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Eight scholarly papers and seven abstracts comprise the content of the twenty-third annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The 2023 paper and abstract titles include: (1) The Reliability and Usability of ChatGPT for Library Metadata (Jenny Bodenhamer); (2) A Balancing Act in the Archives: Increasing Access to the Great Plains Black History Museum Collections (Wendy Guerra and Lori Schwartz); (3) Developing Info Students Where They Are: Personalizing Instruction to Increase Literacy Skills to Meet Engagement (Jorge A. León); (4) Empowering Undergraduates: Building Confidence in Primary Source Literacy (Jaycie Vos and Jess Cruz); (5) Quest for the Best: An Info Lit Strategy for First Year Seminars (Stephanie Hallam, Mary Bangert, and Michael Bezushko); (6) Are We Putting Our Values into Practice? Chat Reference Assessment (Mardi Mahaffy); (7) A Pilot Workshop on AI Art and Libraries at the University of Mississippi (Alex Watson); (8) New Expansions of Open Access to Benefit Research and Researchers (Barbara Pope); (9) Zettelkasten Note-Taking in Zotero for Grounded Writing (Rachel Brekhus); (10) Building Community: Library Leadership of a Common Book Program (Jill Becker); (11) Digital Media and Innovation Lab: A Must Have for Academic Libraries (Navadeep Khanal and Joseph Sabo); (12) Digital Libraries as Digital Third Place: Virtual Programming in the Age of Loneliness (Craig Finlay and Jenny Haddon); (13) Community Engagement: Academic and School Library Partnerships (Melissa Dennis); (14) Launching a Ticketing System With Asana (Hong Li); and (15) Meeting the Needs of Student Parents (Sarah Hebert). [For the 2022 proceedings, see ED623765.]

"An Corpas Cliste" ('Clever Corpus') is an Irish language learner corpus. The corpus data comes from a purpose-built intelligent Computer Assisted Language Learning (iCALL) platform called "An Scéalaí" ('the Storyteller') and comprises both audio and text, produced by second and third level learners of Irish. Metadata (e.g. L1, level of Irish, dialect preference, age) is saved with every learner account, along with data on platform engagement (e.g. speech/language technologies employed, time spent on task). This paper illustrates how "An Corpas Cliste" is structured and is being prepared for analysis and the methodologies and resources that are being used to exploit it with a view to enhancing the learning experience. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Fourteen scholarly papers and eight abstracts comprise the content of the twenty-second annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2022 paper and abstract titles include: (1) Starvation Feedback Loop: Examining a Looming Danger to Academic Libraries (Eric Deatherage); (2) Minding The Gap: Creating Connections Between Secondary and Post-Secondary Librarians for Student Success (Stephanie Hallam, Elizabeth Rudloff, and Mary Bangert); (3) Libraries Collaborate Across the State: Using Metadata to Make a Portal Work for Our Researchers and Our Content (Amanda Harlan and Lora Farrell); (4) Understanding Creative Commons to Help Promote Open Educational Resources on Your Campus (Isabel Soto-Luna, Craig Finlay, and Lona Oerther); (5) Library Renovation: One Library's Perspective (Tisha M. Zelner); (6) Spot The Clues: Reference Interviewing at the Digital Desk (Christopher Edwards); (7) Librarian as Composition Instructor (Anthony Kaiser); (8) Capitalizing On Your Students' Talents for the Betterment of Your Library: Creating a Student Internship (Camille Abdeljawad); (9) Disinformation, Misinformation, Bias News, Propaganda, and Credible Sources: Do Librarian, Teaching Professors, and Student Definitions Align? (Lindsay Brownfield); (10) It Takes a Village: Building a Born Digital Processing Workflow from the Ground Up (Erin Wolfe, Letha Johnson, Marcella Huggard, and Molly Herring); (11) Moving Beyond the One-Shot Instruction Session (David Arredondo and Taekyung Park); (12) Libguides with Standards: Working Across Campus to Create Best Practices for Accessible Libguides (Monica Maher); (13) We Here: Meeting International Student Needs for a Better Library Service During the COVID-19 Pandemic (Fu Zhuo and Sarah Winston); (14) Virtual Reference: What's in a Name? (Victor Dominguez Baeza and Beth Fuchs); (15) Connecting Research to Real-Life: Examples from a Credit-Bearing Information Literacy Class (Jennifer Joe); (16) The Razor's Edge: Intellectual Freedom in Libraries and Beyond (Sean Bird); (17) The Unreliable Narrator and News Veracity and Bias: Can Literary Techniques Enhance Information Literacy Instruction? (Rachel Hammer); (18) Muscling Through Study Room Maintenance (Danielle Westmark); (19) Weeding in an Hour a Day (Charissa Loftis); (20) The Whole is Greater than the Sum of the Parts… Creating a Team to Tackle the Impossible (Martha Allen); (21) Fat-Cat Giveaway: Finding Community Collaborators for a Library Giveaway (Jennifer Gravley); and (22) Little Scrappy's Search: Collaborating on a Library Breakout (Jo Monahan). [For the 2021 proceedings, see ED618455.]

We introduce DeepPerfEmb, or DPE, a new deep-learning model that captures dense representations of students' online behaviour and meta-data about students and educational content. The model uses these representations to predict student performance. We evaluate DPE on standard datasets from the literature, showing superior performance to the state-of-the-art systems in predicting whether or not students will answer a given question correctly. In particular, DPE is unaffected by the cold-start problem which arises when new students come to the system with little to no data available. We also show strong performance of the model when removing students' histories altogether, relying in part on contextual information about the questions. This strong performance without any information about the learners' histories demonstrates the high potential of using deep embedded representations of contextual information in educational data mining. [For the full proceedings, see ED607784.]

In this paper, we consider a minimalistic and behavioristic view of AIS to enable a standardizable mapping of both the behavior of the system and of the learner. In this model, the "learners" interact with the learning "resources" in a given learning "environment" following preset steps of learning "processes." From this foundation, we make several subsequent arguments. (1) All intelligent digital resources such as intelligent tutoring systems (ITS) need to be well-documented with standardized metadata scheme. We propose a learning science extension of IEEE learning object metadata (LOM). specifically, we need to consider cognitive learning principles that have been used in creating the intelligent digital resources. (2) We need to consider AIS as whole when we record system behavior. Specifically, we need to record all four components delineated above (the learners, the resources, the environments, and the processes). We point to selected learning principles from the literature as examples for implementation of this approach. We concretize this approach using AutoTutor, a conversation-based ITS, serving as a typical intelligent digital resource. [This paper was published in: "HCII 2019, LNCS 11597," edited by R. A. Sottilare and J. Schwarz, Springer Nature Switzerland AG, 2019, pp. 204-216.]

