Transcript Slide 1

Image Management
SESSION 2
MANAGING IMAGE
COLLECTIONS
Issues to consider
Roger Mills
Coverage
Creating digital libraries and
repositories
Storage and preservation: short- and
long-term issues
Using images in teaching and learning:
the role of the information specialist
The impact of social networking tools:
salvation or hype?
Creating digital libraries and
repositories
Creating & Managing the
Image Collections of Oxford
University Library Services
Michael Popham
Oxford Digital Library
Creation – Selection
• Digitizing – for whom?
• Who devises and applies the selection
criteria?
• Do suitable images already exist
elsewhere?
• Digitizing from originals vs existing
analogue surrogates
• Business models – are there any?
Creation – Constraints
• Resources(!)
– Staff – project management, other expertise,
time
– Technology – capture & QA, management &
storage, delivery, preservation
• IPR
• Sources
– visual, textual (or combination?)
– Physical constraints (access, size, condition,
handling etc.)
Creation within OULS
• OULS Imaging Services
– On-site (for nearly 120 years!)
– Operates on a full cost-recovery business
model
– Expert staff; up-to-date equipment
– Robust and proven workflows and colour
management
– Continuous technological improvements
– Only creates technical metadata for images
– Not responsible for managing or delivering
image collections
Copy Stand
Grazer Book Cradle
Zeutschel Book Cradle
Managing – delivery
• What will you make available?
– Metadata + images (detail, granularity, quality
of both)
– Any constraints on access or reuse?
• How will you make images available
– What resources and delivery platforms are
available?
– Simple Open Source solution ↔ high-end
proprietary application
• On-going maintenance, end-user support
Managing – storage and
preservation
• What will you store?
– Nothing(!)↔master images only↔all
deliverables
• Typical digital data preservation issues
– Do you have any applicable preservation
policies
– Preservation is active not passive!
– Preservation infrastructure
• What resources are available to you?
• Who is responsible for carrying out which
preservation actions?
Managing within OULS
• Oxford Digital Library
– Overall responsibility for the management
and delivery of digital image collections
derived from OULS holdings
– Technical framework, recommendations re.
standards, offers advice and consultancy
– No formal authority to require compliance
• Digital Asset Management System
– OULS DAMS (= 64TB Sun Honeycomb +
Fedora)
Image collections within OULS
• OULS Imaging Services – 9M+ images
• OULS libraries have 1.9M+ slides and
glass plates
• c.1M+ digital images created in-house
– c.600K+ publicly available
• 50K-250K+ digital images created
elsewhere
Working with others
• Licensed content
– Octavo – digital facsimile editions
– Alexander Street Press
• Partnership
– ProQuest – Electronic Ephemera
– Google Books Library Program
Storage and preservation:
short- and long-term issues
General principles
• Digital images need constant care
• Ignore them and they become unreadable
• Projects must include long-term
preservation plan
• Temporary solutions may be needed for
initial delivery
• Collaboration leads to economies of scale
Storing masters
• Separate master and surrogate images
• For master use non-commercial files
formats to best quality possible (typically
uncompressed TIFF)
• Store offline and keep duplicate copies in
different location
• Refresh regularly, migrating to different
carrier if necessary and budget to do that
Delivering surrogates
• Typically create several copies at different
sizes: thumbnail, medium, large
• Technology may allow scaling to detailed
zoom
• Consider what may be freely downloaded
and protect via password etc if required
• Reproduction quality copies generally
supplied offline to order
Self-help
• What can we do as a subject community?
Using images in teaching and
learning: the role of the information
specialist
Advising teachers
Teachers may have:
• Lack of training in using digital images within
computer-based resources
• Lack of time to create new teaching materials
using new technology
• Lack of knowledge and awareness of existing
digital image collections and how the collection
or its individual images can be used
• Lack of clear copyright and usage notices
Assisting users
• Re-use of images in own work
• Using technology
• Quality and copyright issues
• Printing
• Publication
The impact of social networking
tools: salvation or hype?
What is Web 2.0? Ideas,
technologies and
implications for education
by Paul Anderson
A summary of:
JISC Technology and Standards Watch, Feb 2007
http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf
Roger Mills
What is Web 2.0?
• Web 2.0: does it exist?
