Social Bookmarking Research Articles

COMBATING SOCIAL BOOKMARKING POLLUTION

Social Bookmarking (SBM) is one of the most widely used Web services. An website displays and shares each user’s bookmarks. The service aggregates the number of users who bookmark a given Web page and provides useful information as a result of these aggregations. However, an increase in the popularity of the service and in the number of the users of the service results in an increase in the amount of SPAM. In addition, the service generates irrelevant information to many users because of the aggregation of a large number of bookmarks; we call this problem SBM pollution. In this paper, we propose a method for countering the problem of pollution based on the degree of bookmark similarity. The proposed method creates blacklists that contain lists of users having a high degree of bookmark similarity. Based on the created blacklists, the number of bookmarks of the Web pages influenced by pollution is reduced. From the results of the performance evaluation, we show that our method reduces the number of bookmarks of most Web pages influenced by the pollution to a great extent.

My 2012 To-Do List for Teaching, Research, and Scholarship

LIKE MOST OF YOU, I like to start the new year with a list of resolutions. This year, I made a list of new tools that can help me be a better teacher and a better organized researcher and scholar. As always, I started by dusting off my social bookmarks to examine those items I bookmarked recently. I subscribe to lots of services (e.g., blogs, slideshare, tables of content from technology magazines and journals) so I constantly bookmark interesting new tools as well as content for my research, my courses, and this column. Here is what I found. Web-Based Apps PREZI This presentation software allows you to co-create presentations in a nonlinear format (unlike, for example, PowerPoint). This 21st century hypermedia platform allows you to create slides with associative links rather than linear progression. Zoom in, pan left or right, pull out to see the bigger picture, and zoom in again to focus on details. Prezi offers different licensing agreements (Public, free; Enjoy, $59/year; Pro, $159/year) and student/teacher licenses. Check it out at http://prezi.com/index/. CONNOTEA This is a free online reference manager for researchers, clinicians, and scientists. I have used Delicious, a social bookmarking tool, for years, but now need to share more than just websites with my research team and doctoral students. This web-based product, offered by Nature Publishing Group, publisher of the prestigious journal Nature, does not require downloading. It is easy to use and allows you to save bookmarks, references from PubMed, publisher PDFs, and even Amazon book references. It will recognize the reference and populate bibliographic information where possible. You can tag items as you please and easily share them with colleagues, the public, or a select group (e.g., your PhD students or research team). Check it out at www.connotea.org. VOICETHREAD Since I teach online and assign a lot of team projects, I am always looking for tools that foster collaboration. VoiceThread allows you to share multimedia and comment in five different modalities: telephone (helpful for rural areas without good bandwidth), voice on a microphone, text, audio file, or video via webcam. I have seen it used in several blogs in higher education and want to explore its use not only in our online program, but with our social network. Imagine the debates we could have on hot issues in informatics. The fee associated with VoiceThread is reasonable. Click on Products, Higher Education, and you will not only see the fee structure and licenses, but a compilation of research that documents the effectiveness of the tool. Check it out at http://voicethread.com/. Data Visualization Tools With the current data deluge, it will become more and more important to use different tools to present data in our courses, in presentations, and for decisionmaking in the health care and academic environments. I recommend starting with videos by Hans Rosling that depict new ways to present data in interesting ways: * Hans Rosling's 200 Countries, 200 Years, 4 Minutes - The Joy of Stats - BBC Four: www.youtube.com/ watch?v=jbkSRLYSojo * Hans Rosling: No More Boring Data: TEDTalks: www.youtube.com/watch?v=hVimVzgtD6w * Hans Rosling and the Magic Washing Machine: www.youtube.com/watch?v=BZoKfap4g4w In 2010, my colleagues Deborah Vincent, Marie Hastings- Tolsma, and Judith Effken published a great article, with good examples, on visualization tools for presenting data from large datasets. See Data Visualization and Large Nursing Datasets at the Online Journal of Nursing Informatics, 14(2); http://ojni. …

Semantic people tagging and ontology maturing: an enterprise social media approach to competence management

Semantic people tagging is an Enterprise 2.0-style approach to making expertise and individual capabilities transparent. By combining it with a collaborative ontology editor and thus the possibility to construct a shared vocabulary and understanding, it can be a supplement for cumbersome competence management, or expert finder solutions, which lack acceptance among employees, and suffer from outdated data. It gives human resources a timely overview of available and required competencies based on peer reviews and actual usage. However, it also needs to be tailored to the cultural characteristics of a specific company. Therefore, we have developed a design framework for semantic people tagging. We want to present the general approach based on the ontology maturing concept of gradual formalisation and its implementation based on a social semantic bookmarking system. Focus group interviews with HR experts have further have yielded insights into the wider context and validated the concept. The system has been introduced and evaluated at a company for career advising, and is being rolled out to additional contexts.

