Association for Library Collections and Technical Services Annual Report 2002/2003
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Notice bibliographique
Résumé
The strategic mission of the Association for Library Collections and Technical Services succinctly states that The ALCTS Division must continue to be on the forefront of recognizing and influencing these fundamental changes as envisioned in our strategic plan: ALCTS envisions an environment in which traditional library roles are evolving. New technologies are making information more fluid and raising expectations. The public needs quality information anytime, anyplace. ALCTS provides frameworks to meet these information needs. During 2002/2003, it was my distinct privilege to lead this vital and distinguished division of the American Library Association in meeting this challenging mission. As I mentioned in my first presidential column, we continue to face dynamic, challenging, and increasingly legalistic times within our profession. Our times are characterized by fundamental changes in the nature of our collections, acquisitions processes and policies, Web-based online catalogs and systems, and evolving bibliographic, authority, and preservation standards. These changes are deeply embedded in rapid technological advances and a difficult narrowing yet expanding marketplace. Furthermore, we are in a demanding transition where the traditional and the new must coexist. These fundamental changes impact not only how we conduct business, build online access tools, and preserve our collections but also on shifting staff needs to develop effective expertise and technical skills. Collectively we met these challenges and made extraordinary progress in carrying out our strategic goals and strategies. This annual report reflects the ALCTS division's many and diverse accomplishments as they relate to its six strategic goals: Standards, Best Practices, Education, Professional Development, Interaction and Information Exchange, and Association Operations. Standards and Best Practices (Goal #1 and #2) Standards development and best practices were essential program themes at the Annual Conference and included: * Don't Be Dysfunctional: How to Put FRBR in Your Future * Getting the Most Out of Subject References * ISBDs--Do We Still Need Them? * Metadata Harvesting * Options for Circulating and Reference Collections * Two Thumbs Up: Preservation Film Festival * Print and Electronic Approval Plans in the Twenty-First Century ALCTS remained highly involved in several issues related to the Library of Congress (LC) Action Plan's action items for bibliographic control of Web resources. Last year, the ALCTS board charged a task force to review the plan's Control of Web Resources and recommend action items suitable for ALCTS to develop in partnership with the Library of Congress. Karen Calhoun is serving as the task force chair. The task force appointed three subgroups to carry out the work of three identified action items (Task Force Report, March 23, 2003): * Library Information Science (LIS) Education (chaired by Beth Picknally Camden with Ingrid Hsieh-Yee serving as principal investigator)--prepare educators and trainers to teach metadata and cataloging. * Continuing Education (chaired by Carol Hixson)--prepare practitioners to do metadata and cataloging work. * Metadata Enrichment (chaired by Judith Ahronheim with Marcia Bates serving as principal investigator)--explore ways to enrich metadata records. During the Toronto meeting, the board approved ALCTS cosponsorship with Library of Congress, OCLC, and ALISE of a forum at the 2004 ALA Midwinter Meeting on preparing metadata and cataloging education and trainers. Also the board will invite Beacher Wiggins or John Byrum to attend its Midwinter Meeting to update the board on the progress that has been made on the LC Action Plan for Bibliographic Control of Web Resources. Education and Professional Development (Goal #3 and #4) Education and professional development successes abounded this year--virtually, physically, and within and outside conference venues. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,002 | 0,007 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle