Developing a Taiwan library history digital library with reader knowledge archiving and sharing mechanisms based on the DSpace platform

Abstract

PurposeThis work seeks to present a reading annotation and knowledge sharing tool, which can annotate a web page with HTML format archived by the Taiwan libraries' history digital library based on Web 2.0 technologiesDesign/methodology/approachThis work adopted DSpace, an open‐source institutional repository system, to implement a Taiwan Digital Library History Library with the reading annotation tool for knowledge archiving and sharing services. A quasi‐experimental design method was employed to randomly assign participants to an experimental group and control group to evaluate differences in the reading performance of learners who used the proposed annotation system. A statistical analysis scheme was employed to evaluate differences in learning performance of learners while reading and learning with the proposed annotation tool.FindingsThe paper finds that annotated digital material provides useful knowledge to readers. The values to those annotating and subsequent readers are the acquisition of in‐depth knowledge and efficient reading. Additionally, the effect on digital libraries is that digital library content grows dynamically as readers contribute knowledge. More importantly, annotated information from different readers has very high potential for the discovery of value‐added knowledge utilizing data mining techniques.Originality/valueCollecting user‐generated content is a novel research issue in the library sciences field, and few studies have developed useful tools that allow readers to actively contribute their knowledge to digital libraries. This work shows how to implement such digital library systems and how the annotation tool benefits the growth of digital archives and promotes learning performance.

Forecasting reading anxiety for promoting English-language reading performance based on reading annotation behavior

“…To enhance reading performance by collaborative reading, many collaborative reading annotation systems with functionalities of accumulating and sharing collective intelligence in reading were proposed (Chen, Chen, Hong, Liao, & Huang, 2012;Chen, Wang, & Chen, 2014;Mendenhall & Johnson, 2010). Chen et al (2014) proposed a self-regulated learning (SRL) mechanism combined with a CDRAS to enhance Grade 7 students to generate collaboratively rich and high-quality annotations for promoting English-language reading performance.…”

“…Therefore, many reading assistant strategies and systems have been designed to help learners learn from digital reading and promote the reading performance of learners in digital reading environments (Agosti, Ferro, Frommholz, & Thiel, 2004;Chen, Chen, Hong, Liao, & Huang, 2012;Kahan, Koivunen, Prud'Hommeaux, & Swick 2002;Shevade, Sundaram, & Kan, 2005). Annotating digital texts can effectively accumulate and share the knowledge of readers who participate in reading learning processes.…”

“…Their study also indicated that HyLighter may help students in enhancing reading comprehension, critical thinking, and meta-cognition skills. Chen, Chen, Hong, Liao & Huang (2012) also developed a web-based collaborative reading annotation system to enable knowledge sharing and discussion among learners to improve reading performance in a digital library environment. Their study found that annotated digital material provides useful knowledge to readers.…”

“…Through working together and communicating with each other, new ideas can be tried out, one's reading skills can be improved, and tension and anxiety can be reduced. Annotating digital texts collaboratively can effectively accumulate and share the knowledge of readers who participate in reading learning processes (Chen, Chen, Hong, Liao, & Huang, 2012). Thus, it can be regarded as one kind of collaborative reading modes.…”

“…Moreover, Klingner, Vaughn, Arguelles, Hughes, & Leftwich (2004) demonstrated that collaborative reading can promote students' learning outcomes. Hence, a collaborative reading annotation system that has the functions of creating, storing, accessing, distributing, and sharing reading knowledge was developed in this work based on our previous web-based reading annotation system (Chen, Chen, Hong, Liao, & Huang, 2012).…”