ETD Guide
![](http://upload.wikimedia.org/wikipedia/commons/2/2e/ETD_Guide_Title.jpg)
- What are ETDs
- Why ETDs?
- Purpose, goals, objectives of ETD activities
- Helping students be better prepared as knowledge workers
- Improving graduate education, and quality/expressiveness of ETDs
- Increasing readership of ETDs, communicating research results
- Helping universities develop digital library services & infrastructure
- Increasing sharing and collaboration among universities and students
- Enhancing access to university research
- Brief history of ETD activities: 1987-2007
- Global cooperation in ETD activities
- Overview of rest of the Guide
- Why ETDs?
- How to develop an ETD program
- What are the key concerns and their resolution?
- Assessment and Measurement
- Policy Initiatives: National, Regional, and Local; Discipline specific; Language specific
- E-Commerce: fee based methods
- How to learn about ETDs? (workshops, online resources, helpers)
- How to prepare an ETD? (approaches)
- Overview: writing with word processors and structured editors
- Writing in word processing systems
- Writing directly in SGML/XML
- Preparing a PDF document
- Preparing for conversion to SGML/XML
- Integrating multimedia elements
- Providing metadata – inside, outside documents
- Protecting intellectual property and how to deal with plagiarism
- Naming standards: file names; unique Ids
- How to submit your ETD?
- Becoming a researcher in the electronic age
Infrastructure
[edit | edit source]- Contexts: local, regional, national, global
- Networking
- Seamless access: Open Archives Initiative, federated search
- Overview: hardware, software, multimedia, scripts, encoding, document representations/conversions
- Page Description Languages
- Markup Languages
- Metadata, cross walks
- Naming Standards
- Encryption; Watermarking
- Packaging
- Post processing
- Identifying: URN, PURL, DOI
- Metadata models for ETDs
- Cataloging: MARC, DC, RDF
- Database and IR
- Searching
- Interfaces
- Initiatives to support ETD projects in Latin America
- Tool kits for trainers
- Demonstrations, explanations
- Creating an online database of problem solving solutions
- Help develop a broad local team
- Standards, cooperation, and collaboration
- Outreach/helping others
The Future
[edit | edit source]- Expanding ETD initiatives
- Transforming Graduate Education
- Managing technology changes
- Interoperability
- A vision of the future
Improving Education and Understanding of NDLTD Paper and data submitted to ETD Symposium '07 by the digital library curriculum development group.
Abstract:
To understand ETDs, what NDLTD is, how it works, and the benefits of NDLTD, it is necessary to educate those involved, such as students who will create and submit their ETDs, as well as the library staff members who will be participating in NDLTD and administering their local system. To help educators prepare digital library (DL) courses supportive of their goals, our DL curriculum group has been developing educational modules and conducting field analyses since January 2006. This paper is a follow-up to our previous study of the subject distribution of ACM DL papers, JCDL papers, and D-Lib Magazine articles. In this paper, we focus on the selected DL modules that might help scholars conduct their research and share their knowledge. The contents are:
- Revised DL educational module framework: Based on our analysis of hundreds of DL papers, we identified 10 core topical areas, and 43 sub-areas. A detailed diagram is provided.
- After discussion, our team selected several DL modules which might be the most relevant to scholars’ research endeavors. Especially, those modules are important to fully utilize ETDs. The module numbers and their descriptions are presented.
- To help scholars navigate and study the corresponding ETD Guide (www.etdguide.org) sections, we mapped the selected DL modules into the Guide sections. The section numbers, titles and starting page numbers are also provided.
- In our previous study, we’ve collected DL course syllabi in the computer science (CS) and the library and information science (LIS) areas. Then the readings were retrieved from the syllabi collections. These readings were classified into the selected DL modules. They are presented here; the complete data can be accessed from our project web site.
Increased understanding about DLs might improve scholars’ research efficiency and effective-ness as well as universities’ participation in NDLTD. We invite the ETD community to assist with module development and evaluation so students, scholars, and staff will know more about DLs.
Resources
[edit | edit source]Authors
[edit | edit source]- Edward Fox
- Joseph M. Moxley
- Ana Pavani
- Jose H. Canos Cerda
- John Eaton
- Gail McMillan
- Jean-Claude Guedon
- Joan Lippincott
- Suzanne Dolbratz
- Simon Pockley
- Melanie Warfel
- Charles Meyers
- Tony Cargnelutti
- Jose Luis Borbinha
- Nuno Freire
- Anthony Atkins
- Luc Grondin
- Gabriela Ortuzar
- Australian Digital Theses Program
- Universite Montreal
- Universite Lyon 2
- Humboldt-University Berlin
- Ibero-American Science Technology Education Consortium