifying objects and artifacts, designing a simple relational database. Decisions made during the process of completing each activity will be informed by an analysis of appropriate theoretical literature. This will be presented in a decision support document for each activity. Each component of the assessment will be stored as part of a professional portfolio. The deliverables are: 3 completed activities, introduced during tutorials 3 accompanying decision support analysis documents (500 words each)
Assessment criteria:	Demonstrated understanding of the theoretical underpinnings for 3 assigned activities. Presentation of a clear and well-argued decision support analysis for each activity. Ability to relate information requirements to the use and development of appropriate information tools. Evidence of effective use of theoretical literature to support claims. Quality of written expression and presentation of content

Assessment item 2: Activity and decision support portfolio - part 2

Objective(s):	a, b, c
Weighting:	30%
Task:	This assignment involves the completion of 3 activities introduced and begun during tutorials. Activities can include, but not limited to, describing and manually indexing objects and artifacts such as documents, images, videos, designing a taxonomy, designing a simple full-text database to demonstrate machine indexing processes. Decisions made during the process of completing each activity will be informed by an analysis of appropriate theoretical literature. This will be presented in a decision support document for each activity. The deliverables are: 3 completed activities, introduced during tutorials 3 accompanying decision support analysis documents (500 words each)
Assessment criteria:	Demonstrated understanding of the theoretical underpinnings for 3 assigned activities. Presentation of a clear and well-argued decision support analysis for each activity. Ability to relate information requirements to the use and development of appropriate information tools. Evidence of effective use of theoretical literature to support claims. Quality of written expression and presentation of content.

Assessment item 3: Prototype of a full-text and image retrieval system for a select client community

Objective(s):	a, c, d
Weighting:	40%
Task:	This assignment involves preparing a prototype of a database of unstructured information, including full-text documents, image and other non-text objects that meets the projected requirements of a specific client. You will choose from a range of hypothetical scenarios (provided by the instructor), analyse the information needs embedded in the context of the scenario and design the storage system which meets these needs. The assignment has two components: The proposal (1500-2000 words), and appendices (not included in the word count) — 15% The database prototype (including authority files and content) — 25%
Assessment criteria:	Ability to identify and succinctly describe the characteristics of the client and how their behaviour relates to use of an information retrieval system. Development of a clear and well-argued set of specifications that indicate the aims and principles for organising and providing access to the collection. Appropriateness of the structure of the database and metadata decisions to achieve the required outcomes, including consistency and interoperability Ability to identify appropriate indexing techniques and subject representation standards. Appropriate reference to the theoretical underpinnings of system design. Quality of written expression and presentation of content.

Minimum requirements

Students are expected to read the subject outline to ensure they are familiar with the subject requirements. Since class discussion and participation in activities form an integral part of this subject, you are expected to attend, arrive punctually and actively participate in classes. If you experience difficulties meeting this requirement, please contact your lecturer. Students who have a reason for extended absence (e.g., illness) may be required to complete additional work to ensure they achieve the subject objectives.

Attendance is particularly important in this subject because it is based on a collaborative approach which involves essential workshopping and interchange of ideas. Students who attend fewer than ten classes are advised that their final work will not be assessed and that they are likely to fail the subject.

Indicative references

Anderson, J.D. & Perez-Carballo, J. 2005, Information retrieval design : principles and options for information description, organization, display, and access in information retrieval databases, digital libraries, and indexes, Ometeca Institute, St. Petersburg, Fla.


Bowker, G.C. & Star, S.L. 1999, Sorting things out: classification and its consequences, MIT Press, Cambridge, Mass.


Chowdhury, G.G. 2004, Introduction to modern information retrieval, Facet Publishing, London.


Gorman, G.E. & Dorner, D.G. (eds) 2004, Metadata applications and management, Facet, London.


Haynes, D. 2003, Metadata for information management and retrieval, Facet, London.


Harrington, J.L. 2002, Relational database design clearly explained, Morgan Kaufmann, New York.


Hemsley, J., Cappellini, V. & Stanke, G. (eds) 2005, Digital applications for cultural and heritage institutions, Ashgate, Burlington, VT.


Jacso, P. & Lancaster, F.W. 1999, Build your own database, American Library Association, Chicago.


Lancaster, F.W. 1998, Indexing and abstracting in theory and practice, 2nd edn, Library Association, London.


Lesk, M. 2005, 'Multimedia storage and retrieval', in, Understanding digital libraries, Elsevier, Boston, pp. 91-115


Liu, Jia, 2007, Metadata and its applications in the digital library : approaches and practices Westport, Conn. : Libraries Unlimited.


Morville, P. 2005, Ambient Findability, O'Reilly Media Inc, Sebastopol, CA


Orna, E. 1997, Information management in museums, Gower, Brookfield, Vt.


Rafferty, P. & Hidderley, R. 2005, Indexing multimedia and creative works : the problems of meaning and interpretation, Ashgate, Burlington, VT.


Roe, S.K. & Thomas, A.R. (eds) 2004, The thesaurus : review, renaissance and revision, Haworth Information Press, Binghamton, NY.


Taylor, A.G. 2004, The organization of information, Libraries Unlimited, Westport, Conn.