DOCSLIB.ORG

Metadata: a Primer for Indexers

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Metadata: a Primer for Indexers METADATA: A PRIMER FOR INDEXERS Metadata: A Primer for Indexers BY DEBBIE OLSON Introduction data that fits the definition. Metadata. It’s a term being used widely and often • “Digital libraries” made up of born-digital infor - in the library (digital libraries, cataloging), business mation or materials originally in another format Debbie Olson provides freelance (knowledge management), and web design (infor - brought together online via scanning or other indexing, library and archival services mation architecture and taxonomy development) technologies. Such initiatives are seen in the tra - and lives in Syracuse, NY. She is the worlds. Its most basic definition – one that you are ditional library environments but organizations current Webmaster for the Web Index - probably already familiar with – is “information also use digital library concepts to document ing SIG and has recently audited about information.” It’s the mantra of the informa - their in-house information. classes in information architecture and tion world. But here’s a more detailed definition • The information contained in the metadata from Syracuse University. from the National Information Standards Organiza - <head></head> element of a web page, e.g. key - She can be reached at [email protected] tion (NISO) where the key to metadata is that it is words. or www.olson-info.com . “structured” information (2004): • The technical details associated with photos Metadata is structured information that from a digital camera, e.g. width, height, pixels describes, explains, locates, or otherwise per inch, resolution. makes it easier to retrieve, use, or manage • The information about music downloaded from an information resource. 1 an online source e.g. artist, length, genre. • The properties of a text document, e.g. type of Its nuances now cast a broader net in terms of file, location, creator. meaning and application. It’s partially about a Some types of metadata may be automatically change in terminology stemming from a change in embedded in a record such as in the case of photos technology but it’s also about a new way of looking taken from a digital camera or in downloaded at information. And as standards and best practices music. It can also be proprietary, as in the case of evolve, information can be more easily accessed and the metadata stored in a text editor, or non-propri - shared across communities and platforms. etary, such as that stored in the header of an HTML Indexers are already creators of metadata and document. Other metadata is added by humans. have important skills and experience to bring to the Tagging photos on a gallery website such as Flickr is broader discussion. We can start by developing a one example .2 basic understanding of the definitions, standards, schemas, applications, and best practices associated Types of Metadata with the world of metadata. Metadata is generally broken down into four or Applications for Metadata five categories. Administrative metadata includes rights and preservation metadata (sometimes sepa - Metadata creation is not limited to text-based rate) and contains information regarding the cre - material. It can be applied to three-dimensional ation, management, and accessibility of the material. objects, images, audio, video materials, geospatial Technical metadata (sometimes included with admin - data, PowerPoint presentations, lesson plans, web - istrative) contains information about how the item sites, computer file systems, and just about anything or piece of information was generated or transferred, we want in order to find it faster and more effi - e.g. camera settings for a photograph that are auto - ciently in the future. A few examples include: matically embedded in the file/object. Structural • The traditional library card catalog – certainly metadata refers to how the information or object is one of the earliest, mainstream forms of meta - to be compiled, e.g. filenames for chapters of a 18 JANUARY – MARCH 2009 METADATA: A PRIMER FOR INDEXERS book. Descriptive metadata, the type of meta - munity can be viewed in the <head></head> the genre term to input in the “type” element. data we’re most familiar with and indexers are section of the page info and page source codes It can be adapted or modified for non-DCMES most likely to work with, includes elements of the home page for IBM. 7 Dublin Core is projects. such as titles, genres, authors/creators, and declared as the namespace , where the name of The Tools of Metadata Creation subjects. 3 the schema and the web location (URL) where Metadata Standards and Schemas it resides is given. For example, IBM uses six Metadata can be input by hand or with the Dublin Core elements that are noted by the assistance of tools such as templates and edi - Metadata standards and schemas provide a “dc” prefix: dc.publisher, dc.language, dc.date, tors. Schemas may also have tools created way to format and exchange metadata and dc.rights, dc.subject, and dc.type. W3C-DTF, a especially for them to assist with creating and improve interoperability , or the ability to be syntax standard for expressing the date and encoding metadata for the Web. One example understood and shared across information time, is used for configuring the date and is DC-dot, a Web-based application that will communities and platforms. Metadata stan - dc.subject refers to internal IBM taxonomies . generate DCMES metadata in HTML or XML dards address how to describe content and DCMES, however, has become too simplistic for embedding in the <head></head> of a Web what must be included, such as a title, creator, for some communities. The fifteen