Sixteen scholarly papers and twenty abstracts comprise the content of the eighteenth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2018 paper and abstract titles include: (1) Committee on Diversity & Inclusion: Cultivating an Inclusive Library Environment (Orolando Duffus, Andrea Malone, Margaret Dunn, Lisa Cruces, Matthew Moore, Annie Wu, and Frederick Young); (2) Checking Out the LGBT+ (Kayla Reed); (3) Tailoring Library Instruction to Adult Students: Applying the Science and Methods of Andragogy for Modern Instructional and Reference Services (Eric Deatherage and Jason Smith); (4) Library-Faculty Collaboration for OER Promotion and Implementation (Paula Martin); (5) The Facts of Fiction: Research for Creative Writers (Addison Lucchi); (6) Location and the Collection Connection (Kayla Reed and Amber Carr); (7) Gay for No Pay: How to Maintain an LGBTQ+ Collection with No Budget (Rachel Wexelbaum); (8) A Step Up: Piloting Integrated Information Literacy Instruction Throughout a Discipline (Nathan Elwood and Robyn Hartman); (9) Not Just a Collection: The Emergence and Evolution of Our Contemporary Collection (Hong Li and Kayla Reed); (10) Flipster: How One Community College Library Supports Faculty and Student Academic Needs with Flipster Digital Magazines (Stephen Ambra); (11) Three Ring Circus: A Model for Understanding and Teaching Students about Bias (Virginia Cairns); (12) Demystifying DH: How to Get Started with Digital Humanities (Sherri Brown and Forstot Burke); (13) Academic Libraries Embracing Technology with a Purpose (Lavoris Martin); (14) (A)ffective Management: A People First Management Approach (Ryan Weir); (15) Plugged & Unplugged Active Learning Strategies for One Shots (Judy Bastin, Justina Mollach, Leslie Pierson, Ruth Harries, and Teresa Mayginnes); (16) Giving a Booster Shot to Your One Shot: Incorporating Engaging Activities into Library Instruction (Kelly Leahy, Gwen Wilson, and Angela Beatie); (17) Adventures with Omeka.net: Metadata, Workflows, and Exhibit-based Storytelling at UNO Libraries (Yumi Ohira, Angela Kroeger, and Lori Schwartz); (18) Online Badge Classes for High School Students (Angela Paul); (19) Fake News: The Fun, the Fear, and the Future of Resource Evaluation (Lindsay Brownfield); (20) Making Outreach the Library's Mission (April K. Miller); (21) Active Learning for Metaliteracies: Digital Modules from the New Literacies Alliance (Rachel R. Vukas, Prasanna Vaduvathiriyan, and Brenda Linares); (22) Calculating Return on Investment in Libraries (Nicholas Wyant); (23) Crossing Borders: Expanding Digitization Efforts Across Library Departments (Jay Trask, Jane Monson, and Jessica Hayden); (24) From Silos to Collaboration (Joyce Meldrem); (25) Key Performance Indicator Tracking Using Google Forms (Joshua Lambert); (26) Bridging the Gap: Providing Equal Access of Library Resources and Services to Distance Learners (Nancy Crabtree, Xiaocan (Lucy) Wang, Bob Black); (27) Coming to the Plains: Latino/a Stories in Nebraska (Laurinda Weisse, Michelle Warren, and Jacob Rosdail); (28) Five Keys to #SocialMediaSuccess in Academic Libraries (Hannah E. Christian and Alison Hanner); (29) Easy Information Literacy Assessments for Small Academic Libraries (Julie Pinnell); (30) Traversing the Path: A Library Director's Guide to the Higher Learning Commission's Open Pathway for Accreditation (Sandy Moore); (31) Drawing Magic: Visualizing the Internet to Introduce Information Literacy (Kelly Leahy); (32) Chatspeak for Librarians: Best Practices for Chat Reference (Tanner D. Lewey); (33) The Creative Learning Spiral: A Python Learner in the Library (Greta Valentine); (34) The Poet's Papers: Literary Research in the Small College Archives (Martha A. Tanner); (35) Giving Students an Edge: Enhancing Resumes with a Digital Information Research Certificate (Rachel R. Vukas); and (36) Where Did You Get That eBook? Comparison of Student/Faculty Use of eBooks, Library Space, and Citation Management Programs (Alice B. Ruleman). (Individual papers contain references.) [For the 2017 proceedings, see ED578189.]

An ontology expresses a common understanding of a domain that serves as a basis of communication between people or systems, and enables knowledge sharing, reuse of domain knowledge, reasoning and thus problem solving. In Technology-Enhanced Learning, especially in Intelligent Tutoring Systems and Adaptive Learning Environments, ontologies serve as the basis of adaptivity and personalization. For mathematics learning and similarly structured domains, ontologies and their usage for adaptive learning are well understood and established. This contribution presents an ontology for the industrial shop floor (the area of a factory where operatives assemble products) and illustrates its usage in several learning services. [For full proceedings, see ED571332.]

The current paper describes a first experiment in the use of TED talks and open tagging exercises to train higher-level comprehension skills, and of automatic logging of the student's actions to investigate the student choices while performing analytical tasks. The experiment took advantage of an interactive learning platform--LearnWeb--that integrates TED talk videos and transcripts and enriches them with tagging features and a data logging system. The data collected offered an answer to the following questions: Which of the three tasks was perceived by the students as more difficult? How was each task faced by the students? How did the logs contribute to an understanding of the students' approaches to the tasks? The experiment also suggested ideas for further development of LearnWeb's log features from a pedagogical and research perspective. [For the complete volume of short papers, see ED572005.]

The creation of crowd-sourced content in learning systems is a powerful method for adapting learning systems to the needs of a range of teachers in a range of domains, but the quality of this content can vary. This study explores linguistic differences in teacher-created problem content in ASSISTments using a combination of discovery with models and correlation mining. Specifically, we find correlations between semantic features of mathematics problems and indicators of learning and engagement, suggesting promising areas for future work on problem design. We also discuss limitations of semantic tagging tools within mathematics domains and ways of addressing these limitations.

Many of the challenges currently facing lectures are symptoms of problems with learning content creation, development and presentation. Learning Factory solves these problems by integrating critical innovations that have been proven over the last ten to twenty years in different industrial areas, but have not yet been brought or ported together in higher education. We explain that a Learning Factory Framework is a configuration of processes, templates, patterns, and tools that can be used to rapidly and cost-effectively produce an open-ended set of unique variants of a "standard product" (learning content). The new methodology promises to industrialize content creation, first by supporting the creation and development process of content, auto-mating the assembly of the content, and then by connecting these processes across organizational boundaries to form supply chains that organizes distributed teams together. [For full proceedings, see ED571430.]

This contribution aims at (1) discussing the characteristics of collecting, filing and storing data to have a databank of oral interactions between university students whose main objective is the learning of a second language through teletandem; and (2) defining the steps for further collections and storage. Our data are Skype sessions of foreign language learners who interact via Voice Over Internet Protocol (VOIP) with a proficient partner in the language they are learning. Our databank aims at (1) giving value to teletandem as a situated learning context, (2) substantiating the research carried out in the field, and (3) offering other researchers the possibility to access data to confirm or refute published research. We first define a schema for interpreting teletandem sessions according to the Interaction Space (IS) Model as defined by Chanier and colleagues (2014). Subsequently, we discuss metadata concerning contexts (e.g. description of the university and of the language courses) and learning scenarios (e.g. objectives, materials). [For the complete volume, see ED571330.]

