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Full-Text Articles in Library and Information Science
A Conceptual Model For Video Games And Interactive Media, Rachel I. Clarke, Jacob Jett, Simone Sacchi, Jin Ha Lee
A Conceptual Model For Video Games And Interactive Media, Rachel I. Clarke, Jacob Jett, Simone Sacchi, Jin Ha Lee
School of Information Studies - Faculty Scholarship
In this paper, we describe a conceptual model for video games and interactive media. Existing conceptual models such as the Functional Requirements for Bibliographic Records (FRBR) are not adequate to represent the unique descriptive attributes, levels of variance, and relationships among video games. Previous video game-specific models tend to focus on the development of video games and their technical aspects. Our model instead attempts to reflect how users such as game players, collectors, and scholars understand video games and the relationships among them. We specifically consider use cases of gamers, with future intentions of using this conceptual model as a …
Ontological Representation Of Learning Objects, Jian Qin, Christina Finneran
Ontological Representation Of Learning Objects, Jian Qin, Christina Finneran
School of Information Studies - Faculty Scholarship
Many of the existing metadata standards use content metadata elements that are coarse-grained representations of learning resources. These metadata standards limit users ’ access to learning objects that may be at the component level. The authors discuss the need for component level access to learning resources and provide a conceptual framework of the knowledge representation of learning objects that would enable such access.
The Role Of Classification In Knowledge Represantation And Discovery, Barbara H. Kwasnik
The Role Of Classification In Knowledge Represantation And Discovery, Barbara H. Kwasnik
School of Information Studies - Faculty Scholarship
The link between classification and knowledge is explored. Classification schemes have properties that enable the representation of entities and relationships in structures that reflect knowledge of the domain being classified. The strengths and limitations of four classificatory approaches are described in terms of their ability to reflect, discover, and create new knowledge. These approaches are hierarchies, trees, paradigms, and faceted analysis. Examples are provided of the way in which knowledge and the classification process affect each other.