Scientific bloggers under the altmetric microscope

AbstractIn this paper we present a preliminary altmetric study of scientific bloggers and how they use different social media (i.e. blogs, social bookmarking systems, and Twitter) for scholarly communication, information dissemination, and creation of visibility. We analyzed linking behavior in blog posts and tweets, number of comments assigned to blog posts and share of publications found in social bookmarking systems. Results show that heavy tweeting and blogging do not result in large numbers of followers and comments, tweets and blog posts contain lots of URLs and self‐citations, and share of publications found in social bookmarking systems varies between different platforms.

Oh! Web 2.0, Virtual Reference Service 2.0, Tools & Techniques (II)

The paper describes the theory and definition of the practice of librarianship, specifically addressing how Web 2.0 technologies (tools) such as synchronous messaging, collaborative reference service and streaming media, blogs, wikis, social networks, social bookmarking tools, tagging, RSS feeds, and mashups might intimate changes and how libraries provide access to their collections and user support for that access.

From Learning Style of Webpage Content to Learner's Learning Style

Technology plays an important role in the development of students who can search for the concepts which they learn in the books on the Internet and find out more information on them. This will increase the depth of their knowledge. According to some researches, students tend to be more active and more participative when technology is being integrated in their lesson resulting to better comprehension and good performance. Using technology in the learning process can facilities automatic detection of the learner’s learning styles which can help the learner to develop his coping strategies to compensate for his/her weaknesses, capitalize on his/her strengths, improve the quality of the learning process and make it more effective. This research presents an automatic tool for detecting learning styles in a learning environment by analyzing the content of the learner’s favorite WebPages using social bookmarking services(www.tagme1.com) and shows that how actual behavior of the learners during the learning process can be used as an effective source for detecting their learning styles based on Felder-Silverman learning style model (FSLSM) .

Can Tweets Predict Citations? Metrics of Social Impact Based on Twitter and Correlation with Traditional Metrics of Scientific Impact

BackgroundCitations in peer-reviewed articles and the impact factor are generally accepted measures of scientific impact. Web 2.0 tools such as Twitter, blogs or social bookmarking tools provide the possibility to construct innovative article-level or journal-level metrics to gauge impact and influence. However, the relationship of the these new metrics to traditional metrics such as citations is not known.Objective(1) To explore the feasibility of measuring social impact of and public attention to scholarly articles by analyzing buzz in social media, (2) to explore the dynamics, content, and timing of tweets relative to the publication of a scholarly article, and (3) to explore whether these metrics are sensitive and specific enough to predict highly cited articles.MethodsBetween July 2008 and November 2011, all tweets containing links to articles in the Journal of Medical Internet Research (JMIR) were mined. For a subset of 1573 tweets about 55 articles published between issues 3/2009 and 2/2010, different metrics of social media impact were calculated and compared against subsequent citation data from Scopus and Google Scholar 17 to 29 months later. A heuristic to predict the top-cited articles in each issue through tweet metrics was validated.ResultsA total of 4208 tweets cited 286 distinct JMIR articles. The distribution of tweets over the first 30 days after article publication followed a power law (Zipf, Bradford, or Pareto distribution), with most tweets sent on the day when an article was published (1458/3318, 43.94% of all tweets in a 60-day period) or on the following day (528/3318, 15.9%), followed by a rapid decay. The Pearson correlations between tweetations and citations were moderate and statistically significant, with correlation coefficients ranging from .42 to .72 for the log-transformed Google Scholar citations, but were less clear for Scopus citations and rank correlations. A linear multivariate model with time and tweets as significant predictors (P < .001) could explain 27% of the variation of citations. Highly tweeted articles were 11 times more likely to be highly cited than less-tweeted articles (9/12 or 75% of highly tweeted article were highly cited, while only 3/43 or 7% of less-tweeted articles were highly cited; rate ratio 0.75/0.07 = 10.75, 95% confidence interval, 3.4–33.6). Top-cited articles can be predicted from top-tweeted articles with 93% specificity and 75% sensitivity. ConclusionsTweets can predict highly cited articles within the first 3 days of article publication. Social media activity either increases citations or reflects the underlying qualities of the article that also predict citations, but the true use of these metrics is to measure the distinct concept of social impact. Social impact measures based on tweets are proposed to complement traditional citation metrics. The proposed twimpact factor may be a useful and timely metric to measure uptake of research findings and to filter research findings resonating with the public in real time.

