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352 A g r e e m e n t s u p p l e m e n t s risks oF DAtA mAp loCAtion F, G, 7 threAD loCAtion Page 131 sCApe Creating an Agenda Risks of Data however, must avoid sCApes mAp loCAtion F, G, 3 threAD loCAtion Page 53 sCApe Entailment Mesh Scapes Reference Extract Reference need system to capture meshes Now can search on meshes might become Author R. David Lankes Figure 202 Figure 203 A g r e e m e n t s u p p l e m e n t s 353 Agreement DesCription The following questions and answers about Scapes development are derived from a consideration of a proposal before the MacArthur Foundation. There are two answers to each question. The first is the quick answer, followed by a more in-depth response that contains more technical detail. It should be noted that these questions and answers, although useful generally, were focused on a single development effort for Scapes. Who do you see as your primary audience for Scapes? Quick response: The initial audience for Scapes1 will be library learners—those individuals using library services for formal (e.g., K-12 and college students) and informal education (e.g., members of the general public engaged in research). More Detail: This population is chosen for a few reasons: • The library community is a coherent and easily engaged partner in the process. Initial discussions of the Scapes concept within this community have generated enthusiasm, and it is believed that libraries will be willing to provide input, testing, and resources into all phases of development. Further, libraries have experience in evaluating software. • Libraries have a known need for this type of software. Libraries know they need better systems to engage users in their learning processes. There is wide discontent with current catalogs and virtual reference software. Scapes can help fill these needs. • Libraries represent a diverse user population. Although the library community is coherent (it shares an education base, it has a lot of professional structures such as conferences and associations), their reach is diverse. Libraries can test Scapes in populations of students, government workers, lawyers, scholars, and more. • Libraries have resources that can seed initial user-generated scapes. Libraries not only hold a large and diverse set of materials , they have well-structured metadata for these collections that will make inclusion in Scapes relatively easy. For these reasons, libraries are seen as an ideal target audience and initial set of partners, but that does not mean that the utility of Scapes is limited to libraries. Once the initial infrastructure is in place, Scapes is seen as general-purpose software that is functionality useful in any knowledge representation endeavor. Some examples might be useful. It should be noted that the illustrations are just simple ideas—sketches really. The final interface will be determined by the specification and implementation processes. K–12 Example Riley is doing a report on global warming. In his school library, he searches the catalog for books on the topic. He finds a few promising titles and adds them to a new scape right through the catalog’s web interface. He then checks out the books. At home, after reading the books, he opens his web browser and brings up the scape he started at school (he also has scapes for personal projects and other classes). Right now it is little more than a scattered collection of “nodes,” each representing the books he checked out. Riley now deletes a text that wasn’t relevant and begins to sort the remaining books. He puts all the books on weather effects into one pile. He draws a line from that pile to another book that refutes global warming and labels the line as such. Now he begins searching his library’s online databases through the web-based Scapes interface for articles on the topic. As he finds relevant articles, he drags them into the scape he is working on and connects them with links such as “Global Warming in Politics” and “The Science of Global Warming.” He ends up with a Scape that looks like the one found in figure 204. At this point, Riley could simply add his teacher to the list of those authorized to see his Scape and submit it as his assignment; however, his teacher wants a written report. Riley exports the Scape as an outline. The links become major headers in the report, and each node (book...


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