ChemEd DL WikiHyperGlossary (WHG):
A Social Semantic Information Literacy
Service for Digital Documents
Robert E. Belford1,Dan Berleant2, Michael A. Bauer2, Jon L. Holmes3
& John W. Moore3 1 Dept. of Chemistry, University of Arkansas at Little Rock
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Dept. of Information Science, University of Arkansas at Little Rock
Dept. of Chemistry, University of Wisconsin - Madison
245th ACS National Meeting CINF Oral Session
Library Cafes, Intellectual commons and Virtual Services, Oh My!
Charting New Routs for Users into Research Libraries
First a little Background
Rob Toreki
www.ilpi.com
2005 ACS
Presentation
The WikiHyperGlossary grew out of the
MSDS Hyperglossary
developed by Dr. Rob Toreki
http://www.ilpi.com/msds/ref/
First a little Background
Rob Toreki
www.ilpi.com
•
•
•
2006 Bob Hanson & I organized a ConfChem
Rob Toreki and I presented on the MSDS Hyperglossary
Several papers were on Wikis
So Why not a WikiHyperGlossary?
The name stuck, even though it is now outdated
Presentation Outline
1. Overview ICTs
2. Challenges for Free Agent (DIY) Learners
3. WHG as an Information Literacy Technology
•
•
Glossary Architecture to Provide Background
Knowledge
Molecular Editor Enabled Knowledge Pathways
The WikiHyperGlossary (WHG) as an
Information and Communication Technology
(ICT)
• ICTs determine how humans share and
communicate information.
• ICTs determine the cognitive artifacts used
to represent and manipulate information
• ICTs influence the schema used to derive
knowledge from information
Brief Evolution of ICTs
Information and Communication Technologies
Subjective
Interpretation
Rorschach Blot?
What is the story of this prehistoric cave drawing
from the Magura cave in Bulgaria?
http://commons.wikimedia.org/wiki/File:Magura_-_drawings.jpg
With written script the information (story) could
be accurately transmitted to the future.
Dead men can talk
http://upload.wikimedia.org/wikipedia/commons/d/d4/Early_Kufic_script_-_Qur%27anic_Manuscript.jpg
In the Dark Ages, with so few texts, few outside
of the clergy were literate.
Even Kings were Illiterate
http://upload.wikimedia.org/wikipedia/commons/d/dd/Tapisserie_moines_mannequins.jpg
Around 1440 Gutenberg Invents the Printing Press
http://upload.wikimedia.org/wikipedia/commons/f/f8/Printer_in_1568-ce.png
Printed Material enabled “mass communication”
and was adopted by scientific societies in the pursuit
of science
wikipedia/commons/c/c7/Prior_Health_Sciences_Library_Mural_Printing_Press.jpg
http://upload.wikimedia.org/wikipedia/commons/0/0f/Dalton%27s_Element_List.jpg
http://upload.wikimedia.org/wikipedia/commons/4/43/1665_phil_trans_vol_i_title.pnghttp://upload.wikimedia.org/
Printed Material Become Ubiquitous to the Point
that the United Nations Currently Considers
Literacy to be a Fundamental Human Right
http://www.unesco.org/new/en/education/themes/education-building-blocks/literacy/un-literacy-decade/
The Third ICT Revolution:
The Digital Revolution
http://commons.wikimedia.org/wiki/File:WorldWideWebAroundWikipedia.png
http://upload.wikimedia.org/wikipedia/commons/d/d8/Sony_Ericsson_W960i.jpg
ICTs in the Digital Age
• Web 1.0 (World Wide Web)
• Content (write[publish] once/read many)
• html/client side scripting
• Search services and instant publishing and delivery
• Web 2.0 (Social Web)
• Dynamic (write many/read many) content
• Server side scripting offering collaborative content generation
• Web 3.0 (semantic web)
• Organic knowledge frameworks
• Software agents directly extracting online data and exchanging
information
• InChI enables cheminformatic functionality
Where do Today’s Students Prefer to Seek
Information?
In a Book?
Online?
Where do Today’s Researchers Prefer to
Seek Information?
http://upload.wikimedia.org/wikipedia/commons/b/b7/Asm_lecture_hall.jpg
http://upload.wikimedia.org/wikipedia/commons/2/2f/Fotothek_df_pk_0000296_032_Dozent_Prof._Erwin_Gohrbandt.jpg
Copyright Project Tomorrow 2011,
slides courtesy of Julie Evans
Emergence of the New Free Agent Learner
Copyright Project Tomorrow 2011,
slides courtesy of Julie Evans
http://nsdl.org/archives/workshops/tooltimes/2011-01-25/lib/playback.html
Is this reflected in research?