The Impact of New Technologies on Current Awareness Tools in Academic Libraries

Cuiying Mu's column is a help to both accidental technologists and non-techie librarians in two ways: it clarifies the differences between and strengths of various RSS readers and social bookmarking tools, and it provides guidance on teaching these tools to our users. This column underscores a similarity of users' technology competencies and needs across different types of libraries and around the world: users don't know what technologies are available to make their work easier. While Mu writes about a program at an academic library, the tools also are applicable to workshops and guides that teach users of public and special libraries how to manage their personal research and even their collection of news and entertainment items from the Internet. Integration of these technologies into K-12 information literacy programs would tie in with teaching how to select credible sources and provide students with a head start on managing their research for term papers. RSS and social bookmarking are not familiar to most of our users; librarians have a role in educating not just about information resources but about tools to manage information.--Editor Our users live in a world of too much information, and they are struggling to keep themselves up-to-date with new publications in their research fields. Academic librarians are aware that information overload can lead to frustration and feelings of despair. To prevent our researchers being drowned in the information floods, academic librarians should teach them to manage information effectively by using the technologies available, such as RSS feeds and social bookmarking tools. New technologies have created opportunities for learners to have richer learning experiences. Academic librarians, as facilitators of the research and information-retrieval process, need to actively apply the new information technologies to information literacy programs and train their users to use the technologies available to remain current with the publications in the student or reseacher's subject field. RSS and social bookmarking are two tools that have a place in libraries' information literacy programs. The purpose of this column is to help you establish or update user education on RRS and social bookmarking. Included is an outline of a current awareness course and users' responses to the course, some technical issues and solutions when working with library databases using RSS feeds alerting service, comparisons of RSS readers and social bookmarking tools, and one librarian's recommended RSS readers and social bookmarking tools for researchers. THREE REASONS TO PROMOTE RSS AND SOCIAL BOOKMARKING Save the Time of the User While these tools have been around for a few years, students and faculty are not always aware of them. Even those who use RSS feeds for reading blogs and news may not know of the usefulness of this tool for their academic lives. Using RSS feed technology to manage information saves users time and energy and increases their access to the knowledge they need by creating a recurring alert of new information from blogs, websites, and article databases. Social bookmarking technology allows users to take advantage of the insights of other users to find information related to the topics they are researching, even in areas that are not obviously connected to the primary topic. (1) Social bookmarking promotes discovery through serendipity as well as through careful use of searching and tags. Enhance Literacy One of the goals of the academic library is to develop users' information literacy skills. Literacy Standard Five of ACRL's Information Literacy Standards for Science and Engineering/Technology states that an information literate student should recognize the need to keep current in his or her subject field and have the ability to use a variety of methods and emerging technologies for keeping current in the field. …

Tripartite community structure in social bookmarking data

Community detection is a branch of network analysis concerned with identifying strongly connected subnetworks. Social bookmarking sites aggregate datasets of often hundreds of millions of triples (document, user, and tag), which, when interpreted as edges of a graph, give rise to special networks called 3-partite, 3-uniform hypergraphs. We identify challenges and opportunities of generalizing community detection and in particular modularity optimization to these structures. Two methods for community detection are introduced that preserve the hypergraph's special structure to different degrees. Their performance is compared on synthetic datasets, showing the benefits of structure preservation. Furthermore, a tool for interactive exploration of the community detection results is introduced and applied to examples from real datasets. We find additional evidence for the importance of structure preservation and, more generally, demonstrate how tripartite community detection can help understand the structure of social bookmarking data.

Source Cues in Online News: Is the Proximate Source More Powerful than Distal Sources?