elements page. 10 date, and subject. Standards also provide the were refined and expanded with additional There are also crosswalks , tools to assist with rules, or syntax , for how values , e.g. , the name properties but other standards and schemas converting one schema to another through of a particular title or a subject heading, are have been developed too. A few examples mapping one set of elements to another or via constructed or formatted. Metadata schemas , as include: Categories for the Description of Works an intermediary, e.g., one schema is mapped to opposed to schemas for encoding material for of Art (CDWA) and the VRA Core Categories DCMES then mapped to another schema from the Web such as XML, include specific sets of (VRA) for artwork and other visual media; DCMES. It is important to keep in mind that elements, e.g., title, creator, date, and subject. IEEE Learning Object Metadata (LOM) and with any of these tools a certain amount of In the library community, the Anglo-Ameri - Gateway to Educational Materials (GEM) for editing will be necessary to meet the needs of a can Cataloging Rules (AACR) provides the rules educational materials; Encoded Archival Descrip - particular project or community. to describe the content of a bibliographic tion (EAD) for archival finding aids; Content Metadata may also be created through a record while MAchine Readable Cataloging Standards for Digital Geospatial Metadata content management system (CMS) which (MARC) provides the schema, or set of ele - (CSDGM) for scientific material; and ONline provides for the authoring, publishing, archiv - ments, to markup and encode this biblio - Information eXhange (ONIX ) and the Text ing, and searching of documents. Many corpo - graphic information in an electronic format, Encoding Initiative (TEI) for booksellers and rations are using CMSs to manage websites e.g., 245 is the title field. In the archival com - publishers. Elements from various schemas and internal information 11 and many cultural munity, Describing Archives: A Content Standard may also be combined to create an application institutions are using digital management soft - (DACS) , provides the standards for describing profile , a formal set of guidelines on how a par - ware packages, e.g., CONTENTdm®, to cata - archival materials while Encoded Archival ticular community is using the elements of one log their collections. 12 Open source (free) Description (EAD) provides the set of elements or several schemas. systems are also available to manage content necessary to markup and encode the material, The public sector is also involved and and metadata. such as the components of a finding aid, for an invested in developing standards and schemas Indexers as Metadata Creators online environment. to manage the ever-expanding amount of Current metadata standards and schemas online government information. The Australian In expanding our knowledge and vocabu - were developed and became more widespread Government Locator Service (AGLS), the e- lary to include the world of metadata we can primarily in the mid-1990s with the creation Government Metadata Standard (e-GMS) (UK), take a step towards not only maintaining, but of the Dublin Core Metadata Element Set and the Government of Canada Records Man - more importantly, advancing our role in the (DCMES) . Sometimes simply known as agement Metadata Standard (GC RMMS) are information world in our own eyes and those “Dublin Core,” it is named after Dublin, Ohio, examples. The U.S. federal government recom - of the wider information community. We can the location where the original workshop con - mends the use of metadata as a part of its best begin by familiarizing ourselves with the basics vened and where OCLC, the library cataloging practices for government websites . 8 Many of of metadata and its applications, standards, services company, is headquartered. The initia - these
Load more

Recommended publications
  • Metadata Demystified: a Guide for Publishers
    ISBN 1-880124-59-9 Metadata Demystified: A Guide for Publishers Table of Contents What Metadata Is 1 What Metadata Isn’t 3 XML 3 Identifiers 4 Why Metadata Is Important 6 What Metadata Means to the Publisher 6 What Metadata Means to the Reader 6 Book-Oriented Metadata Practices 8 ONIX 9 Journal-Oriented Metadata Practices 10 ONIX for Serials 10 JWP On the Exchange of Serials Subscription Information 10 CrossRef 11 The Open Archives Initiative 13 Conclusion 13 Where To Go From Here 13 Compendium of Cited Resources 14 About the Authors and Publishers 15 Published by: The Sheridan Press & NISO Press Contributing Editors: Pat Harris, Susan Parente, Kevin Pirkey, Greg Suprock, Mark Witkowski Authors: Amy Brand, Frank Daly, Barbara Meyers Copyright 2003, The Sheridan Press and NISO Press Printed July 2003 Metadata Demystified: A Guide for Publishers This guide presents an overview of evolving classified according to a variety of specific metadata conventions in publishing, as well as functions, such as technical metadata for related initiatives designed to standardize how technical processes, rights metadata for rights metadata is structured and disseminated resolution, and preservation metadata for online. Focusing on strategic rather than digital archiving, this guide focuses on technical considerations in the business of descriptive metadata, or metadata that publishing, this guide offers insight into how characterizes the content itself. book and journal publishers can streamline the various metadata-based operations at work Occurrences of metadata vary tremendously in their companies and leverage that metadata in richness; that is, how much or how little for added exposure through digital media such of the entity being described is actually as the Web.
