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Abstract

"Big Data" is on the covers of Science, Nature, the Economist, and Wired magazines, on the front pages of the Wall Street Journal and the New York Times. But despite the media hyperbole, as Christine Borgman points out in this examination of data and scholarly research, having the right data is usually better than having more data; little data can be just as valuable as big data. In many cases, there are no data -- because relevant data don't exist, cannot be found, or are not available. Moreover, data sharing is difficult, incentives to do so are minimal, and data practices vary widely across disciplines. Borgman, an often-cited authority on scholarly communication, argues that data have no value or meaning in isolation; they exist within a knowledge infrastructure -- an ecology of people, practices, technologies, institutions, material objects, and relationships. After laying out the premises of her investigation -- six "provocations" meant to inspire discussion about the uses of data in scholarship -- Borgman offers case studies of data practices in the sciences, the social sciences, and the humanities, and then considers the implications of her findings for scholarly practice and research policy. To manage and exploit data over the long term, Borgman argues, requires massive investment in knowledge infrastructures; at stake is the future of scholarship.

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Abstract

Reports on a continuing project to study children's use of a graphically-based direct manipulation interface for science materials. The Science Library Catalogue (SLC), a component of project SEED, has been implemented in the libraries of 21 elementary schools in Los Angeles and will soon be implemented in a public library. The interface employs a hierarchical structure drawn from the DDC and implemented in HyperCard on the Macintosh. The study on the 2nd version of the interface indicates that children are able to use the Science Library Catalogue unaided, with reasonable success in finding items. Search success on the same topics on a Boolean command driven system was equivalent, but Boolean searches were faster. However, the Boolean system was more sensitive to differences in age, with 12-year-olds having significantly better success rates than 10-year-olds; and to search topic, with one set of questions being much easier to search than the other. On average, children liked the 2 systems about the same; the Boolean system was more attractive to certain age and gender combinations, while the Science Library Catalogue was more consistently liked across groups. results are compared to prior studies on the Science Library Catalogue and other online catalogues