From Theory to Practice in Digital Libraries:
5S and Educational Applications (NDLTD, CSTC)
Edward A. Fox
Department of Computer Science
Virginia Tech, Blacksburg, VA 24061 USA
fox@vt.edu http://fox.cs.vt.edu
Abstract
The field of digital libraries is becoming ever more important in computer science, since it
presents a unique mixture of theoretical, systems, and application challenges. At the same time, it
affords exciting opportunities to enhance education, by extending and improving access to new
knowledge, especially in such areas as science and technology. To address these challenges and
opportunities, we outline the 5S Framework (Societies, Scenarios, Spaces, Structures, and
Streams) as a foundation for digital libraries. We show how it aids in the practice of applying
digital libraries to education, through two case studies: the Networked Digital Library of Theses
and Dissertations (NDLTD) and the Computer Science Teaching Center (CSTC). We argue that
5S, NDLTD, and CSTC can provide a basis for international collaboration on digital libraries,
leading to a Networked University Digital Library (NUDL) and other initiatives, like Pronabid in
Mexico.
Keywords: 5S, computer science education, digital libraries, dissertations, graduate education,
Pronabid, research, scenarios, societies, spaces, streams, structures, theses
1. Importance of the Field of Digital Libraries
By 1994, the phrase “digital library” (DL) became the generally approved label for a field
previously referred to by terms like “electronic library” [1]. DL deals with automated access to
information, as called for in writings dating back to the 1960s [2] and in visionary descriptions
from the 1940s [3]. Today there are books [4], international conferences [5], and online
courseware [6] on the topic. The field goes far beyond supporting traditional libraries, addressing
core requirements of the Information Age and the world of Information Technology, as well as
new sub-areas like knowledge management and content management.
DL also is an important field because it places demands on almost every other computing
discipline. To build worldwide DLs [7], there must be efficient systems, able to handle large
numbers of users and high volumes of transactions. Some have turned to supercomputers and/or
superstorage systems [8]. Others have focussed on algorithms, data structures, or databases to
ensure good performance. More specifically, there has been work on linking, browsing,
searching, clustering, handling multimedia information, and managing large distributed
collections to support discovery and reuse – key topics in the fields of hypertext, information
retrieval, and multimedia. As part of the “digital” aspect of DLs, there has been work on capture,
compression, representation, conversion, and storage – topics also studied in the disciplines of
artificial intelligence, graphics, and hardware (especially with regard to I/O and storage devices,
as well as special purpose processors). Modeling and simulation can help with understanding and
tuning performance [9]. Networking is crucial for building large DL systems from collections of
computers, as well as for serving a distributed set of users.
To support those users, DLs also must be effective. Thus there is a clear connection to HCI, with
respect to better user interfaces as well as handling of requirements, design, and evaluation.
Formal or programming languages can support description of specifications, implementation of
scenarios, and scripts for DL personalization. Concern with quality (e.g., adding value to content
objects, or ensuring quality of service) is addressed in connection with multimedia information
and networking. Many DL efforts have explored a variety of architectures so as to better support
individual user needs, wider ranges of services, and diverse organizations and distributions of
information. The human side of these issues is studied under the aegis of library and information
science as well as computer professionalism, which helps connect with social, economic, and
legal concerns. As part of the “library” side of DLs, there is work on user needs, intelligent
information services, data and metadata, as well as support for user tasks and activities. These
topics also relate to fields like artificial intelligence and geographic information systems.
Whether we build DLs for individuals, groups, organizations, disciplines, nations, regions, or the
world, we must solve difficult problems. Large-scale interoperable federated systems, in
particular, force us to develop the next generation of “super information systems.” Thus, the
greatest challenges, and the brightest teams that can be assembled to meet them, both will result
from international collaboration.
2. Importance of International Collaboration on Digital Libraries
Knowledge knows no boundaries. Our surveys of users and experts indicated that people want
DLs to afford them access to the world’s information from their homes and offices [10]. This
goal is being addressed in part as a result of DL projects underway all around the world [7],
including Pronabid in Mexico.. However, these diverse efforts will not magically coalesce into a
seamless set of services that smoothly interoperate. International collaboration will be needed to
achieve this vision as well as other desired goals.