    [Show full text]
  • Developing a Learning Object Metadata
    University of Wollongong Research Online Faculty of Social Sciences - Papers Faculty of Social Sciences 2004 Developing a learning object metadata application profile based on LOM suitable for Australian higher education context Shirley Agostinho University of Wollongong, [email protected] Sue Bennett University of Wollongong, [email protected] Lori Lockyer University of Wollongong, [email protected] Barry Harper University of Wollongong, [email protected] Publication Details Agostinho, S., Bennett, S., Lockyer, L. & Harper, B. (2004). Developing a learning object metadata application profile based on LOM suitable for Australian higher education context. Australasian Journal of Educational Technology, 20 (2), 191-208. Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Developing a learning object metadata application profile based on LOM suitable for Australian higher education context Abstract This paper reports recent work in developing of structures and processes that support university teachers and instructional designers incorporating learning objects into higher education focused learning designs. The aim of the project is to develop a framework to guide the design and implementation of high quality learning experiences. This framework is premised on the proposition that learning objects are resources that can be incorporated within a learning design. The learning design serves as the pedagogical model that drives the development. The first phase of the project required an analysis of metadata schemas by which learning objects could be described, to facilitate discovery, retrieval and inclusion in a learning design. In particular, the pedagogical descriptors within the IEEE Learning Object Metadata (LOM) standard were examined to determine their suitability for use in this project.
    [Show full text]
  • Metadata Standards
    Chapter 3 METADATA STANDARDS This chapter lists the major metadata standards in use or under development. Standards are subdivided into six areas: general, transportation models, educa- tion, media-specific, preservation, and rights. Each standard lists its official URL, sponsoring agency, community of use, purpose and goals, description, potential for information organizations, and key projects. General metadata standards General metadata standards are the most common, well-known, and univer- sally accepted schemas to date. Some are general and meant to be used as universal or common-denominator standards; others are for specific communi- ties with specific information resources. Most of the metadata standards listed here have emerged as practical applications in use, or will probably emerge as the most commonly applied standards, due to broad international support, history and development, or industry application and acceptance. Dublin Core Metadata Initiative (DCMI) http://dublincore.org The Dublin Core Metadata Initiative (DCMI) is managed by an international board of trustees, but most of the direction and maintenance of the standard has been led by the Online Computer Library Center (OCLC) in Dublin, Ohio. Community of use Library Technology Reports Librarians, Web content providers, Web resource creators, metadata creators, and general public. Purpose and goals Dublin Core assists in the discovery and description of Web and electronic resources. It is designed to provide a simple descriptive metadata standard extensible to Web resources of any format or subject domain. Description www.techsource.ala.org Dublin Core is a set of 15 core elements that assist in simple description and discovery of electronic resources. The standards basic principles are the reasons for its success as a viable common-denominator metadata standard for elec- tronic resources.