Technological advancements in the field of World Wide Web have led to a plethora of remote and virtual labs (RVLs) that are currently available online and they are offered with or without cost. However, using a RVL to teach a specific science subject might not be a straightforward task for a science teacher. As a result, science teachers need to be able to find existing lesson plans supported by RVLs (designed by other science teachers), so as to (a) be informed on how specific RVLs can be used in the context of a science education lesson and (b) be inspired and possibly adapt existing lesson plans supported by RVLs to cover their specific teaching needs. The most common way to facilitate this process using web technologies is to (a) characterize lesson plans with appropriately selected educational metadata and (b) to build a web repository that collects the metadata descriptions of lesson plans following a common metadata schema and offers search and retrieval facilities. Within this context, the scope of this paper is twofold: (a) to propose a metadata schema that can be used for characterizing school science education lesson plans supported by RVLs and (b) to validate this metadata schema with 82 European school science teachers that was performed in the framework of a major European Initiative namely, the Go-Lab project, so as to identify which metadata elements are considered important when science teachers are searching in web-based repositories. [For the full proceedings, see ED562093.]

The main purpose of this paper is to present the importance of Interactive Learning Objects (ILO) to improve the teaching-learning process by assuring a constant interaction among teachers and students, which in turn, allows students to be constantly supported by the teacher. The paper describes the ontology that defines the ILO available on the Internet. Besides, it shows the implementation of tests conducted on the virtual environment eTutor. Finally, it presents the assessment of the results based on the use of ILO in the subject Introduction to Hardware and Computing taught to 20 students. [For Full Proceedings, see: ED562095.]

Curricula often lack metadata to characterize the relatedness of concepts. To investigate automatic methods for generating relatedness metadata for a mathematics curriculum, we first address the task of identifying which terms in the vocabulary from mathematics word problems are associated with the curriculum. High chance-adjusted interannotator agreement on manual identification of math terms was achieved by considering terms in their contexts. These terms represent 13% of the vocabulary in one seventh grade mathematics text. Six classification algorithms were compared to classify math terms for this text. To avoid overfitting to this curriculum, we relied on a small number of features that exploit external knowledge sources. [For complete proceedings, see ED560503.]

Eighteen scholarly papers and twelve abstracts comprise the content of the fourteenth annual Brick and Click Libraries Symposium, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. The 2014 paper and abstract titles include: (1) Navigating Relationships with IT: Strategies for Small and Mid-Sized Institutions (Josh Welker); (2) Stress got you down? Don't frown! Stop by the Rod Library and clown around! (Leila June Rod-Welch); (3) New Collaborations: Bringing Metadata and other Technical Expertise to the Classroom (Michelle Turvey-Welch, Amanda Harlan, and Tara Coleman); (4) The Value of Collaboration in Demonstrating Your Library's Value (Joyce A. Meldrem); (5) Marrying the Old and the New- Using Biophilic Design and Collaborative Learning to Create an Optimal Library Instruction Environment (Stephan Ambra and Sarah Hébert); (6) The Cheese Has Moved--Long Live the Cheese: A Framework for Collective Change Management (Susan M. Frey and Valentine K. Muyumba); (7) Patron Driven Acquisitions for Collection Development (David L. Alexander, Kathleen A. McElhinney, and Cathrine Paltz); (8) Library Social Media: What Do Students Want? (Angie Brunk); (9) Think About It: Learning Changes the Brain (Edith A. Campbell); (10) Team-Based Learning and Information Literacy (Mahrya Carncross); (11) Libraries in Lean Times: Increasing Efficiency, Improving Services, and Cutting Red Tape (Melissa Clark, Mary Kraljic, and Susan Sutthill); (12) Building a Student Employee Program Based on Professional Development (Adam Fullerton and Karen Johnson); (13) Using the Dell S500wi Interactive Projector for More Engaging Library Literacy Instruction (Steven K. Profit); (14) Going the Distance but Doing It Our way: An Embedded Librarian Program at a Small University (Gretchen M. Smith); (15) Capturing Meaningful Data at the Reference Desk (Michael R. Mitchell); (16) Google Scholar Metrics: A New Tool for Faculty to Track Their Publication Citations (Fu Zhou); (17) "Let's Give This Tree a Friend": Channeling Bob Ross in Faculty-Librarian Partnerships (Laura MacLeod Mulligan and Adam J. Kuban); (18) From Reactive to Proactive: Cross-Departmental Collaboration to Minimize Access Interruption Reports (Ruth A. Light); (19) Evaluating Search All: Custom Discovery Search Tool (Sarah G. Park); (20) Channeling Your Inner Leader: Library Project Management for All (Corie Dugas); (21) Innovation in using Technology for Library Services (Chris Vaughn); (22) From Old Laptops to DIY Digital Displays (Ayyoub Ajmi); (23) Perpetual Motion: Running a 24/7 Library in a 9 to 5 World (Rob Withers); (24) Moving to a Team Based Library Service Model (Judy Wanner); (25) Tweeting and Pinning: Collaborative Research Using Social Media (Plamen Miltenoff and Gary Schnellert); (26) Using Graphical Depictions of Statistics to Evaluate Collections in an Academic Library (Heather M. Rayl and Ryan Weir); (27) Libraries Going Mobile: Applying "Threshold Concepts" To The Design Of E-Booklets for Library Instruction (Lorna Dawes); (28) Black-Belt Student Assistants: Safety in the Library (Ellie Kohler); Emergency Weeding! Or, Just-in-Time Collection Development (Barbara Cornelius, Margaret Emons, and Martha Tanner); (29) Virtual Reference on a Dime: Creating a Roaming and Virtual Reference Service on a Shoestring Budget (Lynn Klundt); and (30) Wikiality Redux (Pamela M. Salela and Kara McElwrath). An author/title index is also included. (Individual papers contain references.)

This study investigates a novel method of captioning, partial and synchronized, as a listening tool for second language (L2) learners. In this method, the term partial and synchronized caption (PSC) pertains to the presence of a selected set of words in a caption where words are synced to their corresponding speech signal, using a state-of-the-art automatic speech recognition (ASR) technology. The system automatically selects words/phrases which are likely to hinder the learner's listening comprehension and discards the rest. To evaluate the system, the performance of 58 Kyoto University students was assessed by a listening comprehension test on TED talks, under three conditions: no caption, full caption and PSC. Analysis of results revealed that while reducing the textual density of captions to less than 30%, PSC realizes comprehension performance as well as the full caption condition. Moreover, it gains higher scores compared to other conditions for a new segment of the same video without any captions. The findings suggest that PSC can be incorporated into CALL systems as an alternative method to enhance L2 listening comprehension. [For full proceedings, see ED565087.]

We propose a novel unsupervised extractive approach for summarizing online reviews by exploiting review helpfulness ratings. In addition to using the helpfulness ratings for review-level filtering, we suggest using them as the supervision of a topic model for sentence-level content scoring. The proposed method is metadata-driven, requiring no human annotation, and generalizable to different kinds of online reviews. Our experiment based on a widely used multi-document summarization framework shows that our helpfulness-guided review summarizers significantly outperform a traditional content-based summarizer in both human evaluation and automated evaluation.