In a 1998 “summit” to explore international collaboration regarding DLs, many key needs and
opportunities were articulated [11]. Clearly there is need for organization on a global scale, and
so a second summit/workshop is scheduled in conjunction with the ACM Digital Libraries ’99
conference (see http://fox.cs.vt.edu/DL99). Four other types of collaboration are also of
particular value.
First, there is collaboration around projects concerned with special collections of information.
For example, computer science researchers around the world have developed systems to share
their technical reports [12-14], now largely in connection with the Networked Computer Science
Technical Reference Library (NCSTRL, http://www.ncstrl.org). Recently, bilateral funding from
NSF (USA) and JISC (UK) will be supporting related research based at Cornell University to
extend these efforts. Another example is work on the genre of electronic theses and dissertations
[15], discussed in Section 4 below. In both cases, as well as many others, critical mass in terms
of information value only results when similar objects are (logically or “virtually”) brought
together that are authored and managed in hundreds or thousands of sites. Alternatively, there
may be a smaller number of large collections, such as from national libraries, museums, and/or
archives (e.g., a White House initiated effort for a Digital Library for Education, with
approximately $33M proposed to go to the NSF, the Library of Congress, the Smithsonian, the
National Park Service, and IMLS – which funds museums and libraries). By involving several
different countries, thesecould provide enormously valuable resources to promote education and
global understanding. Because of their scope, such big projects could provide a basis for sharing
technology as well as broadening access to works from diverse cultures.
Second, there is collaboration around particular technical problems. For example, a number of
workshops situated in diverse sites around the world have addressed the problem of metadata
standards for digital collections [16]. Agreement has been reached, and there is worldwide
application of the Dublin Core to support compatible descriptions of digital objects. Similarly,
agreements have been reached in the areas of knowledge representation (e.g., KQML), markup
(e.g., XML and SGML, as well as HTML). Further, though there is no single solution to broad
problems like handling DL collections of geographic information, music, images, or digital
video, progress has certainly been accelerated as a result of research efforts in laboratories
scattered around the globe.
Third, there are particular DL problems that are especially obvious when one contemplates
international collaboration, e.g.,
 How can collections be searched that are in many different languages?
 How can collections be integrated that each covers a “piece of the puzzle”, but together
provide a world view (e.g., aerial maps of individual nations as a resource for geographers,
old records of city newspapers for students learning about world history)?
 How can access be controlled and services personalized in accord with varying legal,
economic, cultural, and social regulations and conventions?
 How can resources be discovered among collections that vary widely in coverage, size, and
organizing principles?
 How can discovery and understanding be expedited as a result of multiple perspectives,
approaches, and views – supporting each other in collaborative environments?
Finally, there are important problems in the field of DL that have particular urgency, or whose
solution will have great benefit, that are likely to be solved more quickly as a result of
international collaboration. One such class of problems deals with global challenges, like the
environment, where gathering data and acting in an informed fashion is necessary in all nations.
Another such problem is how to spread awareness of DLs so that the contributions of the field
have broader impact, e.g., helping solve the problems of handling information in business and
government, as well as in educational institutions. Also key among the problems is the need for a
theory and underlying framework to buttress the field of DL. The next section explores one
approach to this challenge.
3. “5S”
In the 1960s, J.C.R. Licklider challenged us to develop a unified theory to support the
development of global digital libraries [2]. Accordingly, we have developed a descriptive
framework – “5S” – referring to Societies, Scenarios, Spaces, Structures, and Streams. We argue
that this framework not only helps with the design and development of DLs, but also should help
users more easily understand related technologies.
