CS 502 Architecture of Web Information Systems Spring 2003 Readings and References

General Readings on Digital Libraries and Distributed Information

Books

• William Y. Arms, Digital Libraries. MIT Press, 2000. ISBN=0262011808
• Tim Berners-Lee, et. al., Weaving the Web: The Original Design and Ultimate Destiny of the World Wide Web, Harper, 2000. ISBN=006251587X.
• Michael Lesk, Practical Digital Libraries : Books, Bytes, and Bucks.   Morgan Kaufmann, 1997. ISBN=1558604596
• Gerard Salton, Dynamic Information and Library Processing, Prentice-Hall, 1975, ISBN=0132213257
• Elaine Svenonius, The intellectual foundation of information organization, MIT Press, 2000, ISBN=0262194333

Online Periodicals

• Ariadne, http://www.ariadne.ac.uk/
• D-Lib Magazine, http://www.dlib.org/ 
• First Monday, http://www.firstmonday.dk/
• Journal of Electronic Publishing, http://www.press.umich.edu/jep/ 
• Journal of Digital Information, http://jodi.ecs.soton.ac.uk/
• RLG DigiNews, http://www.rlg.org/preserv/diginews/

Some useful web sites

• Coalition for Networked Information, http://www.cni.org/
• Internet Engineering Task Force, http://www.ietf.org/
• NSF Digital Libraries Initiative, http://dli2.nsf.gov. 
• W3C: The World Wide Web Consortium, http://www.w3.org/

XML Reference Books

• Essential XML Quick Reference: A Programmer's Reference to XML, XPath, XSLT, XML Schema, SOAP, and More,  by Aaron Skonnard, Martin Gudgin, ISBN: 0201740958
• Building Web Services with Java: Making Sense of XML, SOAP, WSDL and UDDI, by Steve Graham, Simeon Simeonov, Toufic Boubez, Glen Daniels, Doug Davis, Yuichi Nakamura, Ryo Neyama, ISBN: 0672321815
• XSLT Programmer's Reference 2nd Edition, by Michael H. Kay, ISBN: 1861005067
• Professional Xml (Programmer to Programmer): 2nd Edition, by Mark Birbeck (Editor), ISBN: 1861005059
   

Examples of Digital Libraries and Electronic Publishing

Cornell University

• Cornell University Library Gateway, http://library.cornell.edu
• CS/Physics/Math ePrint archvie, http://arxiv.org. 
• Hein-on-line legal research library, http://heinonline.org. 
• Legal Information Institute (Cornell Law School), http://www.law.cornell.edu/
• National Science Digital Library, http://www.nsdl.org

The rest of the world

• The ACM Digital Library, http://www.acm.org/dl/
• The Alexandria Digital Library (University of California, San Diego), http://www.alexandria.ucsb.edu/
• American Memory (Library of Congress), http://memory.loc.gov
• Dspace (MIT), http://www.dspace.org
• The IEEE Explore System, http://www.ieee.org/ieeexplore/ (after January 2000)
• JSTOR (Journal Storage), http://www.jstor.org/
• HighWire Press (Stanford University), http://www.highwire.org/
• Perseus (Tufts University), http://www.perseus.tufts.edu/
• ResearchIndex (NEC), http://researchindex.org/ 

Readings

The subject of the course is a dynamic area.  Most of the material in the course is the result of research and implementation over the past 3-5 years.  Fortunately almost all of this work is available through papers on the open-source Web.  Readings are assigned for each week's discussion section as listed in the schedule below.  The content in each week's section is linked to that presented in coincident lectures, listed in the syllabus.

Students are expected to approach each week's readings critically.  Are the ideas sound?  What are the alternatives and trade-offs?   How well do the ideas fit into the larger information context?  What are the barriers to success: technical, social, legal, and economic. Weekly sections are meant to be a forum for discussing these critical reactions, driven by student participation and NOT by instructor or teaching assistant presentations.  The amount of section participation and the degree to which it represents critical evaluation of the readings is an important criteria of grading, as detailed below. 

Reaction papers, which are due every three weeks, are another vehicle for critically evaluating readings.  The reaction paper assignments are structured as follows: you should cover at least two closely related papers relevant to the current section of the course.  One of the papers should be from the course syllabus (assigned for either the current discussion section or the one immediately preceding).  Another should be a related paper that you discover via another method such as references in the papers you have read, searching on Google, ResearchIndex, CiteSeer, or the like, or via the library gateway.  Think of finding this paper as a mini resource discovery exercise.  You should then write approximately 2-3 pages in which you address the following points:

• What is main content of the papers?
• Why is it interesting in relation to the current section of the course, reflected in both readings and lecture?
• What are the weakness of the papers, and how could they be improved?
• What are some promising further research questions in the direction of the papers, and how could they be pursued?

Reaction papers should not just be summaries of the papers you read; most of your text should be focused on synthesis of the underlying ideas, and your own perspective on the papers. Reaction papers should be done individually (i.e. not in groups). 

Submission procedure for reaction papers is as follows:

• A physical version of the paper should be handed in at discussion section on the due date. 
• An electronic copy of your physical submission should also be sent via email attachment and should be addressed to lagoze@cs.cornell.edu, dmitriev@cs.cornell.edu, and awb13@cornell.edu.  The subject of the email should be formatted as <your name>:Reaction:<due date>, as in 'Carl Lagoze:Reaction:2003-02-22'.  The date/time stamp of this electronic submission will provide verification of your submission.  This must be by the beginning of discussion section.  Late submissions will not be accepted.  Permitted formats are Word, PDF, text, and PS.
• Please state at the beginning of the paper bibliographic references to the two papers discussed therein.

NOTE: Discussions dates that are in bold correspond to the due date/time of a review paper.  .

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