The paper describes component-based approach (CBA) for learning management system development. Learning object as components of e-learning courses and their metadata is considered. The architecture of learning management system based on CBA being developed in Riga Technical University, namely its architecture, elements and possibilities are described. Modern technologies used for implementation of the systems are outlined. [For the full proceedings see ED562127.]

The integration of different platforms and information Systems in the academic environment is highly important and quite a challenge within the field of Information Technology. This integration allows for higher resource availability and improved interaction among intervening actors. In the field of e-Learning, where Learning Management Systems are used to develop the courses, their integration with other platforms and applications is more than interesting, in particular with Digital Repositories. This article describes the integration of the Moodle LMS, used by the School for the last seven years, with the DSpace repository, currently widely spread as well. The integration process consists of two stages, in order to establish full communication to and from the repository. For communication from Moodle to the repository, with the goal of consulting and transferring elements from DSpace, modules already implemented for both platforms were used. The current stage is implementing a specific module in order to establish communication in the other direction and allow transferring resources and learning objects from the LMS to the repository. This module is very useful for educational material that can be made publicly available through a repository and thus transcending the borders of an educational environment. The initial implementation is oriented towards the publication of work done by the students and presented for evaluation through the Moodle platform. The incorporation of metadata to the published resource is automatic, taking context information from the platform, and at a later stage, with the intervention of librarians, who contribute their knowledge in the classification. [For the full proceedings, see ED562127.]

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

Twenty-one scholarly papers and fourteen abstracts comprise the content of the ninth annual "Brick and Click Libraries Symposium," held annually at Northwest Missouri State University in Maryville, Missouri. The peer-reviewed proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. Many of the papers include charts and illustrations, which enhance readers' understanding of the information presented. Several papers describe research projects or deployment of current trends in a specific library setting. Topics incorporate information of interest to librarians working in the areas of reference, instruction, access services, and collection development. The 2009 paper titles include: (1) The Process and Promise of Consolidating Public Service Desks: You Can't Hurry Love (Phillip J. Jones and Tim Zou); (2) Build an iLibrary with iGoogle: Building Blocks for Libraries (Rene Erlandson and Rachel Erb); (3) Evaluating "CamStudio and Wink" Screen Capture Programs for Library Instruction (Ted Gentle); (4) Physical Space in a Virtual World: Implications for Library Space (David Alexander); (5) Collection Development in Tight Economic Times: A Homegrown Workflow Analysis Program (Anna Hulseberg and Julie Gilbert); (6) Creating Usability Tests that Work for Your Web Site and Other Web Applications (Kari D. Weaver and Kimberly Babcock Mashek); (7) 11,000,000 Words: An Avalanche of Academic Archive Photos at KState at Salina (Heidi Blackburn, Pam Bower, and Alysia Starkey); (8) Are You Ready for "The Cloud"? Implications and Uses of Cloud Computing for Libraries (Alyssa Martin, Kent Snowden, and Debbie West); (9) Using "Jing" to Turn Your IM or Chat Reference into a Multimedia Educational Experience (William Breitbach); (10) Empowering College Students' Research Skills via Digital Media (Elaine Chen); (11) "Meebo": Jumpstarting an Instant Message Reference Program (Jennifer Nelson); (12) Taking the Library Where Our Users Are (Where Is That, Exactly?) (Julia Bauder); (13) Expanding while Simplifying: Document Delivery Services at the University of Wyoming Libraries (William O. Van Arsdale, III); (14) What We Do for the Sake of Correct Citations (Connie Jo Ury and Patricia Wyatt); (15) New Acquisitions Retrieval System (NARS) a New Tool to Promote Library Collection (Youbo Wang); (16) "Excel"erate Your Metadata: Tips and Tricks for Using Excel to Generate Metadata for the NonProgrammer (Teressa Keenan); (17) This Is the World Calling: The Global Voices and Visions of Internet Radio and Television (John Barnett); (18) Comparing Bananas with Grapes: Ebook Use Data from a Bunch of Vendors (Joseph Kraus); (19) What the Text Is Happening? (Linda L. Parker and Audrey DeFrank); (20) Cataloging Streaming Media: Tools and Rules (Janice Boyer); and (21) "Coursecasting" with iTunes University (Plamen Miltenoff, Pamela Salela, and Gary Schnellert). An author/title index is included. (Individual papers contain notes, figures, tables and references.) [Abstract modified to meet ERIC guidelines. For the 2008 proceedings, see ED503310.]

The 2003 Brick and Click is a one-day conference that focuses on providing library resources and services for students who are either on-campus learners or off-campus learners. The conference theme was "The Shape of Tomorrow". It is sponsored by the Northwest Missouri State University in order to offer academic librarians a forum for sharing practical information. The proceedings include papers and abstracts of the conference presentations as follows: (1) From Grant to Website: Creating a Free, Online Index to State Periodicals (Janet H. Ahrberg and Tanya Finchum); (2) Streaming Audio and Course Reserves (Alan Asher); (3) Weaving Our Common Threads: Developing Librarian/Faculty Collaboration (Susan Avery and Jennifer Masciadrelli); (4) 3D Virtual Libraries: The Way of the Future? (Tara Baillargeon); (5) Adapt or Die: Shaping the Future of Reference and Instructional Services (Frank Baudino, Carolyn Johnson, Lori Mardis, and Connie Ury); (6) Reference Recycling (David Darryl Bibb); (7) Leveling the Playing Field for Patrons with Special Needs (Christopher R. Bloss, Kelli K. Murphy, and John Van Balen); (8) One For All and All For One! (Susanne Boatright, Marty Miller, and Mary Northrup); (9) Rethinking Library Instruction (Clifton W. Boyer and Karen Swetland); (10) Supervising Student Assistants: Planning for Success (Alberta Davis Comer, Rebecca Stinnett, and Nancy Watkins); (11) Our Webmaster, Ourselves: Using the Team Concept to Develop and Maintain a Library Website (Felicity Dykas and Carrie Donovan); (12) Designing and Developing an Online Information Literacy Course (John Eye); (13) Rethinking the Library for Collaborative Learning (Ralph Gabbard, David Kaunelis, and Judy Tribble); (14) The Challenges of Vendor Added Content Linking and User Perceptions (Sally Gibson); (15) Implementing ILLiad in an Academic Library (Tess Gibson); (16) Library Use Today: Do Students Still Need Us? (Jim Gravois); (17) Reference and Instruction Program Assessment: Sounds Great, But Where Do I Start? (Jan L. Guise); (18) Information Needs in the Sciences: Implications for Library Collections and Services (JoAnn Jacoby); (19) Pleasing Everyone: Expanding Library Services During Budget Cuts and Freezes (Dustin P. Larmore); (20) But ... I'm Not a Lawyer! Mistakes to Avoid in Negotiating Your First License Agreement (Ben Lea); (21) Making a Web Tutorial with Camtasia (Carol Lockhart); (22) Electronic Resource Licensing Fundamentals (Jo McClamroch); (23) Striking a Balance: Metadata Creation in Digital Library Projects (Holly Mercer); (24) Web Tutorials (Chris Niemeyer); (25) Clicking Outside the Bricks--Digital Sizzle and Faculty/Librarian Collaboration (Linda Parker); (26) Virtual Reference Realities: If You Build It, Will They Come? (Todd Quinn and Lea Briggs Simon); (27) The Learning Delivery System: New Twists for Design, Development, and Delivery (Darla Runyon and Roger Von Holzen); (28) Collecting for Quality-Electronic Journal Archives in the 21st Century (Ellen Safley and Carolyn Henebry); (29) Fighting Crime at Your Library with Web Cams (Barton Spencer); (30) Web-Based Assessment of Collaborative Library Services to Distance Learners (Marcia Stockham and Beth Turtle); (31) Implementing Electronic Reserves: Tools, Teamwork and Copyright (Suzanne Aras Vesely and Rebecca Lefebvre); (32) Map the Way to the Destination: Quality Service (Vicki Wainscott and Lisa Jennings); (33) E-Collaboration Between Reference and Interlibrary Loan (Cherie L. Weible and M. Kathleen Kern); (34) No Pain, Your Gain: Advice for Making Sound Ergonomic Decisions in Your Office (Patricia Wyatt); and (35) Adapting to the Changing Needs of Today's Students: Utilizing Library and Other Information Materials in the Classroom (Christy Zlatos). (Individual papers contain references.)