Copyright Project Tomorrow 2011,
slides courtesy of Julie Evans
What kind of challenges do
Free Agent Learners face?
http://upload.wikimedia.org/wikipedia/commons/b/b7/Asm_lecture_hall.jpg
http://upload.wikimedia.org/wikipedia/commons/2/2f/Fotothek_df_pk_0000296_032_Dozent_Prof._Erwin_Gohrbandt.jpg
Vygotsky
Football
Distal
Knowledge
Logarithms &
Exponentiation
Automobiles
Chemistry
ZPD
Personal
Knowledge
Addition &
Subtraction
Multiplication
& Division
They will often operate in their
Distal Knowledge Space
Can digital technologies be developed which
enhance learning of material in the Distal Zone
through directed scaffolding of content from a
student's ZPD?
http://upload.wikimedia.org/wikipedia/commons/b/b7/Asm_lecture_hall.jpg
http://upload.wikimedia.org/wikipedia/commons/2/2f/Fotothek_df_pk_0000296_032_Dozent_Prof._Erwin_Gohrbandt.jpg
•Social Semantic Information Literacy Technology
(Targets Experts and Novices)
•Automates markup of digital text documents and web
pages to database content associated with glossary
terms.
•Content may be textual or multimedia
•Associates chemical identifiers with chemical terms
which can be used by various software agents
Connecting Gutenberg
Document
HyperGlossary
Parser
HG DB
Match
Glossary Terms
Terms
Query
External Sources
Definitions
HTML Markup
ChemEd DL
ChemSpider
PDB
Unique
Identifiers
Data
Marked-Up
Document
"Cognitive scientists agree that reading
comprehension requires prior "domain-specific"
knowledge about the things a text refers to, …”
-E.D. Hirsch, Jr., "The Knowledge Deficit"
•Readers need to know around 90% of the words
to be able to infer the meaning of the words
they do not know.
•The omitted words, what the text implies but does
not say, are as important as the written words
-E.D. Hirsch, Jr., "The Knowledge Deficit"
“In 1861 the North fought the South”
•When an author writes a document, s/he assumes a level
of prior knowledge that defines the implicit text, the
omitted text.
-E.D. Hirsch, Jr., "The Knowledge Deficit"
Reading comprehension suffers for documents in
one’s Distal Knowledge Space because the prior
knowledge is not there.
Two Core Issues
1. Need to know what the words mean.
2. Need to know the implied knowledge, the
knowledge the author assumed the reader knew
and omitted when scripting the narrative
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Non-editable IUPAC
definition of entropy
with citation
Wiki generated social
multimedia definition of
appropriate ZPD to
provide subject-domain
background knowledge
for reading
comprehension
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As you scroll down
you can get up to 4
social definitions
targeting different
ZPD with multimedia
elements
Video
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Can embedding in a document social produced multimedia
ZPD-appropriate definitions be done at a sufficient term
density to provide enough background knowledge for novices
to generate understanding in a document which would
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otherwise be in their distal zone?
video
Skip Slides
Semantics &Chemical Identifiers
Word Type = "Chemical" has input for InChI
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3D Visualizations
Through InChI query ChemEd DL Models 360
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Engage Jmol with IR spectra
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Visualize Symmetry Elements
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Generate basic Jmol if molecule
not present in Models 360
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2D Molecular Editor
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Molecular Editor Enabled Knowledge
Framework
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Molecular Editor Enabled Knowledge
Framework
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Molecular Editor Enabled Knowledge
Framework
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Molecular Editor Enabled Knowledge
Framework
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Molecular Editor Enabled Knowledge
Framework
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Molecular Editor Enabled Knowledge
Framework
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Molecular Editor Enabled Knowledge
Framework
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Molecular Editor Enabled Knowledge
Framework
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Molecular Editor Enabled Knowledge
Framework
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Other WHG Related Presentations
76 - Jikitou biomedical question answering system:
Using multiple resources to answer biomedical
questions. (Michael Bauer)
Tuesday, April 9, 2013 11:30 AM
Linking Bioinformatic Data and Cheminformatic Data
Location: MCC, Room: 349
510 - WikiHyperGlossary (WHG): New knowledge
frameworks for historical documents and the role of
Web APIs
Monday, April 8, 2013 12:00 PM
Undergraduate Research Posters (12:00 PM - 02:30 AM)
Location: MCC, Room: Hall D
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whg.chemeddl.org
rebelford@ualr.edu
This material is based upon work supported by the NSF DUE-0840830. Any opinions, findings, and conclusions or recommendations
expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
Questions?
http://whg.chemeddl.org/
Bob Belford:
rebelford@ualr.edu
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