5S is particularly oriented to describe information systems. We view DLs as high-end or “super”
information systems that integrate a wide variety of more specialized technologies, and so
benefit strongly from such a powerful framework. Indeed, we offer yet another definition of
“digital libraries” using 5S, i.e., complex systems that help: satisfy information needs of users
(Societies), provide information services (Scenarios), organize information in usable ways
(Structures), present useful information (Spaces), and communicate information with users
(Streams).
Advanced information systems often involve multimedia information and distributed processing,
both of which require special support for Streams, that fundamentally are sequences of items
(e.g., text, audio, video, or network traffic). Various approaches to information organization
involve suitable Structures – whether in collections, using trees or relations (as in databases),
supported by indices (as in geographic information systems – GIS), through graphs (e.g., of
nodes and arcs, as in hypertext), or as complex objects. Scientific visualization, virtual reality
simulations, GIS, vector space or probabilistic or conceptual searching, and 2D or 3D graphics
interfaces all make use of Spaces (which formally involve domains and constraints). Since DLs
provide a range of services, supporting various types of information needs in tailored fashion,
and are often designed based on story-like descriptions of interactions, the use of Scenarios
(which we define to also include functions, operations, and methods) is particularly important.
Finally, since DLs are built to serve particular target users or user communities (i.e., groups of
interacting people and computers), it is essential that all Societies involved be carefully studied
(i.e., we extend our earlier 4S model [17], adding Societies).
Applying the 5S model calls for considering typical aspects, facets, or components of each “S”.
Thus, regarding Societies, we may consider artifacts, relationships, rituals, and roles. In the DL
case, Scenarios involve actions, e.g., acquire, administer, consult, index, preserve, retrieve, and
store. Spaces may be functional, physical, presentational, or temporal. Structures may involve
architectures, grammars, links, schema, and taxonomies. Finally, Streams may involve flows,
granularities, paths, and protocols.
To illustrate the power of 5S, we can consider combinations of several of the “S” constructs. We
list five below, in the form of equations to show that many aspects of computer and information
science can be easily described:
 Societies + Scenarios = user model
 Societies + Scenarios + Spaces + Streams = user interface
 Streams + Structures = markup
 Streams + Structures + Scenarios = object
 Structures + Scenarios = DBMS
To further illustrate the value of 5S, and to explain how DLs can be of value to support
education, we briefly describe two case-study DL projects in the following sections, using 5S to
highlight key aspects. The reader also is referred to a more detailed discussion of these two
efforts from the perspective of 5S [18], as well as a focussed description of the need for
collaboration to enhance graduate education [19].
4. NDLTD
As of June 1999, the Networked Digital Library of Theses and Dissertations, NDLTD [20-23],
included 62 universities and other interested parties working to enhance education and research.
Universities from around the globe, along with a number of supporting institutions (e.g., the
Coalition for Networked Information and UNESCO), encourage students to prepare theses
(undergraduate or graduate) and dissertations electronically, submit them into a DL, and
facilitate access by other students and researchers. It is hoped that this federated initiative will
spread to every country and university, ensuring that the next generation of scholars is prepared
to create expressive electronic documents, and able to work with worldwide DLs [7].
NDLTD encompasses all of the key aspects of DL efforts. It is a project, with a home page
(http://www.ndltd.org), and a governing body (i.e., a Steering Committee) that meets in
Washington, D.C. twice annually, near the middle of April and near the middle of September. It
includes as its collection all of the bibliographic records, metadata, documents, and related works
made available by its members or other supporters. The focus of the collection is on theses and
dissertations, but reports and other documents are also welcome; thus NDLTD can gradually
broaden to include a richer diversity of content as it evolves into a Networked University Digital
Library (NUDL – see Section 6.2). The collection can be accessed through browsing and
federated searching mechanisms from http://www.theses.org as well as through a variety of
connections to repositories run by individual members or groups of members. Students wishing
to learn how to create electronic theses and dissertations (ETDs [15, 24]) can benefit from a
training site rich in tutorials and multimedia explanations (see http://etd.vt.edu). They are
encouraged to use standards (e.g., SGML, XML, PDF, MPEG, JPEG) in order to facilitate
preservation.