    [Show full text]
  • A Framework of Guidance for Building Good Digital Collections
    A Framework of Guidance for Building Good Digital Collections 3rd edition December 2007 A NISO Recommended Practice Prepared by the NISO Framework Working Group with support from the Institute of Museum and Library Services About NISO Recommended Practices A NISO Recommended Practice is a recommended "best practice" or "guideline" for methods, materials, or practices in order to give guidance to the user. Such documents usually represent a leading edge, exceptional model, or proven industry practice. All elements of Recommended Practices are discretionary and may be used as stated or modified by the user to meet specific needs. This recommended practice may be revised or withdrawn at any time. For current information on the status of this publication contact the NISO office or visit the NISO website (www.niso.org). Published by National Information Standards Organization (NISO) One North Charles Street, Suite 1905 Baltimore, MD 21201 www.niso.org Copyright © 2007 by the National Information Standards Organization All rights reserved under International and Pan-American Copyright Conventions. For noncommercial purposes only, this publication may be reproduced or transmitted in any form or by any means without prior permission in writing from the publisher, provided it is reproduced accurately, the source of the material is identified, and the NISO copyright status is acknowledged. All inquires regarding translations into other languages or commercial reproduction or distribution should be addressed to: NISO, One North Charles Street, Suite
    [Show full text]
  • Efficient and Descriptive Learning Object Metadata: an Essential Component of K12 Instructional Reform
    Application and Policy Brief: Efficient and Descriptive Learning Object Metadata: An Essential Component of K12 Instructional Reform Version 1.0 -- 20 February 2013 APB2-022013 An IMS Global position paper addressing standardization of a Learning Object metadata vocabulary and federated search process consistent with the instructional requirements of the Common Core Organizations, standards and instructional requirements germane to the metadata standardization dialog As U.S. state departments of education and K12 school districts continue to confront the details of RTTT (Race to the Top) and CCSS (Common Core State Standards), the potential merits of both initiatives have been argued for in the IMS Global publication, “Evolving Personalized Learning: Maximizing K12 Expenditures to Support Instructional Reform” (http://www.imsglobal.org/i3lc/201211-EvolvingK12PersonalizedLearning-FNL.pdf ), but the critical factors for achieving the promise of the CCSS as well as the costs for initial deployment and sustainability need to be better understood. Copyright © 2013 IMS Global Learning Consortium Page 1 of 26 Design and delivery of a sustained and immersive learning context in which students can master and understand the importance of academic skills and apply those skills to solve cognitively complex real world problems is time consuming and arduous. The capacity to provide teachers with intuitive access to an adequate quantity and comprehensive range of learning resources appropriate to this academically rigorous and relevant learning environments is among the most challenging of the CCSS ecosystem functions to establish and maintain. Failure to automate and sustain the more labor intensive and repetitive CCSS learning environment design and delivery tasks (particularly Learning Object location and assignment as well as differentiation of instruction and delivery and analysis of formative assessment) will render this evolved instructional approach more than the teacher practitioner can be expected to manage.
    [Show full text]
  • Developing a Learning Object Metadata Application Profile Based on OML Suitable for Australian Higher Education Context
    University of Wollongong Research Online Faculty of Social Sciences - Papers Faculty of Arts, Social Sciences & Humanities 2004 Developing a learning object metadata application profile based on OML suitable for Australian higher education context Shirley Agostinho University of Wollongong, [email protected] Sue Bennett University of Wollongong, [email protected] Lori Lockyer University of Wollongong, [email protected] Barry Harper University of Wollongong, [email protected] Follow this and additional works at: https://ro.uow.edu.au/sspapers Part of the Education Commons, and the Social and Behavioral Sciences Commons Recommended Citation Agostinho, Shirley; Bennett, Sue; Lockyer, Lori; and Harper, Barry, "Developing a learning object metadata application profile based on OML suitable for Australian higher education context" (2004). Faculty of Social Sciences - Papers. 997. https://ro.uow.edu.au/sspapers/997 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Developing a learning object metadata application profile based on OML suitable for Australian higher education context Abstract This paper reports recent work in developing of structures and processes that support university teachers and instructional designers incorporating learning objects into higher education focused learning designs. The aim of the project is to develop a framework to guide the design and implementation of high quality learning experiences. This framework is premised on the proposition that learning objects are resources that can be incorporated within a learning design. The learning design serves as the pedagogical model that drives the development. The first phase of the project required an analysis of metadata schemas by which learning objects could be described, to facilitate discovery, retrieval and inclusion in a learning design.
