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Tech Report kmi-97-20 Abstract


Publishing, Interpreting and Negotiating Scholarly Hypertexts: Evolution of an Approach and Toolkit
Techreport ID: kmi-97-20
Date: 1997
Author(s): Simon Buckingham Shum and Tamara Sumner
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This paper describes the evolution of our approach to scholarly hypertext publishing, which is developing a social model of document usage that places particular emphasis on supporting the interpretation and negotiation of documents. The first part of the paper describes principles derived from hypertext research that underpin a toolkit called D3E which we use to publish an electronic journal. This provides a Web environment that tightly integrates publications with review discussion. In part two, we argue that forming and contesting perspectives are key processes that should be assisted by scholarly hypertexts. In the context of our e-journal, we analyse the representational requirements for hypertext support, and explore the expressive power of a semiformal document encoding scheme that expresses a publication's conceptual relationship to other documents. We conclude by discussing socio-technical issues that this work raises.
 
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Knowledge Management is...


Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.