NDLTD involves many Societies: graduate students, those administering graduate programs and
university libraries, faculty, publishers, its own governing body and committees, as well as all
those who might use the NDLTD collection. NDLTD scenarios include training to empower
students with knowledge about electronic publishing and DLs, submission of ETDs, and various
modes of using the collection (e.g., searching, browsing). Scenarios also can be categorized
according to the Societies served, e.g., users, authors, author-researcher collaborations,
librarians, and graduate school staff. Spaces cover the physical location of members, the name
space of their servers, vector spaces used in searching, the conceptual space that is specified in
Virginia Tech’s proposal for applying Dublin Core to describe ETDs, and the various interfaces
(e.g., 2D, 3D, CAVE [23]) developed to access the collection. Streams cover the various text and
multimedia content objects and the several protocols supported through the federated search
system [25]. Structures support the DBMS application that handles submission and access, the
use of document type definitions developed for SGML and XML formatted ETDs, and the inner
workings of DL systems considered for NDLTD such as those provided by IBM and OCLC.
While NDLTD focuses on graduate education, CSTC, discussed in the next section, has more of
an emphasis on undergraduate studies.
5. CSTC
The Computer Science Teaching Center (CSTC, see http://www.cstc.org and [26-28]) in general,
and in particular its part for Curriculum Resources in Interactive Multimedia (CRIM, see
http://www.cstc.org/~crim/ and [29]), continue the NSF-supported efforts related to DLs and
computing that began at Virginia Tech in 1991. In addition to tens of thousands of online WWW
pages related to CS education [30], reflecting local development, that have led to millions of
accesses from around the world [30-32], an open repository for submission of educational
modules now is available at Virginia Tech. By encouraging small submissions, in particular of
knowledge modules [33], and by instituting a system of peer review to ensure quality, we hope to
turn CSTC into an example of how to develop the NSF-funded Science, Mathematics,
Engineering and Technology Education (SMETE) Digital Library [34].
Three types of materials are actively solicited for CSTC. First, we seek laboratory resources that
can be used during lab sessions in (primarily lower level) courses on computing, or for selfstudy. Second, we seek visualizations of important concepts in computing as well as tools to help
prepare such visualizations. Third, we seek interactive multimedia resources teaching about
important aspects of computing. Each type requires knowledgeable editorial control, now
handled by Deborah Knox, Scott Grissom, and Rachelle Heller / Edward Fox, respectively.
Other volunteer editors, from any part of the world, are encouraged to help collect valuable
materials, to cover all pedagogical (including topical and regional) requirements.
Contributors log onto the CSTC site, fill in online forms to describe their resources, and upload
them – for test, review, and eventual archiving. Thus, they provide metadata as well as the digital
object or objects to be shared with other teachers or learners. Special interface screens have been
devised to support people in the roles of contributor, user (e.g., a teacher discovering a useful
resource), reviewer, and editor. These have been refined for more than a year, and will continue
to be enhanced to suit the needs of the project.
CSTC involves several Societies, especially teachers, students, editors, and reviewers. Scenarios
cover submitting resources, editorial assignments to reviewers, preparing and submitting
reviews, as well as locating and adapting useful resources for use in classroom, distance
education, or self-study situations. Spaces include the conceptual space laid out in accordance
with the Dublin Core, the category system from ACM, and the various interfaces to the
collection. Streams cover the interactive multimedia resources and their use, as well as the Web
prototols involved in using the repository. Structures include the DBMS that underlies the DL
along with its various files and logs.
CSTC is but one of many efforts that may support undergraduate education in the scientific,
engineering, and technical areas as part a US national effort [34], that we hope will extend to a
broader international collaboration.
6. Conclusions: 5S, NUDL, and Pronabid
6.1 Extending 5S
Building on the 5S framework, we can propose an approach to DL collaboration involving the
USA, Mexico, and other nations. The most open type of initiative would be one where
collaboration occurs along any of the 5S aspects. The boldest type of initiative might be one
where one or more “S” is extended well beyond current conventions.