With the rise of intermediaries such as portals, social-bookmarking sites, and microblogs, online news is often carried through multiple sources. However, the perceived credibility of different source cues attached to a single news story can be quite different. So, how do readers evaluate the story? Do users factor in all distal sources, or do they simply refer to the proximate source delivering the news? Using a 2 (involvement) × 2 (proximal source credibility) × 2 (distal source credibility) full-factorial between-subjects experiment (N = 231), we found that while highly involved readers considered both types of sources, low-involvement readers were primarily influenced by the proximate source.

Leveraging technology for engaging learning design

Web 2.0 tools alone do not teach or result in effective or meaningful learning. A review of literature on evolving learning designs based on the tenets of Pedagogy 2.0 (Lee &amp; McLoughlin, 2010) highlights four contributing elements of design for socio-constructivist learning environments: authenticity, motivation, scaffolding and skills development. This paper details an innovative learning design for the integration of technology to provide flexible access and encourage engagement while facilitating the development of knowledge management skills in an undergraduate course. A combination of technologies and strategies were used to encourage students to sufficiently engage in the assessment tasks. These were: course website for information provision, WebQuest for scaffolded instructions, wiki for collaboration and social bookmarking for sharing and reviewing references. The evaluation of the learning design was generally positive with students reporting increased 'tech savvyness'. However, a significant challenge was facilitation of equitable and synergistic group work which is central to socio- constructivist learning designs. Future iterations of the design will focus on this aspect in addition to encouraging student engagement with the Web 2.0 tools that were underutilized this time.

The effects of information and communication technologies (ICTs) on higher education: From objectivism to social constructivism

Higher education has been on the rollercoaster for the last couple of decades with the advent of the first personal computer in the 1980s and then the internet in the 1990s and not only explicitly in terms of using innovative digital gadgets, but also implicitly in perceptions about and approaches to e-learning from behaviourism through cognitive to social constructivism or more specifically, from transmitted knowledge to negotiated and then harvested knowledge. The journey reflects the emancipation of learners from bonded (teacher-led) learning to independent and self-reigned knowledge-acquisition. This paper is a short discourse on the theoretical voyage of pedagogy and learning in higher education institutions (HEIs) from the introduction of traditional ‘technology-based-instruction’ to modern ‘network based’ ‘web-enhanced e-courses’ in collaborative and socially active learning environments operating with ‘social-software-tools’ of blogging and social-book marking. Key words: Objectivism, behaviourism, constructivism, cognitive-constructivism, social-constructivism, transmitted, negotiated, harvested-knowledge, e-learning, blended, virtual.

Middleware for social computing: a roadmap

AbstractSocial computing broadly refers to supporting social behaviours using computational systems. In the last decade, the advent of Web 2.0 and its social networking services, wikis, blogs, and social bookmarking has revolutionised social computing, creating new online contexts within which people interact socially (socialnetworking). With the pervasiveness of mobile devices and embedded sensors, we stand at the brink of another major revolution, where the boundary between online and offline social behaviours blurs, providing opportunities for (re)defining social conventions and contexts once again. But opportunities come with challenges: can middleware foster the engineering of social software? We identify threesocietalgrand challenges that are likely to drive future research in social computing and elaborate on how the middleware community can help address them.

Towards Implementing Library 2.0 Model in Nigerian University Libraries

This paper describes Library 2.0. It presents the key features of library 2.0, such as user centered, multi-media experience, socially rich and communally innovative. Library 2.0 technologies and applications include blogs and wikis, instant messaging (IM), podcasts, social networking, streaming media, tagging, bookmarking and rich site summary (RSS) feeds. This paper discusses important principles and powerful potentials, inherent in Library 2.0. It presents critical challenges associated with the implementation of Library 2.0 in Nigerian University libraries. Recommendations were therefore proffered to include; the partnership of NLA and NUC towards inculcating library 2.0 principles in Library and Information Science School curricula, amongst others. Key Words: Model, Library, University, Nigerian

Hospital-Based Nurses’ Perceptions of the Adoption of Web 2.0 Tools for Knowledge Sharing, Learning, Social Interaction and the Production of Collective Intelligence