NAWeb 2001, the International North America Web-Based Learning Conference, focused on innovative and practical uses of the World Wide Web in teaching and learning. This proceedings contains the following papers: (1) "Roles of Parties Involved in Distance Learning" (Ahlam Al-Bassam, Peter Neubert, Ali Al-Shammari); (2) "The World Wide Web, Problem-Based Learning and Post-Graduate Students: The Perfect Match" (Allan Ellis); (3) "CanCore: Metadata for Learning Object Repositories" (Norm Friesen); (4) "Java Applets and Mathematics" (Garrett D. Heath); (5) "The Use of Open and Distance Education in Facilitating Changes in Managerial Development: The Mexico Experience" (Jose Gpe. Vargas Hernandez); (6) "Web Based Instruction: A Paradox and an Enigma of Instructional Paradigms, Pedagogy and Design Principles" (Michael G. Kadlubowski); (7) "Integration of WebCT into the Distance Education Administrative Model at the University of Manitoba (One Year Later)" (Janice Miller, Peter Tittenberger); (8) "Integrating Web-Based Curriculum as an On-Line Resource for an Undergraduate Introductory Statistics Course--TAKE 2!" (William J. Montelpare, Moira N. McPherson); (9) "The Way of Significant Innovation: When Gutenberg Became Nonlinear" (Jose Jesus Garcia Rueda, Fernando Saez Vacas); and (10) "From One to Many: Cultural Change in an Adult Learning Institution" (Deborah J. Smith, Emilie W. Gould). The following poster sessions are also included: "Web Portals at Southern Cross University: Supporting Staff and Students" (Allan Ellis, Sue Sawkins); "Development of an On-Line Resource for Undergraduate Biomechanics" (Moira N. McPherson, William J. Montelpare); and "Recognition of Conative and Affective Behavior in Web Learning Using Digital Gestures" (Abhijit Rao). (MES)

This proceedings of the IATUL 1999 conference of the contains the following papers: "From Industry to Higher Education and Libraries: Building the Fast Response Library" (A. S. Apostolou & C. H. Skiadas); "Managing the Learning Agenda in a Converged Service Environment" (Richard Biddiscombe); "Management of Electronic Information" (Michael Breaks); "Challenging Technolust: The Educational Responsibility of Librarians" (Alan Bundy); "Sharing Metadata: Enabling Online Information Provision" (Jenny Darzentas); "Breaking through with Thin-Client Technologies: A Cost Effective Approach for Academic Libraries" (Sohair W. Elbaz & Christofer Stewart); "The Future of the Academic Library and the Academic Librarian--A Delphi Study" (Blazej Feret & Marzena Marcinek); "Information Literacy Courses in Engineering and Science--The Design and Implementation of the DEDICATE Courses" (Nancy Fjallbrant & Philippa Levy); "New Reference: Diversifying Service Delivery" (Imogen Garner); "A Key to the New Library" (Egbert Gerryts & Heila Pienaar); "The Innovation in Everyday Life of Libraries" (Anthi Katsirikou); "The Library of the University of South Africa's Marketing: Voyage of Discovery through Conventional Marketing Channels and the Internet" (Kathy Kunneke); "Beyond Re-Engineering: Developing Sustainable Success" (Annette McNicol); "Library Digitisation Project Management" (Michael Middleton); "Adaptable Network Cooperate Catalog for Complex Information Objects. From Single Library to a Consortium: Sharing the Management and Distribution of Information Resources" (Azriel Morag); "Is the Customer Always Right? End-User Services in a Networked Age" (Terry Morrow); "Information Literacy Courses at Graduate and Postgraduate Level: Some Experiments and Some Experience" (Paul Nieuwenhuysen); "Improving Opportunities for Research" (Irma Pasanen-Tuomainen); "Ahead of the Game: Developing Academic Library Staff for the 21st Century" (Alasdair Paterson); "User Studies, Library Response: Providing Improved Instructional Services" (Lynne M. Rudasill); "The Changing Role of the Library: Missions and Ethics" (David Russon); "Leading Life-Long Learning: The Library's Role" (Janine Schmidt & Gulcin Cribb); "The Role of Libraries in a Changing Academic Environment" (C. H. Skiadas); "Facing Future Users--The Challenge of Transforming a Traditional Online Database into a Web Service" (Eva Tolonen); "Greek Engineers and Libraries in the Coming Years: A (Human) Communication Model" (Katerina Toraki); "User-Focused Strategic Services for Technological University Libraries" (Charles T. Townley); "The Future of Academic Libraries and Changing User Needs: General Concepts and Concrete Developments" (Maarten Van Bentum & Johanneke Braaksma); "Educational Needs of Finnish Polytechnic Librarians" (Marjariitta Viiri); "Innovation and Change in Professional Practice: Meaning To Change and Changing the Meaning" (Vicki Williamson); "Marketing Strategies: Lessons for Libraries from Commercial Brand Management" (Ann J. Wolpert); "Opening Address" (Nancy Fjallbrant); "Re-Engineering Academic Library & Information Services: The Case of the Technical Knowledge Centre & Library of Denmark" (Lars Bjoernshauge); "Intelligent Access to Document Archives" (Luciana Bordoni); "Information Technology Infrastructures and Services for Creating a Library's Unified Information System" (Attilio Collagrossi); "The Changing Trends in National Data Purchasing" (Mike Johnson); "IEEE and Libraries: Joining Forces To Serve a Growing Community" (Barbara Lange); "User Education in Higher Education: Helping Academics Join the Learning Environment" (Gwyneth Price); and "International Library, Information and Analytical Center (ILIAC) as a New Form and Prospect for International Cooperation for Libraries and Universities" (Yakov Shraiberg). (MES)

This special issue is a compilation of documents from the seminar organized by ICSTI (International Council for Scientific and Technical Information), ICSU (International Council for Science), and CODATA (ICSU Committee on Data for Science and Technology). Focuses on preserving and archiving digital scientific data and discusses electronic publications, digital object identifiers, and metadata. (LRW)