    [Show full text]
  • What Is IEEE Learning Object Metadata / IMS Learning Resource Metadata? by Phil Barker in Brief
    cetis standards briefings series What Is... What is IEEE Learning Object Metadata / IMS Learning Resource Metadata? by Phil Barker In Brief What is IEEE Learning Object in referring to both the IEEE standard and version 1.3 of the IMS specification. The IMS LRM specification also Metadata / IMS Learning Resource provides an extensive Best Practice and Implementation Metadata? Guide, and an XSL transform that can be used to migrate metadata instances from the older versions of the IMS The IEEE 1484.12.1 – 2002 Standard for Learning LRM XML binding to the IEEE LOM XML binding. Object Metadata is an internationally recognised open standard (published by the Institute of Electrical and Electronics Engineers Standards Association) for the What is the LOM for? description of “learning objects”. The IEEE working group that developed the standard defined learning Some of the main things that the LOM is designed to objects as being “any entity, digital or non-digital, that help you achieve are: may be used for learning, education or training”, a definition which has struck many commentators as Creation of well structured descriptions of learning being rather broad in its scope. IEEE 1484.12.1 is the resources. These descriptions should help facilitate first part of a multipart standard, and describes the the discovery, location, evaluation and acquisition of LOM data model. The LOM data model specifies which learning resources by students, teachers or automated aspects of a learning object should be described and software processes. what vocabularies may be used for these descriptions; it also defines how this data model can be amended by • Sharing of descriptions of learning resources between additions or constraints.
    [Show full text]
  • SELEAC 2003-4715 / 001-001 Standardization and Using Didactical
    SELEAC 2003-4715 / 001-001 Standardization and using didactical metadata within the project SELEAC Topics of the current trends and suggestions to optimize didactical metadata of the CustomDP-System Fraunhofer IAO 1 Table of contents 1 Introduction 3 2 General survey of current trends concerning metadata and standardization organisations in the field of e- learning 3 2.1 Metadata 3 2.2 Standardization organisations 4 3 General survey of current trends concerning standardization and quality of didactical concepts 8 3.1 Learning Object Metadata (LOM) 8 3.2 Limitations of LOM and conclusions for CustomDP 10 3.3 Ariadne 14 3.4 Educational Modelling Language (EML) 16 3.5 Essener-Lern-Modell (ELM) 17 3.6 Features of the Educational meta-data management toolkit EM2 23 3.7 UK Learning Object Metadata Core 24 4 Summary of the suggestions for modifications of metadata within CustomDP 25 4.1 Metadata in CustomDP 25 4.2 Synopsis of metadata in LOM and CustomDP 25 References 28 Appendix 1: Survey on Vocabulary Usage of Learning Resource Type 29 Appendix 2: Synopsis of educational metada in LOM and CustomDP 31 2 Fraunhofer IAO - Seleac 2003-4715 / 001-001 1 Introduction An abundance of methods to develop and to standardise e-learning offered in different contexts makes it quite difficult to find the right information for specific questions concerning the development and design of e-learning content. One ambition within the project Seleac is to improve the didactical metadata for the content of the CustomDP System. The following text deals with current questions and discussion concerning the design of metadata, especially didactical metadata.
    [Show full text]
  • Metadata for the Open Data Portals
    Metadata for the open data portals Discussion Paper No. 6, December 2016, Joined-up Data Standards Project Beata Lisowska Data Scientist, Development Initiatives Contents Introduction .............................................................................................................................. 2 Platforms used for open data portals ...................................................................................... 3 Metadata standards .................................................................................................................. 4 Core metadata standards ........................................................................ 5 RDF Data Cube vocabulary .................................................................... 5 Dublin Core ............................................................................................ 5 Data Catalog Vocabulary (DCAT) ........................................................... 6 Other metadata standards ...................................................................... 6 Geographic metadata standards ............................................................. 6 ISO 19115 .............................................................................................. 6 Open data portals and metadata ............................................................................................. 8 Socrata and CKAN ................................................................................... 8 DKAN .......................................................................................................