Taking the broadest Society perspective, projects may support the community of world users.
This extended “S” approach suggests the need for systems to economically handle very large
numbers of users. For example, Virginia Tech has purchased VT-PetaPlex-1, a system produced
by Knowledge Systems Incorporated [8]. This “superstorage” unit has 2.5 terabytes storage
capacity. With 100 processors (each a Pentium II running at 233 MHz) running Linux, it has
roughly 20 gigaflops computing capability as well. Virginia Tech offers to new members of
NDLTD access to the PetaPlex system for archiving their ETDs. Many interesting research
problems relate to developing this and similar cost effective “digital library machines” as well as
larger “information utilities” to support petabytes of data and millions of users.
To achieve more focus, Societies may be worldwide groups at the discipline level, such as those
involved in computer science teaching and learning (e.g., CSTC). Other groupings of users may
arise based on age or educational status, e.g., graduate students involved in NDLTD. Almost any
DL initiative will have a clearly defined Society or set of Societies. Some may be defined in
terms of Societies of interacting computers or software modules (e.g., agents).
Work on extended Scenarios may lead to broader views of DLs in terms of services. Can DLs
record all the information generated as a result of all activities over the life of an individual? Can
DLs operate “under the covers” of other automated systems to provide personalized services
requiring a wide variety of information? For example, can they help students engaged in distance
education to learn more effectively, or assist authors in businesses to create new reports that
reflect knowledge of the relevant best practices and the latest discoveries? Can DLs support reuse of knowledge from available sources in addition to discovery and retrieval?
Other work on Scenarios relates to usability studies for existing or new user interfaces, as well as
standard services like searching or hypertext activities like browsing, following links, adding
annotations, or following paths/trails. Ultimately there needs to be coverage of all activities
carried out by librarians, in gathering, organizing, administering, and supporting use of library
resources, applied to the broad range of digital objects that also may be found in museums,
archives, and many other information processing organizations.
Work on extended Spaces may lead to innovation in spatially referenced information systems
(e.g., the Alexandria Digital Library in Santa Barbara) and user interfaces (especially using 3D
or virtual reality environments [23]). Better browsing and visualization may result from
improving or integrating conceptual spaces based on human-devised category systems (e.g.,
ACM’s for computing, UMLS for medicine) and artificial methods (e.g., through cluster or
citation analysis). Other research related to Spaces may deal with better retrieval using vector or
probability spaces (e.g., through better indexing or weighting, for any content type), distributed
processing dealing with physically scattered collections, and mobile access for users engaged in
travel.
Work on extended Streams pushes the state of the art in multimedia information handling and
networked communication. Emerging applications focus on handling streaming large video or
audio files with high quality of service, useful for education at all levels. A key challenge is to
extend and integrate/standardize protocols for DLs, to support interoperability as well as various
modes of access to collections in diverse media forms (e.g., combined search across languages,
images, audio, and video).
Work on extended Structures may lead to integration between what are now poorly connected
systems, e.g., DBMS, IR, and hypertext. This is becoming more urgent and feasible with the
spread of use of standards like XML that allow encoding of data usable with all those types of
systems. Handling diverse views of objects, at different levels of granularity, also is a crucial
requirement, as more and larger digital objects become available.
Important new research in each of the 5S areas, as well as dealing with combinations of these
aspects, will be crucial in the DL field. Many important projects should address these challenges.
Two possible efforts are outlined in the next subsection.
6.2 NUDL and Pronabid
The Networked University Digital Library (NUDL) is an outgrowth of the NDLTD and CSTC
efforts. It aims to foster collaboration among universities around the world, to advance research,
practice, and application of DLs. We argue that every university should have its own DL, that
should interoperate with other university DLs.
Our approach to develop NUDL is to start small, beginning with an effort that already involves a
number of other universities, such as NDLTD. Similarly, contributing to and using the content
from efforts like CSTC, closely tied to improving education in popular fields (e.g., computer
science), may be appealing. Broadening from this type of base, to promote sharing of knowledge
and educational resources, NUDL invites support from all interested universities and others
desiring to promote learning.