The 1999 American Society for Information Science (ASIS) conference explored current knowledge creation, acquisition, navigation, correlation, retrieval, management, and dissemination practicalities and potentialities, their implementation and impact, and the theories behind the developments. Speakers reviewed processes, technologies, and tools, such as rights tracking, interfaces and visualization, search engine design and capabilities, and automated indexing and classification. They also described the appropriate or necessary operational policies, relevant legal issues (laws, legislation, and the European Union Directive), and possible international and domestic policies and regulations. This proceedings is organized into three parts. Part 1 contains the full text of 69 contributed papers organized under the following broad topics: how we search--the World Wide Web; digital IDs and codes; digital libraries; studying students' searching; knowledge management; rule learning, text mining, and virtual communities; metadata; electronic publications; interaction, navigation, and visualization, Web policies; knowledge capture and re-use; analysis and visualization; interaction, relevance, and design; digital library evaluation; information dissemination tools; special populations; domain specific applications; digital library searching; knowledge organization; work environments; digital libraries; representing users; image processing and retrieval; theory; and investigating information. Part 2 contains abstracts of special interest group (SIG) sessions and panels, and Part 3 contains abstracts of the plenary sessions. Author and SIG/Panel indexes are included. (MES)

This panel is situated at the intersections of Knowledge Organization Systems (KOS) and provenance research. In this panel, we will share experiences and challenges in documenting the changes of a KOS The panelists will provide real‐world examples drawn from their research and practice. These examples range from KOSs used in LIS, such as the Dewey Decimal Classifications, Homosaurus, and Library of Congress Subject Headings; to extended information science research fields, such as digital preservation metadata standards, biodiversity taxonomies, and ontologies. Currently, the models and practices for documenting changes in KOSs fall short in supporting even simple provenance queries like "who made the change?""what are the reasons for the change?"or"when was the change made?" The panelists will collectively discuss examples of queries we have faced, as well as the implications for provenance for KOS research and practice.This panel is sponsored by Classification & Metadata Research Special Interest Group (SIG‐CMR). [ABSTRACT FROM AUTHOR]

The CARE Principles for Indigenous Data Governance provide essential guideposts for the stewardship of Indigenous data. To put CARE into practice in libraries and repositories, resources are needed to support implementation and integration into current research data services (RDS). Based on analysis of case studies with scholars of Indigenous language and culture, this paper articulates specific Indigenous research and data practices to guide metadata work and other areas of responsibility in RDS. The cases surface the richness of relationships and the significance of accountability in the research process—demonstrating the "relational accountability" inherent in Indigenous research methods. Robust representation of relationality is essential to retaining integrity of context in metadata for Indigenous research data. We consider the practical implications of documenting relational context with current descriptive metadata approaches and challenges in achieving CARE adherent metadata, which we argue is the backbone for broader application of CARE for Indigenous RDS. [ABSTRACT FROM AUTHOR]

Digital video collections of dance, theatre, and other performances can provide unprecedented access to these ephemeral art forms. Making these collections searchable requires understanding of users' needs, necessitating collaboration among subject matter, metadata, and information behavior experts. Focusing on the example of Circus Oz, a prominent Australian circus company, this paper describes an exploratory, user‐centered process that draws on qualitative thematic coding techniques to create descriptive metadata schema. This iterative process illustrates the extensive labor involved, and the combination of expertise required, to create schema that extend beyond technical and basic categories to support rich search and discovery of cultural data collections. [ABSTRACT FROM AUTHOR]

In 2022, almost 50,000 people died in road crashes in the United States, with speeding implicated in 29% of these fatalities. Despite known links between vehicle speed and crash occurrence and severity, there are no federal guidelines for collecting vehicle travel speed (VTS) data. Cities with open VTS data are using unstandardized datasets, which complicates large‐scale and cross‐jurisdictional analysis. We conducted a qualitative assessment of open data repositories for the 25 largest U.S. cities, using a framework of knowledge representation, evaluated twelve metadata components, and determined the potential usability of these datasets. Our knowledge representation framework includes five data elements: speed metric, timestamp, geospatial representation, posted speed and vehicle type. Findings show that one‐quarter of these cities have open VTS datasets. Of those cities, none has a VTS dataset containing all the elements defined in our framework. This suggests the need to design information policy standards for the collection and sharing of open VTS data. [ABSTRACT FROM AUTHOR]

While long recognized in the humanities, there is growing recognition in the sciences and social sciences that primary sources—as diverse as manuscripts, photographs, cultural belongings, and specimens—hold vast data about scientific and human knowledge for use in scholarship, community research, and global knowledge. Yet, data embedded in these sources are largely disconnected from the systems of discovery, access, and structured data that support reuse and insights across globally dispersed repositories. In this paper, we share select findings of a systematic review to explore the use of primary sources, and the data embedded in them, via linked data across the sciences and social sciences. Our results confirm the use of a variety of primary source data across diverse disciplines, particularly those requiring longitudinal studies and data integration from diverse repositories and contexts. We highlight how linked data are understood to: connect collections to communities; support highly granular credit, attribution, and assessment of impact; and interrelate diverse sources of knowledge. While these results suggest the value of linked data for the specific research needs of anthropology, the effectiveness of linked data in achieving these objectives and the suitability of this approach for a diversity of institutions and communities need further study. [ABSTRACT FROM AUTHOR]

The Non-Fungible Token, (NFT), market has flooded lately. The Ethereum token standard, which aims to provide each token a unique symbol to identify it, served as the model for NFT. The cryptocurrency that will be used in our methodology is called Ether, and we are concentrating on the blockchain technology known as Ethereum. Currently, Ethereum uses proof of stack consensus, while in early stages Ethereum was using proof of work consensus. In this mechanism, the computing power is used for transactions and adds them to the blockchain, the more the data will be there the more the cost of transaction will be. NFT marketplace is used for Minting, Buying, Selling, and Reselling NFTs. When the NFT is created, then the NFT is added to the blockchain with some metadata, the more the data is, the more the gas fees of the transaction will be. Therefore, NFT along with the metadata is stored in the wallets which are based on Ethereum. In our work, we have used Ethereum Wallet known as metamask to store NFTs. The metadata can be stored in IPFS. In IPFS the metadata will be secured safely just like storing the metadata in the wallets. Other platforms allow some of the unauthorized wallets which leads to some loss of the marketplace resulting in frozen accounts for several hours, so we are using only the trusted wallet known as MetaMask for the blockchain transaction and storing the assets that we own, making our website much more secured from other NFT marketplaces. In our work the user (either creator, buyer or seller) first connects to metamask. Creators list their NFTs on website which is visible to buyers. The buying process is done using ethers. The contract terms for the transaction have been written in a smart contract. Blockchain is used to handle transactions, automating counterparties and payments. We have also used smart contract to assign ownership of the token. The creator is automatically designated as the owner by the smart contract whenever a new non-fungible token is created. When a sale occurs, NFT smart contracts have the ability to transfer the token to the new owner. After buying, the NFT is stored in user wallet and associated metadata is stored in IPFS which helps to minimize the transaction time and the gas fee. [ABSTRACT FROM AUTHOR]