    [Show full text]
  • Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document. Multimedia Learning Systems Based on IEEE Learning Object Metadata (LOM)
    DOCUMENT RESUME ED 466 172 IR 021 243 AUTHOR Holzinger, Andreas; Kleinberger, Thomas; Muller, Paul TITLE Multimedia Learning Systems Based on IEEE Learning Object Metadata (LOM). PUB DATE 2001-06-00 NOTE 7p.; In: ED-MEDIA 2001 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (13th, Tampere, Finland, June 25-30, 2001); see IR 021 194. PUB TYPE Reports Descriptive (141) Speeches/Meeting Papers (150) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Computer System Design; Distance Education; Educational Resources; *Educational Technology; Foreign Countries; *Information Systems; Metadata; Multimedia Materials; Standards IDENTIFIERS Austria; Dublin Core; Gateway to Educational Materials; Germany ABSTRACT One of the "hottest" topics in recent information systems and computer science is metadata. Learning Object Metadata (LOM) appears to be a very powerful mechanism for representing metadata, because of the great variety of LOM Objects. This is on of the reasons why the LOM standard is repeatedly cited in projects in the field of eLearning Systems. This multimedia learning related technology could enhance conventional learning systems. Some applications have many possibilities to interpret and use the information of the LOM base schema. One of the disadvantages of the very complex metadata structure is the fact that it is difficult or confusing to determine the relevant elements for a satisfying result. Therefore, a learning system based on the LOM standard is expected to provide an intuitive user interface that supports the user in getting good results. This article describes why metadata is needed, discusses the development from Dublin Core, Gateway to Educational Materials (GEM), and Warwick-Framework to the IEEE LOM, and presents four examples of successfully implemented systems.
    [Show full text]
  • Metadata Developments in Libraries and Other Cultural Heritage Institutions
    Chapter 1 Metadata Developments in Libraries and Other Cultural Heritage Institutions Abstract there were not many examples in the field. Much has happened between these LTR issues, not This issue of Library Technology Reports (vol. 49, no. the least of which has been the funding and creation 5) “Library Linked Data: Research and Adoption” focuses of new national and international organizations whose on research and practice related to library metadata. In goal is to bring together and publish the collections of order to more fully understand this world, we also need cultural heritage and memory institutions. Since 2007, to consider the work being done in the archival and LAM (libraries, archives, and museums) communities museum communities. In chapter 1, we lay the foundation have developed new cataloging and archival process- for our exploration in libraries, archives, and museums ing frameworks (e.g., RDA, DACS, and CCO) and are (LAM) and consider the role and impact of this work in keenly interested in exploring the impact of new infor- the broader world of the Semantic Web, linked data, and mation systems on user needs. In the library world, data-rich web services. This chapter starts by introducing this discussion has led to the BIBFRAME initiative and a model for understanding the component parts of meta- a focused effort to implement the Resource Description data systems and concludes by outlining the process for and Access (RDA) specification. In museum communi- creating and publishing linked data. ties, the International Council of Museums has updated the CIDOC Conceptual Reference Model (CIDOC-CRM) as well as the Cataloging Cultural Objects (CCO) speci- ReportsLibrary Technology Introduction fication.
    [Show full text]
  • Metadata in the Context of the European Library Project
    DC-2002: METADATA FOR E-COMMUNITIES: SUPPORTING DIVERSITY AND CONVERGENCE 2002 Proceedings of the International Conference on Dublin Core and Metadata for e-Communities, 2002 October 13-17, 2002 - Florence, Italy Organized by: Associazione Italiana Biblioteche (AIB) Biblioteca Nazionale Centrale di Firenze (BNCF) Dublin Core Metadata Initiative (DCMI) European University Institute (IUE) Istituto e Museo di Storia della Scienza (IMSS) Regione Toscana Università degli Studi di Firenze DC-2002 : metadata for e-communities : supporting diversity and con- vergence 2002 : proceedings of the International Conference on Dublin Core and Metadata for E-communities, 2002, October 13-17, 2002, Florence, Italy / organized by Associazione italiana biblioteche (AIB) … [at al.]. – Firenze : Firenze University Press, 2002. http://epress.unifi.it/ ISBN 88-8453-043-1 025.344 (ed. 20) Dublin Core – Congresses Cataloging of computer network resources - Congresses Print on demand is available © 2002 Firenze University Press Firenze University Press Borgo Albizi, 28 50122 Firenze, Italy http://epress.unifi.it/ Printed in Italy Proc. Int. Conf. on Dublin Core and Metadata for e-Communities 2002 © Firenze University Press DC-2002: Metadata for e-Communities: Supporting Diversity and Convergence DC-2002 marks the tenth in the ongoing series of International Dublin Core Workshops, and the second that includes a full program of tutorials and peer-reviewed conference papers. Interest in Dublin Core metadata has grown from a small collection of pioneering projects to adoption by governments and international organ- izations worldwide. The scope of interest and investment in metadata is broader still, however, and finding coherence in this rapidly growing area is challenging. The theme of DC-2002 — supporting diversity and convergence — acknowledges these changes.
    [Show full text]