• Social web – blogs, wikis, RSS feeds,
podcasts etc
• According to Tim Berners-Lee, this is what
the WWW was intended to be all along –
the ability for everyone to view and edit
any web page
Blogs
• Term coined 1997
• Blogosphere now incorporates multimedia
– photo-blogs, v(ideo) blogs, uploads from
mobiles (mob-blogging)
• Facilitates syndication and linking – but
blog permalinks link pages not content –
may not stay same
• 13million blogs but 10million inactive
Wikis
• Have history and rollback functions to
restore previous versions – blogs do not
• Self-moderation v. malicious editing
Tagging
• Social bookmarking – stored centrally and
shared
• Tagged with (multiple) keywords
• Also used for photos (Flickr), video
(YouTube), Odeo (podcasts [=audio blogs])
• CiteULike – store, organise and share
academic papers
RSS
• Lists updates to websites, blogs or
podcasts
• Collected and piped to users by
syndication
• Several versions of RSS
• New syndication system developed 2003: Atom
• Open standards
Newer Web 2.0 services
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Social networking
Aggregation services
Data ‘mash-ups’
Tracking and filtering content
Collaborating
Replicate office-style software in browser
Source ideas or work from the crowd
6 Key ideas
1. Individual production and User
Generated Content
2. Harness the power of the crowd
3. Data on an epic scale
4. Architecture of Participation
5. Network effects
6. Openness
1. User Generated Content
• Self-publishing growth similar to that
engendered by laser printing and dtp
• Cheap, fairly high quality video equipment
allows media to use users submissions eg
news from ‘citizen journalists’
• Motives monetary at one end, reputation at
the other
• End of editorial control – eg structure and
authority of edited newspaper
2. Harnessing the power of the crowd
• Intelligence or information?
• Cloudmark – collective spam filtering –
works better than machine analysis
• Crowdsourcing: intermediary sites which
make UGC available for re-use
• Threatens market for professionals
Folksonomy
• A collection of tags for individual use –
not collaborative
• Allows links between individuals or sites
with similar interests
• Repetition of tags indicate merging trends
of interest
3. Data on an epic scale
• Ever-increasing amounts of data leading
to ‘datafication’
• Google, Amazon, E-Bay rely on massive
amounts of data generated by ordinary
browsing to provide targeted services
through learning
• Who owns this data? Re-purposing,
reformatting, re-using - sinister
implications?
4. Architecture of participation
• System utilises user interactions to
improve itself
• Service improves the more people use it
5. Network effects
• Service increases in value to existing users
as others start using it
• Can result in lock-in to technology eg MS
Office
• Or adoption of inferior technology eg VHS
over Betamax
• Niche areas become significant
6. Openness
• Power not in data itself but control of
access to that data
• Aggregation and republishing obscure
rights
Pedagogical implications
• Techno-centric assumptions obscure
motivation
• Not all learners find self-production
compelling
• Students entrenched in peer and mentoring
communities may challenge accepted ideas
of hierarchy and production/authentication
of knowledge
• Privacy and plagiarism
• Shared authorship and assessment
Whither VLEs?
• Students prefer Facebook for discussion of
lecture materials downloaded from VLEs
• Develop Personalised Learnimg
Environments – PLEs?
Scholarly Research
• Use of folksonomies in developing formal
ontologies
• Cannot replace indexing/KM efforts using
controlled vocabularies
• Can develop alongside to develop
‘collabularies’
• Private blogging for peer debate
• Often anonymous
• Collective blogs for peer and public
communication
Scholarly publishing
• First stage publishing may become webonly
• Only best and most durable info
published conventionally
• Data mashing requires open access to data
• Open peer review
Libraries, repositories and archiving
• Library 2.0 services not necessarily product of
Web 2.0 technologies
• Eg ILL comparable to Amazon delivery
• People who borrowed this also borrowed…
• Ethos of he long tail: everything has a value
beyond how many times it is requested
• Tagging=indexing, blog trackbacking=citation
analysis, blog-rolling=chaining, RSS= alerting
• Web 2.0 can help understanding of user behaviour
Archiving
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Part of cultural memory
UK Web Archiving Consortium (UKWAC)
Many legal problems
Many technical problems
Web is transient
Depends on linked objects, in varying formats all
of which must be migrated
• Graphical look and feel – do we need it?
Preserving Web 2.0 content
• Often held in databases, so part of hidden web
• Pages created dynamically – little technology to
preserve developed yet
• APIs proprietary and in perpetual beta
• Much data stored on servers owned by
American companies
• Aggregated data as gathered e.g. by Google of
great historical interest
Web 2.0 archiving characteristics
• Link rot severe in blog archives
• Users consider media-sharing services
archives already. But if company closes?
• Personal catalogues and collections – who
is responsible for archiving?
• Web 2.0 not conducive to traditional
archiving approaches
• Can we devise new ones?
Looking ahead
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Major IPR impact
Information overload
Anxiety if not ‘fully connected’
Personal catalogues = manifestations of person’s
persona
• A person’s path through the information space
defines their lives
• Who owns this information?
• New ways of human interaction?
Web 2.0 and the Semantic Web
• Shift from documents to data on which
machines act
• Not realised yet
• Ontologies (costly) v. folksonomies (free)
• Semantic wikis and blogs – annotated by
machine
• Trust, security and social networks
Technology Bubble 2.0?
• Unwise to invest too much time, resources
and data in new and untested applications
• Proceed with caution!
And Web 3.0?
• High-powered graphics
• Visualisation
• 3-D social networking
• 3-D Internet – merging web and virtual
world environments
• Or a backlash to Web 2.0: software that
erases your digital path
Consequences of Web 2.0 for education
• Power of the crowd – new communities
and groups
• Growth in self-generated content
challenges exiting hierarchies
• Profound intellectual property debates
• Watch this space!