Cataloging and metadata professionals in libraries have an interest in learning about the Semantic Web and Linked Data technologies. However, with limited release time and funding for continuing education, professional development opportunities need to be designed with learner needs in mind: free, flexible, and fun. Our regional Linked Data interest group approached this challenge by developing an annual program in the form of a five‐day edit‐a‐thon, providing training and hands‐on experience in creating and editing Wikidata. The flexible format makes use of synchronous video conferencing, detailed online documentation, independent editing days for hands‐on learning, and opt‐in community discussion via Slack. Individual and project progress was tracked with the Wikimedia Event Dashboard. This poster proposes the Wikidata edit‐a‐thon as an ideal method to fulfill a professional development need of library staff by introducing participants to the principles of Linked Data through this flexible and interactive event. [ABSTRACT FROM AUTHOR]

This study evaluates the usefulness of heatmaps in understanding user preferences during book selection in online discovery platforms. It compares two heatmaps generated from user clicks and eye‐tracking data to identify key metadata influencing readers' choices. Initial results indicate that click heatmaps can be a useful tool for this type of investigation, especially considering the cost of eye‐tracking, which is typically used to generate attention heatmaps. [ABSTRACT FROM AUTHOR]

This study explores a case of anime dropout/disengagement to understand media information users. Particularly, this study identifies elements in anime (e.g., Tropes) that prevent audience from continue watching what they had started (i.e., dropout/disengagement). A content analysis of 226 posts from MyAnimeList.net, an online anime database and fan community, suggests that the major elements that motivate audience dropout are Plot/Narrative, Tropes, Artwork/Visual Style, Characters, and Mood. The expectation gap and sunk cost also contribute to disengagement. This study presents a way to enrich anime metadata through analyzing the identified elements. Additionally, this study suggests that understanding anime disengagement may contribute to the search and recommendation of anime. [ABSTRACT FROM AUTHOR]

PUNCH4NFDI, funded by the Germany Research Foundation initially for five years, is a diverse consortium of particle, astro-, astroparticle, hadron and nuclear physics embedded in the National Research Data Infrastructure initiative. In order to provide seamless and federated access to the huge variety of compute and storage systems provided by the participating communities covering their very diverse needs, the Compute4PUNCH and Storage4PUNCH concepts have been developed. Both concepts comprise state-of-the-art technologies such as a token-based AAI for standardized access to compute and storage resources. The community supplied heterogeneous HPC, HTC and Cloud compute resources are dynamically and transparently integrated into one federated HTCondorbased overlay batch system using the COBalD/TARDIS resource meta-scheduler. Traditional login nodes and a JupyterHub provide entry points into the entire landscape of available compute resources, while container technologies and the CERN Virtual Machine File System (CVMFS) ensure a scalable provisioning of community-specific software environments. In Storage4PUNCH, community supplied storage systems mainly based on dCache or XRootD technology are being federated in a common infrastructure employing methods that are well established in the wider HEP community. Furthermore existing technologies for caching as well as metadata handling are being evaluated with the aim for a deeper integration. The combined Compute4PUNCH and Storage4PUNCH environment will allow a large variety of researchers to carry out resource-demanding analysis tasks. In this contribution we will present the Compute4PUNCH and Storage4PUNCH concepts, the current status of the developments as well as first experiences with scientific applications being executed on the available prototypes. [ABSTRACT FROM AUTHOR]

The DUNE experiment will produce vast amounts of metadata, which describe the data coming from the read-out of the primary DUNE detectors. Various databases will make up the overall DB architecture for this metadata. ProtoDUNE at CERN is the largest existing prototype for DUNE and serves as a testing ground for - among other things - possible database solutions for DUNE. The subset of all metadata that is accessed during offline data reconstruction and analysis is referred to as 'conditions data' and it is stored in a dedicated database. As offline data reconstruction and analysis will be deployed on HTC and HPC resources, conditions data is expected to be accessed at very high rates. It is therefore crucial to store it in a granularity that matches the expected access patterns allowing for extensive caching. This requires a good understanding of the sources and use cases of conditions data. This contribution will briefly summarize the database architecture deployed at ProtoDUNE and explain the various sources of conditions data. We will present how the conditions data is retrieved and streamed from the databases and how it is handled to match expected access patterns. [ABSTRACT FROM AUTHOR]

The ATLAS EventIndex is a global catalogue of the events collected, processed or generated by the ATLAS experiment. The system was upgraded in advance of LHC Run 3, with a migration of the Run 1 and Run 2 data from HDFS MapFiles to HBase tables with a Phoenix interface. Two frameworks for testing functionality and performance of the new system have been developed. There are two types of tests running. First, the functional test that must check the correct functioning of the import chain. These tests run event picking over a random set of recently imported data to see if the data have been imported correctly, and can be accessed by both the CLI and the PanDA client. The second, the performance test, generates event lookup queries on sets of the EventIndex data and measures the response times. These tests enable studies of the response time dependence on the amount of requested data, and data sample type and size. Both types of tests run regularly on the existing system. The results of the regular tests as well as the statuses of the main EventIndex subsystems (services health, loaders status, filesystem usage, etc.) are sent to InfluxDB in JSON format via HTTP requests and are displayed on Grafana monitoring dashboards. In case (part of) the system misbehaves or becomes unresponsive, alarms are raised by the monitoring system. [ABSTRACT FROM AUTHOR]

ATLAS Metadata Interface (AMI) is a generic ecosystem for metadata aggregation, transformation and cataloging. Each sub-system of the stack has recently been improved in order to acquire messaging/telemetry capabilities. This paper describes the whole stack monitoring with the Message Queuing Telemetry Transport (MQTT) protocol and Node-RED, a tool for wiring together hardware/software devices. Finally, this paper shows how Node-RED is used to graphically define metadata aggregation tasks, in a pipelined way, without introducing any single point of failure. [ABSTRACT FROM AUTHOR]

In preparation for the second runs of the ProtoDUNE detectors at CERN (NP02 and NP04)[1], DUNE has established a new data pipeline for bringing the data from the EHN-1 experimental hall at CERN to primary tape storage at Fermilab and CERN, and then spreading it out to a distributed disk data store at many locations around the world. This system includes a new Ingest Daemon and a new Declaration Daemon. The Rucio[2] replica catalog, and FTS3 transport are used to transport all files. All file metadata is declared to the new MetaCat[3] metadata service. All of these new components have been successfully tested at a scale equal to the expected output of the detector data acquisition system (~2-4 GB/s), and the expected network bandwidth out of the experimental hall. We present the procedure that was used to test and the results of the test. [ABSTRACT FROM AUTHOR]