In Mexico, there is growing interest in DLs. “Pronabid” is an initiative to develop infrastructure
and support for the field. Goals include connecting information handling with high speed
networking, addressing national goals and priorities, expanding the workforce of trained
personnel, building valuable and usable digital collections, preserving and increasing access to
important cultural and intellectual resources, and supporting future needs with a sound reference
model and funding program.
Through projects like NUDL, and national initiatives like Pronabid, broader collaboration will
arise in the DL field. In time, there will be better support for national and global needs for
knowledge.
7. Acknowledgements
The NSF Division of Undergraduate Education, through grants 9752190 and 9752408, supports
the CSTC and CRIM projects, involving co-PIs Deborah Knox (CSTC director, at The College
of New Jersey), Scott Grissom (Univ. Illinois, Springfield), and Rachelle Heller (The George
Washington Univ.). ACM supports CSTC and supported earlier NSF-funded research at Virginia
Tech on computer science and digital libraries. The U.S. Department of Education, through its
Fund for the Improvement of Post Secondary Education, P116B61190, for 1996-1999, has
sponsored Virginia Tech co-PIs Edward A. Fox (project director), John Eaton, and Gail
McMillan in their work on “Improving Graduate Education with a National Digital Library of
Theses and Dissertations”. Adobe, IBM, Microsoft, and OCLC have donated substantial
hardware and software to help with NDLTD. Robert Akscyn and his company Knowledge
Systems Incorporated have provided VT-PetaPlex-1 and collaborated on related research.
Special thanks go to graduate students Neill Kipp, Paul Mather, Constantinos Phanouriou, and
David Watkins. Many other faculty and students at Virginia Tech, and around the globe, also
have contributed. Their assistance is gratefully acknowledged.
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E. A. Fox, “Improving Education through the Networked Digital Library of Theses and
Dissertations (NDLTD) and the Computer Science Teaching Center (CSTC),” in
Russian-American Digital Libraries Workshop. Moscow, 1998.
http://www.ndltd.org/talks/russia13.htm
E. A. Fox, “Helping Learners through Digital Libraries: The Networked Digital Library
of Theses and Dissertations (NDLTD) and the Computer Science Teaching Center
(CSTC),” presented at Dept. of Computer Science, Univ. of Mass. Seminar, Amherst,
MA, 1998. http://www.ndltd.org/talks/UMass98.ppt
E. A. Fox, R. S. Heller, A. Long, and D. Watkins, “CRIM: Curricular Resources in
Interactive Multimedia,” in Proceedings ACM Multimedia '99, Oct. 30 - Nov. 5, 1999.
Orlando: ACM, 1999.
E. A. Fox, “Education Infrastructure/Innovation Courseware”. WWW site. Blacksburg,
VA: Virginia Tech Department of Computer Science, 1998. http://ei.cs.vt.edu
E. A. Fox, “Interactive Learning with a Digital Library in Computer Science,” presented
at NSF CISE EI PIs Workshop at Frontiers in Education - FIE'96, Salt Lake City, Utah,
1996.
E. A. Fox, “Digital Libraries, WWW, and Educational Technology: Lessons Learned,”
presented at ED-MEDIA 96, World Conference on Educational Multimedia and
Hypermedia, Boston, MA, 1996. http://ei.cs.vt.edu/~fox/EDMEDIA96
E. A. Fox and L. Kieffer, “Multimedia Curricula, Courses and Knowledge Modules,”
ACM Computing Surveys, vol. 27, pp. 549-551, 1995.
W. Arms, “Report of the NSF Science, Mathematics, Engineering, and Technology
Education Library Workshop, July 21-23, 1998,” National Science Foundation, Division
of Undergraduate Education. NSF 99-112, 1999.
http://www.dlib.org/smete/public/report.html
(Paper prepared for NSF – CONACyT – ISTEC Workshop on Digital Libraries, Albuquerque,
New Mexico, USA, July 7-9, 1999)