Association for Library Collections and Technical Services Annual Report 2002/2003
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
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. …
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.007 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it