Conditions data is the subset of non-event data that is necessary to process event data. It poses a unique set of challenges, namely a heterogeneous structure and high access rates by distributed computing. The HSF Conditions Databases activity is a forum for cross-experiment discussions inviting as broad a participation as possible. It grew out of the HSF Community White Paper work to study conditions data access, where experts from ATLAS, Belle II, and CMS converged on a common language and proposed a schema that represents best practice. Following discussions with a broader community, including NP as well as HEP experiments, a core set of use cases, functionality and behaviour was defined with the aim to describe a core conditions database API. This paper will describe the reference implementation of both the conditions database service and the client which together encapsulate HSF best practice conditions data handling. Django was chosen for the service implementation, which uses an ORM instead of the direct use of SQL for all but one method. The simple relational database schema to organise conditions data is implemented in PostgreSQL. The task of storing conditions data payloads themselves is outsourced to any POSIX-compliant filesystem, allowing for transparent relocation and redundancy. Crucially this design provides a clear separation between retrieving the metadata describing which conditions data are needed for a data processing job, and retrieving the actual payloads from storage. The service deployment using Helm on OKD will be described together with scaling tests and operations experience from the sPHENIX experiment running more than 25k cores at BNL. [ABSTRACT FROM AUTHOR]

Effective metadata management is a consistent challenge faced by many scientific experiments. These challenges are magnified by the evolving needs of the experiment, the intricacies of seamlessly integrating a new system with existing analytical frameworks, and the crucial mandate to maintain database integrity. In this work we present the various challenges faced by experiments that produce a large amount of metadata and describe the solution used by the XENON experiment for metadata management. [ABSTRACT FROM AUTHOR]

Rucio is a Data Management software that has become a de-facto standard in the HEP community and beyond. It allows the management of large volumes of data over their full lifecycle. The Belle II experiment located at KEK (Japan) recently moved to Rucio to manage its data over the coming decade (O(10) PB/year). In addition to its Data Management functionalities, Rucio also provides support for storing generic metadata. Rucio metadata already provides accurate accounting of the data stored all over the sites serving Belle II. Annotating files with generic metadata opens up possibilities for finer-grained metadata query support. We will first introduce some of the new developments aimed at providing good performance that were done to cover Belle II use-cases like bulk insert methods, metadata inheritance, etc. We will then describe the various tests performed to validate Rucio generic metadata at Belle II scale (O(100M) files), detailing the import and performance tests that were made. [ABSTRACT FROM AUTHOR]

ATLAS Metadata Interface (AMI) is a generic ecosystem for metadata aggregation, transformation and cataloging. This paper describes how a renewed architecture and integration with modern technologies ease the usage and deployment of a complete AMI stack. It describes how to deploy AMI in a Docker Compose or Kubernetes environment, with a particular emphasis on the registration of existing databases, the addition of more metadata sources, and the generation of high level Web search interfaces using dedicated wizards. [ABSTRACT FROM AUTHOR]

In CMS, data access and management is organized around the data tier model: a static definition of what subset of event information is available in a particular dataset, realized as a collection of files. We present a novel data management model that obviates the need for data tiers by exploding files into individual event data product objects. The objects are stored and retrieved through Ceph S3 technology, with a layout designed to minimize data and metadata volume while maximizing data processing parallelism. We demonstrate that this object data format shows promise in reducing total storage requirements while allowing more flexible data access patterns. Performance benchmarks of a prototype data processing framework using this object data format and a test Ceph cluster are presented, showing good scaling behavior in a distributed processing task. [ABSTRACT FROM AUTHOR]

Online social media platforms such as YouTube have grown in popularity in recent years, providing as critical routes for content creators, advertisers, and platform administrators to access a large worldwide audience. Accurate video popularity prediction is critical for improving content strategy, increasing user engagement, and increasing video visibility. This study intends to improve video popularity prediction accuracy by presenting a fresh methodology that goes beyond traditional analysis. To construct a more effective prediction model, the suggested method combines examining metadata, such as title, description, and channel title, with thumbnail analysis. The project aims to dramatically increase prediction accuracy by extracting relevant information from both metadata and thumbnails. To do this, multiple classification techniques, including Support Vector Machine, Gradient Boosting, Random Forest, Extreme Gradient Boosting, and K-Nearest Neighbors, were used to train and forecast the model. Notably, when it came to feature extraction, the Gradient Boosting and Random Forest algorithms achieved amazing accuracy of 97% when using all extracted and original data, and 82% and 92% when using only extracted features. In comparison, previous studies employing simply extracted features obtained only 74% accuracy. These findings demonstrate the potential benefit of integrating metadata and thumbnail data research to get insights into the elements that drive video popularity and lead to more accurate predictions. [ABSTRACT FROM AUTHOR]

Recent developments in the field of technical communication show considerable interest in the utilization of semantic technologies. Concepts like semantic correlation rules (SCR) are the first steppingstones to integrate semantics into content delivery. SCR can define relations between metadata of modular content, that would be otherwise impossible to represent within a taxonomy. However, the metadata needs to be present in a semantic language like the resource description framework (RDF) or the web ontology language (OWL). Accordingly, the existing metadata taxonomy must be transformed into a suitable format. The objective of this paper is to present a way to extract and transform metadata from xml-structures out of a component content management system (CCMS) and build an ontology in the OWL-format. The different challenges of extracting and transforming metadata are examined and discussed. During the research the usage of the Web-CMS "WordPress" as an open-source content delivery portal (CDP) was considered. Thereby, the impact of SCR was tested in the context of an open-source CDP. [ABSTRACT FROM AUTHOR]

In the field of technical communication, it has been common practice for companies to assign semantic metadata to topic-based content, in order to provide uniquely addressable content. On the consumer side, various systems are being used, providing tools for context-sensitively accessing content via its semantic classification. However, semantic correlations which exist inside and in between classifications have not yet been properly addressed. In this regard, the concept of semantic correlation rules (SCR) has been introduced, providing a generic methodological approach for capture and retrieval of these yet undocumented relationships. In cooperation with partners from industry our research group conducted a proof of concept (PoC) for SCR. Part of the PoC and subject of this paper is the technical implementation of SCR and corresponding processing logics as microservice designed to retrieve semantic correlations. In the paper we provide insights into the implementation process as well as its results and findings. From that, we evaluate the general feasibility of such microservice and try to derive generic approaches for implementing SCR and its processing logics. [ABSTRACT FROM AUTHOR]

Assessment of energy performance became a necessary part of everyday architectural design as the building stock is a significant energy consumer. Different stages of a project require different granularities of evaluation. Typically, as the project moves forward, the level of geometry (LOG) of the digital assets increase, which proposes minor issues in the case of superstructure design. Although simplified 1D modelling of constructions is usually sufficient at the architectural concept stage, detailed planning requires a higher overall geometrical and metadata quality, where 2D and 3D energy performance evaluation could be used. It is different in the case of ground contact structures because 1D simulation and simplified boundary conditions do not yield satisfactory results, as the heat and moisture transfer near the construction is a three-dimensional, time-dependent phenomenon depending on the moisture content, respectively. Our previous studies showed promising results in using highly detailed BIM in thermal simulation workflows. In this paper, with the help of an existing experimental case study, we compared the temperature distribution results of a numerical modelling tool, KIVA, with our BIM-based finite element simulation workflow using Comsol Multiphysics. We showed that the mainstream BIM-based architectural design workflows could be extended to include simulation methods for evaluating the thermal performance of constructions in direct contact with the soil. [ABSTRACT FROM AUTHOR]