BackgroundWeb 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities.ObjectivesThe objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. MethodsThe decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson’s correlation analysis and t tests were used for data analysis.ResultsIntention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P < .05). Behavioral intention was positively correlated with attitude (r = .72, P < .05), perceived behavioral control (r = .58, P < .05), and subjective norm (r = .45, P < .05). In their decomposed constructs, perceived usefulness (r = .7, P < .05), relative advantage (r = .64, P < .05), and compatibility (r = .60, P < .05) were positively correlated with attitude, but perceived ease of use was not significantly correlated (r = .004, P < .05) with it. Peer (r = .47, P < .05), senior management (r = .24, P < .05), and hospital (r = .45, P < .05) influences had positive correlations with subjective norm. Resource (r = .41, P < .05) and technological (r = .69, P < .05) conditions were positively correlated with perceived behavioral control.ConclusionsThe identified behavioral perceptions may further health policy makers’ understanding of nurses’ concerns regarding and barriers to the adoption of Web 2.0 tools and enable them to better plan the strategy of implementation of Web 2.0 tools for knowledge sharing, learning, social interaction, and the production of collective intelligence.

Tagging for health information organisation and retrieval

This paper examines the tagging practices evident on CiteULike, a research oriented social bookmarking site for journal articles. Articles selected for this study were health information and medicine related. Tagging practices were examined using standard informetric measures for analysis of bibliographic information and analysis of term use. Additionally, tags were compared to descriptors assigned to the same article.

Uses of explicit and implicit tags in social bookmarking

AbstractAlthough Web 2.0 contains many tools with different functionalities, they all share a common social nature. One tool in particular, social bookmarking systems (SBSs), allows users to store and share links to different types of resources, i.e., websites, videos, images. To identify and classify these resources so that they can be retrieved and shared, fragments of text are used. These fragments of text, usually words, are called tags. A tag that is found on the inside of a resource text is referred to as an obvious or explicit tag. There are also nonobvious or implicit tags, which don't appear in the resource text. The purpose of this article is to describe the present situation of the SBSs tool and then to also determine the principal features of and how to use explicit tags. It will be taken into special consideration which HTML tags with explicit tags are used more frequently.

Extraction of Community Transition Rules from Data Streams as Large Graph Sequence

In this study, we treat transactional sets of data streams as a graph sequence. This graph sequence represents both the relational structures of data for each period and changes in these structures. In addition, we analyze changes in a community in this graph sequence. Our proposed algorithm extracts community transition rules to detect communities that appear irregularly in a graph sequence using our proposed method combined with adaptive graph kernels and hierarchical clustering. In experiments using synthetic datasets and social bookmark datasets, we demonstrate that our proposed algorithm detects changes in a community appearing irregularly.

Social Media Optimization. Su implementación en las webs de las pymes del Parque Tecnológico de Andalucía (PTA)

Because of its importance in the Andalusian business, I made a web analysis of 35 SMEs from different sectors of the PTA Malaga and it´s implementation of SMO (Social Media Optimization) to know what is the state in these SMEs. The technique used to analyze the websites of SMEs in various sectors of the PTA has been the method of content analysis. For the analysis of the sites of PTA in the implementation of the SMO, we have identified the presence or absence (presence = 1, no = 0) of eight units of analysis set out to measure the SMO: social bookmarking, web feed, blogs, broadcast content, mashups, widgets, social media buttons. According to the results obtained by the surveyed companies, particularly SMEs PTA Malaga, have a low implementation of social media optimization in its websites.

Distributed Social Bookmarking Web Service Architecture. SOAP vs. iCamp FeedBack

Social bookmarking services became very popular recently. Easy of use, possibility to share and discover in addition to accessibility though the Internet, turns social bookmarking sys- tems into powerful repository of shared knowledge. Obviously this attracts attention of educational institutions and recently such systems started to appear under their domains. However, usually these systems stay separate and limit their users by their bounds. It means that separate systems' students could reach each other and use knowledge base, aggregated in other systems. On the other side, institutions usually want to own this assembled data and do not give away collected knowledge base to third side. This issue does not allow building social bookmarking systems that can be used by multi-institutional users. An idea is to develop distributed system where every institution will have their own database, but, on the other hand, will allow exploring and using data from other net- work sources. This article overviews possible distributed system architecture models and suggests a solution that will eliminate such service issues. Moreover, two different approaches towards dis- tributed services communication are evaluated in this article: SOAP vs. iCamp FeedBack. SOAP is a lightweight XML based protocol for exchanging structured information between distributed applications. FeedBack is another model that uses plain RSS feed to transmit data. Both models are tested and evaluated in this article.